This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.

1. Human Rights Education
Yogesh N. Mhaske
Asst. Prof. Sandip University , Nashik.

2. United Nations definition of
Human Rights
• Human Rights are universal legal guarantees
protecting individuals and groups against actions
which interfere with fundamental freedoms and
human dignity.

3. Human Right Education
• Human rights education is an integral part of the
right to education and is increasingly gaining
recognition as a human right in itself.
Knowledge of rights and freedoms is considered
a fundamental tool to guarantee respect for the
rights of all.

4. Fundamental Human Rights
• The right to life
• The right to liberty and freedom
• The right to the pursuit of happiness
• The right to live your life free of discrimination
• The right to control what happens to your own
body and to make medical decisions for
yourself

5. ….. Fundamental Human Rights
• The right to freely exercise your religion and
practice your religious beliefs without fear of
being prosecuted for your beliefs
• The right to be free from prejudice on the basis
of race, gender, national origin, color, age or sex
• The right to grow old
• The right to a fair trial and due process of the
law
• The right to be free from cruel and unusual
punishment

6. …. Fundamental Human Rights
• The right to be free from torture
• The right to be free from slavery
• The right to freedom of speech
• The right to freely associate with whomever you
like and to join groups of which you'd like to be
a part.
• The right to freedom of thought
• The right not to be prosecuted from your
thoughts

7. International NGO works for
Human Right ..1
• Amnesty International is a worldwide
movement of people who campaign for
internationally recognized human rights for all.
With more than 2.2 million members and
subscribers in more than 150 countries, they
conduct research and generate action to prevent
and end grave abuses of human rights and to
demand justice for those whose rights have been
violated

8. …2
• Children’s Defence Fund (CDF): The CDF is
a child advocacy organization that works to
ensure a level playing field for all children.
CDF champions policies and programs that lift
children out of poverty, protect them from abuse
and neglect and ensure their right to equal care
and education. www.childrensdefense.org

9. …3
• The Human Rights Action Centre is a
nonprofit organization based in Washington,
DC, headed by Jack Healey, world-renowned
human rights activist and pioneer. The Center
works on issues of the Universal Declaration of
Human Rights and uses the arts and
technologies to innovate, create and develop
new strategies to stop human rights abuses.
They also support growing human rights groups
all over the world.
www.humanrightsactioncenter.org

10. …4
• Simon Wiesenthal Center: This prestigious
international Jewish human rights organization
is dedicated to repairing the world one step at a
time. The Center generates changes by
confronting anti-Semitism, hate and terrorism,
promoting human rights and dignity, standing
with Israel, defending the safety of Jews
worldwide, and teaching the lessons of the
Holocaust for future generations.
www.wiesenthal.com

11. Objective of Human Rights
Education in India

Human rights education aims to do the following:

Enhance the knowledge and understanding of human rights.

Foster attitudes of tolerance, respect, solidarity, and responsibility.

Develop awareness of how human rights can be translated into social
and political reality.

Develop skills for protecting human rights

The design of the curriculum needs to be built on the philosophical,
psychological, and sociological bases of curriculum planning and
development

The school curriculum should work toward the holistic development
of the individual.

12. core components identified in the National Policy on Education (1986):
1. The history of India's freedom movement;
2. Constitutional obligations;
3. the content essential to nurture national identity;
4. India's common cultural heritage;
5. egalitarianism;
6. democracy and secularism;
7. equality of the sexes;
8. protection of the environment;
9. removal of social barriers;
10. observance of small-family norms; and
11. inculcation of scientific temper.

13. The following provisions in Indian Constitution safeguard human
rights:(Article 14): Equality before the law
(Article 15): Non discrimination on ground of religion, race, caste,
sex, and place of birth
(Article 16): Equality of opportunity
(Article 19): Freedom of speech, expression, assembly, association,
movement, residence, acquisition, and disposition of property,
practice of any profession, carrying out any occupation, trade, or
business;
(Article 23): Prohibition of traffic in human beings and forced labor
(Article 24): Prohibition of labor in case of children below 14 years
(Article 25): Freedom of religion

14. • (Article 28): No provision for religious instruction in any educational
institution wholly maintained out of State funds
• (Article 29 [1]): Conservation of language, scripts, and culture
• (Article 30): Right of minorities to administer educational institutions
• (Article 38 [1], Directive Principles of State Policy): State guarantee of social
order
• (Article 39, Directive Principles of State Policy): Adequate means of
livelihood, equal pay for equal work for both men and women, non-abuse of
health of the worker, opportunity for children to develop in a healthy manner
and in conditions of freedom and dignity cases
• (Article 41, Directive Principles of State Policy); Right to work, education,
and public assistance in specific
• (Article 45, Directive Principles of State Policy): provision for free and
compulsory education of children up to 14 years of age and
• (Article 46, Directive Principles of State Policy).Ensuring education and
economic development of scheduled castes, scheduled tribes, and other
weaker sections of society

15. Curriculum for Human Right
Education
History
allows the study of human rights as it covers topics such as the
growth of democracy, development of trade unions, social reforms,
and independence movements. The Industrial Revolution, and its
impact on countries outside Europe, might be linked with the study
of the International Labour Organization and its efforts to ensure
just and equitable conditions for all workers, and to abolish child
labor and other abuses of human dignity. It also introduces the
students to some of the significant declarations on human rights,
from the American Declaration of Independence to the Universal
Declaration of Human Rights

16. …2
Geography-
stresses environmental and pollution issues and
the study of international ecological problems.
Civics-
focuses on Indian democracy, including topics
such as the individual and society, democratic
citizenship, the Constitution, the judiciary,
democracy, foreign policy, the UN, world
problems
(human rights, disarmament, new international order, etc.).

17. …3
Economics
focuses mainly on the study of the Indian economy ,economic
development and social justice by covering content areas such as
the rights of consumers, and consumer protection.
Science
stresses the development of scientific temper; cultivation of social,
ethical, and social values; and the possible misuse of science.
Biology can explore the scientific bases for human rights and
social prejudice. Science can also include teaching of health,
diseases, and the contribution of the World Health Organization.

18. …4
• Mathematics
• can teach the skills related to elementary statistics and
graphing, which may be used to interpret data on food
and population, agriculture and industrial outputs,
expenditure on armaments and on education, and other
topics that have a bearing on basic human rights.
Natural science and mathematics also reflect the
modern scientific and technological work that may
either benefit humankind or work to its detriment.

19. Teaching Methodology• As discussed earlier, human rights teaching should permeate not only all school
subjects but also every aspect of school life. There is no denying the fact that human
rights can be taught more effectively through various curricular activities.
• Teacher attitudes and assessment methods are important in conveying key
messages to students.
• Discussion method
• Project method
• Activity Method
• Companying
• Celebration of various days
• Posture Presentations

20. References

www.aspbae.org/bldc/sites/default/files/ppt/Know%20Your
%20Rights.ppt

http://examples.yourdictionary.com/examples-of-human-
rights.html

http://www.humanrights.com/voices-for-human-rights/human-
rights-organizations/non-governmental.html

http://birbhum.gov.in/DPSC/reference/86.pdf

http://www.hurights.or.jp/archives/human_rights_education_in
_asian_schools/section2/2001/03/human-rights-education-in-
indian-schools-curriculum-development.html

21. Thank You