University of Minesota

2. 1. HOW CAN WE EVALUATE THE STATUS OF THE WORLD PROGRAM OF
HUMAN RIGHTS EDUCATION (HRE) UNIVERSALLY & WITH REGARD TO THE
ARAB WORLD?
2. WHAT ARE THE FUTURE EXPECTATIONS REGARDING THE IMPLEMENTATION
OF THE WORLD PROGRAM FOR HRE?
3. IS IT POSSIBLE TO ASSESS THE CONTRIBUTIONS OF THE MILLENNIUM
DEVELOPMENT GOALS IN THE FIELD OF HRE?
4. WILL THE SUSTAINABLE DEVELOPMENT GOALS OPEN UP NEW HORIZONS
IN THE FIELD OF HRE?
5. WHAT ARE CHALLENGES AND OPPORTUNITIES RELATED TO THESE MAJOR
INTERNATIONAL PROCESSES IN SUPPORTING HRE STRATEGIES AT LOCAL
LEVELS?
HUMAN RIGHTS EDUCATION: Programmes, Declaration, and Goals
(2001-2016)

3. FOUR TOOLS FOR HUMAN RIGHTS
EDUCATION MOBILIZATION
 THE WORLD PROGRAMME FOR HUMAN RIGHTS
EDUCATION (2005-Present)
 THE UN DECLARATION ON HUMAN RIGHTS EDUCATION
AND TRAINING (December 19, 2011)
 THE MILLENIUM DEVELOPMENT GOALS (2001-2015)
 THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030)

4. How can we evaluate the status
of the World Program of Human
Rights Education (HRE)
Universally & with regard to the
Arab World?

5. EVALUATION OF WORLD PROGRAMME
 Know what you are evaluating:
 Target, Objectives, Principles, Scope of Work
 Review Phase 1: Evaluation of Implementation Report
 Review Phase 2: Evaluation of Implementation Report
 Review Phase 2: Individual Country Reports for Ideas for
Improvement both within the Arab World and other
regions

6. TARGET SECTORS
 World Programme for Human Rights Education (GA resolution
59/113A)
 Phase I: 2005-2009 - PRIMARY AND SECONDARY SCHOOL
SYSTEMS
 Phase II: 2010-2014 - HIGHER EDUCATION AND HUMAN
RIGHTRS TRAINING OF EDUCATORS AND TEACHERS, CIVIL
SOCIETY, LAW ENFORCEMENT OFFICIALS, AND MILITARY
PERSONNEL AT ALL LEVELS
 Phase III: 2015-2019 – STREGTHENING THE IMPLEMENTATION
OF PHASE 1 AND 2 AND PROMOTING TRAINING OF THE MEDIA
AND JOURNALISTS

8. PHASE 2 (2010-2014):
EVALUATION REPORT OVERVIEW
 Action at National Level
 Human rights education in higher education
 Human rights training for civil servant
 Human rights training for law enforcement
 Human rights training for the military
 Conclusions and Recommendations
28 State Parties Submitted Reports, including 6 States Parties in
Middle East and North Africa region – Jordan, Kuwait, Lebanon,
Morocco, Qatar, and the United Arab Emirates

9. HUMAN RIGHTS TRAINING
FOR LAW ENFORCEMENT
 Basic training in police academies, colleges,
and agencies include human rights for most
 Human rights training required for promotion
in many states (Bosnia and Herzegovina,
Italy, Japan, Qatar, and Romania)
 Emphasis on practical training, focusing on issues that
police officers could encounter daily (such as “legal use
of force”)
 Focus on ‘learning from peers,’ train educators from
within the ranks

10. CONCLUSIONS AND
RECOMMENDATIONS
 Impressive amount of activities to implement and support
human rights education in higher education and training
for civil servants, law enforcement officials, and the
military.
 Increase in attention to providing practical and relevant
training methodology
 “Wealth of opportunity” for states to collaborate on
human rights education with United Nations entities,
ICRC, regional organizations, NGO and governments.

11. What are the future expectations
regarding the implementation of
the World Program for HRE?

12. PHASE 3 (2015-2019): PLAN OF ACTION
 Action at National Level
 Human rights education in primary and secondary
schools
 Human Rights education in higher education
 Human rights training for civil servant
 Human rights training for law enforcement
 Human rights training for the military
 Human Rights training for the media and journalists
 Conclusions and Recommendations

13. Is it possible to assess the
contributions of the Millennium
Development Goals in the field of
HRE?

16. Will the Sustainable Development
Goals open up new horizons in
the field of HRE?

17. ESTABLISHMENT OF:
(1) A TIER SYSTEM FOR INDICATORS
(2) PROCEDURES FOR THE METHODOLOGICAL REVIEW OF
INDICATORS
(3) GLOBAL REPORTING MECHANISMS, INCLUDING IDENTIFYING
ENTITIES RESPONSIBLE FOR COMPILING DATA AND DATA FLOW
FROM NATIONAL TO GLOBAL REPORTING
(4) DISCUSSION OF THE WORK PLAN AND NEXT STEPS
The third meeting of the Inter-Agency & Expert Group on the
Sustainable Development Goal Indicators
30 March to 1 April 2016 in Mexico City, Mexico.

23. GOAL 4. TAGET 7.
By 2030, ensure that all learners acquire
the knowledge and skills needed to
promote sustainable development,
including, among others, through education
for sustainable development and
sustainable lifestyles, human rights, gender
equality, promotion of a culture of peace
and non-violence, global citizenship and
appreciation of cultural diversity and of
culture’s contribution to sustainable
development

27. What are challenges and
opportunities related to these major
international processes in supporting
HRE strategies at local levels?

28. The intergovernmental committee of experts on SDG financing
puts the cost of providing:
1. A social safety net to eradicate extreme poverty at about $66
billion (£43bn) a year.
2. Annual investments in improving infrastructure costs (water,
agriculture, transport, power) could be up to a total of $7 trillion
globally.
How will the SDGs be funded ?

29. CHALLENGES & OPPORTUNITIES
FACING INT’L PROCESSES IN SUPPORTING
HRE STRATEGIES AT LOCAL LEVELS
 Ensuring inclusive and equitable quality
education and promote lifelong learning
opportunities for all
Ending Violence Against Women & Children
Ending Child Trafficking
Ending Child Marriages
Ending Child Recruitment as Soldiers
 Strengthening women and girls
leadership in political and civil
processes

30. ECONOMIC & POLITICAL
PARTICIPATION FOR GIRLS AND
WOMEN CONTRIBUTES TO…
 Ending extreme poverty
 Promoting resilience
 Establishing stability after conflict
 Progress and growth

31. RESILIENCE