This document provides an overview of a lecture on human rights education given by Dr. David Perez. It defines human rights education, discusses its goals and concepts, and covers topics like the classification of rights, indigenous peoples' rights, and rights of the child. The presentation was given by three students - Peña, Morad, and Relativo - for a social studies class at Western Philippines University. The objectives were to define human rights education, understand the classification of civil/political and socio-economic rights, and develop awareness of human rights issues.

1. Republic of the Philippines
Western Philippines University
Puerto Princesa Campus
Subject: Soc. Stud 116
Topic: Human Rights Education
Sub-topic:
• Conceptual foundation of Human Rights Education
• Classification of Human Rights, civil and political socio-economic
• Indigenous people’s rights and rights of the child
• Human Rights Issues
Instructor: Dr. David Perez
Presenters:
• Peña, Arlene D.
• Morad, Sephria
• Relativo, Eunice T.

2. Objectives:
• Define the concept of human rights education.
• Understand the classification of human rights
civil and political socio-economic
• To develop awareness among the people about
human rights

3. Definition of terms:
Human Rights – those rights which applies to all
every single person simply because he/she is is a
human being.
Education - is forming desirable, attitudes, values,
skills, understanding and interest.

4. What is Human Rights Education?
• Promotes democratic principles. It examines human
rights issues without bias and from diverse
perspectives through a variety of educational
practices.
• Engages the heart as well as the mind. It challenges
students to ask what human rights to them
personally and encourages them to translate caring
into informed, nonviolent action.

5. • It promotes understanding of the complex global
forces that create abuses, as well as the ways in
which abuses can be abolished and avoided.
• It provides multicultural and historical
perspectives on the universal struggle for justice
and dignity.
• Is all learning that develops the knowledge, skills,
and values of human rights.

6. • Human rights education declares a
commitment to those human rights
expressed in the Universal Declaration of
Human Rights of 1948 and the UN
Covenants. It asserts the responsibility to
respect, protect, and promote the rights of
all people.

7. The United Nations Decade for Human Rights
Education (1995-2004) has defined Human
Rights Education as "training, dissemination, and
information efforts aimed at the building of a
universal culture of human rights through the
imparting of knowledge and skills and the
molding of attitudes which are directed to:

8. (a) The strengthening of respect for human rights
and fundamental freedoms;
(b) The full development of the human personality
and the sense of its dignity;
(c) The promotion of understanding, respect, gender
equality, and friendship among all nations,
indigenous peoples and racial, national, ethnic,
religious and linguistic groups; and
(d) The enabling of all persons to participate
effectively in a free society

9. Goals of Human Rights Education
- to help people understand human rights, value
human rights, and take responsibility for
respecting, defending, and promoting human
rights.
- An important outcome of human rights education
is empowerment, a process through which people
and communities increase their control of their
own lives and the decisions that affect them.

10. Human rights education teaches both about human
rights and for human rights.
Education about human rights provides people
with information about human rights. It includes
learning –
• about the inherent dignity of all people and their
right to be treated with respect
• about the history and continuing development of
human rights

11. • about human rights principles, such as the
universality, indivisibility, and interdependence of
human rights
• about international law, like the Universal
Declaration of Human Rights or the Convention on
the Rights of the Child
• about the persons and agencies that are responsible
for promoting, protecting, and respecting human
rights

12. Education for human rights helps people feel the
importance of human rights, internalize human
rights values, and integrate them into the way they
live. These human rights values and attitudes
include –
• understanding the nature of human dignity and
respecting the dignity of others
• empathizing with those whose rights are violated
and feeling a sense of solidarity with them

13. • recognizing that the enjoyment of human rights
by all citizens is a precondition to a just and
humane society
• valuing non-violence and believing that
cooperation is better than conflict

14. Education for human rights also gives people a
sense of responsibility for respecting and defending
human rights and empowers them through skills to
take appropriate action. These skills for
action include –
• developing critical understanding of life
situations
• analyzing situations in moral terms

15. • realizing that unjust situations can be improved
• recognizing a personal and social stake in the
defense of human rights
• analyzing factors that cause human rights
violations
• knowing about and being able to use global,
regional, national, and local human rights
instruments and mechanisms for the protection of
human rights

16. HUMAN RIGHT
Human rights are rights inherent to all human
beings, whatever our nationality, place of residence,
sex, national or ethnic origin, colour, religion,
language, or any other status. We are all equally
entitled to our human rights without discrimination.

17. Article 1 -- Right to Equality
Article 2 -- Freedom from Discrimination
Article 3 -- Right to Security of Person
Article 4 -- Freedom from Slavery
Article 5 -- Freedom from Inhumane Treatment
Article 6 -- Right to Legal Recognition
Article 7 -- Right to Equality Before the Law
Article 8 -- Right to Remedy by Competent Tribunal

18. Article 9 -- Freedom from Arbitrary Legal
Prosecution
Article 10 -- Right to Fair Public Hearing
Article 11 -- Right to be Considered Innocent Until
Proven Guilty
Article 12 -- Freedom from Interference
Article 13 -- Right to Free Movement
Article 14 -- Right to Asylum from Prosecution
Article 15 -- Right to a Nationality

19. Article 16 -- Right to Marriage
Article 17 -- Right to Own Property
Article 18 -- Freedom of Belief
Article 19 -- Freedom of Speech
Article 20 -- Right to Peaceful Assembly and
Association
Article 21 -- Right to Participate in Government
Article 22 -- Right to Social Security
Article 23 -- Right To Desirable Employment

20. Article 24 -- Right To Rest
Article 25 -- Right To Adequate Living Standard
Article 26 -- Right To Education
Article 27 -- Right To Participate in and Enjoy the
Culture of One's Community
Article 28 -- Right To Realization of This Declaration
Article 29 -- Duties To Community
Article 30 -- Freedom From Interference in Above
Rights

21. Miranda Rights or Mirandizing, is the
 formal warning given by law enforcers to suspects,
informing them of their legal rights during an
interrogation in a police custody.
Miranda Rights provide the following rights to an
individual:

22. • The right to remain silent during an interrogation.
• The right to ask for a counsel before, or during the
interrogation.
• The knowledge that whatever an individual says
during the interrogation could be used as an
evidence to incriminate him.

23. CLASSIFICATION OF HUMAN RIGHT;
The Covenant on Civil and Political Rights
*Protection of life
*Freedom from torture
*Freedom from slavery
*Freedom from arbitrary
*humane treatment

24. The Covenant on Economic, social, and cultural
right
Protect the additional right, many of which
have yet to be realized in the poorer countries.
Right to work
To just wage and safe working condition
To social security and social insurance

25. Decent standard of living and freedom from
hunger,
To have universal basic education,
To an enjoyment of the cultural life and scientific
progress of the country.
Without civil and political right the public cannot
assert their economic, social, and cultural right.
Similarly, without livelihood and a working
society, the public cannot assert or make use of
civil and political right.

26. Some example of human right
Right to life
Right to liberty and freedom
Right to the pursuit of happiness
Right to control what happens to your own body
and to make medical decision for yourself.

27. HUMAN RIGHT EDUCATION, USES IN 21st
CENTURY
*As a strategy for development
*As empowerment
*As a way of change for women’s right
*As a legal prospective and for law enforcement
*As a legal education for social transformation
and human sensibility

28. SCHOOL MUST BE:
Maintain the values ,human right included must
be learned through experience.
ARISTOTLE: for the things we have learn,
before we can do them’ we learn by doing them.

29. SCHOOL must respect human right in school by
allowing student the great freedom:
Freedom of choice
Freedom of action
Freedom to bear the results of action-that
constitute personal responsibility

30. Salient Features of the IPRA
Law
Republic Act No.8371
Indigenous People Rights Act

31. What is ancestral domain ?
Subject to section 56 of this law, refer to all areas generally
belonging to ICCs/IPs comprising lands, inland waters, coastal
areas, and natural resources therein, held under a claim of
ownership, occupied or possessed by ICCs/IPs, themselves or
through their ancestors , communally or individually since time
immemorial, continuously to the present except when interrupted by
war, force majeure or displacement by force, deceit, stealth or as
consequence of government projects or any other voluntary dealings
entered into by government and private individuals, corporations,
and which are necessary to ensure their economic, social and
cultural welfare. (section 3)

32. What is ancestral land ?
Subject to section 56 of this, refers to land occupied possessed
and utilized by individuals, families and clans who are members of
the ICCs/IPs since time immemorial, by themselves or through
their predecessors-in-interest, under claims of individual or
traditional group ownership, continuously, to the present except
when interrupted by war, force majeure or displacement by force,
deceit, stealth, or as a consequence of government projects and
other voluntary dealings entered into by government and private
individual/corporation, including, but not limited, residential lots,
rice, terraces or paddies, private forest, swidden farms and tree
lots.(section 3)

33. What are the Rights of the ICCs/IPs to their ancestral
domain ?
1. Rights of ownership and possession
2. Rights to develop lands and natural resources
3. Right to stay in the territories
4.Right in case of displacement
a. in case of displacement caused by natural catastrophes,
the State shall endeavor to resette to displaced ICCs/Ips in
suitable areas where they can have temporary life support
system

34. b. The displaced ICCs/Ips shall have the right to return to their
abandoned lands until such tie that the normalcy and safety of such
lands shall be determined
c. If their ancestral domain cease to exist and nomalcy and safety
of the previous settlements are not possible, displaced ICCs/IPs shall
enjoy security of tenure over lands to which they have been resentled
d. Basic services and livelihood shall be provided to them to
ensure that their needs are adequately addressed.

35. 5. Right to to regulate entry of migrants into the domains
6. Right to safe and clean air and water
7.Right to claim parts of the ancestral domains which have been
reserved for various purposes, except those reserved and intended
for common and public welfare services; and
8. Right to Resolve Conflict

36. a. It must be in accordance with customary laws of the area
where the land is located; and
b. Only in default of such customary laws shall complaints be
submitted to amicable settlements and to the Courts of Justice
whenever necessary

37. What are their rights to their ancestral lands ?
1. Right of ownership and possession
2. Right to transfer land or property rights to/ among members
of the same ICCs/IPs, subject to customary laws and
traditions of the community concerned.
3. Right of redemption (by the transferor ICCs/IPs) within the a
period not exceeding fifteen(15) years from the date of
transfer
a. When the transfer of land/property rights by virtue of
any agreement or devise was made to a non- member of the
concerned ICCs/IPs, and

38. b. Such transfer is tainted by the vitiated consent of the ICCs/IPs,
or is for an unconscionable consideration or price.
May ICCs or IPs secure a title over the lends they are occupied ?
Yes. Under Section 12 of this law, an option to secure title to their
ancestral lands under the provisions of Commonwealth Act 141, as
amended, or the Land Registration Act 496, is granted to :
1. Individual members of cultural communities, with respect to
individual-owned ancestral lands

39. 2. Who, by themselves of thought their predecessors-in –interest,
have been continuous and occupation of such land for a period of
not less than thirty(30) years immediately preceding the approval
of this Act and
3. Such possession and occupation must be in the concept of an
owner since the immemorial or uncontested by the members of the
same ICCs/IPs

40. Rights of the Child
The Convention on the Rights of the Child of 1989
defines more precisely the term “child”:
“[…] a child is any human being below the age of
eighteen years, unless under the law applicable to the
child, majority is attained earlier”
The idea, through this definition and all the texts
concerning child welfare, is that the child is a human
being with rights and dignity.

41. The recognition of the child’s interest and his rights
become real on 20 November 1989 with the
adoption of the International Convention on the
Rights of the Child which is the first international
legally binding text recognizing all the
fundamental rights of the child.

42. Children’s rights: human rights
• Children’s rights are human rights. They protect
the child as a human being. As human rights,
children’s rights are constituted by fundamental
guarantees and essential human rights:

43. • Children’s rights recognize fundamental
guarantees to all human beings: the right to life,
the non-discrimination principle, the right to
dignity through the protection of physical and
mental integrity (protection against slavery,
torture and bad treatments, etc.)
• Children’s rights are civil and political rights,
such as the right to identity, the right to a
nationality, etc.

44. • Children’s rights are economic, social and cultural
rights, such as the right to education, the right to a
decent standard of living, the right to health, etc.
• Children’s rights include individual rights: the
right to live with his parents, the right to education,
the right to benefit from a protection, etc.
• Children’s rights include collective rights: rights of
refugee and disabled children, of minority children
or from autochtonous groups.

45. • Children’s rights: rights adapted to children
• Children’s rights are human rights specifically
adapted to the child because they take into account
his fragility, specificities and age-appropriate
needs.
• Children’s rights take into account the necessity of
development of the child. The children thus have
the right to live and to develop suitably physically
and intellectually.

46. • Children’s rights plan to satisfy the essential needs
for a good development of the child, such as the
access to an appropriate alimentation, to necessary
care, to education, etc.
• Children’s rights consider the vulnerable character
of the child. They imply the necessity to protect
them. It means to grant a particular assistance to
them and to give a protection adapted to their age
and to their degree of maturity.

47. • So, the children have to be helped and
supported and must be protected against labour
exploitation, kidnapping, and ill-treatment, etc.

48. References:
http://www.ohchr.org/EN/Issues/Pages/Whata
reHumanrights.aspx
http://www.un.org/en/universal-declaration-
human-rights
http://en.Wikipedia.org/wiki/humanrights

49. Thank You For
Listening !!!