Human rights education

Briefing Notes on Human Rights Education
Prepared for the Ethiopian Human Rights Commission

1. Introduction
This ‘Briefing Notes’ have been prepared to serve as an introductory orientation
and awareness raising material targeting members of the Ethiopian Human Rights
Commission as well as sections of the general public. It is intended to introduce
the conception and recognition of human rights education in the international and
national human rights systems and the activities of the Commission in this
important area forming part of its core mandate.

2. HRE under the International Human Rights System
Human rights education has been recognized as an essential component of the
international human rights system. The first such recognition in what has come to
be called the modern international human rights system in the post WWII era is to
be found in the Charter of the United Nations [1945] which called for
cooperation "in promoting and encouraging respect for human rights and
fundamental freedoms."1 This provision of the Charter is widely recognized as
creating state responsibilities for educating and teaching human rights. The
Universal Declaration of Human Rights adopted by the General Assembly in 1948,
which proclaimed human rights as "a common standard of achievement for all
peoples and all nations," also directed states as well as "every individual and every
organ of society...."to "strive by teaching and education to promote respect for
these rights and freedoms...."2. The UDHR further stressed "strengthening of
respect for human rights and fundamental freedoms...." as one of the goals of
education (Article 26, Section 2).

The dual aspects of human rights education were formalized into the international
human rights framework through the provisions of the international covenants
developed by the U.N. and coming into effect in 1976 to formalize the basis in
international law of the rights declared in 1948. The Covenant on Economic,
Social and Cultural Rights placed the educational objective of strengthening
respect for human rights in a cluster of related learning objectives. 3 For example,
Article 13 of the Covenant says that "education shall be directed to the "full
development of the human personality" and to the person's own "sense of
dignity...."(Section 1). The Covenant also says the State Parties:

1
United Nations Charter, signed at San Francisco on June 26, 1945; entered into force on
Oct. 24, 1945. 1976 Y.B.U.N. 1043. Article I, Sec. 3.
2
Universal Declaration of Human Rights. U.N.G.A. Res. 217A (III), 3(1) GAOR Res. 71,
UN Doc. A/810 (1948); Preamble/Proclamation.
3
International Covenant on Economic, Social and Cultural Rights. Opened for signature
on Dec. 19, 1966; entered into force on Jan. 3, 1976, U.N.G.A. Res. 2200 (XXI), 21 UN GAOR
Supp. (No. 16) 49, UN Doc. A/5316 (1967).
Ghetnet Metiku
Socio-Legal Researcher
E-mail: gmgiorgis@gmail.com
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further agree that education shall enable all persons to participate
effectively in a free society, promote understanding, tolerance and
friendship among all nations and all racial, ethnic or religious
groups, and further the activities of the United Nations for the
maintenance of peace." (Article 13, Section 1)

These positive formulations of the objectives of education are complemented by
the negative proscriptions of the Civil and Political Rights Covenant 4 through
recognition of "the right to hold opinions without interference," [Article 19,
Section 1] and the right to freedom of expression (Article 19, Section 2).

The recognition of human rights education in the International Bill of Rights is
reiterated in other international and regional human rights instruments to the
extent that the right to education and the right of the people to know their rights
are implanted in international standards around the world. Examples of such
treaties include the Convention on the Rights of the Child (1989), 5 as well as the
American (1948),6 European (1953),7 and African (1986)8 regional agreements on
human rights standards and institutions. In recognition of and encouragement of
these constructive developments, the UN General Assembly (Resolution 49/184)
announced 1995-2005 as the "United Nations Decade of Human Rights
Education."

The most explicit directive on human rights education is in The African Charter on
Human and Peoples' Rights. It presents not only the most straightforward
statement in international norm-making regarding governmental responsibility for
education, but as well, a significant and unique call for effective human rights
education. That is, the Banjul Charter says that signatory African states:

shall have the duty to promote and ensure through teaching,
education and publication, the respect for the rights and freedoms
4
International Covenant on Civil and Political Rights. Opened for signature on Dec. 19,
1966; entered into force on Mar. 23, 1976. U.N.G.A. Res. 2200 (XXI), 21 UN GAOR Supp. (No.
16) 52, UN Doc. A/6316 (1967).
5
The Convention on the Rights of the Child. Adopted by the General Assembly on Nov.
20, 1989. U.N.G.A. Res. 44/25, 28 I.L.M. 1448 (1989). On the delicate matter of children's rights
vis-a-vis parental/guardian duties, States Parties "shall provide direction to the child on the
exercise of his or her rights in a manner consistent with the evolving capacities of the child."
(Article 14, Sec. 2). Education of the child shall be directed inter alia to "the development of
respect for human rights and fundamental freedoms..." (Article 29, Sec. 1(b).
6
American Declaration of the Rights and Duties of Man. May 2, 1948. Ninth International
Conference of American States. "Every person has the right to an education, which should be
based on the principles of liberty, morality and human solidarity." (Article 12).
7
European Convention for the Protection of Human Rights and Fundamental Freedoms.
Nov. 4, 1950, E.T.S. No. 5 (entered into force, Sept. 3, 1953). 'No person shall be denied the
right to education." First Protocol, Article 1.
8
African Charter on Human and Peoples' Rights, (Banjul), O.A.U. Doc. CAB/LEG/67/3
rev. 5:21 I.L.M. 58 (1982), entered into force Oct. 21, 1986.
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contained in the present Charter and to see to it that these freedoms
and rights as well as corresponding obligations and duties are
understood. (Article 25)

3. Human Rights Education under the National Human Rights System
Ethiopia is a signatory to the UDHR and has ratified the two international human
rights covenants as well as the African Charter on Human and Peoples’ Rights.
Moreover, the Constitution of the Federal Democratic Republic of Ethiopia has
given a special status to these international and regional instruments as part of the
law of the land as well as standards of interpretation for its human rights
provisions. As such the right to education and the right of the people to know
their rights are incorporated into the constitutional and legal system in Ethiopia.

Moreover, such recognition has found more specific expression in the text of the
National Education Policy (1994) which states that one of the general objectives of
education and training is to: “Bring up citizens who respect human rights, stand
for the well-being of people, as well as for equality, justice and peace, endowed
with democratic culture and discipline” [Section 2.1.3]. The policy document also
identifies the following relevant specific objectives [Section 2.2]:

• To satisfy the country's need for skilled manpower by providing training in
various skills and at different levels

• To provide education that promotes democratic culture, tolerance and
peaceful resolutions of differences and that raises the sense of discharging
societal responsibi1ity.

• To provide education that can produce citizens who stand for democratic
unity, liberty, equality, dignity and justice, and who are endowed with
moral values.

Having established the link between human rights and education, the National
Education Policy (1994) identifies “Change of curriculum and preparation of
education materials accordingly” and “Focus on teacher training and overall
professional development of teachers and other personnel” as priority areas in
realizing these and other objectives.

Within the framework of the 1994 Education and Training Policy the Government
of Ethiopia has developed a twenty-year education sector indicative plan to
improve educational quality, relevance, efficiency, equity and expand access to
education with special emphasis on primary education in rural and underserved
areas, as well as the promotion of education for girls as a first step to achieve
universal primary education by 2015. Since then, the plan has been translated into
three successive a series of national ESDPs starting with the first five year Education
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Sector Development Program (ESDP-I) launched in 1997. Currently, the ESDP III,
which spans five years (2005/06 to 2009/10), is under implementation.
Moreover, a Higher Education Proclamation has been issued and a five-year
gender strategic plan has been prepared to implement the Education and Training
Policy.

In addition to recognizing the critical importance of human rights education, the
ESDP III underlines the link between democratization and development in the
Ethiopian context. At the outset, the vision of the education sector is stated in
terms of “the creation of trained and skilled human power at all levels who will
be driving forces in the promotion of democracy and development in the
country”. Moreover, one aspect of the mission of the education sector is to:
“Ensure that educational establishments are production centers for all-rounded,
competent, disciplined and educated human power at all levels through the
inclusion of civic and ethical education with trained, competent and committed
teachers.” This aspect of the programme, i.e. Civic and Ethical Education, is
expressly stated in the following terms:

The education system has a societal responsibility to produce good
and responsible citizens, who understand, respect and defend the
constitution, democratic values and human rights; develop attitudes
for research and work and solve problems; develop a sense of
citizenship to participate in and contribute to the development of
the community and the country. (Section 2.9.1)

4. Brief Overview of Human Rights Education Activities of the
Ethiopian Human Rights Commission
In relation to the implementation of the framework, one among the overall
strategies identified by the Education and Training Policy is to “Create a
mechanism by which teachers, professionals from major organizations of
development, and beneficiaries participate in the preparation implementation and
evaluation of the curriculum” [Section 3.1.2]. For the purpose of human rights
education on such organization is the Ethiopian Human Rights Commission
established under proclamation no. 210/2000 to work towards increasing the
human rights awareness of the public, protecting human rights and taking
appropriate measures when violations occur. In execution of its mandate to
“ensure that human rights provisions of the Constitution are respected” and
“educate the public on human rights”, the Commission has identified the review
and development of human rights education curriculum as one of the program
areas in its five-year strategic plan issued in April 2006.

Accordingly, the Commission has completed a study on incorporation of human
rights education in primary education curriculum and submitted the report to the

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Ministry of Education. As a follow up on these activities, the Commission has
commissioned a review of the human rights and civic education curriculum at the
tertiary and teachers’ training college level institutions in Ethiopia. This study
aimed at evaluating the extent to which human rights have been integrated in the
curricula, delivery and assessment processes within the targeted institutions and
come up with vital comments and recommendations for the improvement of
human rights education curriculum in tertiary/university level education in
Ethiopia. Accordingly, the study report has been discussed in a stakeholders’
consultation workshop and relevant feedback is being incorporated. A similar
study targeting secondary education institutions is also anticipated within the
current year.

Another area of human rights education in which the Ethiopian Human Rights
Commission is actively involved is organizing human rights awareness raising,
sensitization and capacity building sessions for selected actors and stakeholders. To
date, these activities of the Commission have benefited a number of targets
including: federal and regional legislators; federal, regional and local policy
decision-makers; members of the press; judicial and law enforcement officials;
and, leaders of women’s and youth structures.

The Commission has also conducted a series of public awareness and sensitization
activities using print, broadcast and electronic media as well as the distribution of
IEC materials. Notable among these are question & answer competitions and the
various educational dramas sponsored and disseminated by the Commission
through the national broadcast media. Moreover, the EHRC has developed a
series of spots and messages that are still being transmitted through the national
television service in a number of local languages.

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