Education as a Human Right: Definition, Importance, and Global Implications
Education is widely recognized as a fundamental human right, essential for personal empowerment and societal advancement. This article explores the definition of education as a human right, its significance, and the global efforts to promote and protect it. It delves into the various dimensions of human rights education (HRE), its objectives, and the roles of different actors in ensuring its effective implementation.
The Foundation of Human Rights Education
"Teaching and education to promote respect for these rights and freedoms" is the foundation of human rights education (HRE). Human rights reflect basic human needs and establish the basic standards without which people cannot live in dignity. Human rights are about equality, dignity, respect, freedom, and justice. Examples of rights include freedom from discrimination, the right to life, freedom of speech, the right to marriage and family, and the right to education.
Throughout history, societies have developed systems to ensure social cohesion by codifying the rights and responsibilities of their citizens. The international community came together in 1948 to agree on a code of rights binding on all states: the Universal Declaration of Human Rights (UDHR). The UDHR acknowledges this in its preamble, and in Article 26, it gives everyone the right to education that should "strengthen respect for human rights and fundamental freedoms".
Defining Human Rights Education
Human rights education is education, training, and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them but also imparts the skills needed to promote, defend, and apply human rights in daily life.
Different organizations, educational providers, and actors in human rights education use different definitions according to their philosophy, purpose, target groups, or membership. The People's Movement for Human Rights Learning prefers human rights learning to human rights education and places a special focus on human rights as a way of life.
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The Aims and Objectives of HRE
The aim of human rights education is to create a world with a culture of human rights. This is a culture where everyone's rights are respected and rights themselves are respected; a culture where people understand their rights and responsibilities, recognize human rights violations, and take action to protect the rights of others.
Article 26 of the Universal Declaration of Human Rights states that everyone has a right to education and that "Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance, and friendship among nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace".
The educational directives of Article 26 point to three distinguishable goals:
- Full personal development
- The promotion of tolerance
- Advancement of UN peace goals
The Importance of Human Rights Education
How can people use and defend human rights if they have never learned about them? Only with full awareness, understanding, and respect for human rights can we hope to develop a culture where they are respected rather than violated.
Human rights are important because no individual can survive alone, and injustices diminish the quality of life at a personal, local, and global level. The duty to care for others is a fundamental morality found across all cultures and religions. Human rights violations happen everywhere, not only in other countries but also at home, which is why HRE is important.
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HRE is not only a moral right but also a legal right under international law. Furthermore, Article 28 of the Convention on the Rights of the Child states that, "School discipline shall be administered in a manner consistent with the child's dignity".
The Role of International Organizations
Since 1948, a huge quantity and variety of work has been â and is being â done in the interests of human rights education. That there are many ways of doing HRE is as it should be because individuals view the world differently, educators work in different situations, and different organizations and public bodies have differing concerns; thus, while the principles are the same, the practice may vary.
In 1993, the World Conference on Human Rights declared human rights education as "essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance, and peace". In 1994, the General Assembly of the United Nations declared the UN Decade of Human Rights Education (1995-2004) and urged all UN member states to promote "training dissemination and information aimed at the building of a universal culture of human rights". As a result, governments have been putting more efforts into promoting HRE, mainly through state education programs.
The United Nations
The United Nations has an irreplaceable role to play with regard to human rights education in the world. As a result of the evaluation of the decade, a World Programme for Human Rights Education was established in 2004. The first phase of the program focused on human rights education in the primary and secondary school systems. All states were expected and encouraged to develop initiatives within the framework of the World Programme and its Plan of Action.
The Human Rights Council decided to focus the second phase (2010-2014) on human rights education for higher education and on human rights training programs for teachers and educators, civil servants, law enforcement officials, and military personnel at all levels. Accordingly, in September 2010, it adopted the Plan of Action for the second phase, prepared by the Office of the United Nations High Commissioner for Human Rights. In December 2011, the General Assembly adopted the UN Declaration on Human Rights Education and Training. The declaration is considered ground-breaking because it is the first instrument devoted specifically to HRE and, therefore, is a very valuable tool for advocacy and raising awareness of the importance of HRE.
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The Council of Europe
The purpose of the Council of Europe is to create a common democratic and legal area throughout the whole of the European continent, ensuring respect for its fundamental values: human rights, democracy, and the rule of law. This focus on values is reflected in all its definitions of HRE.
For the Member States of the Council of Europe, human rights are meant to be more than just assertions: human rights are part of their legal framework and should therefore be an integral part of young people's education. Back in 1985, the Committee of Ministers issued Recommendation R (85) 7 to the Member States of the Council of Europe about teaching and learning about human rights in schools. The recommendation was reinforced by the Second Summit of the Council of Europe (1997), when the Heads of State and Government of the member States decided to "launch an initiative for education for democratic citizenship with a view to promoting citizens' awareness of their rights and responsibilities in a democratic society".
In 2010, the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education was adopted by the Committee of Ministers within the framework of Recommendation CM/Rec (2010) 7. The charter calls on member states to include education for democratic citizenship and human rights education in the curricula for formal education at pre-primary, primary, and secondary school levels, in general, and for vocational education and training. The charter also calls on the member states to "foster the role of non-governmental organizations and youth organizations in education for democratic citizenship and human rights education, especially in non-formal education. "Providing every person within their territory with the opportunity of education for democratic citizenship and human rights education" should be the aim of state policies and legislation dealing with HRE according to the charter. The charter sets out objectives and principles for human rights education and recommends action in the fields of monitoring, evaluation, and research.
The role of human rights education in relation to the protection and promotion of human rights in the Council of Europe was further reinforced with the creation, in 1999, of the post of Commissioner for Human Rights. Fulfilling his mandate, the Commissioner gives particular attention to human rights education and considers that human rights can only be achieved if people are informed about their rights and know how to use them. Human rights education is therefore central to the effective implementation of European standards. In a number of reports, he called upon national authorities to reinforce human rights education. School children and youth, but also teachers and government officials must be educated to promote the values of tolerance and respect for others.
The Council of Europe liaises and co-ordinates its work on HRE with other international organizations, including UNESCO, the UN High Commissioner for Human Rights, the OSCE (Organization for Co-operation and Security in Europe), and the Fundamental Rights Agency of the European Union. The European Wergeland Centre, located in Oslo, Norway, is a Resource Centre working on Education for Intercultural Understanding, Human Rights, and Democratic Citizenship. The Centre was established in 2008 as a co-operative project between Norway and the Council of Europe. In 2007, the European Union Agency for Fundamental Rights (FRA) was established as an advisory body to help ensure that fundamental rights of people living in the EU are protected.
The Council of Europe has a longstanding record of associating young people with the process of European construction and of considering youth policy as an integral part of its work. The Directorate of Youth and Sport launched its Human Rights Education Youth Programme. The program has ensured the mainstreaming of HRE in the Council's work with young people and in youth policy and youth work.
Challenges and the Way Forward
Despite the widespread recognition of education as a human right and the efforts of international organizations, numerous challenges remain in ensuring the right to education for all. As of 2018, less than 1 in 5 countries legally guaranteed 12 years of free and compulsory education due to formal and institutional barriers, as well as insufficient resources.
Progress towards quality education was already slower than required before the COVIDâ19 pandemic further slowed gains. Economic constraints, coupled with issues of learning outcomes and dropout rates, persist in marginalized areas, underscoring the need for continued global commitment to ensuring inclusive and equitable education for all.
To deliver on Goal 4, education financing must become a national investment priority. Furthermore, measures such as making education free and compulsory, increasing the number of teachers, improving basic school infrastructure, and embracing digital transformation are essential.
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