

107

Center�����������������������������
for Human Rights Education:
Philippines
Anita M. Chauhan�������

E

ducation plays an important role in making children become aware of world
issues such as human rights, and in developing proper attitude towards such
issues early in life. Education is recognized by the International Commission
on Education for the 21st Century as a principal means to foster deeper and more
harmonious human relations and, thereby, to reduce poverty, exclusion, ignorance,
oppression and war.
As a general obligation of States that have
ratified these instruments, governments are required to undertake measures that will promoterespect for human rights. It is in this context
that the development of human rights education
programs in the Philippines is both a response to
the situation in the country as well as a responsibility to the international community.
One means by which the Philippines fulfills
this obligation is through its Commission on
Human Rights (CHR). It is a constitutionallycreated institution under the 1987 Constitution
with a mandate to “[E]stablish a continuing
program of research, education, and information to enhance respect for the primacy ofhuman rights.” (Section 18 (5), Article XVII,1987 Philippine Constitution).
CHR has offices in the different regions of
the country, with each regional office having
well-defined functions.

Since 1986, human rights education has
been a legally mandated field in the Philippinesthat extends to formal as well as non-formal
education systems. Executive orders and interagency/institution memorandums of agreement
implement the constitutional requirement forthe promotion of human rights (Sec. 3 (b),Article XIV, 1987 Philippine Constitution).1

Obligation to the international community
The Philippines has ratified a number ofinternational instruments on human rights
including:
1. International Covenant on Civil and Political
Rights
2. International Covenant on Economic, Social
and Cultural Rights
3. Convention on the Elimination of All
Forms of Discrimination Against Women(CEDAW)
4. Convention on the Rights of the Child
5. International Convention on the Eliminationof All Forms of Racial Discrimination, and
6. Convention Against Torture.

CHR regional offices
A regional office is responsible for the implementation of the CHR’s policies, programs andplans in a particular region in the Philippines,107108  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

in accordance with responsibility and authority
delegated to it by the CHR’s leadership (Commission en banc). There are currently fifteen
regional offices in the Philippines, one in eachregion and special sub-region of the country.
A regional office has the following generalfunctions:•	Undertake continuing monitoring and assessment of the human rights conditions in
the region, identifying human rights issues
and concerns in the context of the level ofpeople’s enjoyment of civil, political, economic, social and cultural rights, and rights
to environment and development• Assess (through its own or collaborative
investigation) and report (with recommendations) to the Commission en banc thehuman rights situation of individuals andgroups, particularly the vulnerable, disadvantaged and marginalized sectors in theregion• Resolve human rights cases, in accordancewith the policies and procedures of theCHR, that have been delegated to it forresolution by the Commission en Banc
• Provide legal, financial and other forms ofassistance to human rights violation victims
and/or their families in accordance with the
CHR policies, rules and procedures• Regularly visit and assess the condition ofjails and detention centers, and provide
advice and recommendations to concerned
authorities and to the Commission en bancon their improvement. It may also publish
its reports on the findings, evaluation,
recommendations, and advisories on thesubject upon authority of the Commission
en banc• Implement medium-term and annual humanrights promotion and protection programsin the region consistent with the CHR’s human rights planso Implement programs, projects and activities towards the institutionalizationof community and popular participationin human rights awareness activities

o Implement programs for the strengthening of capacities of government and nongovernmental institutions in the region
in the promotion and advancement of
the implementation of the rights-based
approach to redevelopment (in addition
to the general human rights capacitybuilding activities).
• Promote the establishment and strengtheningof collaborative relationships and networks
between the CHR and the government,
non-governmental organizations (NGOs),
media, academe and other civil society organizations for the promotion and protectionof human rights in the region.

Regional human rights education center
As a matter of policy, CHR creates nationallevel partnerships with government agencies andnon-governmental institutions on a variety ofhuman rights activities. For human rights education, these partnerships deal with schools, thePhilippine National Police (PNP), the military,and the local government units. While these
efforts contributed to the implementation ofnational programs on human rights information
dissemination and education, these partnerships have not been replicated in the country’s
regions.
Region I (composed of four provinces andeight cities) in northern Philippines is a casein point. For many years, there have been nocomprehensive, effective and sustainable human rights education efforts in this region.
Some activities were undertaken regarding the
integration of human rights in certain school
subjects in the primary, secondary, and tertiarylevels and pilot studies on the use of humanrights teaching exemplars in selected primaryand secondary schools. But many teachers andschool administrators do not have a full andcomprehensive knowledge of human rights, anddo not have the appropriate attitude towards
human rights education.

Center for Human Rights Education: Philippines  109

At the barangay (community) level, theBarangay Human Rights Action Centers(BHRACs) have not been successfully established to be able to provide human rights
education to the barangay residents. Many PNP
and military personnel in the region still needhuman rights education. And CHR Region 1
Office does most of the human rights education
activities. There is little involvement of otherduty-bearers in the promotion of human rights
through education, training and research.
In response to this situation, the CHR
Region 1 Office took the initiative in 2003 ofcreating a partnership with local colleges anduniversities, local offices of national government
agencies, NGOs and local governments for theestablishment of a regional human rights education center (RCHRE).
CHR Region 1 Office envisaged RCHRE
to become a regional hub for human rights
education research, training and information
dissemination, and extension service. The
RCHRE is under the coordinating function of
the CHR Region 1 Office Division on Promotion and Linkage Development. As a regionalhub, it builds an institutional network supportive of human rights in the region by organizing
provincial/city/municipal centers for humanrights education in partnership with academic
institutions, educational agencies, local government units and regionwide non-government

institutions. It is meant to work with victimsof human rights violations and sectoral organizations. It is also in charge of putting in place
the BHRACs under the joint initiative of the
CHR and the Department of Interior and Local
Government (DILG).
RCHRE leads its centers in undertaking human rights research, training and information
dissemination and extension. Under the researchcomponent, RCHRE conducts on its own or inpartnership with its centers studies and surveys
on human rights, monitors and documents
human rights violations, and produces humanrights materials. Under the training and information dissemination component, RCHRE
supports the integration of human rights education into the school curriculums, organizes
symposiums and forums (e.g., rights-based
approach forums), holds training activities (e.g.,trainors’ training, paralegal training), hosts
radio programs, and conducts theater and arts
activities. Under the extension service component, RCHRE encourages its centers to adopt a
BHRAC and assist it in developing its activities,
adopts a vulnerable sector to help address its human rights concerns, supports the developmentof human-rights-friendly local governments,and organizes “human rights caravan.”
By mid-2003, CHR Region I office and its
partners were able to adopt RCHRE’s vision,
mission, goals and objectives, as follows:

VISIONA regional community where people have the knowledge, values, attitudes and skills that will impel them as duty-bearers or stakeholders to create and maintain a democratic society enjoying freedom from all forms of exploitation,• where people’s human rights and liberties are respected,• where equality, non-discrimination and justice prevail,• where the potential of all persons, especially from the vulnerable or less fortunate sectors is developed, and• where democratic practices ensure that people live together in peace and prosperity, and in harmony with natureand the environment.
MISSION
Evolve a culture of human rights, democracy and peace, by institutionalizing a multi-disciplinary human rights educationfrom pre-school to graduate level and responsive to fundamental education learning needs of the people.

110  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

GOAL
Contribute to the empowerment of the people with special emphasis on the vulnerable sectors of society, environmental
and sustainable development, peace and development and good governance through training and education on the
adoption of rights-based approach to development.
OBJECTIVES
1. Develop and enrich duty-bearers’ and stakeholders’ knowledge, attitudes, and skills on basic individual and collective rights and individual and state obligations to respect, protect and fulfill human rights.
2. Encourage and mobilize the educational and other institutions to adopt legitimate measures or plans for humanrights education.
3. Develop a critical mass of capable human rights educators to meet the fundamental learning needs on humanrights.
4. Develop curriculums and instructional materials and teaching supplements for formal, non-formal and alternatedelivery systems of education for human rights.
5. Conduct research and special studies to enhance human rights education programs and assist in the effective
monitoring and evaluation of state actors’ compliance with obligations in international treaties on human rights.
6. Implement grassroots and community-based human rights education, information and advocacy programs.
7. Network with human rights education institutions locally and abroad.

There is also the Council of Advisers composed of representatives of national government
agencies, local governments, and the local academic community. The Council supports theimplementation of the programs of RCHRE
by:
1. Designating volunteers for the capabilitybuilding program of RCHRE as may berequested
2. Promoting the RCHRE activities
3. Designating experts from its constituencies as members of technical working
groups that may be organized from time
to time
4. Encouraging schools to send their teachers and staff members to RCHRE training activities
8. Providing information and documents
relevant to the holding of RCHRE
activities
9. Sharing other resources that will help
attain the vision, mission, goals andobjectives of RCHRE.

The Council of Advisers of RCHRE wasformed in 2004 with twenty-one members
composed of representatives of the following:
1. Commission on Higher Education(CHED), Region 1
2. Technical Education and Skills Development Authority (TESDA), Region 1
3.	Department of Education (DepEd),
Region 1
4. Philippine Association of State Universities and Colleges (PASUC) Region 1
5. Philippine National Police (PNP), Region 1
6.	Department of Interior and Local Government (DILG), Region 1
7. Philippine Information Agency (PIA),
Region 1
8.	Department of Social Welfare and Development (DSWD), Region 1
9.	National Economic and Development
Authority (NEDA)
10. Philippines Association of Extension
Program Implementors, Inc. (PAEPI)

Center for Human Rights Education: Philippines  111

In addition, the Presidents of universities
and colleges hosting the Provincial and City
Centers for Human Rights Education are
Council members:• Miriam E. Pascua, PhD - Mariano Marcos State University (MMSU)•	Lauro B. Tacbas, PhD - University ofNorthern Philippines (UNP)• Rodolfo B. Asanion, PhD - Pangasinan
State University (PSU)•	Ernesto R. Gapasin, PhD - Don Mariano
Marcos Memorial State University (DMMMSU)• Col. Ben Nicolas - Northwestern University (NWU)• Romeo T. Padilla, PhD - Pangasinan
College of Science and Technology(PCST)• Alejandro V. Directo, PhD - Ilocos Sur
Polytechnic State College (ISPSC)•	Norma Maria Rutab, PhD - St. Louis
College (SLC)• Mrs. Lourdes Garcia - ��������������
Great PlebianCollege (GPC)�����•	Dr. Ma. Lilia P. Juan, MD - ������������
Virgen Milagrosa University Foundation (VMUF)
������
• Atty. Gonzalo T. Duque - �������������
Lyceum Northwestern University (LNU).
The RCHRE also coordinates with the Regional Development Council (RDC) Region
1 through its Regional Social Development
Committee on matters that need regional support from the RDC.

The RCHRE provincial and city centers
RCHRE works with provincial, city andsatellite centers, mainly colleges and universities.
Some are state universities and colleges (SUCs).
These Centers for Human Rights Education(CHREs) mainly:
a. allow members of their teaching staff toact as trainers, researchers and other roles
in implementing RCHRE’s activities, andprovide them with incentives (e.g., service
credits, points for rank promotion, etc.) for
performing these tasks
b. review curriculums in order to provide
courses on human rights
c. adopt model policies supporting their students’ right to education in compliance withinternational human rights instruments
d. review extension service programs in order toalign them with the objectives of RCHRE,
and involve members of the teaching staff
and students in implementing the renewed
programs in their respective communities
e. provide in-campus facilities for the implementation of the RCHRE activities, as well
as staff who can coordinate these activities.
As of 2005, the following have entered into
agreement with RCHRE to become provincial,city and satellite CHREs:
I. Provincial Centers
1. Mariano Marcos State University(MMSU) - Ilocos Norte
2. Pangasinan State University- Pangasinan
3. University of Northern Philippines(UNP) - Ilocos Sur
4. Don Mariano Marcos Memorial State University (DMMMSU)- La Union
II. City Centers
1. University of Northern Philippines(UNP) - Vigan City
2. Northwestern University (NWU)- Laoag City
3. Ilocos Sur Polytechnic State College(ISPSC) - Candon City
4. St. Louis College (SLC) - San Fernando
City
5. Great Plebian College (GPC)- Alaminos City
6. Pangasinan College of Science and Technology (PCST) - Urdaneta City
7. Virgen Milagrosa University Foundation

112  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS(VMUF) - San Carlos City
8. Lyceum Northwestern University (LNU)- Dagupan City
III. Satellite Center
1. Pangasinan School of Arts and Trade(PSAT) - Lingayen, Pangasinan
The CHR Region 1 Office
1. trains, accredits, and provides incentives totrainors, researchers and extension service
providers from the provincial, city and satellite centers
2. advises them on their activities and provides
support (such as legal service) in case ofneed
3. coordinates their activities
4. disseminates information on activities of thecenters.
Figure 1 shows the organizational links
between RCHRE and the centers.

There are a total of twelve CHREs, with
one Provincial CHRE (UNP) functioning
also as a City CHRE. There is a proposal tofurther categorize these CHREs based on thetype of institution involved. The CHREs canbe categorized as affiliated with SUCs, CHED
(for private universities and colleges), TESDA(for technical schools) respectively. In addition
new CHREs can be established in provincial
school divisions of the Department (Ministry)of Education (for teachers and school officials
who have been trained as human rights educators), in secondary schools (with the support oflocal governments), and in non-governmental
institutions (including religious institutions).
The new categories will expand the type andnumber of CHREs in Region 1.

Activities of the Provincial and City CHREs
The following are the activities of eachof the Centers for Human Rights Education

Figure 1: RCHRE and CHREs
Regional Center for Human Rights Education(RCHRE)

Provincial CHREs(4 SUCs)
Satellite CHRE
(1 TESDA institution)

City CHREs (8)Center for Human Rights Education: Philippines  113

managed and implemented by the Center Coordinators:

1. Mariano Marcos State University (Batac, Ilocos Norte) - Provincial
CHRE in Ilocos Norte2
The Ilocos Norte Center for Human Rights
Education (INCHRE) was established as aprovincial center on 21 August 2003 througha Memorandum of Agreement between the
Mariano Marcos State University (MMSU) andthe CHR. Saturnino M. Ocampo, Jr, PhD of
the university and Honorable Purificacion C.
Valera-Quisumbing, Chairperson of the CHR,
signed the agreement, facilitated by CHR Region I Director, Anita Chauhan, PhD.
INCHRE is managed by the Social Science
Department of the university but is directly
under the control of the University President.
However, since most of its activities are extension in nature, these are usually done with theassistance and collaboration of university’s Extension Directorate (Figure 2). It is run with thesupport of a working team composed of faculty
members who are Accredited Human Rights
Educators by the CHR Region I3 and whocome from different social science disciplines

including political science, education, sociology,
anthropology, psychology, economics, history,
rural development, as well as natural science
discipline (biology).
INCHRE currently has one hundred twenty
volunteers consisting of twenty-eight faculty
members and ninety-two students. They attended a number of training activities on various
topics including human rights training modules,
rights–based approach to development, and research proposal writing. The volunteers in turnundertook several training activities for otherfaculty members and students on basic humanrights concepts including rights of students andrights of the child. These activities were held in
MMSU’s colleges located in the different partsof the province. INCHRE also participated in
the “inter-center” (among the city and provincial centers of RCHRE) activities such as quizzes, contests on logo-making, poster-making,essay writing, speech, and interpretative dance.
Other activities undertaken include radio broadcasting, panel discussion, seminars, workshops,
legal service and distribution of materials on therights of the child.
INCHRE was able to integrate human rights
into the political science subject for sociology
students, and include human rights training in

Figure 2. Organization Structure of the INCHRE
University President

Vice President for
Academic Affairs

Vice President for
Academic Affairs
College of Arts and Sciences
Social Science Department
INCHRE

Vice President for Research,
Extension and Business Affairs

114  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

the National Service Training Program (NSTP)of the university and in the extension activitiesof the Social Science Department. It adopted
a barangay, which was assisted by a student
organization (Socio Guild under the Bachelorof Arts in Sociology Program) in establishinga BHRAC. It has also encouraged sociology
students to focus on human rights issues fortheir course presentations and theses. Its training activities for students have also covered
secondary students.
In 2005, the staff of INCHRE attended anumber of capacity-building activities ranging from training on Focus Group Discussion(FGD), to orientation on the link between Millenium Development Goals (MDG) and humanrights, to workshop on rights-based indicatorsfor implementing MDG at local level, to conference on social development (focused on setting
provincial targets for MDG). See Table 1 in the
Annexes for more details on these activities.
In 2006, INCHRE held a number of activities consisting of training on human rights for
NSTP students, and forum on the relationshipbetween human rights, gender and development, and other social issues. As stated in
the January-December 2006 accomplishment
report, the following were the activities:4
I. Trainings�����������������������������
Initiated by INCHRE
A. ����������������������������������
Training on Human Rights for NSTP
Students
A series of two trainings for NSTP students were conducted this year. The firstcatered to NSTP students enrolled during
the second semester 2005-2006. The second
batch was participated by first year students
enrolled during the first semester of 20062007. For this year, a total of 1,739 NSTP
students were trained on their basic humanrights. Topics discussed during the trainings
were: the Foundation of Human Rights, The
Principles of Human Rights, Rights of theChild and Rights of Students.

B. Forum�����������������������������������
on Human Rights, GAD (Genderand Development) and other Social Issues andConcerns
The seminar acquainted students on theissues and concerns regarding human rights,
gender and development and social problems
in society. A group of thirty-five BA Sociology students attended the forum. This was
conducted in collaboration with the BA SocioIV students in the Seminar in Behavioral Sciences.
II. Capability��������������������������������������
Building Training Attended
by INCHRE
The center-coordinator and faculty/staff
volunteers actively participated in regionaland national trainings conducted by various
agencies. Among these agencies are the CHR
Region I, National Economic Development
Authority (NEDA), Philippine Associationof Extension Program Implementers (PAEPI),
and the Institute of Social Studies in The
Hague, Netherlands.
The trainings revolved on the following
topics:a.	�����������������������������������������
Rights-Based Indicators for the National
Development Goalsb.	������������
Child Rightsc.	�������������������������������������
Rights-Based Approach for LGU [Local
Government Units]-localization and Poverty Reductiond.	������������������������������������
Mainstreaming Human Rights in Governancee.	����������������������������������������
Social Accountability and Participatory
Development Approaches.
III. Acted��������������������������
as Resource Speakers
The center coordinator and other INCHRE
faculty/staff volunteers were also invited as resource speakers in various seminars/trainings.
NEDA, GAD-MMSU, LGU of Laoag City,
CHR-Region I, Department of Agrarian Reform and Ilocos Norte Convergence Group,
the Institute of Social Studies in The Hague,

Center for Human Rights Education: Philippines  115

Netherlands and Northwestern University
conducted these activities.
The topics discussed were:1.	����������������������������������INCHRE Ilocos Norte – MMSU Experiences in Integrating Human Rights in
NSTP
2.	�����������������������������
The Rights and Roles of Women
3.	�������������������
The Rights of Women
4.	�����������������������
The Rights of the Child
5.	��������������������������������
The Rights of Indigenous Peoples
6.	�����������������������������������
Mainstreaming Gender Awareness andSensitivity in the Academe through Human
Rights Education.
INCHRE was also involved in humanrights-related regional seminars and trainings
such as the following:
1.	������������������������������������
Regional Social Development Council
Meeting2.	���������������������������������������
Information Campaign on the Rights andRoles of Women
3.	���������������������������������
Seminar-Workshop on Human Rights
Advocacy in the Barangay, “Youth in theEnvironment”, Leadership Agenda for
Social Transformation
4.	����������������������������������������
Values Orientation Seminar (focusing on
the Rights of Indigenous Peoples)
5.	�����������������������������������������
Training on Human Rights for Faculty andStaff of Northwestern University.

See Tables 2 and 3 in the Annexes for detailsof these activities.
For research, INCHRE also reported thatit completed a study entitled “Indigenous
People’s Level of Knowledge and Enjoyment[of] Their Human Rights.” A Bachelor of Arts,
Sociology student, whose thesis paper won the
MMSU Best Undergraduate Thesis Award in
the area of Social Sciences, Arts and Education, did the research. The Center Coordinatorof the INCHRE served as the thesis adviser.
Two more research studies are still ongoing
concerning
1.	�����������������������������������������
Child labor on rice-based farming system
in Ilocos Norte

2.	��������������������������������
Knowledge and enjoyment by MMSU
students of their human rights.
It is now starting to implement a research
project on human rights awareness in Region
1 in cooperation with the Northwestern University, a city center of RCHRE. This project
forms a major part of a bigger research project
entitled “Status of Human Rights in Region
1” submitted to the Region I Social Development Committee of the Regional Development
Council of Region 1. The main research project
was ranked first by the Committee and waslisted as among top twenty research topics by
the Regional Development Council. The different CHREs in Region 1 are cooperatively
developing the details of implementation of themain research project.
Based on the principle that the right tofood is imbedded in the right to life, INCHRE
through the initiative of the CHR Region 1 Office is presently working with women throughthe project “Improving Women’s Lives throughShellcraft Enterprise.” With a yearly grant of
37,000 Philippine pesos (roughly eight hundred
US dollars) from the Student in Free Enterprise(SIFE), an international organization, the project aimed to augment the income of womenin fishing villages through entrepreneurshipby enhancing their knowledge and skills in the
production and marketing of shellcraft products.
Because of this project, the MMSU-SIFE Teamemerged as the National Champion in the 2006
SIFE Philippine National Exposition. As grandchampion, the Team represented the Philippines
in the SIFE World Cup 2006 in Paris France in
September 2006 and was a finalist in the opening round competition.

2. Northwestern University – City
Center for Human Rights Education in
Laoag City
The Northwestern University as the City
Center for Human Rights Education for theCity of Laoag facilitated the enactment of“An Ordinance Providing for the Conduct of116  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

Continuing Human Rights Education in theCity of Laoag and Appropriating Funds for the
Purpose” by the city legislative council.
Since its establishment in 2003, the City
Center has accomplished a number of activities consisting of the following held during theDecember 2003-May 2006 period:
Activity

Participants

Seminar on Basic Human
RightsBarangay officials andsome barangay members

Human Rights Consultation on Issues Concerning
Muslim Community

Muslim leaders

Voter’s Education Forum

Barangay officials of Laoag
City; students of NWU,DWCL and NCC

Human Rights Seminar for
PNP in Ilocos NortePNP Personnel

Human Rights and RightsBased Orientation

INCAT students and facultyChild Rights and the Correlative Duties of a Teacher

Primary and secondary
students of NWU and theirteachers

Anti-hazing Law

Criminology, Maritime
and 3rd and 4th year HS
students of INNHS andINCATFiscal Management and theDuties, Rights, and Obligations of Barangay Officials

Barangay officials of
Naguillian Nueva Era andTribal Leaders

Current Trends in Farming
and Tenant Rights andObligations

Members of irrigation organization and community
residents

Computer literacy training
for public school teachers inDistrict I of the Municipalityof Batac, Ilocos Norte

Teachers of District I
Elementary Schools

The City Center did a research on the awareness of the Tinguian tribal elders and Barangay
officials in Barangay Naguilian, Nueva Era,
Ilocos Norte regarding the processes and observance of the free, prior and informed consent(FPIC) principle provided for in the Indigenous
Peoples Rights Act of 1997 (IPRA). This study
revealed that the: The tribal leaders and elected barangay officials of this community were not aware of
FPIC process much less the IPRA
 In projects that affect them, FPIC was notobserved One project, the Mango Plantation Projectby the Ilocos Norte Mango Growers Inc.,
covers the ancestral domains of the Tinguiantribe.
The City Center is planning to undertake
more research projects focusing on the following topics:	Level of human rights awareness among local
government personnel including membersof the Philippine National Police, barangay
officials and councilors
 Profile and characteristics of the poor.
It also held the following activities:
 Armed Forces of the Philippines Seminar:
Bridging the Gap (local situation of counter
insurgency) – October 2006, NWU	Voter’s Education Forum.

3. University of Northern Philippines –Provincial Center for Human Rights
Education in Ilocos Sur
The city and provincial center for humanrights education for Ilocos Sur is now known
as “The Center for Human Rights and Drug
Education”
The City and Provincial Center for Human
Rights and Drug Education was established in
October 2003 at the University of Northern
Philippines.
The Center, composed of a Director and staff
and accredited educators, implements humanrights and drug education programs and activities of the university and the province.
The Center adopted the following policy,
goal, and functions:

Center for Human Rights Education: Philippines  117

Policy Statement
The Center shall protect the rights of citizens
from [human rights] violations and ensure a
happy life free from the hazards of dangerous
drugs through human rights and drug education.
Goal
The Center aims to help nurture a culture
where human rights are respected and to establish a drug-free society.
Functions
The Center shall perform the following
functions:
1.	Serve as an avenue for human rights
and drug education in the university
in particular and the province in general through information and advocacy
program, training and outreach activities; and human rights and drug-related
studies
2. Create partnership with civil society andother concerned agencies towards therealization of its goal.
The Center had accredited the following:
1. Seven human rights educators
2. Student volunteersa.	Students of Arts and Sciences Organization (SASO) officers since school
year 2004-2005 to present
b. Criminology Course Internsc. 	NSTP students.
Activities
The Center undertook a number of activities
since 2003 consisting of the following:a. Training- for teachers, on child rights in collaboration with DepEd; on human rights
education teaching exemplars focusing
on human rights violations, individual
duties and state obligations- for youth/students, on student rights;
Human Rights Capacity Building for

Criminology Interns attended by two
hundred and six criminology interns
b. Integration of human rights into the
NSTPc.	Syllabus preparation for Bachelorof Science Education, Major in Values Education entitled “Educationfor Human Rights and Responsible
Citizenship”(September 2006)
d.	Lectures on- Millenium Development Goals Localization- “Human Rights Integration in NSTP:
The UNP Experience”- “Principles and Foundations of Human
Rights”, and “Student Rights”
e. Information Dissemination (Essay Writing Contest)
f. Memorandum of Agreement signing(UNP and CHR) on-	Enriching Internship Program of theCollege of Criminology – UNP- Human Rights Tracking- Research-	Support for BHRAC Re-establishment- Jail Visits- Information Campaigns.
The Center held a number of activities aspart of its extension and community outreachprogram:a. Information drive about the Centerb. Radio broadcast (through UNP “Extension Line Program” in DZNS Radiostation)c.	Lecture in a seminar attended by eighteen
members of Civilian Armed Forces Geographical Unit (CAFGU) from Ilocos
Norte, Abra, Ilocos Sur, and Benguet
d. Presentation of the UNP-PCHRDE5
Experience in the Philippine Associationof Extension Implementors (PAEPI)
National Training
e. Rights-based Public Inquiry
f. Provincial PNP Training on Human
Rights and RBA, CHR-I and PNP118  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

g. Multi-Sectoral Regional Consultation
Workshop on Rights-Based Approach to
Development and Commitment-buildingh. Information Dissemination - posting of
human rights campaign materials• Right Against Torture, PNP sub-stations
and jails• Rights of the Accused, Rights of theChild - PNP sub-stations and jails in
Metro Vigani.	Establishment of Human Rights Advocacy Cornerj.	Local Government Units Orientation
on Rights-based Approach Applicationin Development and Governancek. Human Rights Week Celebration – every
December of the year
l. Participation in the following Committeesof UNP• Committee on Decorum and Investigation on Sexual Harassment• Adjudication Committee
m. Endorsement of human rights cases to
the CHR Region 1 Office for investigation.
The Center also engaged in the following
research activities:
1.	Developed an instrument on measuring
human rights awareness
2.	Supported research projects of students(taking Bachelor of Arts Degree, major
in Political Science) as undergraduate
thesis – “Awareness of Children’s Rights
in Sta. Catalina, Ilocos Sur”
3. Center research on• “Awareness on the Civil and Political
Rights of Selected Students in the College of Arts and Science”• Human Rights Awareness of School
Administrators in Ilocos Sur
4. Participated in several research-related
activities such as the following:• Attendance in the Human Rights Research Workshop• Briefing and Consultation Workshop on
Measuring Democracy, Human Rights
and Governance (METAGORA)6 Research• Technical Workshop-cum-Consultation
with Indigenous People’s Stakeholders
and Local Partners and METAGORA Pilot Survey Design and Questionnaire.
The Center plans to undertake the following
activities for the year 2007: Strengthening of
Human Rights and Drug Education Advocacy
and information drive through• Radio broadcasting•	Extension and community outreachactivities• Accreditation of Volunteer Educators• Improvement of the resource materialsof the Center• Production of information campaign
materials• Research on human rights and drug
education•	Establishment of Human Rights Advocacy Corner in all Academic Units of the
University• Involvement in the Internship Programof the College of Criminology• Adoption of a Barangay Program– Barangay San Luca, Magsingal, Ilocos
Sur.

4. Don Mariano Marcos Memorial
State University – Provincial Center for
Human Rights Education in La Union
The Don Mariano Marcos Memorial State
University (DMMMSU) was designated as theProvincial Center for Human Rights Education for the province of La Union in launching
ceremonies held on 29 October 2004. The ceremonies coincided with the holding of the Provincial Educators Extension and Rights-based
Approach Forum attended by sixty educators.
The Forum was held at the DMMMSU North
La Union Campus, Bacnotan, La Union. Dur-

Center for Human Rights Education: Philippines  119

ing the ceremonies, Rogelio Villanueva, PhD,
the Board/University Secretary, was designatedas the Center Coordinator.
The DMMMSU–Provincial Center for Human Rights Education undertook the following
activities:
1.	�����������������������������������
Supported the Training of Trainors
for Human Rights Education. Administrative Officers, Personnel Officers,
Extentionists, Presidents of Faculty Associations and Student Affairs Coordinators of the five operating units of theuniversity attended the training.
2.	�������������������������������������
Held practicum activities in the different campuses of the university forseveral members of the faculty and staffof the university for their qualificationas accredited Human Rights Educators.
Thirteen of them were accredited as suchby the CHR Region 1 Office. During
the practicums, DMMMSU students
were their participants resulting in theorientation on human rights of almost athousand students.
3.	�������������������������������������
Provided a venue for the Training ofTrainors on Rights-based Approach to
Development and Governance attended
by all Center Coordinators and Accredited Human Rights Educators in Region
1.
4.	�������������������������������������
Sponsored a Multi-Sectoral Electoral
Education activity during the 2004 Local
Elections.
5.	���������������������������������
Deployed accredited Human Rights
Educators as resource speakers on humanrights in activities within the university
as well as nearby communities.
6.	����������������������������������������
Participated in December 2003 students’congress with representatives from all
CHREs in celebration of the Human
Rights Week, organized by the CHR
Region 1 Office. Center Coordinators
brought along their students and fellow
faculty members to participate in the
different activities (including speech
contest).

7.	������������������������������������
Held a seminar in June 2006 on mainstreaming human rights in the Development and Governance Extension Program of DMMMSU. Planning Officers,
NSTP Facilitators and members of thefaculty of the university attended theseminar.

5. Saint Louis College - City Center for
Human Rights Education in the City of
San Fernando, La Union
Saint Louis College responds to the government’s sustainable development thrust as it
lives out its Vision and Mission as a Catholic
Institution, extending social services particularly
to the marginalized group. As a Congregationof the Immaculate Heart of Mary (CICM)
educational institution, with a missionary identity, each member of the school community is
conscious of his/her responsibility to reach out
to the deprived, depressed, underprivileged, anddisadvantaged and to discover with them theimpact of the Gospel on social reality, justice andsolidarity. Through its Extension Services Office, the members of the administration, faculty,
staff and the students engage in several activities
using the rights-based approach. It supports theneed for Filipinos to equip themselves with theneeded knowledge and skills to become empowered, self-confident and self-reliant.
The Center held the following activities:• Center Coordinators’ Meetings• Training of trainors for human rights
education• Accreditation of thirteen faculty and staff
members of Saint Louis University as
human rights educators• Facilitation and hosting of-	Students in Free Enterprise (SIFE)
Luzon Leadership conference- multi-sectoral electoral education
meeting- voter’s awareness meeting- Adoption of a BHRAC- Putting up of information board

120  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS-

about human rights
Continuous support to CHR’s program through participation in thefollowing:
Quarterly center coordinators meeting
RBA seminars, trainings and workshops
Human rights research workshop
Rights and Reforms for Results-Millenium Development Goals (RRRMDG) Workshop
Training on focus group discussion
Consultative workshop on RightsBased Indicators for Monitoring
MDG
Information drive of the Commission
on Human Rights.

6. Pangasinan State University – Provincial Center for Human Rights Education in Pangasinan
The Pangasinan State University (PSU)
in Lingayen town hosts the provincial humanrights education center of Pangasinan.
The Pangasinan Center for Human Rights
Education undertook the following activities
from 2003 to the present:• Trainers’ Training for Human Rights
Education, assistance provided to the
CHR Regional 1 Office• Advocacy for possible integration of human rights education in the syllabus forSocial Service subject under the Social
Science Faculty of the university• Presentation of the module prepared by
the Center Coordinator to the University
Academic Council Meeting in March
2004•	Supported the Human Rights Council forStudents in the Lingayen campus whosebasic task is to promote and advocate human rights education within the campus.
The Council plans to integrate humanrights education in peer counseling.

• Forums on Basic Human Rights Education - with the graduating students, andwith another set of graduating students
taking up Master of Arts major in Educational Management• Multi-sectoral electoral education activity• Integration of human rights education
as a practicum in the Human Behavior
in Organization subject•	Launching of PSAT-TESDA as Satellite
Center of Human Rights Education•	Support for the settlement of cases
through Alternative Dispute Resolution(ADR)•	Lecture on the Women’s Rights in a
meeting of the Association of Non–
Teaching Personnel•	Lecture before graduated students during
their Staff Development Meeting withthe theme “Staff Development Through
Human Rights Education”• Alternative Dispute Resolution seminar.

7. Pangasinan School of Arts and Trade(Lingayen, Pangasinan) - Satellite
Center for Human Rights Education of
PSU Provincial CHRE
The Pangasinan School of Arts and Trades
established on 25 August 2005 a center for human rights education as a satellite office of thePangasinan Human Rights Education Center of
the Pangasinan State University. It is known as
the Pangasinan School of Arts and Trade Satellite for Human Rights Education.
The satellite office supports the establishment of BHRAC in a barangay in Lingayen
town as a pilot area in cooperation with thebarangay officials. It also participates in humanrights education activities such as giving talks
on rights and responsibilities in the meetings ofthe personnel of the Western Council Officers (achapter of an organization of the personnel of
local government and other government agen-Center for Human Rights Education: Philippines  121

cies in Region 1 called the Personnel Officers
Association in Region I).

8. Lyceum Northwestern University City Center for Human Rights Education in Dagupan City, Pangasinan
The Center undertook the following activities:
1. Human rights education awareness seminars for•	NSTP students• Parents, Teachers and Community Association (PTCA) Officers and Barangay
Officials
2. Human rights awareness seminar for officers of BHRAC
3. Multi-Sector Electoral Education
4. Meeting on application of rights-based
approach in community development.
The Center has established a Reading Corneron Human Rights.

9. Virgen Milagrosa University Foundation - City Center for HRE in San
Carlos City, Pangasinan
The San Carlos City Center for Human
Rights Education held the following activities:
1. Research on the “Level of Awarenessof Students and Teachers on Human
Rights: A Basis for Proposed Teaching
Strategy”
2. Presentation of rights-based approachin the training of Civic Welfare Training Services/ Literacy Training Services(CWTS/LTS) Students 7
3. Oplan IEC (Operation Information Education and Communication)
4. Human rights education activities forout-of-school youths.

Other RCHRE initiatives
Recognizing the work of the centers for human rights education (CHREs), the Philippine
Association of Extension Program Implementors, Inc. (PAEPI), engaged the technical support of RCHRE in establishing such centers infour other regions in the Philippines:a.	Nueva Vizcaya State University (Bayombong, Region 2) – Regional CHRE
b. Palawan State University (Puerto Princesa
city, Region 4A) – City CHRE
c.	Western Philippines State University (Puerto
Princesa city, Region 4A) – Provincial
CHRE
d. Capiz State University (Region 6) – Regional
CHRE
e.	University of Southeastern Philippines(Davao City, Region 11) – City CHRE
f. Mindanao State University-Iligan Institute ofTechnology (Cagayan de Oro, Region 10)- Regional CHRE.8
RCHRE was also able to influence theestablishment of CHREs in other regions
through the provision of guidelines and materials for their establishment to other CHR
regional office directors. These CHREs are thefollowing:a. University of Southern Mindanao (Cotabato,
Region 12)
b. Mindanao State University (Marawi City,
Autonomous Region in Muslim Mindanao)c. Sultan Kudarat State Polytechnic College(Tacurong City, Region 9).
RCHRE/CHR Regional Office 1 andPAEPI jointly organized the federation of all
the CHREs in the Philippines on 8 December
2006. The national federation, named National
Federation of Centers for Human Rights Education, aims
1. To strengthen established Centers for Human Rights Education in disseminating

122  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

information and conducting human rights
education;
2. To capacitate volunteers to become effective
human rights educators;
3. To develop instructional or training materials
for human rights education.
4. To advocate for continuing human rights
education of duty-bearers and rights-holders
in educational institutions, local government
units and civil society sectors.
5. To propose and lobby for laws that support
stronger awareness and understanding of human rights through human rights educationand information campaigns.
6. To develop alternative modes of deliveryof human rights education to target clienteles.
7. To conduct forums, conferences, seminars
and other forms of capacity-building on
human rights teaching and related fields inhuman rights education.
8. To influence extensionists and researchers tointegrate human rights education in theirrespective work.
9. To grant awards and incentives to institutions
and individuals who promote human rights
education or engage in widespread conductof human rights education in communities
and institutions.
10. To establish Centers for Human Rights
Education in educational institutions, local
government units and non-governmentalorganizations.
The federation was established during thenational training seminar on Social Accountability and Participatory Development Approaches
in Extension Service Governance-cum-Organizing of the National Federation of CHREs on
7 December 2006. The main objective of theseminar was to enrich the participants’ knowledge and skills on acceptable approaches andprinciples that promote people empowerment;
apply the social accountability and participatory
development approaches in the governanceof extension program services; and organize

human rights educators and CHREs into one
cohesive and purposeful federation and be a
PAEPI partner in people empowerment.
Representatives of the different CHREs,
higher education institutions (HEIs) and apartylist Alliance of Volunteer Educators (AVE)attended the seminar.

Conclusion
The preamble of the Universal Declaration of
Human Rights (UDHR) states that respect forhuman rights and dignity is the foundation of
freedom, justice, and world peace. The United
Nations General Assembly has proclaimed thedeclaration as “a common standard of achievement for all peoples and all nations, to the end
that every individual and every organ of society,keeping this Declaration in mind, shall strive byteaching and education to promote respect forthese rights and freedoms and by progressive
measures, national and international, to secure
their universal and effective recognition andobservance both among the peoples of member
States themselves and among the peoples ofterritories under their jurisdiction.” The United
Nations Decade for Human Rights Education(1995-2004), proclaimed in accordance with
the Vienna Declaration and Programme of
Action (1993) has provided governments, international organizations, NGOs, professional
associations, and all other sectors of civil society
with a common strategy in worldwide efforts
for human rights education, training and public
information. The current World Programme for
Human Rights Education of the United Nations serves to continue what the UN Decade
had started.
The CHR-Region 1 Office aims to improve
the human condition by protecting humanrights and fundamental freedoms that make life
worth living. It also tries to make this UDHR
pledge and United Nations programs become
realities in its region. To be able to achieve thesegoal it builds alliances or partnerships with

Center for Human Rights Education: Philippines  123

the academe. These partnerships are successful
consolidation of efforts between likeminded institutions. Through varied approaches and entry
points, the RCHRE and its centers are able to
make human rights education alive within theirsphere of influence. It has been proven that themore people involved in advocacy efforts, thelouder and more unstoppable are the demands
for change and reform. The RCHRE is a casein point.

Endnotes

See Anita Magbitang-Chauhan, Marites Dalangin,
Lolita Santos, and Lasila Reyes, “Philippines: Human
Rights Education in Nueva Ecija,” Human Rights Education in Asian Schools 3, for a discussion on the legal
mandate on human rights education.
2
The discussion in this section is taken from thepowerpoint presentation of Marivic M. Alimbuyuguen,
Coordinator of INCHRE, during the Human Rights
Educators Congress, LERC, San Fernando, La Union,
6-7 December 2004; and her paper “Mainstreaming
Human Rights in Academic Programs: The MMSUINCHRE Experience” presented during the Refresher
Course on Mainstreaming Human Rights in Governanceand Development Through Rights-Based Approach, 20
September 2006, Region I, Philippines.
3
The working team participated in a series of training organized by CHR Region I, namely, The RightsBased Approach Training in MMSU and the Trainingof Trainors for the Provincial Center for Human Rights
Education of Ilocos Norte at the Northwestern University, Laoag City. The working team took their practicum
by serving as resource speakers/lecturers during the1

Training on the Foundation of Basic Human Rights forFaculty and Student Volunteers in MMSU. Thus, on 3
December 2003, each member of the working team was
bestowed the title “Accredited Human Rights Educator”
in the province of Ilocos Norte by the CHR Region I
Office. To date, there are now sixteen Accredited Human
Rights Educators in the university.
4
Quoted from the Accomplishment Report submitted by the INCHRE Coordinator (Marivic M. Alimbuyuguen, PhD) to the President of Mariano Marcos
State University, College of Arts and Sciences (Miriam
E. Pascua, PhD) dated 3 January 2007.
5
PCHRDE stands for Provincial Center for Human
Rights and Drug Education.
6
METAGORA is a project of the European Initiative for Democracy and Human Rights (EIDHR), andimplemented by the OECD-Paris 21 with funding fromthe European Commission.
7
The law on the National Service Training Program(NSTP) provides that college students have the choice oftaking military training (under Reserve Officers Training
Corps), training under the Civic Welfare Training Services, and training under the Literacy Training Services.
Due to the different programs involved, government
agencies work together in the implementation of NSTP.
The Technical Skills Development Authority (TESDA)
that regulates technical vocational institutions thatoffer short-term to two-year programs, Commission
on Higher Education (CHED) that regulates Higher
Education Institutions and Department of National
Defense (DND) cooperate in the NSTP implementation activities.
8
For information on the inauguration of the center visit: http://ibalita.msuiit.edu.ph/modules.php?
name=News&file=article&sid=130&mode=thread&order=0&thold=0

124  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

Annexes
Table 1. Capability-building Trainings attended by INCHRE staff, 2005
Training

Objective

Date and Venue

1. Training������������������������
on Focus Group
Discussion (FGD)

Developed the skills of participants on the conduct of a FGD

5 May 2005

2. �����������������������
Orientation in Linking
MDG with Human Rights

Kept the participants aware andknowledgeable on the humanrights dimension of every MDG
and linked each goal to the rightsthat all Filipinos should enjoy
as defined by the international
human rights instruments

7 September 2005

3. �����������������
Consultation cum
Workshop on Rights-based
Indicators for MDG Localization

Enabled the participants to
identify various indicators thatcan be used in the assessment/
implementation of the MDG

9 November 2005

4. Local Social Development Conference on the
Setting of Provincial MDG
Targets

The training was conducted toprovide a venue by which the
LGU can set their expected
targets in the implementationof the MDG in their areas ofjurisdiction.

12 October 2005

5. Refresher course in
Mainstreaming Human
Rights in Governance andDevelopment thru RightsBased Approach

Capacitated the participants
with adequate competencies in
the RBA and its relevance andapplication to their specific work
assignment

15-30 September 2006

6. National Training on
Social Accountability andParticipatory Development
Approaches for People
Empowerment in Extension
Program Governance Cum
Organizing CHRE

Organized human rights
educators and CHRE into one
cohesive and purposeful federation to become a PAEPI partner
for people empowerment

7-9 December 2006

ParticipantsCenter Coordinators

CHR Region 1,
San Fernando,
La Union
Center Coordinators

President’s Palace,
Lingayen
Pangasinan

Center Coordinators

CHR Region 1,
San Fernando,
La Union
Center Coordinators

NEDA ,San Fernando,
La Union
Center Coordinators

Region I

Hotel Consuelo, Ligaya,
Pangasinan

CHRE Volunteers

Center for Human Rights Education: Philippines  125

Table 2. Trainings initiated by the INCHRE
Training

Objective

Participants

Date and Venue

Remarks

1. Training�������������������������
on Human Rights
for NSTP Students

Increased the awarenessand knowledge of NSTP
students on their rights asstudents and as children

683 NSTP
students

17 February – 3 March2006

In collaboration
with SSD

2. Training on Human Rights
for NSTP Students

Increased the knowledge
and awareness of NSTP
students on their rights asstudents and children

1,056 NSTP
students

2-23 September 2006

3. Forum on Human Rights,
Gender and Development(GAD) and other Social Issues and Concerns

Increased the knowledgeof students on various
rights and social issues

35 BA Sociostudents

25-29 September 2006

Basement Teatro Ilocandia, MMSU, Batac,
Ilocos Norte

Basement, Teatro
Ilocandia MMSU, Batac,
Ilocos Norte

AVR-CAS, MMSU,
Batac, Ilocos Norte

In collaboration
with SSD

In collaboration
with the Seminarin Behavioral
Science Class

Table 3. Trainings where CHREs provided resource persons
Training

Objective

Participants

Date Conducted1. ����������������������������
Regional Social Development
Council (RSDC) Meeting

Presented CHRE
experiences in integrating
human rights in NSTP

20 RSDC member agencies

9 March 2006

2. Information Campaign on the
Rights and Roles of Women

Increased the levelof awareness of rural
women on their rights
and roles

314 rural women

28-30 March 2006
Pasuquin, Dingras,
Batac, Ilocos Norte

Conducted by
GAD – MMSU,
Batac, Ilocos
Norte

3. Seminar-Workshop on
Human Rights Advocacy in
the Barangay, Youth “in” theEnvironment; Agenda for Social
Transformation

Increased the knowledgeof urban women andyouth on their rights

48 urban youth
and women

16 May 2006

Conducted by
SK & Women’s
Organization of
Laoag City

4. Values Orientation Seminar(Lecture on Rights of Indigenous
Peoples)Created awareness andincreased knowledge on
indigenous peoples andtheir human rights

60 indigenous
peoples

7-8 December 2006

5. Training on Human Rights forFaculty and Staff of Northwestern University

Created awareness andincreased knowledge on(NU) faculty and staff onhuman rights

50 faculty andstaff

14 December 12006
NU, Laoag City

NEDA, San Fernando
La Union

Barangay 7-A,
Laoag City

San Marcelino, Dingras Ilocos Norte

Remarks
Conducted by
NEDA RSDC

Initiated by DAR
in collaboration
with the convergence group
Conducted by
the CHRE – City
Center – NU,
Laoag City