This document discusses the history and importance of human rights education. It outlines how human rights education was first addressed by UNESCO in 1953 and became a formal focus in 1978. The document also explains that human rights education aims to focus on respect, provide knowledge of rights, facilitate implementation, and develop awareness. Additionally, it states that human rights education produces changes in values, behavior, and empowerment for social justice. The document emphasizes that education is a human right that lifts people out of poverty and contributes to personal development.

1. This presentation contains a brief discussion on human
rights, its needs, history and importance of human
rights in one’s life.

4. “Knowledge is power. Information is
liberating. Education is the premise of
progress, in every society, in every
family.”
“Literacy is a bridge from misery to
hope.”
“Education is a human right with
immense power to transform. On its
foundation rest the cornerstones of
freedom, democracy, and sustainable
human development.”

5.  Human rights are rights inherent to all human
beings, regardless of gender, nationality, place of
residency, sex, ethnicity, religion, color or and
other categorization.

7.  Human Right Education was first addressed in 1953 with UNESCO
associated school programme.
 The first formal request for the need to educate students about human
rights came in UNESCO’S 1974 article recommendation .
 The participants of the international congress on the Teaching Human
Rights met in 1978 for the required application of the education in
Formal Curriculum.
 The aims at which the congress agreed upon are:-
1.Focus on respect
2.Providing knowledge of Human Rights
3.Implementation of Human Rights
4.Developing awareness about them.

8.  Human Right Education became an official central concern
internationally after the world conference on human rights in
1993.
 This conference brought the issue of educating formally to the
top of many countries’ priority lists and was brought to the
attention of the united nations.
 Emphasis on Human Right Education began in 1995 with the
beginning of the Un decade.
 With the development of the UN decade ,the incorporation of
HRE into formal school curriculum has been developed and
diversified.

9. Produce changes in values and attitude
Produce changes in behavior
Produce empowerment for social justice
Develop attitudes of solidarity across issues,
communities, and nations
Develop knowledge and analytical skills
Encourage participatory education.

10. • It is an empowerment right.
• It lifts marginalized groups out of poverty.
• It is an indispensable means of realizing other rights.
• It contributes to the full development of the human
personality.

11. A human rights perspective must be embedded in the institutions,
organizations or agencies where social work students find themselves.
This focus on one particular strategy that could be helpful to the
process of solidifying a commitment to human rights for our students.
Using a pedagogical tool from a school of social work in the USA
originally developed to combat the social injustice of racism, the
example transcends the academic institution and offers a solid link in
connecting human rights, social justice and social work. Using the
construct of critical realism, we argue that, for social work programme
to take steps towards an explicit commitment to human rights, not only
must human rights be infused throughout the curriculum, but
educators must provide opportunities for making more overt the links
between human rights principles, social justice and social work.

12. By addressing behaviors, tendencies and attitudes,
students then acquire not only the skills and
deeper understanding, but they internalize the
motivation and commitment to broaden their
human rights frame. In the process of developing a
more firm commitment to human rights, we must
not be limited to the walls of the academy, but
rather extend beyond to our field agencies,
organizations and communities.