Human Rights Commission

This definition of Human Rights Education has been developed as part of the review of human rights education in Aotearoa New Zealand being undertaken by the Human Rights Commission Te Kähui Tika Tangata. Individuals and groups contributed to the definition over a period of six months during 2004.

Human Rights Education encourages people to:

• internalise and apply rights and responsibilities
• reflect on historical processes that have prevented the realisation of human rights and analyse current structures and systems
• critically examine human rights in Aotearoa New Zealand prioritise those rights and responsibilities that are most pertinent to a group, community or society apply international human rights standards to local and national realities.
• Human Rights Education (HRE) is directed toward,
• “the strengthening of respect for fundamental human rights and freedoms,
• the full development of the human personality and sense of dignity [mana],
• the promotion of understanding, recognition, … equality and friendship among [all peoples],
• the enabling of all persons to participate effectively in a free society,
• the furtherance of activities … for the maintenance of peace.”
  (UNHCHR, 1996)

Purpose

The primary functions of the Human Rights Commission are [s5(1)] to,

• advocate and promote respect for, and observance of, human rights
• encourage the maintenance and development of harmonious relations between individuals and among the diverse groups in New Zealand society.

Education is identified as a significant means of fulfilling this mandate. The Commission is authorised by its Act [s5(2)], to carry out, among other things, the following functions,

• to be an advocate for human rights and to promote and protect, by education and publicity, respect for, and observance of, human rights;
• promote by research, education, and discussion a better understanding of the human rights dimensions of the Treaty of Waitangi and their relationship with domestic and international human rights law.

Education can occur in formal, non-formal or informal contexts. In Aotearoa New Zealand,

• formal education extends from early childhood education, through primary and secondary school, to tertiary education. It is curriculum-based and includes general academic studies and technical and professional training.
• non-formal education involves organised educational activity usually outside the formal system. It is designed for specific learning groups with particular learning objectives. Non-formal education can include work-based education and training, and adult and community education.

In contrast informal education is an unorganised and often unintentional lifelong process where individuals acquire attitudes, values, skills and knowledge from their experiences and the educative influences and resources in their environment.

The Human Rights Commission’s HRE review focuses on formal and non-formal educational activity that is intentional, planned, and may be evaluated. The review does recognise, however, that informal learning can also occur alongside organised education activities.

Human Rights Education Principles

The practice of human rights education is consistent with its purpose. Hence the process of human rights education focuses on strengthening respect for the human rights and dignity of participants, and enabling their full and active participation in the learning process. It is,

• accessible, acceptable, and adaptable
• learner/participant-centred
• innovative and adaptable to a wide range of learning environments
• relevant to the social and cultural context of participants
• based on the recognition of Mäori as tangata whenua
• aimed at reflecting on lived experience through a human rights viewpoint
• encouraging of critical thinking and problem solving
• directed toward to the physical, emotional, social, intellectual, spiritual and cultural needs of participants.

Human Rights Education includes:

• human rights as set out in the Universal Declaration
• personal, communal and global human rights
• domestic human rights legislation, particularly the New Zealand Bill of Rights Act 1990 and the Human Rights Act 1993
• human rights and the Treaty of Waitangi rights of specific marginalised groups mechanisms for addressing human rights grievances.

Human Rights Education encourages people to:

• internalise and apply rights and responsibilities
• reflect on historical processes that have prevented the realisation of human rights and analyse current structures and systems
• critically examine human rights in Aotearoa New Zealand 
• prioritise those rights and responsibilities that are most pertinent to a group, community or society 
• apply international human rights standards to local and national realities.

Human Rights Education has similar practices and approaches to other forms of education (such as peace, environment, civics, Treaty of Waitangi, union, health, and development education). It needs to be recognised, however, as distinct from them in its substance.