Statement of workshop on Asia-Pacific Human Rights Education: The right to Human Rights Education

1996 ◽  
Vol 3 (1) ◽  
pp. 121-130
Keyword(s):  
Human Rights ◽  
Asia Pacific ◽  
Human Rights Education ◽  
The Right

scholarly journals A EDH NA EDUCAÇÃO BÁSICA SEGUNDO O PMEDH E O PNEDH: DIREITO UNIVERSAL E PRÁTICA QUE RESGUARDA A DIVERSIDADE

2019 ◽  
Vol 24 (2) ◽  
pp. 315-337
Author(s):  
Cristiani Pereira de Morais Gonzalez ◽  
Maria Creusa De Araújo Borges
Keyword(s):  
Human Rights ◽  
Local Community ◽  
Basic Education ◽  
Educational Practice ◽  
Human Rights Education ◽  
Descriptive Research ◽  
Primary And Secondary Education ◽  
National Human ◽  
The World ◽  
The Right

A partir de uma pesquisa teórico-normativa e descritiva, busca-se descrever a Educação em Direitos Humanos (EDH) na educação básica, que está traçada na 1ª fase do Programa Mundial para Educação em Direitos Humanos (PMEDH) e no Plano Nacional de Educação em Direitos Humanos (PNEDH). Consoante o primeiro, a EDH na educação básica é direito de todas as crianças, e prática educativa que deve ser desenvolvida nos sistemas de ensino primário e secundário; e, segundo o último, ainda, na comunidade escolar em interação com a comunidade local. Constata-se que a concepção de EDH contida nesses documentos é permeada pelo elemento da universalidade, havendo resguardo da diversidade quanto à prática.  Based on a normative and descriptive research, the goal is to describe Human Rights Education (HRE) in basic education that is outlined in the first phase of the World Program for Human Rights Education (WPHRE) and in the National Human Rights Education Plan (NHREP). According to first, HRE in basic education is the right of all children and the educational practice that must be developed in primary and secondary education systems; and, according to latter, still in the interation between the school community and the local community. It is verified that the concept of HRE contained in these documents is permeated by universality, protecting the diversity in the practice.

Model Pembelajaran dan Implementasi Pendidikan HAM Dalam Perspektif Pendidikan Islam dan Nasional

2021 ◽  
Vol 3 (3) ◽  
pp. 133-144
Author(s):  
Siti Julaeha ◽  
Mohamad Erihadiana
Keyword(s):  
Human Rights ◽  
Moral Character ◽  
Learning Model ◽  
Islamic Education ◽  
Human Rights Education ◽  
National Education ◽  
The Right

The importance of determining a learning model to achieve a goal that will be achieved optimally, the learning model is a guide for every teacher, with the right learning model, the achievement of the expected results is in accordance with what is planned, in the learning model and implementation of human rights education In the perspective of Islamic and national education, this concept has implications for at least three things. First, the right learning model to be used in the implementation of human rights education. Second, the implementation of human rights education in the perspective of Islamic education, and third, the implementation of human rights education in the perspective of national education. Thus, the implementation of human rights education in the perspective of Islamic and national education is interconnected, so that all three synergize towards the formation of students who have ibadurrohman and moral character. ul karimah  

Model Pembelajaran dan Implementasi Pendidikan HAM Dalam Perspektif Pendidikan Islam dan Nasional

2021 ◽  
Vol 3 (3) ◽  
pp. 403-414
Author(s):  
Siti Julaeha ◽  
Mohamad Erihadiana
Keyword(s):  
Human Rights ◽  
Moral Character ◽  
Learning Model ◽  
Islamic Education ◽  
Human Rights Education ◽  
National Education ◽  
The Right

The importance of determining a learning model to achieve a goal that will be achieved optimally, the learning model is a guide for every teacher, with the right learning model, the achievement of the expected results is in accordance with what is planned, in the learning model and implementation of human rights education In the perspective of Islamic and national education, this concept has implications for at least three things. First, the right learning model to be used in the implementation of human rights education. Second, the implementation of human rights education in the perspective of Islamic education, and third, the implementation of human rights education in the perspective of national education. Thus, the implementation of human rights education in the perspective of Islamic and national education is interconnected, so that all three synergize towards the formation of students who have ibadurrohman and moral character. ul karimah  

scholarly journals Global Burden of Violence and Other Human Rights Violations Against Sex Workers

2021 ◽  
pp. 41-59
Author(s):  
Elena Argento ◽  
Kay Thi Win ◽  
Bronwyn McBride ◽  
Kate Shannon
Keyword(s):  
Public Health ◽  
Human Rights ◽  
Sex Workers ◽  
Evidence Base ◽  
Asia Pacific ◽  
Human Rights Violations ◽  
Structural Determinants ◽  
Human Right ◽  
Health And Human Rights ◽  
The Right

AbstractGlobally, sex workers experience a disproportionate burden of violence and human rights violations linked to criminalisation, punitive law enforcement, and lack of labour protections. Social injustices including poor working conditions, violence and victimisation, police harassment, and discrimination constitute severe violations of sex workers’ health, labour and human rights, and abuses of their freedom and dignity. Policymakers, researchers, and international bodies increasingly recognise violence as a critical public health and human rights concern among the general population; however, human rights violations against sex workers remain largely overlooked within international agendas on violence prevention and in human rights conventions. This chapter provides an overview of the global literature on violence against sex workers, other human rights violations, and drivers of elevated violence and rights inequities across settings. In addition to synthesising global research findings, this chapter features contributions and case studies from community partners in Asia Pacific. Guided by a structural determinants framework, and in recognising the right to live and work free from violence as a human right, this chapter provides an evidence base pertaining to violence against sex workers towards that informs the development of policy and public health interventions to uphold human rights among sex workers worldwide.

scholarly journals ORGANISATIONAL AND LEGAL FRAMEWORK FOR THE UN’s ACTIVITY CONCERNING HUMAN RIGHTS EDUCATION

2020 ◽  
Keyword(s):  
Human Rights ◽  
General Education ◽  
Action Plan ◽  
Legal Framework ◽  
Quality Education ◽  
Human Rights Education ◽  
Right To Education ◽  
Rights Of The Child ◽  
The World ◽  
The Right

The article focuses on the foundation and development of the universal legal basis of human rights education, which is an essential part of general education as an integral part of human rights. The provisions of general international legal instruments guaranteeing the right to education are analysed, in particular: the Universal Declaration of Human Rights of 1948, the International Covenant on Economic, Social and Cultural Rights of 1966, the Convention on the Rights of the Child of 1989. Special attention is paid to the provisions of specialized acts on the regulation of education. In particular, the provisions of the Convention on the Elimination of Discrimination in Education of 1960, adopted by the UN Educational, Scientific and Cultural Organization (UNESCO), which defines the main components of the right to education, clarifies the term “discrimination” in the field of education, and state parties’ obligations to eliminate or prevent discrimination. The provisions of universal acts adopted within the World Conference on Human Rights, the World Education Forum are disclosed, in particular: the Vienna Declaration and the Action Plan, the World Declaration on Education for All and the basic framework for action to meet basic educational needs, the Dakar Framework for Action, education for everyone: fulfilling our collective commitments, the World Program in Education, the UN Declaration on Human Rights Education and Training, Education 2030 – Incheon Declaration – Towards inclusive and equitable quality education and lifelong learning for all and others. Emphasis is placed on the activity of the High Commissioner for Human Rights and his / her chairmanship (OHCHR) on the development of human rights education. The focus is on the practical component of UNESCO’s activity in this area. Programs that operate under the auspices of a specialized institution are characterized by: a program to prevent violent extremism through education, education about the Holocaust and genocide, the importance of language in education, the rule of law through education. It focuses on the functioning of the United Nations Relief and Works Agency (UNRWA), which aims to assist Palestinian refugees in providing access to quality education. Relevant conclusions are made.

Epilogue

2020 ◽  
pp. 185-196
Author(s):  
Claire Whitlinger
Keyword(s):  
Human Rights ◽  
Black Church ◽  
Planning Process ◽  
Human Rights Education ◽  
40Th Anniversary ◽  
Fortieth Anniversary ◽  
Ideological Differences ◽  
The Right ◽  
Do So

The epilogue provides updates on the three commemorative outcomes explored in earlier chapters—the prosecution of Edgar Ray Killen, the civil and human rights education bill, and the Mississippi Truth Project—discussing challenges to implementation in each case. The chapter then turns its attention to another outcome of the fortieth anniversary commemoration in Philadelphia, Mississippi: fragmented commemoration. The planning process in 2004 revealed significant ideological differences among organizers who were divided over whether to uphold the traditional yearly observance at a local black church or to broaden the audience of the commemoration by hosting it at a larger venue typically associated with the county’s white residents. A year following the tumultuous 40th anniversary commemoration, the conviction of Edgar Ray Killen for his role as the mastermind behind the 1964 Mississippi Burning murders further exacerbated the divide with critics pushing for further prosecutions. Every year since, the two groups have held two separate, nearly simultaneous commemoration services, highlighting important questions about how best to represent this painful past and who has the right to do so.

20. The right to education and human rights education

2017 ◽  
Author(s):  
Rhona K. M. Smith
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Human Rights Education ◽  
International Human Rights Law ◽  
Access To Education ◽  
Human Rights Law ◽  
Right To Education ◽  
The United Nations ◽  
Education Academic ◽  
The Right

This chapter discusses the right to education and human rights education in international human rights law. It covers access to education; the nature of education; academic freedom; the United Nations’ special rapporteur on the right to education; achieving universal education on human rights; teaching non-discrimination; and the United Nations Decade of Human Rights Education.

21. The right to education and human rights education

2019 ◽  
pp. 390-404
Author(s):  
Rhona K. M. Smith
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Human Rights Education ◽  
International Human Rights Law ◽  
Access To Education ◽  
Human Rights Law ◽  
Right To Education ◽  
The United Nations ◽  
Education Academic ◽  
The Right

This chapter discusses the right to education and human rights education in international human rights law. It covers access to education, the nature of education, academic freedom, the United Nations Special Rapporteur on the right to education, achieving universal education on human rights, teaching non-discrimination, and the United Nations Decade of Human Rights Education.

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