Human rights education

1. HUMAN RIGHTS EDUCATION
K.SATHISH KUMAR
M.ED
ALAGAPPA UNIVERSITY

2. INTRODUCTION

3. MEANING OF HUMAN RIGHTS:
Human Rights are certain fundamental rights inherent
to all human beings; every one has a right to have
security for life and personal properties, medical care, no
threat to human dignity and self-respect irrespective of
one’s
 Nationality
 Place of Residence
 Sex
 Ethnic origin
 Religion
 Language
 Or any other status.
All people are equality entitled to human rights without any
discrimination.

4. DEFINITION:
 Human rights education is defined as training
dissemination of information, efforts aimed at building a
universal culture of human rights by imparting
knowledge and skills and moulding attitudes.
 According to the definition by U.N.O’s General
Assembly “Human Rights Education” refers to that
which helps people placed at different levels of
economic progress and development and belonging to
different social and religious groups to learn and adhere
throughout life.
 Government and Non- Government organizations
industries, individuals and other such elements
constituting a civilized society should take the
responsibility in providing “Human Rights Education.”

5. UNO’S DECLARATION-HUMAN RIGHTS
EDUCATION:
 Everyone has the right to education (Article 26:2)
Education should be free, atleast in the
elementary and fundamental stages.
 Elementary education shall be compulsory.
 Technical and professional education shall be
equally accessible to all on the basis of merit.

6. OBJECTIVES OF HUMAN RIGHTS :
Human Rights Education has the following objectives:
 Aiming at enhancing the knowledge and
understanding of human rights.
 Fostering attitudes of tolerance, respect,
solidarity and responsibility.
 Developing awareness of how human rights can
be translated into social and political reality.
 Developing skills for protecting human rights.

7. FIVE DIMENSIONS OF HUMAN RIGHTS
EDUCATION:
 Strengthening respect for human personality and
the dignity.
 Fully developing human personality and its
dignity.
 Prompting understanding, tolerance, gender
equality and friendship among all nations,
indigenous people and racial, national, ethnic,
religious and linguistic groups.
 Furthering the activities of the U.N .O to
maintain peaces.

8. EDUCATIONAL POLICY AND HUMAN RIGHTS IN
INDIA:
 The National Curriculum Framework (1986) covers
core elements of human rights that cut across
narrow subject boundaries and is designed to
promote values such as
 India’s common cultural heritages,
 Equalitarianism,
 Democracy
 Secularism
 Gender equality
 Observations of small family norms
 Inculcation of scientific temper among other things.

9. RIGHT TO EDUCATION ACT (2009)

10. IMPORTANT PROVISIONS OF RTE:
 Right to Education (RTE) for all children of ages
from 6 to 14 was included as a fundamental right
under the Constitution of India in 2009.
 Children who have either dropped out from school
or have never been to any educational institution
will be enrolled in the schools, with no school
refusing admission to any child.
 Private institutions have to reserve 25% of the seat
for children coming from weaker sections of society.

11. ENVIRONMENTAL EDUCATION:

12. MEANING AND DEFINITION OF
ENVIRONMENTAL EDUCATION:
 Environmental education is the process of
recognizing values and clarifying concepts in
order to develop skills and attitude necessary to
understand and appreciate the interrelatedness
among man, his culture and his bio physical
surroundings. ---- UNESCO (1970) working
Committee.
 Environmental education appears to be a process that
equips human beings with awareness, knowledge, skills,
attitudes, and commitment to improve environment
---Mishra(1993)

14. CHARACTERISTICS OF
ENVIRONMENTAL EDUCATION:
The characteristics of environmental education include:
 It is a life-long process,
 It is interdisciplinary and holistic in nature and its
application,
 It is an approach to education as a whole, rather than a
subject,
 It concerns the inter-relationship and interconnectedness
between human and natural systems,
 It views the environment in its entirety including social,
political, economic, technological, moral, aesthetic and
spiritual aspects,
 It encourages participation in the learning experience
 It emphasizes active responsibility,

15.  It uses a broad range of teaching and learning techniques,
with stress on practical activities and hands-on
experience,
 It is concerned with local to global dimensions, and
past/present/ future dimensions,
 It should be enhanced and supported by the organisation
and structure of the learning situation and institution as a
whole,
 It encourages the clarification of values and the
development of values sensitive to the environment,
 It is concerned with building on environmental ethic.
(The above set of statements is based upon the Tbilisi
Report Recommendation 2 UNESCO, 1977)

16. OBJECTIVES OF ENVIRONMENTAL EDUCATION

17. OBJECTIVES OF ENVIRONMENTAL
EDUCATION:
 To develop an awareness of environment and
sensitivity to the total environment and its allied
problems.
 To help acquiring knowledge and variety of
experiences of the environment and associated
problems.
 To develop a basic understanding of structures
process and problems of environment,
interdependence of environmental components.
 To help in acquiring skills for identifying and solving
environment problems.

18. IMPORTANCE OF ENVIRONMENTAL
EDUCATION:
 It is essential for the self-fulfillment and social
development of the child and the adult.
 it is essential for understanding the different food
chains and the nature’s ecological balance.
 it enables one to appreciate and enjoy nature and
society.
 It makes one conscious of the problems of
population explosion, depletion of natural
resources, global warming etc.

19. NEED FOR ENVIRONMENTAL EDUCATION:
 Goals, concepts and components of the specific
educational measures.
 Relationship between environmental crises and
environmental education.
 Target groups.
 Subjects and actors- teachers and pupils and their
qualifications.
 Local environment.
 Educational institutions.
 Conditions and access and participation.

20. CONCLUSION:
For more than twenty years, educational
institutions all over the world have been making
intense efforts to meal the challenges arising from
politics, science and public opinion towards
integrating environmental concerns.
A popular slogan of the international Ecology
movement is “ Think globally and act locally”.