35/6 Panel discussion on the implementation of the United Nations Declaration on Human Rights Education and Training: good practices and challenges - Summary report of the Office of the United Nations High Commissioner for Human Rights

GE.17-04856(E)

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Human Rights Council Thirty-fifth session

6-23 June 2017

Agenda items 2 and 3

Annual report of the United Nations High Commissioner

for Human Rights and reports of the Office of the

High Commissioner and the Secretary-General

Promotion and protection of all human rights, civil,

political, economic, social and cultural rights,

including the right to development

Panel discussion on the implementation of the United Nations Declaration on Human Rights Education and Training: good practices and challenges

Summary report of the Office of the United Nations High

Commissioner for Human Rights

Summary

The present report is submitted pursuant to Human Rights Council resolution 31/21.

It provides a summary of the high-level panel discussion on the implementation of the

United Nations Declaration on Human Rights Education and Training: good practices and

challenges, held on 14 September 2016, during the thirty-third session of the Council. It

contains a summary of the conclusions drawn from the panel discussion in relation to

furthering human rights education and training in the light of the Declaration.

United Nations A/HRC/35/6

I. Introduction

1. In its resolution 66/137 of 19 December 2011, the General Assembly adopted the

United Nations Declaration on Human Rights Education and Training, highlighting the

essential contribution of human rights education and training to the realization of all human

rights.

2. Pursuant to its resolution 31/21, the Human Rights Council convened at its thirty-

third session a high-level panel discussion to mark the fifth anniversary of the Declaration,

entitled “The implementation of the United Nations Declaration on Human Rights

Education and Training: good practices and challenges”, on 14 September 2016.1

3. The panel discussion was chaired by the President of the Human Rights Council,

Choi Kyonglim, and moderated by Cristiana Carletti, Associate Professor of International

Law, Roma Tre University and holder of the United Nations Educational, Scientific and

Cultural Organization (UNESCO) Chair in International Law for the Protection of Cultural

Heritage. The United Nations Deputy High Commissioner for Human Rights, Kate

Gilmore, opened the discussion and Jordan Naidoo, Director of the Division of Education

2030 Support and Coordination of UNESCO, delivered the keynote address. The panellists

were Sonia Marta Mora Escalante, Minister of Education of Costa Rica and President of the

National Accreditation System of Higher Education; Flavia Piovesan, Secretary for Human

Rights of the Ministry of Justice of Brazil; Driss El Yazami, Chair of the National Human

Rights Council of Morocco; and Herman Deparice-Okomba, Executive Director of the

Centre for the Prevention of Radicalization Leading to Violence, Montreal, Canada.

4. A segment of the documentary A Path to Dignity: The Power of Human Rights

Education was shown prior to the statements by the panellists. During the ensuing

discussion, contributions were made by representatives of 23 States and the European

Union, one international organization, two human rights institutions and four non-

governmental organizations (NGOs).

II. Summary of the opening statement and keynote address

A. Opening statement

5. In her opening statement, the United Nations Deputy High Commissioner for

Human Rights recalled that the United Nations Declaration on Human Rights Education

and Training placed human rights education and training as core pillars in the global effort

to realize all human rights for all. She stated that the adoption of the Declaration was part of

a standard-setting process that began with the Universal Declaration of Human Rights,

which tasked every individual and institution to promote respect for human rights through

teaching and education. She highlighted a number of related issues.

6. Sustainable solutions to the current world human rights crises and chronic problems

could only be found if the core values and choices of leadership and constituents were

grounded in a shared understanding that each person was equally deserving of dignity,

respect and justice. The transmission of these core and universal values was the task of

human rights education, which contributed to broader human rights strategies to tackle

current global challenges.

7. Human rights education should be contextualized to address specific realities and

human rights problems faced by learners. The Deputy High Commissioner highlighted the

experience of Premalatha, an Indian girl whose story is narrated in the documentary A Path

to Dignity: The Power of Human Rights Education, to stress the role of human rights

1 See http://webtv.un.org/meetings-events/human-rights-council/regular-sessions/33rd-session/

watch/panel-discussion-on-human-rights-education-and-training-6th-meeting-33rd-regular-session-

human-rights-council-/5126507934001.

education in transforming victims of human rights abuses into human rights defenders. She

stated that human rights education should enable learners — like Premalatha — to think

critically and raise their awareness for inclusive solutions. It should therefore be engaging

and relevant to the experience of the learners.

8. Cooperation of all actors at the local, national, regional and international levels was

essential for promoting human rights education. The Deputy High Commissioner

highlighted States’ obligations under international human rights law to provide and

facilitate human rights education and training, as well as the important role played by other

national actors, including national human rights institutions and civil society organizations.

She also emphasized the value of multi-stakeholder initiatives and the need for support to

national efforts by international human rights mechanisms and international cooperation in

general.

9. An improved international reporting and monitoring system in the area of human

rights education could encourage national implementation through the dissemination of

good practice and expert advice. In that context, the Deputy High Commissioner drew

attention to United Nations initiatives aimed at encouraging national action, such as the

Decade for Human Rights Education and the World Programme for Human Rights

Education. She also emphasized that human rights education was included in the 2030

Agenda for Sustainable Development as a specific target of Goal 4 on quality education.

She called on all States to implement those initiatives nationally and praised the countries

that were already pursuing human rights education programmes.

10. Human rights education fosters a common humanity beyond individual diversities.

The Deputy High Commissioner noted that human rights education was vital to sustain

social cohesion, promote inclusion and participation and ultimately prevent violence and

conflict. She concluded that human rights education was an investment in the future, which

could not be overlooked.

B. Keynote address

11. The Director of the Division for Education 2030 Support and Coordination of

UNESCO delivered the keynote address on behalf of the Director-General of UNESCO. He

highlighted the fundamental role of education towards realizing all the Sustainable

Development Goals and the particular focus that target 4.7 placed on the link between

education and human rights. He stressed the need for human rights education to empower

people to understand and claim their rights, as well as to prevent human rights violations,

violence and conflict.

12. The Director highlighted the work of UNESCO in developing and monitoring norms

and standards to foster the implementation of the right to education at country level, by

building related capacities and collecting good practices, particularly on human rights

education and the prevention of violent extremism through education. The 1960 UNESCO

Convention against Discrimination in Education articulates the core elements of the right to

education, while the 1974 UNESCO Recommendation concerning Education for

International Understanding, Co-operation and Peace and Education relating to Human

Rights and Fundamental Freedoms enables the regular gathering of information on national

progress achieved in the field of human rights education. He also mentioned the promotion

of human rights education within the Global Citizenship Education programme in support

of the Global Education First Initiative and, more recently, as an integral part of Sustainable

Development Goal 4. The Director reiterated the commitment of UNESCO to cooperate

with the Office of the United Nations High Commissioner for Human Rights (OHCHR)

and States to advance the human rights education agenda.

III. Contributions of the panellists

13. A segment of the documentary A Path to Dignity: The Power of Human Rights

Education2 was shown prior to the panellists’ interventions. The segment narrated the story

of Premalatha, a girl from a village in Tamil Nadu, Southern India, who faced

discrimination not only as a member of a lower caste, but also as a girl. Through a human

rights education programme at her school, Premalatha gains confidence and starts viewing

herself no longer as a victim, but as a human rights defender. The moderator highlighted

three key messages of this story: (a) human rights education starts with the daily life of the

learners, engaging them in a critical reflection on the human rights challenges they face; (b)

human rights education is an empowering process that provides learners with the tools,

knowledge and skills to address their human rights challenges; and (c) human rights

education leads to action that is consistent with the basic principles of human rights to

further promote and protect human rights. She considered that the human rights education

programme in Premalatha’s school represented a good practice of cooperation between civil

society, which delivered the programme, and governmental authorities, which allowed the

programme to run in public schools.

14. In introducing the Minister of Education of Costa Rica, the moderator noted that

Costa Rica had been advocating for human rights education at the international level by

promoting the Decade for Human Rights Education (1995-2004) and the World Programme

for Human Rights Education (since 2005). In response to a question as to what motivated

the country to drive those initiatives and what lessons could be shared from the experience,

the Minister responded that Costa Rica’s leadership in the area of human rights education

had its roots in its national tradition of peace based on respect for human rights. Moving

away from the fictitious image of a homogenous State, Costa Rica had sought to develop an

understanding of itself as a multi-ethnic and diverse State that promoted and exercised non-

discrimination. She stated that that process went hand in hand with the human rights

education actions taking place at both the national and international levels.

15. In Costa Rica, a human rights education network composed of government officials

and representatives of the Defensoría de los Habitantes (Ombudsman’s Office), academic

institutions and civil society was currently developing a national policy for human rights

education, and the process had stimulated debates in the country on effective strategies and

methodologies. The “Education For a New Citizenship” vision, which links citizenship with

— among others — sustainable development, human rights, equality and social equity,

guides the entire work of the Ministry of Education. Current areas of focus included

combating discrimination against people of African descent and on the grounds of sexual

orientation or gender identity. The 2015 Declaration of the Ministry of Public Education as

a workplace free from discrimination on the basis of sexual orientation and gender identity

guided educational reforms. In concluding her statement, the Minister called for a lively

debate in the Human Rights Council on effective strategies for promoting human rights

education and training.

16. Regarding the impact of the 2003 National Plan for Human Rights Education,

developed by a committee composed of various national governmental and non-

governmental stakeholders, the Secretary for Human Rights of the Ministry of Justice of

Brazil stated that the right to human rights education was a right in itself that was enshrined

in the Universal Declaration of Human Rights (art. 26), the International Covenant on

Economic, Social and Cultural Rights (art. 13) and other international human rights treaties.

She stated that the Declaration on Human Rights Education and Training provided a more

precise formulation of that right and its implications. She added that human rights

education played an important role in the implementation of the 2030 Agenda for

2 The film includes two other segments that illustrate the impact of human rights training on law

enforcement agencies in Australia and on women victims of violence in Turkey. Jointly produced by

Human Rights Education Associates, Soka Gakkai International and OHCHR, A Path to Dignity: The

Power of Human Rights Education is available in Arabic, Chinese, English, French, Japanese,

Russian and Spanish from www.path-to-dignity.org/.

Sustainable Development not only as part of Goal 4, but also as a necessary prerequisite for

the achievement of all other goals.

17. The Secretary for Human Rights stressed the importance of the right to education —

in its four dimensions — for the effective realization of all other human rights: (a) the

availability of education programmes of sufficient quality; (b) the full accessibility of those

programmes and of educational institutions; (c) the acceptability and cultural

appropriateness of the educational programmes; and (d) the adaptability to social changes

and to the needs of cultural and social diversity. The Government of Brazil drew upon these

standards and principles in its own national human rights education policy. The 2003

National Plan for Human Rights Education focused on five thematic axes: basic education,

higher education, non-formal education, education for justice and law enforcement

professionals, and education and the media. The Government had implemented

programmes and projects along all five axes and had drawn upon the lessons learned from

those programmes to set out the National Guidelines for Human Rights Education, in 2012.

18. The Secretary for Human Rights highlighted other related projects, including the

National Human Rights Education Prize, awarded to institutions that have implemented

educational activities that promote a culture of human rights; the Human Rights Film

Festival, an annual film festival addressing human rights issues, that is held in up to 1,000

cultural centres across all 27 states; and the National Pact with Universities for the

Promotion of Respect for Diversity and a Culture of Peace and Human Rights, which

promotes human rights as an academic discipline and a field of research by raising

awareness among professionals and students and disseminating best practices in the

promotion and protection of human rights. The Secretary for Human Rights concluded by

stressing the need to embrace human rights education as a human right in itself and to adopt

and implement that right as a means of empowerment and as a source of inspiration for

social change. She defined human rights education as the antidote to a culture of human

rights violations and violence against individuals.

19. Elaborating on the role of national human rights institutions in mobilizing the

relevant public and private actors for human rights education and potentially coordinating

relevant initiatives, the Chair of the National Human Rights Council of Morocco

highlighted the significance of education and training for guaranteeing respect for human

rights and fundamental freedoms. He said that if a country had educated citizens who knew

what their rights were, that would be a step towards democracy. As to how national human

rights institutions could ensure the implementation of human rights education and, more

specifically, the role that the National Human Rights Council had played in the field of

human rights education in the country, he said that the Council had played a catalytic role

as it had been engaged in many human rights education activities targeting children and

youth, such as the development of materials, citizen clubs and related networks. The

Council was currently evaluating the impact of those efforts with a view to expanding their

coverage to larger parts of society. It also hoped to use the Internet to promote human rights

education for youth, particularly with a view to combating the radicalization of young

people and preventing violent extremism.

20. The Chair also highlighted the work of the National Institute for Human Rights

Education in promoting the mainstreaming of human rights education initiatives and

mechanisms across the country. A household survey had been conducted by the National

Human Rights Council to determine public perception and knowledge about human rights

in order to contribute to a better understanding of the culture of human rights by Moroccan

citizens and to support the development of more inclusive human rights education

programmes. The results of the survey would be analysed to identify priorities for a

national strategy on promoting and improving the quality of human rights education.

21. The Secretary-General’s Plan of Action to Prevent Violent Extremism (A/70/674)

identifies human rights education and training as a strategy for preventing and addressing

violent extremism. Regarding the experience of his organization in addressing the

phenomenon, the Executive Director of the Centre for the Prevention of Radicalization

Leading to Violence, Montreal, Canada, explained that the Centre worked with radicalized

individuals and their families. Through that work, it was gleaned that the lack of human

rights education was a central factor leading to radicalization. He stressed that the fight

against extremism needed to target all forms of extremism and adopt a multidisciplinary

approach that addressed the main causes, such as lack of empathy and the inability to think

critically.

22. The Executive Director emphasized that human rights education and tolerance were

the best response to radicalization and violent extremism. He mentioned the efforts of the

Centre to develop critical thinking skills and reintegrate individuals who were drifting away

from society and emphasized that those strategies would be of little use if they were

implemented without a strong human rights component. He highlighted the need to

motivate young people to participate in democratic life; to sensitize them to human rights,

civil liberties and discrimination issues; to foster attitudes and behaviour of openness and

respect for diversity; and to facilitate action against discriminatory practices.

IV. Summary of the discussion

23. During the ensuing discussion, contributions were made by representatives of

Argentina, Australia, Bolivia (Plurinational State of), Botswana, the Dominican Republic

(on behalf of the Community of Latin American and Caribbean States), Ecuador, Greece,

Indonesia, Kyrgyzstan, Morocco (on behalf of the International Organization of la

Francophonie), Pakistan (on behalf of the Organization of Islamic Cooperation), Paraguay,

Poland, Qatar, the Congo, the Russian Federation, Saudi Arabia (on behalf of the Gulf

Cooperation Council), Slovenia, South Africa (on behalf of the African Group),

Switzerland, Thailand, Timor-Leste (on behalf of the Community of Portuguese Language

Countries) and Viet Nam, as well as the European Union.

24. Representatives of the Council of Europe and two human rights institutions, the

Global Alliance of National Human Rights Institutions and the Danish Institute for Human

Rights, contributed to the discussion.

25. Representatives of the following NGOs also took the floor: American Association of

Jurists (on behalf of eight NGOs), International Organization for the Right to Education and

Freedom of Education (on behalf of the NGO Working Group on Human Rights Education

and Learning), Norwegian Refugee Council and Soka Gakkai International (on behalf of

HRE2020 Global Coalition for Human Rights Education).

A. General observations

26. Several delegates emphasized that human rights education was a prerequisite for

realizing all human rights. Human rights embody a set of values that guarantee respect for

dignity and equality for all, and can only be exercised and protected if all people know

them. In that regard, delegates highlighted the value of the United Nations Declaration for

Human Rights Education and Training in articulating that “everyone has the right to know,

seek and receive information about all human rights and fundamental freedoms and …

access to human rights education and training” (art. 1). They noted that the Declaration had

played a very important role in highlighting the right to human rights education, and they

welcomed the panel discussion as an excellent opportunity to reaffirm that right as well as

the fundamental role of human rights education in the promotion, protection and effective

realization of all human rights.

27. Human rights education is a lifelong process that concerns all ages and all parts of

society at all levels. It develops the knowledge and skills of learners to promote, defend and

apply human rights in their daily lives. Several delegates stressed the need for a sound

methodology that was participatory, learner-centred, action-oriented and took into account

different cultural contexts. A few delegates drew attention to the Declaration, which states

that human rights education and training encompasses education about human rights,

through human rights and for human rights, including learning and teaching in a way that

respects the rights of both educators and learners (art. 2 (2)). The Declaration also called

upon States to create a safe and enabling learning environment, in which the human rights

and fundamental freedoms of all, including those engaged in the process, were fully

protected (art. 7 (2)). Other delegates underlined the importance of evaluation, including the

development of related indicators, to assess the impact of human rights education

programmes and improve accountability and effectiveness.

B. Role of human rights education in tackling current global challenges

28. Many delegates pointed to the role of human rights education in tackling global

challenges, including discrimination, violent extremism and conflict. Recent events, such as

the movement of migrants and refugees, highlighted the value and relevance of the

Declaration, and human rights education could be an integral solution to many human

rights challenges facing humankind today. In particular, several delegates highlighted the

role of human rights education in protecting groups in situations of vulnerability, including

migrants and refugees, and stressed the need for human rights education to be made

available to those most at risk, including migrants, refugees and particularly children and

youth who were affected by conflict and natural disasters. For example, in response to the

unprecedented movement of half a million migrants and refugees through Slovenia, in

2015, some 40,000 children in Slovenia received education on the rights of refugee

children.

29. Several delegates emphasized the contribution of human rights education to the

prevention of radicalization and violent extremism. Human rights education did not only

teach about human rights instruments and their content, but it made people aware of how to

promote, defend and apply human rights in their lives and in their interactions with others.

Therefore, people who understood, appreciated and respected human rights were more

likely to find peaceful solutions to an ongoing or potential conflict. In that regard, human

rights education promoted tolerance, inclusion, participation and mutual acceptance, and

hence reinforced understanding of the diversity of human societies. Moreover, human rights

education fostered a culture of human rights and developed more inclusive, tolerant and

peaceful societies, thus ultimately contributing to the promotion of global peace and

security.

30. Some delegates highlighted specific national and regional initiatives to integrate

human rights education in efforts to prevent violent extremism. For example, Switzerland

adopted a Foreign Policy Action Plan for the Prevention of Violent Extremism, which is

based on the recommendations of the Secretary-General’s Plan of Action to Prevent Violent

Extremism and contains action points for human rights education and training. The

European Union included human rights education in its Action Plan on Human Rights and

Democracy (2015-2019) with the aim of ensuring a comprehensive human rights approach

to conflicts and crises. It would be willing to offer assistance to further that approach

beyond the Union.

31. Several delegates mentioned that human rights training for media professionals and

journalists played an important role in addressing the problem of radicalization. Media

professionals could contribute to positively influencing youth who were at risk of being

radicalized, especially in the light of the fact that the Internet and digital technologies were

often used in the radicalization of youth. Not only should youth be taught about human

rights principles, but they also needed to build their capacities to recognize manipulation.

The private sector could play an important role in educating youth and in training media

professionals.

C. Role of human rights education in achieving sustainable development

32. A large number of delegates considered the 2030 Agenda for Sustainable

Development a positive step towards the promotion and protection of all human rights, as it

recognized the catalytic role of human rights education in achieving all of the Sustainable

Development Goals. Target 4.7, in particular, aims to ensure inclusive and equitable

education and promote lifelong learning for all, highlighting the need for all students to

acquire the knowledge and skills needed to promote sustainable development. The adoption

of the 2030 Agenda and, in particular, target 4.7, would further provide momentum for the

implementation of the World Programme for Human Rights Education.

33. Some delegates highlighted the need for human rights education and training

programmes to be implemented within the context of the 2030 Agenda and for linkages to

be built between human rights education programmes and the Sustainable Development

Goals to ensure complementarity and coordination at all levels. The Minister of Education

of Costa Rica urged States to ensure cooperation in order to improve the potential for

innovative ideas and the achievement of the Goals, and stated that the Government of Costa

Rica was committed to adopting an integrated approach to achieving the Goals so as to

bring together the efforts of local and international actors. The Secretary for Human Rights

of Brazil stated that human rights education was essential for the implementation of the

2030 Agenda, which pledges to promote inclusive and just societies, and that international

cooperation was a key element for fostering the necessary dialogue between global,

regional and local spheres. The representative of the European Union stated that human

rights education was key for development and crucial for building inclusive and

participatory societies based on social justice and solidarity. The Global Alliance of

National Human Rights Institutions highlighted the key role that national human rights

institutions could play in the monitoring and data-collection processes relating to target 4.7

of the Sustainable Development Goals.

D. National human rights education and training

34. Delegates drew attention to the significance of the United Nations Declaration on

Human Rights Education and Training in reaffirming the duty of States to promote human

rights education. The representatives of many States highlighted national human rights

education initiatives and programmes, in particular in the context of the third phase of the

World Programme for Human Rights Education, which focuses on strengthening the

implementation of human rights education in primary and secondary school systems and in

higher education; human rights training for teachers and educators, civil servants, law

enforcement officials and the military; and promoting human rights training of media

professionals and journalists. They stressed the need for all States, together with the

international community, to take full advantage of the third phase of the World Programme,

and expressed their readiness to share national experiences and tools and to provide

assistance.

35. The representatives of many States described their experiences in relation to national

human rights education programmes and initiatives in primary and secondary schools. For

example, the representatives of Ecuador, Indonesia, Kyrgyzstan, Paraguay, the Congo, the

Russian Federation, Switzerland, Thailand and Viet Nam mentioned that their Governments

had included human rights education in their school systems. Paraguay had a National

Human Rights Education Plan that outlined a nine-year strategy for transforming the public

education system in the country. In Kyrgyzstan, human rights education started in

preschool, with a programme called “Learning the Environment”, which provided all

children with an “equal start in life” by teaching them about their human rights and

responsibilities in interacting with their peers and with adults. This was followed by

mandatory courses on human rights principles and protection mechanisms in secondary

school. In Switzerland, education for sustainable development and human rights had been

integrated into regional school curricula. Through the “Our Rights” project developed by

the Government of Slovenia, which was based on the Convention on the Rights of the

Child, since 2005, more than 185,000 children in 26 countries had learned about their

rights. Teaching materials of the project were now available in 22 languages.

36. Universities in Kyrgyzstan, the Russian Federation, Thailand and Viet Nam had also

integrated human rights into their curricula as stand-alone courses and in courses on

political science, law, humanities and civic values. In Kyrgyzstan, introductory training on

human rights was mandatory for those pursuing careers in education. Pursuant to the

National Education Act (1999), universities in Thailand had not only increased the number

of human rights courses they offered to students, but had also established research centres

on human rights. In the Russian Federation, a consortium of Russian institutions for higher

learning, in collaboration with OHCHR, offered a Master’s programme on human rights.

37. The representatives of several States, including Ecuador, Greece, Kyrgyzstan, the

Congo, the Russian Federation and Qatar, highlighted the human rights training

programmes for civil servants, law enforcement officials and the military. In Ecuador,

human rights had been mainstreamed into the professional training of the entire public

sector. Human rights were a core element of the mandatory training of civil servants in

Greece: specialized training on intercultural issues was provided to civil servants dealing

with third country nationals, police officers were trained on various human rights issues,

including human trafficking, combating violence against women, racism, xenophobia,

torture and the use of personal data, and border guards must undergo mandatory human

rights training, particularly in the light of the recent migration crisis. In Indonesia, the

fourth National Action Plan on Human Rights (2015-2019) had enabled the inclusion of

human rights into the professional training of police and military officers. The new

Constitution (2015) of the Congo guaranteed the human rights of groups in situations of

vulnerability. The Government had implemented public-awareness programmes and

developed a capacity-building programme for law enforcement officers on the human rights

of those groups, including indigenous peoples. In Kyrgyzstan, human rights training was

regularly delivered to law enforcement officials and the judiciary, as well as ministries and

agencies directly involved in the promotion and protection of human rights.

38. With regard to human rights training of media professionals and journalists,

delegates from a few States, including the Plurinational State of Bolivia, Thailand and Viet

Nam, highlighted the importance of not only providing training on human rights issues, but

also engaging media professionals and journalists in the implementation of human rights

education programmes, particularly public-awareness campaigns. In Costa Rica, for

example, the media played a pivotal role in successfully implementing a public-awareness

campaign against bullying in schools.

39. Several delegates highlighted initiatives undertaken by their Governments in

conducting research on human rights education and training and developing and

disseminating related resources and materials. For example, Argentina established a human

rights institution to develop and disseminate capacity-building tools, including human

rights materials for children and youth; Poland created an online database of educational

materials on democratization, human rights and civil society for use by students and

educators; and the Regional Rights Resource Team in Australia provided policy advice,

technical support and training services to Pacific Island countries in relation to human

rights priorities and treaty reporting. The Resource Team had contributed to a steady shift

towards a deeper culture of human rights in the Pacific and had supported the development

of human rights advocates in governments and civil society. In Qatar, the Doha-based

United Nations Human Rights Training and Documentation Centre provided human rights

training and documentation activities in the Western Asia region for various actors,

including civil servants, law enforcement agencies and national human rights institutions.

40. Delegates from Australia, Botswana, Thailand and the Global Alliance of National

Human Rights Institutions drew attention to the important role of national human rights

institutions in promoting effective policies and programmes on human rights education and

training. National human rights institutions not only implemented related programmes, but

also supported coordination and cooperation among various stakeholders, gave advice to

parliamentarians and education authorities and monitored the implementation of human

rights education. For example, the High Commissioner for Human Rights in the Russian

Federation developed studies and resources, delivered lectures in schools and institutes of

higher learning and organized competitions and conferences on various human rights

issues; the Australian Human Rights Commission implemented human rights education

programmes on anti-discrimination and the rights of minorities, thus contributing to the

efforts of the Government to build a culture of peace; and the Ministry of Education of

Denmark had invited the Danish Institute for Human Rights to engage as a key adviser on

education reform, curricula development and human rights education. The Institute had

documented the status of human rights education in the areas covered by the three phases of

the World Programme for Human Rights Education and engaged in dialogue with the

public authorities that resulted in the mainstreaming of human rights into the curriculum of

Danish schools and in teacher training programmes. Some States, such as Honduras,

Morocco and the Philippines, had benefited from the expertise and the independent and

strategic role of national human rights institutions in implementing human rights education

at the national level.

41. A number of delegates highlighted the challenges of implementing human rights

education and training programmes and initiatives, including the lack of resources to

implement, evaluate and report on programmes to the various international mechanisms. In

response, the panellists highlighted the need for greater coordination among the various

stakeholders, including national human rights institutions, civil society and international

organizations. They also urged that national commitments to the importance of human

rights education should be backed by the allocation of sufficient resources.

E. International and regional efforts to promote human rights education

and training

42. Several delegates stressed that the United Nations Declaration on Human Rights

Education and Training, the World Programme for Human Rights Education and other

education-related global initiatives — culminating in target 4.7 of the 2030 Agenda for

Sustainable Development — reflected a growing consensus among the international

community on the fundamental role of human rights education in the realization of all

human rights. They highlighted the need for regional and international cooperation and

assistance. Intergovernmental organizations, national human rights institutions, civil society

and other relevant actors should collaborate closely in order to maximize resources, avoid

duplication and ensure coherence in the implementation of human rights education

programmes, particularly in the context of the World Programme. The NGO Working

Group on Human Rights Education and Learning proposed to reinforce an existing

institution with the aim of strengthening synergies among initiatives of the United Nations

system, other intergovernmental organizations and governments.

43. A number of delegates highlighted the importance of systematically including

information on national progress in the area of human rights education in reports to the

United Nations human rights treaty bodies and in the context of the universal periodic

review. They stressed the role of the treaty bodies, special procedures and the universal

periodic review in encouraging and reviewing national human rights education and training

efforts and in providing related advice. The important contribution of civil society to the

work of those mechanisms in the area of human rights education was also highlighted.

44. Some delegates referred to regional instruments and initiatives relating to human

rights education. The Council of Europe expressed its commitment to engage with the

international community to share information and coordinate activities on human rights

education, particularly in the framework of its Charter on Education for Democratic

Citizenship and Human Rights Education. The 2000 Bamako Declaration of the

International Organization of la Francophonie is a joint commitment to promote and foster

human rights, democracy and peace through related education and awareness-raising

programmes. In particular, the Organization, in collaboration with the Francophone

Association of National Human Rights Commissions, produced a number of resources,

including a guide and an online course for teachers and educators in the context of its “Free

Together” initiative, aimed at promoting a culture of human rights, peace and tolerance

among youth. The representative of the European Union mentioned the work of the

European Instrument for Democracy and Human Rights, which had recently launched a call

for proposals amounting to more than €31 million to support civil society organizations

working towards the protection and promotion of human rights and fundamental freedoms

worldwide, including through human rights education and training.

45. Some delegates commended the Platform for Human Rights Education and Training,

a cross-regional group consisting of Brazil, Costa Rica, Italy, Morocco, the Philippines,

Senegal, Slovenia, Switzerland and Thailand, on its work in promoting human rights

education and training in the Human Rights Council. The work of OHCHR and UNESCO

in supporting the national implementation of human rights education and training was also

acknowledged.

V. Conclusions

46. The high-level panel discussion provided an opportunity to take stock of human

rights education and training efforts and to address related issues five years after the

adoption by the General Assembly of the United Nations Declaration on Human

Rights Education and Training.

47. The role of human rights education and training in realizing human rights was

stressed by all the participants, and educators and trainers should adopt sound

educational methodologies that are participatory, learner-centred, action-oriented and

take into account cultural contexts.

48. Human rights education and training is an effective strategy for preventing and

tackling current global challenges, including violent extremism and conflict, as it

proposes solutions in line with human rights standards. The training of media

professionals and youth are priorities in this regard.

49. The adoption of the 2030 Agenda for Sustainable Development, which

specifically includes human rights education under target 4.7, provides a momentum

for furthering human rights education, in line with the United Nations Declaration on

Human Rights Education and Training and other existing global frameworks for

action, including the World Programme for Human Rights Education, coordinated by

OHCHR, and the UNESCO Global Citizenship Education programme as well as other

intergovernmental work relating to instruments, such as the 1974 UNESCO

Recommendation concerning Education for International Understanding,

Cooperation and Peace and Education relating to Human Rights and Fundamental

Freedoms and international human rights treaties. Synergies in related work at the

national and international levels need to be promoted.

50. Experiences shared during the panel discussion highlighted the value added of,

and the need for, close collaboration and coordination among national actors, such as

government agencies, national human rights institutions and civil society, including

non-governmental organizations, academia, the media and the private sector.

51. In her concluding remarks, the moderator stated that the panel discussion

highlighted the extraordinary advancement in human rights education and training

since the adoption of the United Nations Declaration on Human Rights Education and

Training. She expressed appreciation for the commitment conveyed by all

participants to strengthening the implementation of human rights education and

training at the national, regional and international levels.