This document introduces a curriculum guide for the World As It Could Be Human Rights Education Project. It provides background on the project, which uses creative arts to teach youth about the Universal Declaration of Human Rights. The guide contains lessons plans that incorporate creative activities to help students deepen their learning and connection to human rights issues. It aims to motivate students to engage with their communities and manifest the words of the UDHR.
A discussion on the current status of Human Rights education in formal Philippine schooling system. Presentation made possible by Amnesty International.
Open education and open society: Popper, piracy and praxisRobert Farrow
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
A discussion on the current status of Human Rights education in formal Philippine schooling system. Presentation made possible by Amnesty International.
Open education and open society: Popper, piracy and praxisRobert Farrow
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
Human Rights Awareness of University Students: An Investigationinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
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democr acy & education, vol 21, no- 1 feature article 1
Education as a Human
Right in the 21st Century
Sharon E. Lee
Abstract
According to the United Nations, education is a right to which all human beings are entitled. Since
2000, the UN has been promoting the Millennium Development Goal to achieve free universal pri-
mary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is
both a human right in itself and an indispensable means of realizing other human rights, then there is
an important need to question the role that governments should play to support the institutional
reforms necessary to achieve basic primary education for all. Moreover, there is an important need to
question the role all individuals should play to ensure that the institutional structure dedicated to the
provision of basic primary education is set up not only to provide children with access to a vague
notion of education but to a notion of basic education that can provide children with the freedom to
do something with that education once they have obtained it.
Read a response to this article
Tarc, P. (2013). Mobilizations of “Education as a Human Right in the 21st Century”: What Larger
Conditions and Logic Are in Play? Democracy & Education, 21(1). Article 9. Available online at
http://democracyeducationjournal.org/home/vol21/iss1/9.
Submit your own response to this article
Submit online at democracyeducationjournal.org/home
Human rights advo cates claim that every child has a right to education. This claim is based primarily on two premises. First, rights advocates
endorse the right to education because they believe that if children
receive basic primary education, they will likely be literate and
numerate and will have the basic social and life skills necessary to
secure a job, to be an active member of a peaceful community, and
to have a fulfilling life. Second, rights advocates recognize that,
despite this recognition of education as a right by the Universal
Declaration of Human Rights (UDHR), for example, many
children fail to benefit from even basic primary education. This gap
between the positive recognition of the right to education and the
negative reality facing many children has led rights advocates to
conclude that education must be considered a human rights issue
on par with the right to food or the right to freedom. And as such,
the Millennium Development Goal (MDG) to achieve universal
primary education by 2015 was established to fight for the right for
all children everywhere, regardless of gender, to a complete course
of basic primary schooling. This is a goal that the 2010 Education
for All report clearly indicates has achieved some progress
(Watkins, 2010). According to this report, the number of children
out of school has dropped by 33 million worldwide since 1999, the
gender gap is narrowing in many countries, and the adult literacy
rate has increased (UNESCO Ins.
Global Education is a Two-Way Street NAFSA 2016Sandra Crenshaw
NAFSA Research Symposium. Conversations concerning study abroad students and international students have been isolated in study abroad offices. Presentation suggests points of contact between to student groups to advance the experience for both, and to discover what administrators might learn from one group to help guide the other.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Digital Tools and AI for Teaching Learning and Research
Waicb curriculum 9 10
1. FURTHERING A TRADITION OF GRASSROOTS GIVING
THE WORLD AS IT COULD BE
HUMAN RIGHTS EDUCATION PROJECT
CURRICULUM AND RESOURCE GUIDE
FOR TEACHERS & ORGANIZATION LEADERS
Rex Foundation
P. O. Box 29608
San Francisco, CA 94129
(415) 561-3134
www.rexfoundation.org
2. FURTHERING A TRADITION OF GRASSROOTS GIVING
GREETINGS FROM THE REX FOUNDATION
We are very pleased to introduce the first edition of the Curriculum and Resource Guide for
The World As It Could Be Human Rights Education Project. This project is an outgrowth of a series of
successful initiatives carried out since 2006 to educate and inspire youth and adults to further human rights
for all people and have greater understanding of the type of individual and community engagement needed to
compel constructive action. These initiatives, including two years of pilot work in Bay Area high schools,
utilize the creative arts to deepen learning about the Universal Declaration of Human Rights (UDHR) and
provide the opportunity for the youth to, in turn, teach their peers and adults about the importance of
manifesting the words of the UDHR.
With the successes of the creative initiatives and pilot high school experiences of The World As It Could Be
project over the last four years, we have gained the following insights that form the basis for creating this
curriculum:
The UDHR provides an exciting framework for actively engaging in local and global efforts toward the
achievement of life, liberty and human dignity for all people;
Although the United States played a crucial role in the drafting of the UDHR and its adoption on
December 10, 1948 by all members of the UN General Assembly, many people, across all ages and
demographics, are not aware of the UDHR, even though the document is an official element of Social
Studies curriculum in most public schools;
When youth have the opportunity to not only learn about the UDHR, but also be leaders in teaching its
importance to their peers and to adults they demonstrate increased involvement in their studies, enhanced
social interaction skills and greater commitment to be positively engaged in their school and community;
The creative arts provide a powerful mechanism for teaching the UDHR in a way that compels student
engagement, deeper learning and personal connection to otherwise abstract content;
The culminating presentation and celebration of the students’ creative reflections on their studies of the
UDHR provide a unique rite-of-passage experience that motivates both higher levels of academic
engagement as well as enhanced awareness of and commitment to being engaged members of their
immediate and broader communities;
The schools that have been involved in the Project’s pilot have experienced a shift toward a more
positive, human rights-oriented culture, where there is greater awareness about the importance of
demonstrating respectful and mindful behavior in immediate circles, as well as being attentive to broader
issues that affect people locally and globally.
We see this Curriculum and Guide as a creative work-in-progress where the participating teachers,
organizational leaders and students can play an active role in updating the material with their own ideas
inspired by the experiences they have in working with project. Thank you for taking part in The World As It
Could Be project. We look forward to working with you to continue to enhance the curriculum as well as to
nurture the conditions that will lead to the world envisioned by the Universal Declaration of Human Rights.
Sandy Sohcot
Executive Director