Need for training in and practising of Human Rights and human dignity in a democratic set up
Throughout history every Society has developed systems to ensure social cohesion by codifying the rights and responsibilities of its citizens. It was finally in 1948 that the international community came together to agree on a code of rights that would be binding on all states; this was the Universal Declaration of Human Rights (UDHR). Since 1948 other human rights documents have been agreed, including for instance the European Convention on Human Rights in 1950 and the Convention on the Rights of the Child (CRC) in 1990.
Human rights are held by all persons equally, universally and for ever. Human rights are universal, that is, they are the same for all human beings in every country. They are inalienable, indivisible and interdependent, that is, they cannot be taken away – ever; all rights are equally important and they are complementary, for instance the right to participate in government and in free Elections depends on freedom of speech.
Since 1948 a huge quantity and variety of work has been – and is being – done in the interests of human rights Education. That there are many ways of doing human rights education (HRE) is as it should be because individuals view the world differently, educators work in different situations and different organisations and public bodies have differing concerns; thus, while the principles are the same, the practice may vary. In order to get a picture of the variety of teaching and activities that are being delivered, it is instructive to look at the roles and interests of the various “individuals and organs of society” in order to see how these inform the focus and scope of their interest in HRE.
In 1993 the World Conference on Human Rights declared human rights education as “essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, Tolerance and peace”. In 1994 the General Assembly of the United Nations declared the UN Decade of Human Rights Education (1995-2004) and urged all UN member states to promote “training dissemination and information aimed at the building of a universal culture of human rights”. As a result, governments have been putting more efforts into promoting HRE, mainly through state education programmes. Because governments have concern for international relations, maintaining law and order and the general functioning of society, they tend to see HRE as a means to promote peace, Democracy and social order.
Human rights are important because no individual can survive alone and injustices diminish the Quality Of Life at a personal, local and global level. What we do in Europe has an effect on what happens elsewhere in the world. For example, the clothes we wear may be made by means of Child Labour in Asia, while the legacies of European colonial history contribute to the political and religious turmoil in Iraq, Somalia and Afghanistan, which send desperate asylum seekers knocking on our doors. Similarly, millions of people in Africa and Asia are being displaced due to the consequences of Climate change caused largely by the activities of the industrialised nations. However, it is not just because human rights violations in other parts of the world rebound on us; the duty to care for others is a fundamental morality found across all cultures and religions. Human rights violations happen everywhere, not only in other countries but also at home, which is why HRE is important. Only with full awareness, understanding and respect for human rights can we hope to develop a culture where they are respected rather than violated. The right to human rights education is therefore increasingly recognised as a human right in itself.
HRE is not only a moral right, but also a legal right under international law. ARTICLE 26 of the Universal Declaration of Human Rights states that everyone has a right to education and that “Education shall be directed to the full development of the human Personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace”. Furthermore, Article 28 of the Convention on the Rights of the Child states that, “School discipline shall be administered in a manner consistent with the child’s dignity. Education should be directed to the development of the child’s personality, talents and abilities, the respect for human rights and fundamental freedoms, responsible life in a free society, understanding, tolerance and Equality, the development of respect for the natural Environment“.
Human rights and human dignity education in india
The Constitution shapes the country’s concept of human rights. The Preamble, Fundamental Rights, Fundamental Duties, and Directive Principles of the State policy are concrete steps toward the realization of human rights. Whereas basic objectives have been defined in the Preamble, the protection of human freedom and liberties are emphasized in Fundamental Rights and Directive Principles of State Policy. The rights of the child have been given the greatest priority. Since rights and duties are inseparable, Fundamental Duties (Article 51) are also imperative. These provisions epitomize the collective will and aspiration of all Indians.
The following provisions in Constitution safeguard human rights:
equality before the law (Article 14);
nondiscrimination on ground of religion, race, caste, sex, and place of birth (Article 15);
equality of opportunity (Article 16);
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 19);
Prohibition of traffic in human beings and forced labor (Article 23); prohibition of labor in case of children below 14 years (Article 24);
freedom of religion (Article 25);
no provision for religious instruction in any educational institution wholly maintained out of State funds (Article 28);
conservation of language, scripts, and culture (Article 29)
Educational Policies and Human Rights
The reports of various Education Commissions and the statement of educational policy have articulated the importance of the right to education and education in human rights as part of the effort to reform and develop education. They assign special status in the national educational system to Women, scheduled castes, scheduled tribes, minorities, and the handicapped, and emphasize values education. They also define the basic components of the core curriculum, which reflects some important human rights concerns.
The National Curriculum Framework is provided for by the 1986 National Education Policy. It covers core Elements that cut across narrow subject boundaries and is designed to promote values such as India’s common cultural heritage, egalitarianism, democracy, Secularism-2/”>Secularism, equality of the sexes, observance of small-family norms, and inculcation of scientific temper, among other things.
Policies and Actions
Human rights education is significant as an instrument of raising awareness of human rights. Of the world’s school children, about 77% are in primary school, and of these, 68% are girls. As per the Annual Report of UNICEF (1999), 130 million primary-school-age children in the developing world are denied the right to basic and quality education; 70 million are girls (40 million of whom are Indian girls). It is lamentable that in the early 1990s, more than one quarter of the 95 million school children in developing countries did not reach the fifth grade. Most countries failed to achieve universal access to education by year 2000.
Human rights education is not a mere vision. It will become a way of life. It is necessary if nonformal education is to prepare millions of children to be good world citizens. A framework to support nonformal human rights education has to be developed.
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Human rights are the basic rights and freedoms that belong to every person in the world, from birth until death. They are inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and Liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.
Human rights are universal and inalienable. This means that they belong to everyone, everywhere, and no one can take them away. They are also indivisible, meaning that they are all equally important and cannot be separated from one another.
Human rights are essential for a just and equitable world. They protect people from harm and ensure that they have the opportunity to live their lives to the fullest. When human rights are respected, everyone benefits.
There are many ways to promote and protect human rights. One way is to educate people about their rights. Another way is to hold governments accountable for their actions. We can also support organizations that are working to defend human rights around the world.
Everyone has a role to play in promoting and protecting human rights. By working together, we can create a world where everyone is treated with dignity and respect.
Here are some subtopics that can be included in a training program on human rights and human dignity:
Introduction to human rights: This section would provide an overview of what human rights are, why they are important, and how they are protected.
The history of human rights: This section would trace the development of human rights from ancient times to the present day.
International human rights law: This section would discuss the major international human rights treaties and how they are implemented.
National human rights law: This section would discuss how human rights are protected in national law.
Human rights in practice: This section would provide examples of how human rights are being promoted and protected around the world.
Human rights education: This section would discuss how people can be educated about human rights.
Human rights advocacy: This section would discuss how people can advocate for human rights.
Human rights monitoring: This section would discuss how human rights violations can be monitored.
Human rights reporting: This section would discuss how human rights violations can be reported.
Human rights litigation: This section would discuss how human rights violations can be litigated.
Human rights defenders: This section would discuss the work of human rights defenders.
Human rights violations: This section would discuss the different types of human rights violations that occur.
Human rights remedies: This section would discuss the different types of remedies that are available for human rights violations.
The future of human rights: This section would discuss the challenges and opportunities facing human rights in the future.
This is just a sample of the many subtopics that could be included in a training program on human rights and human dignity. The specific content of the program would need to be tailored to the needs of the target audience.
What are human rights?
Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.
What is human dignity?
Human dignity is the inherent worth and value of every human being. It is the foundation of human rights. Human dignity is the basis for our claim to be treated with respect and to have our rights protected.
Why is training in and practicing of human rights and human dignity important in a democratic set up?
A democratic set up is one in which the people have the power to govern themselves. In a democracy, the people have the right to choose their leaders, to participate in government, and to hold their leaders accountable. Human rights and human dignity are essential for a functioning democracy. Without human rights, people cannot participate in government or hold their leaders accountable. Without human dignity, people are not treated with respect and are not able to live their lives to the fullest.
What are some examples of human rights violations?
Some examples of human rights violations include:
Torture
Slavery
Discrimination
Arbitrary detention
Lack of access to education
Lack of access to healthcare
Lack of freedom of expression
What can be done to promote human rights and human dignity?
There are many things that can be done to promote human rights and human dignity. Some examples include:
Educating people about human rights
Advocating for human rights
Supporting human rights organizations
Holding governments accountable for human rights violations
What are the benefits of promoting human rights and human dignity?
There are many benefits to promoting human rights and human dignity. Some examples include:
A more peaceful and just world
A more prosperous world
A world where everyone has the opportunity to reach their full potential
A world where everyone is treated with respect
Question 1
Which of the following is not a human right?
(a) The right to life (b) The right to freedom from torture (c) The right to own property (d) The right to education
Answer (c) The right to own property is not a human right. Human rights are rights that are inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. They are universal, indivisible, interdependent, and interrelated. Human rights are inalienable, meaning that they cannot be taken away.
Question 2
Which of the following is not a way to promote human rights?
Answer (d) Violence is not a way to promote human rights. Violence is a violation of human rights. It is important to promote human rights through education, advocacy, and peaceful protest.
Question 3
Which of the following is not a responsibility of governments?
(a) To protect human rights (b) To promote human rights (c) To respect human rights (d) To violate human rights
Answer (d) Governments have a responsibility to protect, promote, and respect human rights. They should not violate human rights.
Question 4
Which of the following is not a way to protect human rights?
Answer (d) Punishing violators is not a way to protect human rights. It is important to punish violators, but it is also important to prevent violations from happening in the first place. This can be done by enacting laws, creating institutions, and educating people about human rights.
Question 5
Which of the following is not a way to promote human rights education?
(a) Teaching human rights in schools (b) Creating human rights education materials (c) Holding human rights education workshops (d) Punishing people who do not learn about human rights
Answer (d) Punishing people who do not learn about human rights is not a way to promote human rights education. It is important to teach people about human rights, but it is also important to create a positive and supportive environment in which people can learn about human rights. This can be done by creating human rights education materials, holding human rights education workshops, and providing Resources and support to people who are interested in Learning about human rights.