Non formal Human Rights Education

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A discussion as to how to teach human rights outside the school setting. Presentation made possible by Amnesty International

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Non formal Human Rights Education

  1. 1. Human Rights Education in the Non-formal Education (NGOs in the Philippines) Presented by Sr. Crescencia L. Lucero, sfic Executive Director Task Force Detainees of the Philippines
  2. 2. All Human Rights for All!
  3. 3. HRE is a participative process which contains deliberately designed sets of learning activities using human rights knowledge, values, and skills as content aimed at the general public to enable them to understand their experiences and take control of their lives. What is human rights education (HRE)?
  4. 4. Non-formal HRE are structured programs conducted through consciousness-raising sessions, skills training, and para-legal training seminar /workshops What is non-formal HRE? The content of non-formal HRE is usually determined by the needs of the community or interest-groups and the orientation of organizers, and is not bound by any prescribed curriculum as in the school set up.
  5. 5. The informal HRE The informal HRE are more ad hoc and unstructured activities done through public campaign, theatre, posters, informal discussions with neighbours and friends, etc.
  6. 6. <ul><li>People empowerment </li></ul>Objectives of Non-formal HRE
  7. 7. <ul><li>Social Transformation </li></ul>
  8. 8. <ul><li>Democracy </li></ul>
  9. 9. Contents of Non-formal HRE
  10. 10. <ul><li>People’s lived experiences </li></ul>
  11. 11. <ul><ul><li>Social analysis </li></ul></ul><ul><li>Tactic of forward deployment </li></ul><ul><li>Unimpeded entry and exit into a country </li></ul><ul><li>Free use of ports, airfields and other installations </li></ul><ul><li>Numerous ship visits, aircraft transfers, small unit </li></ul><ul><li>exercises </li></ul><ul><li>Staging area for US special operations </li></ul>Virtual Bases Impact of War on Terror on Independence - M.S. Diokno
  12. 12. <ul><li>International and national human rights standards </li></ul>
  13. 13. <ul><li>A ctivity anything that would allow learners to move, to think, to participate, and most importantly </li></ul><ul><li>to react on; </li></ul>Methodology of Non-formal HRE <ul><li>D iscussion understanding their knowledge level; </li></ul><ul><li>I nput sharing the topic or agenda </li></ul><ul><li>D eepening validating the topic with their exper iences </li></ul><ul><li>A nalysis widening the perspective of the learners </li></ul><ul><li>S ynthesis turning knowledge into action </li></ul>
  14. 14. Human Rights Educators
  15. 15. <ul><li>Marginalized groups </li></ul>Target audience <ul><li>Strategic partners </li></ul><ul><li>General public </li></ul>
  16. 16. <ul><li>Basic human rights course </li></ul><ul><li>- a brief course on the basic concepts and principles of human rights </li></ul>The TFDP Experience (some examples) <ul><li>Human rights and peace training </li></ul><ul><li>- a course on human rights and peace, including situations of peace and unpeace, legal bases of human rights and peace, nurturing a culture of human rights and peace, and challenges to peace advocates </li></ul>
  17. 17. <ul><li>Human rights in governance training </li></ul><ul><li>- a course discussing the human rights based approach to development and governance </li></ul>
  18. 18. Values and attitudes related to Human Rights and Democracy · Dignity · Equality · Justice · Protection of the Rights of all peoples · Participation · Freedom of speech and expression · Freedom of belief
  19. 19. <ul><li>Para-legal training </li></ul><ul><li>- a course to equip NGO workers/ PO leaders in providing basic legal assistance, especially to those who are disadvantaged both in rural and urban areas </li></ul><ul><li>- para-legal trainings for church workers, indigenous people, women, etc. </li></ul>The TFDP Experience (some examples) <ul><li>Basic documentation training </li></ul><ul><li>- a course on how to document cases of human rights violations which includes use of fact sheets and documentation templates </li></ul>
  20. 20. Gaps: <ul><li>Translation of HRE publications (e.g., modules, curriculum) into local languages/dialects; </li></ul><ul><li>Follow up initiatives of training of trainers; </li></ul><ul><li>Mentoring for continuity and self-reliance; </li></ul><ul><li>Need to search for more creative and effective pedagogical approaches to HRE </li></ul>
  21. 21. Conclusion
  22. 22. Importance of Human Rights Education (according to Sen. Jose W. Diokno) <ul><li>the immediate task of human rights teaching and research should be to prevent or substantially decrease human rights violations by discovering and applying inexpensive, practical and effective methods of awakening, in individuals, groups, peoples and governments; </li></ul><ul><li>an awareness of the meaning, content and value of human rights; how human rights are violated; how violations may be prevented or redressed; and how human rights might be enhanced ; </li></ul><ul><li>the will to respect and vindicate human rights </li></ul>In short… To internalize reverence for human rights
  23. 23. “ Education shall be directed to the full development of the human personality and nature, and strengthening respect for human rights and fundamental freedoms. It shall promote understanding, tolerance, and friendship among all nations, racial and Religious groups and shall further the activities of the United Nations in the maintenance of peace.”
  24. 25. &quot;Human rights education is much more than a lesson in schools or a theme for a day; it is a process to equip people with the tools they need to live lives of security and dignity. - Kofi Annan
  25. 26. Thank you!
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