The document summarizes the World Programme for Human Rights Education's second phase and the ABDEM 2014-2016 project. The project aims to introduce a human rights-based approach in higher education in Maghreb countries through: 1) training trainers on planning and evaluation skills, 2) creating an inter-university human rights master's program, and 3) developing educational materials. The project involves 12 European and Maghreb universities and seeks to enhance governance, curricula, and teaching methods regarding human rights education.

1. World Programme for Human Rights
Education: Outcomes of the Second Phase
ABDEM 2014 / 2016
(Approche Basée sur les Droits dans
l’Enseignement Supérieur au Maghreb)
On behalf of the ABDEM Consortium:
Dr. Naouel ABDELLATIF MAMI
Coordinator of the project for the Maghreb
Vice Rector in charge of the external relations
Mohamed Lamine Debaghine Sétif University 2
Email: dr.abdellatifnaouel@yahoo.fr
www.univ-setif2.dz
17th March 2015, Geneva. Switzerland

2. ABDEM CLOSE TO YOU… Sétif, Algeria04th March
2015

3. The ABDEM Project: Presentation
to enhacnce
As HE is a Tempus priority in the framework of education
TEMPUS
Institutional
cooperation
Support of the
reform
Enrichment of the
HE systems

4. ABDEM: Missions
• Mission
Introduction of a Human
Rights’ Based Approach in
Higher Education
Methodology
• Why?• How?
• For
whom?
• What?
3 levels
analysis
MAIN
ACTORS
Introduce
the HRBASWOT
Second phase of the Plan of Action
World Programme for Human Rights Education

5. ABDEM: Strengths
• A concrete strategy for national action
 based on institutional cooperation in order to enrich Higher Education
programmes in the region of the Maghreb
 putting together knowledge and experience, both professional and
scientific
– In order to…
 Enhance governance, contents and curricula of the different
partner universities
 Develop teaching and learning methodologies with regard
to HRE, notably in Law, social work, Communication and
Education sciences.
Strength of ABDEM
It treats Human Rights issues with
Higher Education

6. Rights’ based universities
• The ABDEM consortium is composed of 12 universities both from Europe and from the Maghreb.
1. The University of La Rioja (Main coordinator); Spain
2. The University of Zaragoza (Spain)
3. The University of La Corona (Spain)
4. The University of Extramadura (Spain)
5. The University of Degli Studi di Bergamo (Italy)
6. The University of Westminster (Great Britain)
7. The University of Mohamed V, Rabat (Morocco)
8. The University of Hassan II Mohammedia (Morocco)
9. The Institute of Press and Communication Sciences (Tunisia)
10. The National Institute of Work and Social Studies (Tunisia)
11. The National Superior School of Political Sciences (ALGERIA)
12. Mohamed Lamine Debaghine, Sétif University 2 (Coordiantor for the Maghreb) ALGERIA
13. And the Collège Henry Dunant (Switzerland)

7. To whom is ABDEM addressed?
• ABDEM is aimed at 5 categories of people:
• 1. Teachers participating to the training and who become multipliers of
the project.
• 2. Academic institution members of the consortium and teachers
involved in the project, but also the entire university community,
including the management bodies
• 3. Other Maghreb universities with a Masters programme in HRBA
which can be adapted to their regional realities.
• 4. Other students in some universities in the region, who can be trained
in the HRBA.
• 5. Civil society of the Maghreb countries which may benefit from this
training. It will, thus, play a fundamental role in building democratic
societies.

8. Three connected phases
• 03 phases
National and
institutional
legislation
• Training
of
trainers
Creation of a
Masters
programme

9. Data platform
• First phase
National Level
Structure,
Process and
result
Higher Education
Institution
Indicators

10. SWOT ANALYSIS
 The first phase has enabled a better
understanding of the strengths and
weaknesses of the HRBA in the partner
countries. Participants discussed the situation
in their countries and identified the best
practices of the HRBA both at the level of
management and at the level of content.
 This analysis of the strengths and
weaknesses of the different HE systems is
based on a set of indicators.
 These indicators, international, national and
institutional, assess the commitment of the
partner countries and their universities with
both international and human rights

11. Etape 2.
Inventaire des atouts, faiblesses,
opportunité et menaces
• The objective is to define the elements of the application of
the following:
1. Education for Human Rights;
2. Human rights through education
3. Human Rights Education

12. Second phase
• The presentation of the results of the first phase as well as the
identification of good practices was conducted in Setif in Algeria on
03 and March 4, 2015.
 The second phase comprises the training process for trainers
 24 participants will be trained in HRBA based planning and
evaluation skills.
 Distributed in three training modules, They will have a theoretical
component and a practical component of training.

13. The aim:
• To ensure coherence, links and synergies
with related policies
• To adopt a comprhensive human rights’
training policy for training trainers;
• To provide information on the rights,
responsibilities and participation of
students and teaching personnel in all pre
and in-service teacher training
programmes
• To consider Human Rights education as a
criterion for the qualification, accreditation
and career development of educational
staff.

14. The Third phase
• The third and last phase will deal with the creation of an inter-
university and interdisciplinary master on Human Rights’ Based
Approach in public policy.

15. Products and materials
• The project will provide a set of products supporting the transfer of
the results and international cooperation.
 Two publications on the Human Rights’ based Approach,
 An online training programme,
 Four face seminars
 and an inter-university training programme on the Human Rights’
Based Approach

16. With the United Nation’s support…
• ABDEM is an approach for promoting both education through
human rights as well as human rights in the educational systems of
the Maghreb countries.
• In an approach to human rights, policies, plans and development
processes are based on a system of rights and duties established by
international law.
• ABDEM’s main objective is the fullfilement of human rights.
• HRBA identifies the holders of rights as well as their duties.
Thus, it is a tool specifically practical and necessary for achieving
the objectives of the World programme of the United Nations on
Human Rights. The purpose of the latter is to promote both
education through human rights and guarantee human rights in the
educational systems.

17. • Focus group sessions have been organised within the ABDEM project
• This has enabled:
• Dessimination of knowledge * Civil society,
* NGOs
• Development of materials as part of * Journalist
• in-service training activities * Gouvernmental bodies
• * Student organisations…
• Networking and cooperation
with
• Developent of online materials through
• www.abdemeducation.eu and www.abdemeducation.eu/presdevous

18. Building on the national reports of the
government of each partner country, and the
language that is deployed is a good starting
point to implement HRBA
Which is the outmost aim of the World
Programme for Human Rights’ education

19. Thank you!