By KUNA,
Paris : Education on human rights is “central to the effective implementation of the agreed standards,” the Council of Europe Commissioner for Human Rights, Thomas Hammarberg affirmed Monday.
In his latest Viewpoint, the Commissioner stressed that governments have not given sufficient priority to human rights education in schools, calling for further efforts in promoting inter-cultural understanding and respect.
He indicated that human rights can only be realized if people are informed about their rights and know how to use them. He shed light on Universal Declaration of Human Rights which was adopted about 60 years ago, saying “we are still far from ensuring that people know their rights and understand how to claim them.” The good news is that human rights education is receiving much needed attention at the European or international level, where resolutions have been adopted and functions held in this regard, in addition to action plans issued by the UN agencies, especially UNESCO, the Commissioner noted. According to the official, the Council of Europe is very active in this field but that the challenge remains one of “translating these recommendations into concrete action” on a national level.
He believes that several governments have not given “sufficient priority” to human rights education in schools, where the emphasis has been on “preparing the pupils for the labor market rather than developing life skills which would incorporate human rights values.” Hammarberg stressed that educating citizens in their human rights “creates an informed society which in turn strengthens democracy,” affirming that human rights education for the Council of Europe is “crucially important.” He indicated in his Viewpoint that a European resource centre on education for intercultural understanding, human rights and democratic citizenship (the European Wergeland Centre) will open later this year in Oslo, which will conduct and support research, provide in-service training for teachers and disseminate information and serve as platform and meeting place for relevant actors.
He added that schools should also provide the key facts about human rights norms and the mechanisms for their protection, and that it has a “vital role to play in fostering values such as respect for others, non-discrimination, gender equality and democratic participation.” He stressed the importance that schools benefit from a human rights atmosphere and that there should be “human rights through education” and “human rights in education.” “The fact that many children now spend more time with screens than with teachers (or with their parents) also affects human rights learning,” the Official indicated.
He affirmed the importance of technology but indicated that “the messages picked up or sent may not be.” He noted that efforts by the school in the field of human rights may be undermined by impressions on the screen, often dictated by purely commercial interests.
He pointed out that “extra efforts are also required in order to ensure that minorities and disadvantaged groups are reached in human rights education programs.” Respecting human rights, disseminating information on the existing standards and making people aware about their rights are commitments which states have willingly entered into, Hammarberg remarked.