Overview of AIHK’s Human Rights Education
Work in Hong Kong*
Debbie Tsui**Human rights education has been on the agenda in the international community for decades. In 1993, the Vienna Declaration
and Programme of Action adopted by the World Conference on
Human Rights called on States to include human rights and the rule oflaw as “subjects in the curricula of all learning institutions in formal andnon-formal settings.”1 This was followed by the United Nations Decade for
Human Rights Education (1995-2004) and the World Programme for Human
Rights Education (2005-ongoing) that provide a framework and guidelines
for the implementation of human rights education in all sectors. However,
how have these words been put into practice in the local context by different
actors over the years?
The purpose of this paper is to share the experience of human rights
education conducted by Amnesty International Hong Kong (aihk), a local chapter of the international human rights group in Hong Kong. Firstly,
relevant international human rights standards are discussed. Secondly, thesituation and challenges of human rights education in Hong Kong are examined. Thirdly, the major human rights education initiatives in both school
education and public education by aihk are analyzed. Lastly, limitations
and future directions are discussed.
International Standards
One of the objectives of education is to nurture and strengthen “respectfor human rights and fundamental freedoms” as stipulated in Article 26(2)of the Universal Declaration of Human Rights (udhr), Article 13(1) of theInternational Covenant on Economic, Social and Cultural Rights (icescr)* I would like to express my gratitude to Ms. Mabel Au, Director of Amnesty International
Hong Kong and Ms. Annie Mueller for their very valuable comments on this paper.
**Human Rights Education Officer, Amnesty International Hong Kong.

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and Article 29(1) of the Convention on the Rights of the Child (crc). These
articles form the foundation of human rights education within the international human rights framework.
The United Nations Declaration on Human Rights Education andTraining 2 states that human rights education encompasses learning abouthuman rights “knowledge, skills and understanding and developing attitudes and behaviours” as well as “empowering persons to enjoy and exercise
their rights and to respect and uphold the rights of others.”3 In view of The
Declaration, the aims are to promote “universal respect for and observanceof all human rights and fundamental freedoms and thus contributing, interalia, to the prevention of human rights violations and abuses.”4
Human rights education is not confined to learning about humanrights; it also involves learning through and learning for human rights.
The United Nations Declaration on Human Rights Education and Training
further explains human rights education as follows: “(a) Education abouthuman rights, which includes providing knowledge and understanding of
human rights norms and principles, the values that underpin them andthe mechanisms for their protection; (b) Education through human rights,
which includes learning and teaching in a way that respects the rights ofboth educators and learners; (c) Education for human rights, which includes
empowering persons to enjoy and exercise their rights and to respect anduphold the rights of others.”5
In particular, human rights education in schools involves various aspects including “educational policies including legislation,”6 school curriculums, school policies, teaching methodology, the learning environment aswell as pre-service and in-service training for educators using a rights-based
approach.7
However, human rights education should go beyond schools, and be
applied at home and in the community. For instance, the United Nations
Committee on the Rights of the Child (uncrc) stresses that human rights
education comprises learning about human rights “by seeing human rights
standards implemented in practice, whether at home, in school, or within
the community” and “should be a comprehensive, life-long process and startwith the reflection of human rights values in the daily life and experiencesof children.”8 It is the view of the uncrc that “what is needed, in addition
to formal human rights education, is the promotion of values and policies
conducive to human rights not only within schools and universities but also

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within the broader community.”9 Thus State parties are called upon to “develop a comprehensive national plan of action to promote and monitor realization of the objectives listed in Article 29(1).”10
Situation and Challenges of Human Rights Education
The legal basis of human rights protection in Hong Kong is set forth in the
Basic Law, relevant domestic laws and the seven core international humanrights treaties.11
For instance, the Basic Law stipulates the constitutional rights of Hong
Kong residents in its Chapter 3. Its Article 39 enshrines the applicabilityof the International Covenant on Civil and Political Rights (iccpr) and theInternational Covenant on Economic, Social and Cultural Rights (icescr)
in Hong Kong. Furthermore, the Hong Kong Bill of Rights Ordinance(hkboro) incorporates most of the provisions of the iccpr into domestic
law. Thus, the Hong Kong Court can rely on the Basic Law, iccpr and thehkboro for human rights protection.
However, the Hong Kong government is not committed to humanrights protection, not to mention human rights education. The most obvious
example is “the denial of universal suffrage in Hong Kong for the election of
the Chief Executive and all Legislative Council members”12 despite the fact
it is guaranteed by the Basic Law. Another example is that the government
rejects the repeated calls by the UN for the establishment of a statutory human rights commission with a broad mandate in accordance with the Paris
Principles.13
The Hong Kong government has put little effort into human rights
education. Moreover, on 1 July 2003, more than 500,000 people peacefully
protested against the National Security (Legislative Provisions) Bill for its
chilling effect on human rights and undermining the “One Country, Two
Systems” policy. Since then the Hong Kong government has been endeavoring to promote patriotic “national education” for social control,14 aimed at
displacing human rights and civic education. 15
As for formal education, human rights education is neither a part ofeducation policy nor an independent subject at schools. It is incorporated
in the school-based subject of Moral and Civic Education. But the focus of
Moral and Civic Education has shifted to “national education” and the Basic
Law Education, which concentrates on the positive side of “One Country,”

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cthat is the dominance of the Chinese Central Authority in its relationshipwith the Hong Kong Special Administrative Region instead of the rule of law
education. 16 For instance, in a recent consultation regarding the Updating
the Personal, Social & Humanities Education Key Learning Area Curriculum(Primary 1 to Secondary 6) (Consultation Brief ),17 the phrase “human rights”
is absent while the term “Basic Law” appears 52 times, which is 50 times
more than the previous Curriculum. Furthermore, there is no systematic
human rights education for teacher education.
As for public education, the government disbanded the Human Rights
Education Working Group after the restructuring of the Government
Bureaux in 2007. Similarly the focus of civic education for the public is on
national education.18
In 2009, Liberal Studies, which is one of the compulsory subjects forsecondary school students, provides a platform for human rights education
although it remains “action-poor.”19 However, a study shows that “there is alarge gap between [Liberal Studies] teachers’ understanding of human rights
and the international human rights standards.”20 The study recommends
that the government develops a “comprehensive human rights education”
program “with sufficient resources” conforming to the UN human rights
standards, “curriculum guidelines and teaching resources” “with the helpof human rights education experts” as well as “systematic pre-service andin-service training in human rights education and the rule of law in teacher
education.” 21
In recent years, there have been youth-led social movements in Hong
Kong, namely the Anti-brainwashing Moral and National Education
Curriculum Movement in 201222 and the Umbrella Movement in 2014.23 In
view of this, the pro-establishment politicians blamed the Liberal Studies
curriculum for encouraging students’ participation in social movements.24
AIHK’s Human Rights Education WorkAIHK endeavors to conduct human rights education in schools and for the
public. It deploys various means ranging from talks, film screenings, outdoor education activities, publications and activist training.

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a. School talks
Aihk launches Human Rights Education Programs for local primaryschools, secondary schools and universities every year.25 These consist oftalks, film screenings and exhibitions of materials.
In 2015, thirty talks on human rights were provided to local schools.
The number of school talks has increased steadily. The talks are usually held
in a hall setting for over a hundred students. Sometimes the talks are heldin small classes, which allow more opportunity for group discussions andinteractive learning activities.
The most popular theme for school talks is “the Rule of Law and
Human Rights” as it has been a hot issue in Hong Kong due to the Umbrella
Movement and its inextricable link to Liberal Studies and Civic Education.
“Introduction to Human Rights”, “Gender and Human Rights” and “Freedomof Expression” are also popular. “The Death Penalty” is particularly popularfor Ethics and Religious Studies. Other themes include the “Rights of theChild” and “Refugees and asylum seekers.”
As mentioned previously, Liberal Studies provides a platform for humanrights education. Civil society groups may take advantage of this chance toengage in school education by providing talks, learning activities and resource materials. To increase the teachers’ incentive for inviting aihk forschool talks, the content of the talks are devised to relate to the content of
the school curriculum particularly the aforementioned Liberal Studies andCivic Education. It also tries to apply international human rights standards
in the local context particularly taking local controversies and daily life as
examples.
For primary pupils, various human rights concepts including respectand equality26 are discussed through daily life examples, lectures, quiz
games and animation. Primary pupils usually actively participate in the quiz
games. They are highly attentive and interested in applying the concepts
readily as they would question whether the procedure of giving them thechance to speak and get the gifts during the game is in line with “equality”
and “fairness.”
For secondary students, various human rights concepts are discussed
through issue-based lectures with updated news, scenario discussion andvideo display. Secondary students usually participate in the talks moderately
by answering and asking questions. Case studies based on prominent court

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i ccases have been adopted for students’ discussion. The reasons the court cases are used are as follows: (1) Students can discuss in groups how to apply
and balance conflicting human rights in a real situation; (2) In debriefing
sessions, students learn about the court’s reasoning and argument in balancing conflicting human rights in a specific situation while taking international human rights standards into account; (3) It is practical to learn fromthe court judgments as they are authoritative and legally binding, and theyalso provide objective legal knowledge based on rational discussion withreference to case laws from the common law jurisdictions; and (4) They arereal stories that relate to people’s lives and have social impact.
Teachers have shared common concerns about human rights talks.
First, some teachers may doubt the neutrality of the talks. They would expect a presentation of balanced views and not one that take sides or comments with a clear stance in all issues. To respond to these worries, a morecomprehensive picture is shown in an impartial manner by including different perspectives and encouraging multi-dimensional and critical thinking.
But aihk’s arguments and stances adhering to international human rights
standards are also presented and open for students’ discussion. Different
views on what is impartiality may arise. Some teachers may expect us to list
points to support positions that may violate human rights, such as a detention camp for non-refoulement claimants.
Secondly, some teachers may worry that the emphasis on human rights
implies sabotaging the importance of responsibility. The duty to respect therights of others should be mentioned as it is stated in article 29 of the udhr.
However, there are several limitations when aihk provides the schooltalks. First, most of the talks are conducted in a hall setting for a hundred
students in forty-five minutes and thus is largely limited to a lecture format.
In this way, only the aim of “Education about human rights” is achieved, thatis providing students with knowledge.
Secondly, the aim of “Education for human rights”, namely empowering
students to take action, is not achieved due to several constraints. The firstlimitation is that the talks are usually one-off events. The second limitationis that the domestic education law and regulation requires schools to ensurethat the “dissemination of information or expression of opinion of a political nature” is unbiased.27 The Professional Code for the Education Professionof Hong Kong also states that professional educators “shall as far as possible adopt an objective viewpoint in discussing controversial matters with

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students.”28 In this circumstance, schools may accuse action-rich humanrights education as a one-sided position. For example campaigning for theabolition of the death penalty may not fulfil the requirement of impartiality.
AIHK can encourage students’ critical thinking but it is not appropriate toadvocate for participating in campaign action.
Thirdly, the engagement of non-governmental organizations in humanrights education in schools may be affected by the political atmosphere in
Hong Kong. A highly polarized or repressive political atmosphere may decrease the number of school talk invitations.
b. Film Screening
Sometimes pictures speak more than words. Hence, aihk also conducts
human rights education for schools and the public through the lens of documentary films.
Aihk has held the annual Human Rights Documentary Film Festival
since 2011. Documentaries across the world are brought to Hong Kong. The
Documentary Film Festival consists of paid film screenings at cinemas andfree screenings in the community co-organized with civil society groups andstudents’ organizations.
There is a main theme for the Human Rights Documentary Film Festival
each year. For instance, the theme for 2015 was human rights education.29
The issues covered included the right to education, the right of the child tobe heard, the death penalty, torture and gender issues including “comfort
women” (forced sexual slavery by the Imperial Japanese Army during theWorld War II).
In addition to Chinese and English subtitles for most of the films, subtitles for the deaf and sign language translation were provided in some ofthe screenings and post-screening sharing sessions in 2014. The cinemas areaccessible by wheel-chairs. This assistance aims to encourage participationin public and cultural life by persons with different needs.
In addition to the film screening, film notes with basic information on
specific human rights issues were distributed. There were also post-screening sharings by directors or activists in order to further discuss and clarify
the ideas expressed in the films.
In 2015, ten paid screenings at cinemas were launched attended by athousand people while five post-screening sharing sessions were held. At
least five community screenings were held jointly with youth, university students’ organizations and women’s groups.

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After the Documentary Film Festival, some of the documentaries wereavailable for in-school screenings for primary and secondary schools anduniversities. In 2015, there were nine film screenings in schools.
The documentary list includes kids’ movie series and gender series.
Each documentary lasts from twenty minutes to sixty minutes. The shorterthe documentary, the higher chance the teachers would choose it for screening as it fits with the duration of class and assembly. The issues covered areschool bullying, equality and non-discrimination, forced eviction, the rightof the child to be heard, poverty, child refugees, the death penalty and women’s rights. Film notes were provided. Post-screening sharing sessions werearranged upon request.
There are numerous good points for using documentary films as lenson human rights education. First, they are an interesting way to help arousepublic and students’ interest in learning about human rights. Secondly, documentaries encourage dialogue among speakers and audiences on particular human rights issues during post-screening talks. Thirdly, they facilitate
reaching out to local communities and encourage cooperation with local
civil society groups in human rights education. Fourthly, they bring in human rights issues from different societies to Hong Kong which hence links
global to local.
However, there are challenges ahead. First, the difficulty in finding suitable documentaries increases due to limited sources of documentaries andbudgets. Secondly, the available budget limits the scale and number of thepaid screenings.
c. Rule of Law Walking Tour
Education is not limited to the classroom. Experiential learning in thelocal community is also an interesting way to learn. Moreover, the rule oflaw is the bedrock of human rights protection. Dueto the strong promotion of the biased Basic Law
Education and the increasing popularity of walking
tours in recent years, the Rule of Law Walking Tours
were developed and have been launched for schools
and the public since the first quarter of 2016.30
The tours take place in the central part of Hong
Kong (called Central) visiting historical and colonialstyle buildings of former courts, a prison and a police
station. The aim of the tours is to share the stories

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Rule of Law Walking Tour map.

of the legal history of Hong Kong and to give an account of the development of the rule of law in Hong Kong. Each tour accommodates up to fifteen
participants.
A bilingual map of the Rule of Law Walking Tour was produced and put
online together with a detailed tour guide (www.amnesty.org.hk/).
School tours are designated for secondary students and teachers as
outdoor activities for civic education. In spring 2016, there were six school
tours. Two sets of activity worksheets were designed in consultation withsecondary school and university teachers. Teachers and students gave us
positive feedback.
There were four public tours in spring 2016. The tours were popular andmost of them had filled all available slots for participants. The tours provided an opportunity to attract new faces and thus broadened the audience’s
scope of aihk’s human rights education work.
There were several constraints for tours in spring 2016. Firstly, the tours
were all conducted in Cantonese. Secondly, there was no follow-up activity
for deepening the discussion.
The tours will be resumed in autumn 2016. Aihk hopes to increase thenumber of tours and conduct an English tour. Moreover, to enhance the108

H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i clearning outcome of the school tours, they may be packaged with a debriefing school talk on the “Rule of Law and Human Rights” as well as providing aleaflet on the rule of law in Hong Kong as reference material. The possibilityof another walking tour route will also be studied.
Human Rights Friendly Schools Project
As for “Education through human rights,” Amnesty International launched
the global Human Rights Friendly School Project in 2009. A detailed guidebook, entitled Becoming Human Rights Friendly School – A Guide for Schools
Around the World, with overseas examples is published online (www.amnesty.org/en/documents/pol32/001/2012/en/).
Amnesty International developed the Human Rights Friendly Schools
project within the context of the United Nations World Programme for
Human Rights Education. As explained in the guidebook:31
The first phase of the World Programme for Human Rights
Education (2005-2009) emphasized integration of human rights
education in primary and secondary schools across the world.
It advocated a holistic approach to human rights education,encouraging national governments to not only support schools
to teach about human rights, but also to ensure that the way
schools were run was consistent with human rights values andprinciples.

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Aihk translated the guidebook into Chinese language and put it online(www.amnesty.org.hk/). In addition, two bilingual leaflets were produced
and made available both online and offline, namely “Human Rights Friendly
Schools Scheme and Human Rights Education” and “Taking the humanrights temperature of your schools.” The leaflets aim to promote to local
educators basic knowledge of human rights education and the human rights
friendly school environment.
Educational Materials
Human Rights, aihk’s bilingual and quarterly magazine,32 serves as a medium for human rights education. It endeavors to be a human rights tool-bookfor students, teachers, activists, members and the public.
Each magazine issue features a specific human rights issue. It brings inhuman rights perspective and bridges international human rights standards
in both regional and local contexts by providing an overview of international standards, regional and local case studies, and interviews with prominent
academics, experts and social activists.
Three thousand to three thousand five hundred copies are printed per
issue of the magazine. They are distributed at bookshops, cafes, and uni-

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versities and are available online (issuu.com/aihk). Teachers receive copies
through aihk’s free subscription scheme for primary and secondary schools.
It is popular as it is often out of stock at several distribution points and thisattracts new distribution points. Positive feedback has been received fromsecondary school and university teachers and social activists.
In 2015, four issues were published with the following themes: “Policing
on Protests and Peaceful Assemblies” for the spring issue; “The Basic Law
Article 23 and National Security” for summer; “Torture and the uncat” forautumn and “The Right of the Child to be Heard” for the winter issue.
There were follow-up sharing sessions held in connection with the magazine in order to facilitate public discussion on the topics covered. In 2015,
three community talks were held with around thirty participants each.
In order to make the magazine a popular human rights tool-book,several strategies have been adopted. Firstly, the design of the magazine iseye-catching, stylish, trendy and strongly related to the theme. This helps
in attracting public attention and a wider distribution. Secondly, the magazine attempts to respond to local hot issues and local controversies. Thirdly,
inclusion of interviews with prominent academics and experts in relevant
fields has added significant value to the magazine and facilitated its perception as a “human rights tool-book.” Fourthly, the magazine tries to bring inregional perspective as well as AI’s global movement to the local context.
However, teaching elements have yet to be increased in order to meet theneeds of educators.
Leaflets, booklets or stickers were produced for human rights education for schools and the public. Topics include the rights of the child, freedom from torture, migrant domestic workers and the udhr. These aim at
promoting human rights knowledge in layperson’s language as well as being
complementary to talks and learning activities. Furthermore, bilingual leaflets can facilitate student learning both in Chinese and in English, which is
a common concern raised by teachers for integration of human rights into
language education.
Training for Activists
Aihk addresses “Education for human rights” by carrying out activist trainings. This is not just learning about human rights knowledge; participantslearn about campaign skills and carry out actions after the trainings. As

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cmost of the activities are intensive, the participants’ human rights learningjourney can be followed up by corresponding staff members.
Since 2015, various human rights trainings have been organized for
different age groups. For instance, the Youth Human Rights Journalists
Program targeted secondary school students. Approximately fifty students
were admitted in 2015 and learned about human rights knowledge and professional skills in news writing. The participants had to submit four news reports during the program and one news report as graduation coursework.33
For university students, the University AI Club Program was launched
and approximately seventy students were admitted in 2015. Four workshops
on human rights and campaign skills were provided and the members wererequired to carry out human rights campaigns on campus. Some of themembers set up an AI Club in their universities after joining the program.
Aihk has also launched an internship program for university students.
Once admitted as an intern, he/she would work for a campaign, educationor fundraising. Work includes research, translation, data entry, organizing
talks or activities, preparation for street stations or protests.
Moreover, the aihk Speakers’ Team Training in 2015 admitted nine
young adults. The participants attended seven training sessions comprising talks, city tours and teaching practice. Those passing the teaching exam
were eligible to be Speakers’ Team members and proceeded to a ten-monthpracticum. The team members were invited to speak with aihk staff forschool talks.
There are also thematic concern groups under aihk. The most established group is the Abolish the Death Penalty Group.34 Young adults join thegroup as volunteers. They hold book clubs, film screenings or discussion
meetings once a month. They are also responsible for street events on theinternational day for protesting against the death penalty.
Limitations and the Way Forward
As discussed above, aihk’s human rights education work consists of thematic school talks, film screenings for both schools and community, theRule of Law walking tours, promotion of the Human Rights Friendly School,
publications as well as activist trainings.
There are some limits on human rights education work as a whole.
Firstly, most of the education activities are “action-poor” due to legal restrictions, school culture, the nature of the activity and resource restraints.

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For instance, school talks, walking tours and film screenings are one-offs
and could only provide human rights knowledge and sometimes a friendly
learning environment, thus these activities can only fulfil “Education abouthuman rights” and “Education through human rights.” “Education for human rights” could only be achieved by activist trainings. Secondly, there isinsufficient impartial and qualitative assessment of the impact of AIHK’s human rights education work in schools and in the local community. Thirdly,
the opportunity for human rights education can be affected by the politicalatmosphere in Hong Kong.
In the future, the current education program, activities and events will
be improved based on reflection, evaluation and consultation with stakeholders. As well, local human rights development, particularly a deterioration of human rights due to the Chinese Authority’s meddling in Hong Kongaffairs and tightening control by the Hong Kong government, shall also betaken into account while formulating education strategies and programs.
Endnotes
1 Paragraph 79, The Vienna Declaration and Programme of Action, adopted by
the World Conference on Human Rights on 25 June 1993. Full text available at www.
ohchr.org/en/ProfessionalInterest/Pages/Vienna.aspx.
2 The United Nations Declaration on Human Rights Education and Training,
United Nations General Assembly, Resolution 66/137. a/res/66/137, 19 December
2011.
3 Article 2(1), ibid.
4 Article 2(1), ibid.
5 Article 2(2), ibid.
6 United Nations Office of the United Nations High Commissioner for Human
Rights and unesco, Plan of Action for the First Phase of the World Programme for
Human Rights Education, 2006, page 6.
7 United Nations Committee on the Rights of the Child (crc), General comment No. 1 (2001), Article 29 (1): The aims of education. 17 April 2001. crc/gc/2001/1,
paragraphs 18 and 19.
8 Ibid. Para 15.
9 Ibid. Para 19.
10 Ibid. Para 23.
11 Iccpr, icescr, International Convention on the Elimination of All Formsof Racial Discrimination (icerd), Convention Against Torture and Other Cruel,
Inhuman or Degrading Treatment or Punishment (cat), Convention on the Rights of
the Child (crc), The Convention on the Elimination of All Forms of Discrimination
against Women (cedaw) and Convention on the Rights of Persons with Disabilities(crpd).

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12 Yiu Kwong Chong, Hiu Chung Kwok, and Yuk Kai Law, “Addressing humanrights education deficits in the changing political order in Hong Kong,” in The stateof human rights education in Northeast Asian school systems: Obstacles, challenges,
opportunities (Osaka: Asia Pacific Human Rights Information Center, 2010), pages
6–31.
13 Human rights protection is scattered among various human rights watchdogs with limited mandate in Hong Kong. For instance, the Equal Opportunities
Commission oversees four anti-discrimination laws in Hong Kong. The UN Treaty
bodies have called for the establishment of a human rights commission to oversee
HKBORO and international human rights treaties applicable in Hong Kong. See
UN Human Rights Committee, Concluding observations on the third periodic reportof Hong Kong, China, adopted by the Committee at its 107th session (11-28 March2013), 29 April 2013, paragraph 7; Yiu Kwong Chong and Debbie Tsui, Hong Kong
Human Rights Monitor, “Hong Kong: An Overview of human rights situations under
the new era of ruling,” in 2012 anni Report on the Performance and Establishmentof National Human Rights Institutions in Asia (Bangkok: Asian Forum for Human
Rights and Development (forum-asia). 2012).
14 Yiu Kwong Chong and Debbie Tsui, “June Fourth’s Impact on Hong Kong
Basic Law,” Taiwan Human Rights Journal, Vol 2, No. 4, December 2014.
15 Yiu Kwong Chong and Debbie Tsui, op cit.
16 Supra note 12.
17 Curriculum Development Council. Updating the Personal, Social &Humanities Education Key Learning Area Curriculum (Primary 1 to Secondary 6)(Consultation Brief ). November 2015.
18 Supra note 12.
19 Yan Wing Leung & Yan Lam Lo, “Are Liberal Studies teachers readyto prepare human rights respecting students? A portrait of teachers’ attitudes towards human rights”. Intercultural Education, 23:4, 341-358, 2012. doi:
10.1080/14675986.2012.716725. 11 Oct 2012.
20 Ibid.
21 Ibid.
22 Supra note 13.
23 The Umbrella Movement was a pro-democracy movement for genuine universal suffrage in 2014. It was a large scale sit-in protest and lasted for seventy-ninedays.
24 The South China Morning Post. “Move to change liberal studies discussion
points,” 25 November 2014.
25 The program information is available on aihk’s website at www.amnesty.
org.hk/.
26 United Nations, “Familiarization of children with human rights concept,”
ABC Human Rights Practical Activities for Primary and Secondary Schools, 2004.
27 s84 (1)(m), Education Ordinance (Cap 279). Regulation 98 (2), Education
Regulations (Cap 279A).
28 Code for the Education Profession of Hong Kong (Extracted Edition).
Extracted by the Council on Professional Conduct in Education, October 1995, 2.2,
13.

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29 Further information at www.amnesty.org.hk/web/hrfilm/.
30 The materials of the Rule of Law Walking Tours are available online at www.
amnesty.org.hk/.
31 See Amnesty International, Becoming Human Rights Friendly School – A
Guide for Schools Around the World (London, 2012), page 2.
32 Human Rights Magazine is available online at https://issuu.com/aihk.
33 The work of youth human rights journalists are available at http://hrj.amnesty.org.hk/
34 The Abolish the Death Penalty Group’s Facebook is available at www.facebook.com/AbolishDeathPenaltyhk/.