Human Rights Educationin the Northeast Asian School Systems
Resource Material

Human RigHts Education
in tHE noRtHEast asian scHool systEms
Resource Material

HURIGHTS OSAKA

Human Rights Education in the Northeast Asian
School Systems: Resource Material
Published by the Asia-Pacific Human Rights Information Center
8F, CE Nishihonmachi Bldg., 1-7-7 Nishihonmachi, Nishi-ku, Osaka 550-0005 Japan

Copyright © Asia-Pacific Human Rights Information Center, 2013
All rights reserved.

The views and opinions expressed by the contributors in this publication
do not necessarily reflect those of HURIGHTS OSAKA.
Printed and bound by Takada
Osaka, Japan

Human Rights Educationin the Northeast Asian School Systems
Resource Material

Acknowledgment
This publication benefited from the work of Northeast Asian educators who attended
meetings, researched relevant information, and drafted lesson plans.
We therefore acknowledge the following contributors in this publication: (inalphabetical order)
Ms. Bai Guimei
Executive Director, The Research Center for Human Rights
Peking University, Beijing, China
Mr. Altangerel Choijoo
Project Coordinator, National Human Rights Commission of Mongolia
Ulaanbaatar, Mongolia
Ms. Arah GohDoctoral Student
Seoul National University
Seoul, Korea
Mr. Akio Hige
Math Teacher, Nishinari Senior High School
Osaka, Japan
Ms. Mei Ying Tang
Professor, Taipei Municipal University of Education
Taipei, Taiwan
Mr. Yang Songcai
Executive Director, Guangzhou University Research Center for Human Rights
Guangzhou, China
Mr. Law Yu Kai
Executive Director, Hong Kong Human Rights Monitor
Hong Kong SAR, China
We acknowledge Ms. Shu Chang of Guangzhou University Research Center for Human
Rights and Ms. Mariko Akuzawa of Osaka City University who helped in the translationof some lesson plans.
We acknowledge the participants in the September 2012 meeting who in one way or
another helped in the review of the draft lesson plans.
We also acknowledge Mr Jefferson R. Plantilla of HURIGHTS OSAKA for coordinating
the whole project and editing the publication.
Finally, we acknowledge Mr. Fidel Rillo of Mind Guerilla, Inc. for designing and doing
the lay-out of this publication.

human rights: Principles and Rights

Foreword
In our effort to promote human rights education in Asia and the Pacific, we
produce materials that offer practical support to educators. This publication is
the latest example of such materials.
This publication was produced in close collaboration with educators from
Northeast Asia. It tries to represent as much as possible the Northeast Asian context, while discussing the international human rights standards.
The main principle behind this publication is the promotion of human rights
education as an important component of the mainstream education system.
Human rights and human rights education must be seen as essential in the fulldevelopment of the potentials of students in Northeast Asian school systems.
We therefore hope that this publication adds significant support to the national and local human rights education initiatives.

Osamu Shiraishi
Director
HURIGHTS OSAKA

Table of Contents
Acknowledgment
Foreword
Introduction

3
4
9

Human Rights: Principles and Rights
Human Rights Education: Duty and Definition
Human Rights Education: Pedagogy
Northeast Asia and Human Rights Education
Northeast Asian School Systems
Government Policies
Local Government Initiatives
Teachers for Human Rights Education
Civil Society Support for Human Rights Education
Human Rights Curricular Framework

15
27
35

Human Rights Lesson Plans
1. Primary Level
Self-esteem and Human dignity
My Neighborhood
I am the Little Master
Happy Childhood
Rules in the Classroom
Introducing Human Rights
Human Rights for All
Rights and Responsibility
Respect and Protection
Rights of the Child
Human Rights Violations
Human Rights Protection
Participation in Governance
2. Lower Secondary Level
Cherish Life
Right to Protection
Caring for Each Other
Family and Social Security
Taking Human Rights Action

41
67
81
101
109
120

124
127
130
134
138
141
148
152
156
162
166
170
174
178
186
192
196
200

3. Upper Secondary Level
Human Rights Principles
Universality of Human Rights and Asian Values
Human Rights and Underprivileged People
Public Place: Protestors, Street Performers, and Hawkers
Burning National Flag and Freedom of Expression
Freedom of expression and assemblyInternational Labor Law
Right to Vote
Equal Opportunity and Poverty
Breaking the Poverty Spiral!

206
212
216
232
239
244
249
265
271
279

Appendices
Universal Declaration of Human Rights
284
Convention on the Rights of the Child
290
			
		

Introduction:
This publication is the latest subregional material of HURIGHTS OSAKA. It focuses on Northeast Asia, one of the three Asian subregions under the HURIGHTSOSAKA regional program.
HURIGHTS OSAKA, employing the subregional approach, engages subregional educators as partners in program implementation. Since 1997, HURIGHTSOSAKA has been working with educators in three Asian subregions: Southeast,
South and Northeast.
It has also adopted a particular set of subregional activities, consisting ofresearch, consultation workshop, material development, and training workshop.
By and large, these activities have been undertaken in the three subregions.
One of the outputs of these subregional activities is in the form of resource
material for human rights education in the school system. In Southeast Asia,
HURIGHTS OSAKA organized with partner institutions in the subregion the2001 writeshop (writing workshop) where educators from Cambodia, Indonesia,
Malaysia, Philippines, Thailand and Vietnam produced human rights lessonplans.1 Based on the output of this 2001 writeshop, a Southeast Asian editorial team developed a set of human rights lesson plans for primary and secondary levels.2 In 2003, the Human Right Lesson Plans for Southeast Asian Schools was
published in Bangkok.3 Partner-institutions in the countries involved subsequently printed versions of the publication in Southeast Asian languages (Bahasa
Indonesia, Bahasa Melayu, Khmer, and Vietnamese).4
In South Asia, participants in a workshop held in 2005 proposed the development of a human rights education material for the subregion.5 A team of South
Asian educators was subsequently formed to assist HURUGHTS OSAKA in preparing the South Asian Teachers and Human Rights Education - A Training Resource
Material.6 This resource material was published in 2009 in New Delhi.
While both Southeast and South Asian publications contain lesson plans,
the South Asian publication is a compilation of existing lesson plans (in different
formats) that have been developed by institutions in different countries in thesubregion.
Also, the South Asian publication has a section discussing what human rights
mean, what mechanisms exist to promote, protect and realize human rights, anda discussion on the human rights situation in the subregion. The section discussing human rights complements the lesson plans section.

9

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSNortheast Asia
HURIGHTS OSAKA organized a meeting of Northeast Asian educators in March
2008 to discuss the state of human rights education in Northeast Asia. As a result of the meeting, HURIGHTS OSAKA implemented a research project on thechallenges and opportunities for human rights education in the Northeast Asian
school systems. A research report was published in 2010 entitled The State of
Human Rights Education in Northeast Asian School Systems: Obstacles, Challenges,
Opportunities.7 HURIGHTS OSAKA convened a meeting of educators from China,
Hong Kong, Japan, Korea, Mongolia and Taiwan in September 2011 in Osaka
to discuss a follow-up project. This meeting led to an agreement to develop lesson plans based on existing materials in Northeast Asia, and reflecting Northeast
Asian experiences. The Northeast Asian educators agreed to take part in the follow-up project and met for the second time on 1-2 September 2012 to review thelesson plans they had prepared.
Project Objectives and Content
The development of this Northeast Asian human rights education resource material is designed to help in the institutionalization of human rights education
within the school systems in the subregion. It builds on the two previous subregional publications.
Similar to the Southeast and South Asian projects, this publication isa) Contextualized in a subregion (Northeast Asia)b) Composed as much as possible of some of the good teaching and learningmaterials for human rights education that are available in the subregionc) Embodying the perspectives and experiences of the human rights educators in the subregion particularly those that relate to the challenges of teaching/learning human rights within the school systems in Northeast Asiad) Promoting the international human rights standards through their concrete application as lesson plans content, teaching/learning process, school rules
and regulations, teachers’ guides, and school-community relationse) An appropriate material for teacher-training as well as teaching and learning, andf) Supportive of networking among Northeast Asian educators that facilitates exchange of information on the development of human rights education in
the different school systems.
The partner-educators/contributors in this publication agreed to adopt thefollowing HURIGHTS OSAKA proposal on the contents of the resource material:

10introduction

a. Human Rights: Principles and Rights – this is a brief discussion on thebasic principles underlying the international human rights standards, list of basic
rights, and the United Nations human rights mechanism.
b. Human Rights Education Pedagogy – this is a discussion of the pedagogical techniques for human rights education.
c. Northeast Asian School Systems – this is a general introduction of theschool systems in Northeast Asia and the related human rights education initiatives implemented within the school curriculums.
d. Government policies – this presents the existing policies of the governments in Northeast Asia that support human rights/human rights education.
e. Local Government initiatives – this discusses the programs and projectsof Northeast Asian local governments in promoting human rights/human rights
education.
f. Teachers and human rights education – this highlights the significant
role of the teachers and their organizations in providing support to human rights
education in the school system.
g. Civil Society initiatives on human rights education – this presents a number of non-governmental organization programs and projects that support human rights/human rights education.
h. Human Rights Curricular Framework – this presents the issues as well as
the scope and sequence of the lesson plans covered by the resource material.
i. Human Rights Lesson Plans – as the major content of the resource material, these lesson plans discuss a number of issues appropriate to each level ofschool education – primary, lower secondary and upper secondary.
j. Appendices – they include the basic human rights instruments (Universal
Declaration of Human Rights and the Convention on the Rights of the Child)that apply to Northeast Asian countries.
A discussion on the definition of human rights education was subsequently
added.
The discussions on human rights and human rights education are taken frommaterials (print and online) of the different United Nations agencies, offices andprograms.
The lesson plans, on the other hand, are adaptations from existing materials
in Northeast Asia. They were edited for wider application within the subregion.
Contributors
As a policy, HURIGHTS OSAKA implements regional projects in close collaboration with educators and human rights workers in the different countries in
the Asian region. In the Southeast and South Asian projects, HURIGHTS OSAKA
sought the collaboration of school teachers, education ministry officials, officials

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

of national human rights institutions, and educators from non-governmentalorganizations. This regional project implementation policy has two objectives:
1) to ensure the consideration of the different perspectives coming from the collaborating institutions in undertaking the projects; and 2) to facilitate beyondthe-project cooperation on human rights education among the institutions andindividuals.
Following this regional project implementation policy, HURIGHTS OSAKA
invited Northeast Asian educators with varied educational roles to discuss andimplement a project for the subregion. The educators consisted of law professors
who head human rights centers and teach human rights courses as well, professors in education department/university, a staff of a national human rights institution working on human rights education, two school teachers (primary andsecondary levels), and a head of a non-governmental organization.
Such varied backgrounds of contributors ensured, to some extent, a variety ofperspective in the development of this publication.
Lesson Plans
The lesson plans in this publication follow the format used in the Human Right
Lesson Plans for Southeast Asian Schools. The lesson plan has the following format:8
HUMAN RIGHTS LESSON PLAN FORMAT
1. Notes: Explanation of what the lesson plan is
2. Title: (topic, year level, subject, human rights concept, time)
3. Objective: Learning human rights is the last objective
4. Resources: Quotation of specific human rights provisions is included
5. Materials: Listed separately
6. Procedure:a. Opener: Short information leading to the Activity (song,
quotation, statement, questions, etc.)
b. Activity: Participatory tasks/ exercises pertaining to the humanrights issue and subject topic
The tasks/exercises should cover the following elements:<Content>			<Process>Concern (Values/Attitude) :Analysis
Cause (Knowledge):
Analysis
Concept (Knowledge):
Abstraction/Generalization
Contribution (Skill):
Applicationc. Closure: Recap of the message of the lesson plan.
7. Assignment: This is an optional part of the lesson plan
8. Evaluation: Suggestions on how to evaluate the whole process, coveringvarious aspects of the lesson plans

12introduction

9. Notes about the topic:
Additional information about the human rights concept discussed in thelesson planAs explained in the Human Right Lesson Plans for Southeast Asian Schools,9[T]he lesson plan follows the 4As approach (Activity, Analysis, Abstraction
and Application). For the primary school lesson plans, however, the subtitles referring to Activity, Analysis, and Abstraction are not included to make the lessonplans look more simple.

The Northeast Asian lesson plans collected for this publication were necessarily edited (including the addition of contents that were not in the original
version of the lesson plans) to fit the standard lesson plan format.
Using the Lesson Plans
The lesson plans attempt to embody both human rights and human-rights-based
pedagogy. They also attempt to relate as much as possible to the existing school
curriculums of primary, lower secondary and upper secondary levels in Northeast
Asia.
Research shows the lack of human rights education subject in the existing
Northeast Asian school curriculums. But there are compulsory and other subjects
that contain human rights or provide space for discussing human rights. Thus
the lesson plans in this publication refer to subjects that provide space for discussing human rights:• Moral education• Civic education• Social studies• Integrated studies, and• Extra-curricular subjects.
The actual names of the subjects vary, and include Liberal Studies (HongKong), Integrative Activities (Taiwan), Synthetic Learning (Japan), and Life
Curriculum (Taiwan).
The lesson plans in this publication are illustrative of the way by which theexisting subjects in the school curriculum are used for human rights education.
They inform teachers of the relevance to human rights of the different issues inthe subjects.
The lesson plans, and the publication as a whole, encourage teachers to makeuse of resources within the school and the community (such as materials andfacilities provided by local governments) to be able to facilitate the teaching andlearning of human rights in the most relevant and effective manner.

13

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSAt the very least, the publication as a whole is meant to help trigger interest
among teachers on human rights education and for them to attempt using thelesson plans inside the classroom, and to encourage school and education officials and other educators to see human rights education as integral part of school
curriculums.
Endnotes1
See “SEA Writeshop: Developing Human Rights Lesson Plans,” Human Rights Educationin Asian Schools, vol. 5, www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/2002/03/sea-writeshop-developing-human-rights-lesson-plans.html.
2
See Southeast Asian Human Rights Lesson Plans, www.hurights.or.jp/archives/focus/section2/2002/09/southeast-asian-human-rights-lesson-plans.html.
3
The preparation of this publication received support from Friedrich Naumann Foundation,
through its Bangkok office, and also UNESCO Asia and Pacific Regional Bureau for Education (Bangkok
Office).
4
The Bahasa Indonesia, Bahasa Melayu, Khmer and Vietnamese versions of the Human Rights
Lesson Plans for Southeast Asian Schools are downloadable at HURIGHTS OSAKA website (visit: www.
hurights.or.jp/english/publication.html). The original English version is available in the same website
as well as in many other websites and blogs.
5
HURIGHTS OSAKA, “South Asia Workshop on Human Rights Education in Schools,” FOCUS
Asia-Pacific 42, available at www.hurights.or.jp/archives/focus/section2/2005/12/south-asia-workshop-on-human-rights-education-in-schools.html.
6This publication is available at online publication sellers in India.
7
Available in pdf file at www.hurights.or.jp/english/publication.html.
8
Taken from Annex 1 on page 9 of the Human Right Lesson Plans for Southeast Asian Schools.
9
Ibid., page 6.

14

Human Rights
Principles and Rights:
Human rights have been promoted since 1946 by the United Nations as partof its mandate. But since the human rights standard setting has been continuously developing, new concepts have also been adopted by the international
community and made part of human rights obligations of the states.
Following are texts from the materials being used by the United Nations’agencies, offices and programs in explaining human rights to the people theworld over.
Understanding Human Rights1
Every individual has dignity. The principles of human rights were drawn up byhuman beings as a way of ensuring that the dignity of everyone is properly andequally respected, that is, to ensure that a human being will be able to fully develop and use human qualities such as intelligence, talent and conscience andsatisfy his or her spiritual and other needs.
Dignity gives an individual a sense of value and worth. The existence of human rights demonstrates that human beings are aware of each other’s worth.
Human dignity is not an individual, exclusive and isolated sense. It is a part ofour common humanity.
Human rights enable us to respect each other and live with each other. In
other words, they are not only rights to be requested or demanded but rights tobe respected and be responsible for. The rights that apply to you also apply toothers.
The denial of human rights and fundamental freedoms not only is an individual and personal tragedy, but also creates conditions of social and politicalunrest, sowing the seeds of violence and conflict within and between societies
and nations.
Human Rights Principles2
Human rights are universal and inalienable; indivisible; interdependent and interrelated. They are universal because everyone is born with and possesses thesame rights, regardless of where they live, their gender or race, or their religious,
cultural or ethnic background. Inalienable because people’s rights can never be

15

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

taken away. Indivisible and interdependent because all rights—political, civil,
social, cultural and economic—are equal in importance and none can be fully
enjoyed without the others. They apply to all equally, and all have the right toparticipate in decisions that affect their lives. They are upheld by the rule of law
and strengthened through legitimate claims for duty-bearers to be accountable
to international standards.
Universality and Inalienability: Human rights are universal and inalienable. All
people everywhere in the world are entitled to them. The universality of humanrights is encompassed in the words of Article 1 of the Universal Declaration of
Human Rights: “All human beings are born free and equal in dignity and rights.”
Indivisibility: Human rights are indivisible. Whether they relate to civil, cultural, economic, political or social issues, human rights are inherent to the dignity of every human person. Consequently, all human rights have equal status,and cannot be positioned in a hierarchical order. Denial of one right invariably
impedes enjoyment of other rights. Thus, the right of everyone to an adequate
standard of living cannot be compromised at the expense of other rights, such as
the right to health or the right to education.
Interdependence and Interrelatedness: Human rights are interdependent and interrelated. Each one contributes to the realization of a person’s human dignity
through the satisfaction of his or her developmental, physical, psychological andspiritual needs. The fulfilment of one right often depends, wholly or in part,
upon the fulfilment of others. For instance, fulfilment of the right to health may
depend, in certain circumstances, on fulfilment of the right to development, toeducation or to information.
Equality and Non-discrimination: All individuals are equal as human beingsand by virtue of the inherent dignity of each human person. No one, therefore,should suffer discrimination on the basis of race, colour, ethnicity, gender, age,
language, sexual orientation, religion, political or other opinion, national, social
or geographical origin, disability, property, birth or other status as established byhuman rights standards.
Participation and Inclusion: All people have the right to participate in and access information relating to the decision-making processes that affect their lives
and well-being. Rights-based approaches require a high degree of participation bycommunities, civil society, minorities, women, young people, indigenous peoples and other identified groups.
Accountability and Rule of Law: States and other duty-bearers are answerable
for the observance of human rights. In this regard, they have to comply withthe legal norms and standards enshrined in international human rights instruments. Where they fail to do so, aggrieved rights-holders are entitled to instituteproceedings for appropriate redress before a competent court or other adjudicatorin accordance with the rules and procedures provided by law. Individuals, the16human rights: Principles and Rights

media, civil society and the international community play important roles inholding governments accountable for their obligation to uphold human rights.
List of Rights
Since 1948, the United Nations has been engaged in defining the international
human rights standards particularly in relation to specific issues. Examples ofthese human rights, freedoms, rights and prohibitions related to human rights,
are the following:3
In the area of civil and political rights• Right to life
• Freedom from torture and cruel, inhuman or degrading treatment or
punishment• Freedom from slavery, servitude and forced labour• Right to liberty and security of person• Right of detained persons to be treated with humanity• Freedom of movement• Right to a fair trial• Prohibition of retroactive criminal laws
• Right to recognition as a person before the law• Right to privacy• Freedom of thought, conscience and religion• Freedom of opinion and expression• Prohibition of propaganda for war and of incitement to national, racial
or religious hatred• Freedom of assembly• Freedom of association• Right to marry and found a family• Right to take part in the conduct of public affairs, vote, be elected andhave access to public office• Right to equality before the law and non-discrimination.
In the area of economic, social and cultural rights• Right to work
• Right to just and favourable conditions of work
• Right to form and join trade unions• Right to social security• Protection of the family• Right to an adequate standard of living, including adequate food, clothing and housing

17

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS••

Right to health
Right to education.

In the area of collective rights
Right of peoples to:• Self-determination• Development• Free use of their wealth and natural resources• Peace• A healthy environment
Other collective rights:• Rights of national, ethnic, religious and linguistic minorities• Rights of indigenous peoples.
State Obligation on Human Rights
All human rights—economic, civil, social, political and cultural—impose negative as well as positive obligations on States, as is captured in the distinction
between the duties to respect, protect and fulfil.4
They are considered to be the three levels of obligation:5
To respect a right means refraining from interfering with the enjoyment of
the right.
To protect the right means enacting laws that create mechanisms to prevent
violation of the right by state authorities or by non-state actors. This protection
is to be granted equally to all.
To fulfil the right means to take active steps to put in place institutions andprocedures, including the allocation of resources to enable people to enjoy theright. A rights-based approach develops the capacity of duty-bearers to meet their
obligations and encourages rights holders to claim their rights.
Resource implications of the obligations to respect and protect are generally
less significant than those of implementing the obligations to fulfil, for whichmore proactive and resource-intensive measures may be required. Consequently,
resource constraints may not affect a State’s ability to respect and protect humanrights to the same extent as its ability to fulfil human rights.6
Human Rights and State Sovereignty
In the past, when human rights were still regarded as a country’s internal affair,other States and the international community were prevented from interfering,18

human rights: Principles and Rights

even in the most serious cases of human rights violations, such as genocide.
That approach, based on national sovereignty, was challenged in the twentiethcentury, especially by the actions of Nazi Germany and the atrocities committed during the Second World War. Today, human rights promotion and protection are considered a legitimate concern and responsibility of the international
community. However, discrepancies between universal legal obligations and State
sovereignty can be resolved only on a case-by-case basis, in accordance with theprinciple of proportionality, a principle according to which any action taken by anauthority pursuant to the concept of universality must not go beyond what isnecessary to achieve compliance with human rights.7
Paragraph 4 of the Vienna Declaration and Programme of Action of the World
Conference on Human Rights (Vienna, 1993), states that:
The promotion and protection of all human rights and fundamental freedoms must be considered as a priority objective of the United Nations in accordance with its purposes and principles, in particular the purpose of international
cooperation. In the framework of these purposes and principles, the promotion
and protection of all human rights is a legitimate concern of the international
community.

Human Rights Instruments
In the early twentieth century, the protection of human rights became an issueof concern to the international community. Under the League of Nations, established at the end of the First World War, attempts were made to develop an international legal framework, along with international monitoring mechanisms,
to protect minorities. The horrors perpetrated during the Second World War motivated the international community to ensure that such atrocities would neverbe repeated and provided the impetus for the modern movement to establish aninternational system of binding human rights protection.
The Charter of the United Nations of 1945 proclaims that one of the purposes of the United Nations is to promote and encourage respect for human rights
and fundamental freedoms for all.
The Universal Declaration of Human Rights, adopted by the United Nations
General Assembly in 1948, was the first step towards achieving this objective. It isseen as the authoritative interpretation of the term “human rights” in the Charterof the United Nations. The Universal Declaration together with the International
Covenant on Civil and Political Rights and the International Covenant on
Economic, Social and Cultural Rights, both adopted in 1966, constitute what
has become known as the International Bill of Human Rights. Since 1948, human rights and fundamental freedoms have indeed been codified in hundreds

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

of universal and regional, binding and non-binding instruments, touching almost every aspect of human life and covering a broad range of civil, political,
economic, social and cultural rights. Thus, the codification of human rights haslargely been completed.8
Conceived as “a common standard of achievement for all peoples and allnations”, the Universal Declaration of Human Rights has become just that: ayardstick by which to measure the degree of respect for, and compliance with,international human rights standards.9
Since 1948 it has been and rightly continues to be the most important andfar-reaching of all United Nations declarations, and a fundamental source of inspiration for national and international efforts to promote and protect humanrights and fundamental freedoms. It has set the direction for all subsequent workin the field of human rights and has provided the basic philosophy for many
legally binding international instruments designed to protect the rights and freedoms which it proclaims.10
Human rights are set out as principles in the Universal Declaration of Human
Rights. A declaration is not legally binding. It lays out principles and objectives
and carries moral weight.
However, a large number of laws and legal documents are based on the principles set forth by the Universal Declaration. Many countries have cited the
Declaration or included its provisions in their basic laws or constitutions. And
many human rights covenants, conventions and treaties concluded since 1948
have been built on its principles.
A covenant, convention or treaty, unlike a declaration, has the force of law.
Those who sign the document, called the signatories, have not only a moral
obligation but a legal obligation to respect its terms. A covenant, convention ortreaty is signed between states. Once it is signed, it must be ratified by the signatories. This means, that the treaty must be accepted by the country’s own parliament or equivalent legislative body. Then it becomes law.
One of the greatest achievements of the United Nations is the creation of acomprehensive body of human rights legislation. For the first time in history,
there exists a universal code of human rights one to which all nations can subscribe and to which all people can aspire.
The broadest legally binding human rights agreements negotiated under
United Nations auspices are the International Covenant on Civil and Political
Rights and the International Covenant on Economic, Social and Cultural Rights.
The International Bill of Rights
The international human rights standards are defined by a number of humanrights documents that have been adopted by member-states of the United20human rights: Principles and Rights

Nations. The main human rights documents have been known as the international bill of rights and composed of the following:11• Universal Declaration of Human Rights (1948)• International Covenant on Economic, Social and Cultural Rights (1966)• International Covenant on Civil and Political Rights (1966)• Optional Protocol to the International Covenant on Civil and Political
Rights (1966)• Second Optional Protocol to the International Covenant on Civil andPolitical Rights, aiming at the abolition of the death penalty (1989).
There are nine core international human rights treaties. Each of these treaties
has established a committee of experts to monitor implementation of the treaty
provisions by its States parties. Some of the treaties are supplemented by optional
protocols dealing with specific concerns.
• International Convention on the Elimination of All Forms of Racial
Discrimination (ICERD)• International Covenant on Civil and Political Rights (ICCPR)• International Covenant on Economic, Social and Cultural Rights (ICESCR)• Convention on the Elimination of All Forms of Discrimination against
Women (CEDAW)• Convention against Torture and Other Cruel, Inhuman or Degrading
Treatment or Punishment (CAT)• Convention on the Rights of the Child (CRC)• International Convention on the Protection of the Rights of All MigrantWorkers and Members of Their Families (ICRMW)• International Convention for the Protection of All Persons from Enforced
Disappearance (CPED)• Convention on the Rights of Persons with Disabilities (CRPD).
In addition to the International Bill of Rights and the core human rights treaties, there are many other universal instruments relating to human rights. The
legal status of these instruments varies: declarations, principles, guidelines, standard rules and recommendations have no binding legal effect, but such instruments have an undeniable moral force and provide practical guidance to States intheir conduct; covenants, statutes, protocols and conventions are legally-binding
for those States that ratify or accede to them.
United Nations Human Rights Treaty System
Through ratification of international human rights treaties, Governments undertake to put into place domestic measures and legislation compatible with their

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

treaty obligations and duties. The domestic legal system, therefore, provides theprincipal legal protection of human rights guaranteed under international law.
Where domestic legal proceedings fail to address human rights abuses, mechanisms and procedures for individual and group complaints are available at theregional and international levels to help ensure that international human rights
standards are indeed respected, implemented, and enforced at the local level.12
There are committees within the United Nations system that try and check to
see whether countries comply with the human rights treaties they have signed.
The committees may call upon Governments to respond to allegations and may
adopt decisions and publish them along with criticisms or recommendations.13
They are generally known as the “human rights treaty bodies.”
The human rights treaty bodies are committees of independent experts thatmonitor implementation of the core international human rights treaties. They
are created in accordance with the provisions of the treaty that they monitor.14
There are nine human rights treaty bodies and the Subcommittee on
Prevention of Torture (SPT):• The Human Rights Committee (CCPR) monitors implementation of theInternational Covenant on Civil and Political Rights (1966) and its optional protocols;• The Committee on Economic, Social and Cultural Rights (CESCR) monitors implementation of the International Covenant on Economic, Social
and Cultural Rights (1966);• The Committee on the Elimination of Racial Discrimination (CERD)
monitors implementation of the International Convention on the
Elimination of All Forms of Racial Discrimination (1965);• The Committee on the Elimination of Discrimination Against Women(CEDAW) monitors implementation of the Convention on the
Elimination of All Forms of Discrimination against Women (1979) and
its optional protocol (1999);• The Committee Against Torture (CAT) monitors implementation of theConvention against Torture and Other Cruel, Inhuman or Degrading
Treatment (1984);• The Committee on the Rights of the Child (CRC) monitors implementation of the Convention on the Rights of the Child (1989) and its optional
protocols (2000);• The Committee on Migrant Workers (CMW) monitors implementationof the International Convention on the Protection of the Rights of All
Migrant Workers and Members of Their Families (1990);• The Committee on the Rights of Persons with Disabilities (CRPD) monitors implementation of the International Convention on the Rights of
Persons with Disabilities (2006); and22

human rights: Principles and Rights•

The Committee on Enforced Disappearance (CED) monitors implementation of the International Convention for the Protection of All Persons
from Enforced Disappearance (2006).

Each treaty body receives secretariat support from the Human Rights Treaties
Branch of OHCHR in Geneva. CEDAW, which was supported until 31 December
2007 by the Division for the Advancement of Women (DAW), meets once a
year in New York at United Nations Headquarters. Similarly, the Human Rights
Committee usually holds its session in March/April in New York. The other treaty
bodies meet in Geneva, either at Palais Wilson or Palais des Nations.
Human Rights Council15
The Human Rights Council is an inter-governmental body within the United
Nations system responsible for strengthening the promotion and protection ofhuman rights around the globe and for addressing situations of human rights
violations and make recommendations on them. It has the ability to discuss allthematic human rights issues and situations that require its attention throughout the year. It meets at the United Nations Office at Geneva.
The Council is made up of forty-seven United Nations Member States which
are elected by the United Nations General Assembly. The Human Rights Council
replaced the former United Nations Commission on Human Rights.
The Council was created by the United Nations General Assembly on 15
March 2006 by resolution 60/251. Its first session took place from 19 to 30 June
2006. One year later, the Council adopted its “Institution-building package” toguide its work and set up its procedures and mechanisms.
Among them were the Universal Periodic Review mechanism which servesto assess the human rights situations in all United Nations Member States, theAdvisory Committee which serves as the Council’s “think tank” providing itwith expertise and advice on thematic human rights issues and the Complaint
Procedure which allows individuals and organizations to bring human rights violations to the attention of the Council.
The Human Rights Council also works with the United Nations Special
Procedures established by the former Commission on Human Rights and now
assumed by the Council. These are made up of special rapporteurs, special representatives, independent experts and working groups that monitor, examine, advise and publicly report on thematic issues or human rights situations in specificcountries.

23

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Conditions on Rights16
The Universal Declaration of Human Rights affirms that the exercise of a person’s
rights and freedoms may be subject to certain limitations, which must be determined by law, solely for the purpose of securing due recognition of the rights andfreedoms of others and of meeting the just requirements of morality, public orderand the general welfare in a democratic society. Rights may not be exercised contrary to the purposes and principles of the United Nations, or if they are aimed at
destroying any of the rights set forth in the Declaration (arts. 29 and 30).
The International Covenant on Economic, Social and Cultural Rights statesthat the rights provided for therein may be limited by law, but only in so far as
it is compatible with the nature of the rights and solely to promote the general
welfare in a democratic society (art. 4).
Unlike the Universal Declaration [ of Human Rights] and the [International]
Covenant on Economic, Social and Cultural Rights, the International Covenant
on Civil and Political Rights contains no general provision applicable to all therights provided for in the Covenant authorizing restrictions on their exercise.
However, several articles in the Covenant provide that the rights being dealt
with shall not be subject to any restrictions except those which are prescribed bylaw and are necessary to protect national security, public order, or the rights andfreedoms of others.
Certain rights, therefore, may never be suspended or limited, even in emergency situations. These are the rights to life, to freedom from torture, to freedom
from enslavement or servitude, to protection from imprisonment for debt, tofreedom from retroactive penal laws, to recognition as a person before the law,and to freedom of thought, conscience and religion.
The International Covenant on Civil and Political Rights allows a State tolimit or suspend the enjoyment of certain rights in cases of officially proclaimed
public emergencies which threaten the life of the nation. Such limitations orsuspensions are permitted only "to the extent strictly required by the exigenciesof the situation" and may never involve discrimination solely on the ground ofrace, colour, sex, language, religion or social origin (art. 4). The limitations orsuspensions must also be reported to the United Nations.
Endnotes
1 “Understanding Human Rights,” at www.un.org/cyberschoolbus/humanrights/about/understanding.asp.
2 “Human Rights,” United Nations Population Fund, www.unfpa.org/rights/principles.htm.
3 Ibid., page 2.
4 Para 48, Principles and Guidelines for a Human Rights Approach to Poverty Reduction Strategies(2006, Office of the United Nations High Commissioner for Human Rights), pages 10-11.
5 “The Human Rights-Based Approach,” www.unfpa.org/rights/approaches.htm.
6 Principles and Guidelines for a Human Rights Approach to Poverty Reduction Strategies, op. cit.

24

human rights: Principles and Rights
7 Human Rights: Handbook for Parliamentarians, Inter-Parliamentary Union and the United
Nations Office of the High Commissioner for Human Rights, 2005, page 8.
8 This paragraph and the two preceding paragraphs are taken from The United Nations Human
Rights Treaty System, Fact Sheet No. 30/Rev.1, Office of the United Nations High Commissioner for
Human Rights), page 3.
9 The International Bill of Human Rights, Fact Sheet No. 2 (Rev.1), Centre for Human Rights(Geneva, 1988), page 8, available at www.ohchr.org/Documents/Publications/FactSheet2Rev.1en.pdf.
10 Ibid.
11 See The International Bill of Human Rights, Fact Sheet No. 2 (Rev.1), ibid. And RefWorld(www.unhcr.org/refworld/docid/3ae6b3bf0.html) regarding the year of adoption of the first Optional
Protocol to the International Covenant on Civil and Political Rights.
12 “The Foundation of International Human Rights Law,” The Universal Declaration of Human
Rights, at www.un.org/en/documents/udhr/hr_law.shtml.
13 “Understanding Human Rights,” op. cit.
14 “Human Rights Treaty Bodies,” at www2.ohchr.org/english/bodies/treaty/index.htm.
15 “Background information on the Human Rights Council,” United Nations HighCommissioner for Human Rights, at www.ohchr.org/EN/HRBodies/HRC/Pages/AboutCouncil.aspx.
16 The International Bill of Human Rights, op. cit., pages 11-12.

25

Human Rights Education
Duty and Definition:
The 1945 United Nations Charter provides the initial statement on humanrights education. Article 55 of the Charter states:
With a view to the creation of conditions of stability and well-being which
are necessary for peaceful and friendly relations among nations based on respect
for the principle of equal rights and self-determination of peoples, the United
Nations shall promote:xxx
c. universal respect for, and observance of, human rights and fundamental
freedoms for all without distinction as to race, sex, language, or religion.

This United Nations duty was transformed into a duty of peoples and governments in the 1948 Universal Declaration of Human Rights (UDHR):
The General Assembly,
Proclaims this Universal Declaration of Human Rights as a common standardof achievement for all peoples and all nations, to the end that every individualand every organ of society, keeping this Declaration constantly in mind, shallstrive by teaching and education to promote respect for these rights and freedoms
and by progressive measures, national and international, to secure their universal
and effective recognition and observance, both among the peoples of Member
States themselves and among the peoples of territories under their jurisdiction.

Human rights education became part of right to education as found in paragraph 2 of Article 26 of the UDHR:
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 all nations, racial or religious groups, and shall further the activities of the United Nations forthe maintenance of peace.

During the same 1948 session of the General Assembly of the United Nations
that adopted the UDHR, the member-states adopted a resolution that provides:127

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Considering that the text of the [Universal Declaration of Human Rights]
should be disseminated among all peoples throughout the world,
1. Recommends Governments of Member States to show their adherence to
Article 56 of the Charter by using every means within their power solemnly to
publicize the text of the Declaration and to cause it to be disseminated, displayed,read and expounded principally in schools and other institutions, without distinction based on the political status of the countries or territories;
2. Invites the specialized agencies and non-governmental organizations of
the world to do their utmost to bring this Declaration to the attention of theirmembers.

This resolution clarified even more the duty of governments to undertake human rights education. This duty was reaffirmed several times since 1948.
In the 1968 International Conference on Human Rights in Tehran, Iran,
aimed at reviewing progress over twenty years after the adoption of the UDHR
and at formulating a program for the future, the member-states declared:2
1 . It is imperative that the members of the international community fulfil
their solemn obligations to promote and encourage respect for human rights andfundamental freedoms for all without distinctions of any kind such as race, colour, sex, language, religion, political or other opinions.

After almost fifty years since the establishment of the United Nations, member-states reaffirmed in the 1993 World Conference on Human Rights their
duty to promote human rights. The conference entitled Vienna Declaration and
Programme of Action (VDPA) states the following:3
33. The World Conference on Human Rights reaffirms that States are duty-bound, as stipulated in the Universal Declaration of Human Rights and theInternational Covenant on Economic, Social and Cultural Rights and in otherinternational human rights instruments, to ensure that education is aimed atstrengthening the respect of human rights and fundamental freedoms. The World
Conference on Human Rights emphasizes the importance of incorporating the
subject of human rights education programmes and calls upon States to do so.
Education should promote understanding, tolerance, peace and friendly relations
between the nations and all racial or religious groups and encourage the development of United Nations activities in pursuance of these objectives. Therefore,
education on human rights and the dissemination of proper information, boththeoretical and practical, play an important role in the promotion and respect ofhuman rights with regard to all individuals without distinction of any kind suchas race, sex, language or religion, and this should be integrated in the education
policies at the national as well as international levels.

28

human rights education: duty and definition

The latest reaffirmation of duty of governments regarding human rights
education appeared in this preambular paragraph of the 2011 United Nations
Declaration on Human Rights Education and Training:4
Reaffirming that States are duty-bound, as stipulated in the Universal
Declaration of Human Rights,5 the International Covenant on Economic, Social
and Cultural Rights and in other human rights instruments, to ensure that education is aimed at strengthening respect for human rights and fundamental
freedoms.

Human rights education defined
To implement the provisions of VDPA on human rights education, the United
Nations launched the United Nations Decade for Human Rights Education (19952004) in 1995 whose Plan of Action provides for the first time the definition of“human rights education” based on the previous United Nations documents:6
human rights education shall be defined as training, dissemination and information efforts aimed at the building of a universal culture of human rights
through the imparting of knowledge and skills and the moulding of attitudes anddirected to:(a) The strengthening of respect for human rights and fundamental
freedoms;(b) The full development of the human personality and the sense of itsdignity;(c) The promotion of understanding, tolerance, gender equality andfriendship among all nations, indigenous peoples and racial, national,
ethnic, religious and linguistic groups;(d) The enabling of all persons to participate effectively in a free society;(e) The furtherance of the activities of the United Nations for the maintenance of peace.

The 2005 World Programme for Human Rights Education refined a little morethis definition as shown in the added underlined texts:7(d) The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law;xxx(f) The promotion of people-centred sustainable development and social
justice.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

It can be assumed that the additions in the aims of human rights educationreflect the current concerns of the United Nations member-states.
The 2011 United Nations Declaration on Human Rights Education andTraining8 provides a different way of defining the aims of human rights education:(a) Raising awareness, understanding and acceptance of universal humanrights standards and principles, as well as guarantees at the international, regional and national levels for the protection of human rights and fundamental
freedoms;(b) Developing a universal culture of human rights, in which everyone isaware of her/his own rights and responsibilities in respect of the rights of others,
and promoting the development of the individual as a responsible member of afree, peaceful, pluralist and inclusive society;(c) Pursuing the effective realization of all human rights and promoting tolerance, non-discrimination and equality;(d) Ensuring equal opportunities for all through access to quality humanrights education and training, without any discrimination;(e) Contributing to the prevention of human rights violations and abuses andto the combating and eradication of all forms of discrimination, racism, stereotyping and incitement to hatred, and the harmful attitudes and prejudices that
underlie them.

It would be fair to assume that the different statements of aims of humanrights education, adopted at different times, complement each other. The 1995
and 2005 statements stress the “results – what should be achieved” character of
the aims of human rights education. The 2011 statement, on the other hand, emphasizes the “action – what should be done” component of the aims of humanrights education. Taken as a whole, they compose a comprehensive definition ofhuman rights education.
Human rights education as a right
Based on the various United Nations human rights instruments, human rights
education is a component of right to information and right to education.9 The
United Nations Declaration on Human Rights Education and Training explains,
Article 1
1. Everyone has the right to know, seek and receive information about all human rights and fundamental freedoms and should have access to human rights
education and training.
2. Human rights education and training is essential for the promotion of universal respect for and observance of all human rights and fundamental freedoms
for all, in accordance with the principles of the universality, indivisibility andinterdependence of human rights.

30

human rights education: duty and definition

3. The effective enjoyment of all human rights, in particular the right toeducation and access to information, enables access to human rights educationand training.

In relation to children,10 the Committee on the Rights of the Child comments that “the education to which each child has a right is one designed to provide the child with life skills, to strengthen the child’s capacity to enjoy the fullrange of human rights and to promote a culture which is infused by appropriate
human rights values.”11 The Committee further explains that such education “isfor every child an indispensable tool for her or his efforts to achieve in the courseof her or his life a balanced, human rights-friendly response to the challenges
that accompany a period of fundamental change driven by globalization, newtechnologies and related phenomena.”12
Human rights education in the school system
The Plan of Action for the first phase (2005-2007) of the World Programme for
Human Rights Education provides that human rights education in the primaryand secondary school systems includes:13(a) Policies - developing in a participatory way and adopting coherent educational policies, legislation and strategies that are human rights-based, including
curriculum improvement and training policies for teachers and other educational
personnel;(b) Policy implementation - planning the implementation of the abovementioned educational policies by taking appropriate organizational measures and byfacilitating the involvement of all stakeholders;(c) Learning environment - the school environment itself respects and promotes human rights and fundamental freedoms. It provides the opportunity for
all school actors (students, teachers, staff and administrators and parents) to practise human rights through real-life activities. It enables children to express theirviews freely and to participate in school life;14(d) Teaching and learning - all teaching and learning processes and tools
are rights-based (for instance, the content and objectives of the curriculum, participatory and democratic practices and methodologies, appropriate materials including the review and revision of existing textbooks, etc.);(e) Education and professional development of teachers and other personnel- providing the teaching profession and school leadership, through pre- and inservice training, with the necessary knowledge, understanding, skills and competencies to facilitate the learning and practice of human rights in schools, as wellas with appropriate working conditions and status.

The Plan of Action for the first phase (2005-2007) of the World Programmefor Human Rights Education states that the “responsibility for the education

31

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

system cannot or should not lie with the Ministry of Education only, given themultiplicity of stakeholders such as the local government and the school district; head teachers, teachers and other educational staff, their organizations andunions; students and parents; research bodies and training institutions; non-governmental organizations, other sectors of civil society and communities.” This isin addition to the role given to “national authorities and the local/school level
are responsible for education governance, improvement and innovation.”15 The
Appendix of the Plan of Action has several lists of “actors” in human rights education in the school system from teachers to government agencies to institutions
in society including the business community.16
Endnotes
1 “Publicity to be given to the Universal Declaration of Human Rights,” General Assembly resolution 217 D (III), 10 December 1948, in footnote number 7, The Right to Human Rights Education (NewYork and Geneva: United Nations, 1999), page 7.
2 The International Bill of Human Rights, Fact Sheet No. 2 (Rev.1), Centre for Human Rights(Geneva, 1988), at www.ohchr.org/Documents/Publications/FactSheet2Rev.1en.pdf.
3 Vienna Declaration and Programme of Action, A/CONF.157/23, 12 July 1993, available atwww.unhchr.ch/huridocda/huridoca.nsf/(symbol)/a.conf.157.23.en.
4 General Assembly Resolution 66/137, United Nations Declaration on Human Rights Education
and Training, A/RES/66/137, 16 February 2012.
5 Resolution 217 A (III), see note 1.
6 The Plan of Action of the United Nations Decade for Human Rights Education identifies in
Article 1 the specific provisions in these instruments as the following: article 26 of the Universal
Declaration of Human Rights, article 13 of the International Covenant on Economic, Social andCultural Rights, article 29 of the Convention on the Rights of the Child, article 10 of the Convention
on the Elimination of All Forms of Discrimination against Women, article 7 of the Convention on the
Elimination of All Forms of Racial Discrimination, paragraphs 33 and 34 of the Vienna Declarationand paragraphs 78 to 82 of its Programme of Action.”
7 Revised draft plan of action for the first phase (2005-2007) of the World Programme for Human
Rights Education, A/59/525/Rev.1, 2 March 2005, in
www2.ohchr.org/english/issues/education/training/planaction.htm
8 General Assembly Resolution 66/137, United Nations Declaration on Human Rights Education
and Training, A/RES/66/137, 16 February 2012.
9 For more information on the various provisions in the different United Nations instruments
on human rights education, see The Right to Human Rights Education (New York and Geneva: United
Nations, 1999).
10 Based on Revised draft plan of action for the first phase (2005-2007) of the World Programmefor Human Rights Education, op cit, paragraph 15.
11 Paragraph 2, General Comment No. 1,
12 Paragraph 3, ibid.
13 Paragraph 18, World Programme for Human Rights Education, op cit.
14 This is a note from the World Programme for Human Rights Education document: “Generalcomment No. 1 also states that “The participation of children in school life, the creation of schoolcommunities and student councils, peer education and peer counselling, and the involvement ofchildren in school disciplinary proceedings should be promoted as part of the process of learning andexperiencing the realization of rights” (Ibid., para. 8).”32

human rights education: duty and definition
15 Appendix, Components of human rights education in the primary and secondary school
systems, paragraph 8, ibid.
16 The Plan of Action lists the following Actors:
28. Main responsibility for the implementation of this plan of action rests with theministries of education through their relevant agencies dealing with such concerns as:(a) Educational policy;(b) Programme planning;(c) Curriculum development;(d) Teaching and learning material development;(e) Pre- and in-service training of teachers and other educational personnel;(f) Teaching and learning methodologies;(g) Inclusive education;(h) Regional/provincial/local administration;(i) Research;(j) Dissemination of information.
29. The implementation of this plan of action needs the close collaboration ofother institutions, namely:(a) Teachers’ colleges and faculties of education of universities;(b) Teachers’ unions, professional organizations and accrediting institutions;(c) National, federal, local and state legislative bodies, including education,
development and human rights parliamentary committees;(d) National human rights institutions such as ombudsmen and human rights
commissions;(e) National commissions for UNESCO;(f) National/local groups/organizations, including, for example, national
committees for the United Nations Children’s Fund (UNICEF) and othercommunity-based organizations;(g) National branches of international non-governmental organizations;(h) Parents’ associations;(i) Students’ associations;(j) Education research institutes;(k) National and local human rights resource and training centres.
30. It also needs the support of other stakeholders such as:(a) Other relevant ministries (welfare, labour, justice, women, youth);(b) Youth organizations;(c) Media representatives;(d) Religious institutions;(e) Cultural, social and community leaders;(f) Indigenous peoples and minority groups;(g) The business community.

33

Human Rights Education
Pedagogy:
Human rights education strives towards an environment where humanrights are practised and lived in the daily life of the whole school community. As
well as cognitive learning, human rights education includes the social and emotional development of all those involved in the learning and teaching process. A
rights-based environment respects and promotes the human rights of all school
actors and is characterized by mutual understanding, respect and responsibility. It enables children to express their views freely and to participate in school
life, and offers them appropriate opportunities for interacting with the wider
community.1
Introducing or improving human rights education requires a holistic approach to teaching and learning that reflects human rights values. Starting as early as possible, human rights concepts and practices are integrated into all aspectsof education. For example, curriculum content and objectives are rights-based,
methodologies are democratic and participatory, and all materials and textbooks
are consistent with human rights values.2
Human rights education therefore should:3(i) Adopt a teaching style that is coherent in terms of human rights, respect the dignity of each student and provide equal opportunities forthem;(ii) Create a child-friendly, trustful, secure and democratic atmosphere in
the classroom and school community;(iii) Adopt learner-centred methods and approaches that empower students and encourage their active participation, cooperative learning, anda sense of solidarity, creativity and self-esteem;(iv) Adopt methods appropriate to the students’ development level, abilities and learning styles;(v) Adopt experience-based learning methods whereby students can learn
by doing and put human rights into practice;35

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS(vi) Adopt experiential teaching methods with the teacher acting as a
facilitator, learning guide and adviser;(vii) Access good practices of relevant non-formal and informal learning
activities, resources and methods available with [non-governmental organizations] NGOs and in the community.
Pedagogical techniques for human rights education4
The techniques suggested below illustrate how teachers can engage students’ empathy and moral imagination, challenge their assumptions and integrate concepts like human dignity and equality into their everyday experience of people,
power and responsibility. These techniques have proved especially appropriate
for human rights education because they encourage critical thinking, both cognitive and affective learning, respect for differences of experience and opinion, andactive engagement of all participants in ongoing learning.
a. BrainstormingThis technique can be used to seek solutions to problems that are both theoretical and practical. It requires a problem to be analysed and then solutions to
be developed. Brainstorming encourages a high degree of participation, and it
stimulates those involved to maximum creativity. Following presentation of aproblem, all ideas in response to it are recorded on a board or chart paper. All responses are recorded; no explanations are required and no suggestions are judged
or rejected at this stage. The teacher then categorizes and analyses the responses,
at which stage some are combined, adapted or rejected. Finally the group makes
recommendations and takes decisions on the problem.
b. Case studies
Students in small groups work with real or fictional cases that require them
to apply human rights standards. Case studies should be based on credible andrealistic scenarios that focus on two or three main issues. The scenario for a study
can be presented to students for consideration in its entirety or “fed” to them sequentially as a developing situation (the “evolving hypothetical”) to which theymust respond. This method encourages analysis, problem-solving and planningskills, as well as cooperation and team building. Case studies can be used to set
up debates, discussion or further research.

36

human rights education: pedagogy

c. Creative expression
The arts can help to make concepts more concrete, personalize abstractions
and affect attitudes by involving emotional as well as intellectual responses tohuman rights. Techniques may include stories and poetry, graphic arts, sculpture,
drama, song and dance. Teachers do not need to be artists themselves but to set
engaging tasks and provide a way for students to share their creations.
d. Discussion
Many techniques exist for stimulating meaningful discussion in pairs, small
groups or the whole class. To create an environment of trust and respect, students
might develop their own “rules for discussion”. Discussions can be structured ina variety of effective ways. Some topics are appropriate to a formal debate, panel
or “Fish Bowl” format (i.e. a small group discusses while the rest of the classlistens and later makes comments and ask questions). Other topics are better
suited to a “Talking Circle” (i.e. students sit in two circles, one facing outward
and the other inward. They discuss with the person sitting opposite; after a period the teachers asks everyone in the inside circle to move one place to the rightand discuss the same topic with a new person). Personal or emotional topics are
best discussed in pairs or small groups. To engage the whole class in a topic, theteacher might use techniques like a “Talk Around” (i.e. the teacher asks an openended question like “What does dignity mean to you?” or “I feel happy when ...”and each student responds in turn). A lively method of representing discussion
graphically is the “Discussion Web”. Students sit in a discussion circle and speak
one at a time. As they do, they pass a ball of yarn along, letting it unwind in theprocess. Each person keeps hold of the string whenever it passes through her orhis hands. Eventually the group is linked by a web of string, clearly showing thepattern of communication that has gone on within it.
e. Field trips/Community visits
Students benefit from the extension of school into the community, learning from places where human rights issues develop (e.g. courts, prisons, international borders) or where people work to defend rights or relieve victims (e.g.
nonprofit organizations, food or clothing banks, free clinics). The purpose of thevisit should be explained in advance, and students should be instructed to pay
critical attention and to record their observations for a subsequent discussion or
written reflection following the visit.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

f. Interviews
Interviews provide direct learning and personalize issues and history. Thoseinterviewed might be family and community members, activists, leaders or eyewitnesses to human rights events. Such oral histories can contribute to documenting and understanding human rights issues in the home community.
g. Research projects
Human rights topics provide many opportunities for independent investigation. This may be formal research using library or Internet facilities or informational research drawing on interviews, opinion surveys, media observations
and other techniques of data gathering. Whether individual or group projects,
research develops skills for independent thinking and data analysis and deepens
understanding of the complexity of human rights issues.
h. Role-plays/Simulations
A role-play is like a little drama played out before the class. It is largely improvised and may be done as a story (with a narrator and key characters) or asa situation (where the key characters interact, making up dialogue on the spot
– perhaps with the help of the teacher and the rest of the class). Role-plays haveparticular value for sensitizing students to the feelings and perspectives of othergroups and to the importance of certain issues. Role-plays work best when kept
short. Allow enough time for discussion afterwards: it is crucial for children to
be able to express themselves about feelings, fears or understandings after suchactivities, to maximize possible benefits and dissipate negative feelings, if any.
Teachers may need to discourage students from becoming their role. Participants
should be able to step back from what they are doing, to comment perhaps, or to
ask questions. Other members of the class should be able to comment and question too, perhaps even joining in the role-play. Variations on role-plays include
mock trials, imaginary interviews, simulation games, hearings and tribunals.
These usually have more structure, last longer and require more preparation ofboth teachers and students.
i. Visual aids
Learning can be enhanced by the use of blackboards, overhead transparencies, posters, displayed objects, flip charts, photographs, slides, videos and films.
As a general rule, information produced on transparencies and charts should
be brief and concise, and in outline or list form. If more text is required, use

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human rights education: pedagogy

hand-outs. However, visual aids can be overused and should never substitute forengaged discussion and direct student participation.
Evaluation
Information content and levels of understanding of the students can be tested instandard ways. However, assessing attitudes and attitude change is much harderbecause of the subjective nature of the judgements involved. Open-ended questionnaires given at repeated intervals are the simplest, but the impressions they
provide are fleeting at best. It is equally difficult to evaluate whether the humanrights climate of the school community has improved. However, if indicators for
success are carefully defined and evaluation is done on a regular basis, changes inthe school environment can be monitored and responded to. Engaging students
in drawing up checklists to assess individual, classroom and school community
practices in human rights terms can be an important learning activity.
Dealing with difficult issues5
Sometimes controversial and sensitive subjects come up when students begin to
examine human rights. Teachers need to remain constantly alert to student discomfort and potential disagreement. Teachers should acknowledge that humanrights necessarily involve conflicts of values and that students will benefit fromunderstanding these conflicts and seeking to resolve them. Sometimes teachers
meet resistance to human rights education on the ground that it imposes nonnative principles that contradict and threaten local values and customs. Teachers
concerned about resistance from administrators should meet with them in advance, share goals and plans for the class, and explain about the United Nations
human rights framework and related educational initiatives (such as the United
Nations Decade for Human Rights Education). Encourage administrators to visit
a class - they may themselves benefit from human rights education!
Endnotes
1 Plan of action for the first phase (2005-2007) of the World Programme for Human Rights
Education, (New York/Geneva: UNESCO and the Office of the United Nations High Commissioner
for Human Rights, 2006), pages 3-4.
2 Ibid.
3 Appendix, Components of human rights education in the primary and secondary school
systems, Plan of action for the first phase (2005-2007) of the World Programme for Human Rights
Education, page 46.
4 ABC: Teaching Human Rights - Practical activities for primary and secondary schools (Geneva:
Office of the United Nations High Commissioner for Human Rights, 2003), pages 24-28. The texts
taken from the book have been slightly edited with the deletion of references to examples.
5 Ibid., page 24.

39

Northeast Asian School Systems:
The school systems in Northeast Asia generally follow the 6-3-3 system torefer to six years for primary level, three years for lower secondary level, andanother three years for upper secondary level. Compulsory education generally
reaches up to the lower secondary level.
Curriculum reforms have occurred in many countries in Northeast Asia inview of the changing social, political and economic environments. While government policies on human rights education have largely been put in place, theirimpact on curriculum reform has not been as much as expected.
Thus the challenge at present is on the means to bridge the gap between
government human rights education policies and the curriculums that are being
implemented at the school level.
China
In China, the education system is divided into four categories: basic education,
vocational education, higher education, and adult education.1
Basic education includes pre-school education, primary education and regular secondary education. Pre-primary education caters to children in the 3-5 years
age group (three-year program either full- or part-time) and is offered in kindergartens and preschool classes. Preschool education (one-year program before
primary education) is not compulsory.
The nine-year compulsory education program, which is required by the
Education Law of the People’s Republic of China,2 covers primary and lower secondary education; the entry age is normally at six years old. In most provinces,the program is organized into six years of primary and three years of lower secondary education; in other provinces the 5 + 4 pattern is still followed.
Upper secondary education lasts three years (general senior middle school)
and is for students having passed the entrance examination. At the end of the
program, students sit the ‘general ability test’ administered by provincial authorities and, if successful, receive the senior middle school graduation certificate.
Higher education at the undergraduate level includes two and three-year junior colleges (sometimes also called short-cycle colleges), four-year colleges, anduniversities offering programs in both academic and vocational subjects. Many
colleges and universities also offer graduate programs leading to the master’s or
Ph.D. degree.3

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Table 1. Structure of the education system

Source: UNESCO, World Data on Education, 7th Edition, 2010/11

The Chinese government has been undertaking education reform and promoting quality education since the 1990s.4 In 2001, the Ministry of Education issued the Curriculum for Basic Education Reform Compendium (Draft),5 marking
a new general and comprehensive round of curriculum reform. Subsequently, thecurriculum reform at upper secondary school started to get implemented gradually, from only four provinces in 2004 to more than half of the whole country
at present. Under this radical educational reform, a credit system has been introduced at the upper secondary level. In order to complete the program, students
must have accumulated a total of 144 credits (116 for compulsory subjects and 28
for electives). Table 2 lists the details of credits for compulsory subjects.

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northeast asian school systems

Table 2. The curriculum structure for common upper secondary school
Area

Subject

Compulsory
Credits (116 in
total)

Elective
Credits

Language andLiterature

Chinese10

English10

Mathematics

Mathematics

10

Humanities andsocial science

Thought and Politics

8

On the foundation of compulsory
courses, provide
selective modules
in the frame ofeach area and level

History

6

Science

Geography

6

Physics

6

Chemistry

6

Biology6

Technology

Technology

8Art

Art, music or painting

6

Physical educationand health

Physical educationand health11

Practical
Activities

Research Learning

15

Community Service

2

Social Practice6

Source: Fujian Education Bureau6 (one of the first ten provinces adopting the curriculum reform)

As shown in Table 2, there is no course with the explicit name of “humanrights.” However, some of the human rights ideas are implied in the course on“Thought and Politics”, the same with “Morality and Society” for primary schooland “Thought or Morality” for lower secondary school. For instance, in the
Curriculum Standard of Morality and Society for primary school students set by
the Ministry of Education, the topic of “my school life” required the students
to understand the practical meaning of equality and democracy by the community life at school and inside the classroom.7 Besides, according to CurriculumStandard of Thought and Morality for lower middle school students, three topics
are included in the teaching content: ego; other people, community and me;
country, society and me. The third topic, “the law and order,” contains discussion

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

on constitution, rule of law, environmental law, the implementation of law, theconsciousness of citizenship, and individual rights.8
As the educational reform proceeded, local governments and schools havetaken several measures to reach the goals of curriculum reform, among whichsome provide the space and possibility to incorporate the idea of human rights.
In 2006, lower middle schools in Zhejiang Province set up a selective course of“basic legal knowledge” aiming to promote the awareness of individual rightprotection.9
The first National Human Rights Action Plan of China for the 2009-2010 period provides the system for implementing the plan on human rights educationin the Chinese school system:
state will actively rely on the present systems of compulsory education, secondary education, higher education and vocational education, training organizations
in state agencies, as well as the media, including radio, television, newspapers,
magazines and the Internet, to carry out education in human rights in various
forms in a planned way, popularizing and spreading knowledge of the law andhuman rights.10

The National Human Rights Action Plan further explains what should bedone to realize the action plan:- Gradually increasing the content of the law and human rights in courses of secondary and elementary schools. By making good use of the courses of
Ideological and Moral Standards, China will foster students’ awareness of the obligations and rights of citizens, tutoring them in the ideas of democracy, rule oflaw, freedom, equality, fairness and justice, as well as a healthy concept about
interpersonal relations, collectivism, nation and society.
- Human rights education in secondary and elementary schools will be conducted in a flexible and vivid way in line with the characteristics of students at
young age. Through varied and vivid activities after class, students will receive
education in human rights from first-hand experiences and build up a healthy
personality. The reform of teaching and school management will be energeticallypursued, and a democratic, equal, and interactive relationship will be advocatedbetween teachers and students, encouraging students to participate in the democratic management of the class and school, so as to enhance their awareness of
democracy, rule of law and human rights through experiencing an equal anddemocratic relationship.
- In senior high schools, besides human rights education of a general nature, education in the “basic rights and obligations of citizens” stipulated in theConstitution and knowledge of international human rights will be carried out.

The second National Human Rights Action Plan of China (2012-2015) follows up on the first action plan by stating that “China will strengthen human44northeast asian school systems

rights education in primary and middle schools [by making] sure that humanrights knowledge is integrated into relevant courses and included in the legal
education curriculum.”11
Significantly, the second action plan provides for a broader approach to human rights education by stating that it “…will also carry out human rights promotional activities that suit juveniles, promote school management [according
to] law and democratic administration, and create an education environmentthat honors human rights.”12
The report on the assessment of the implementation of the National Human
Rights Action Plan of China (2009-2010) explains how human rights education
has been integrated into the curriculums of the basic levels of the school system
in China:
Knowledge about laws and human rights has been included in China’s nineyear compulsory education. The course “Morality and Life” at the elementary
education stage leads children to respect and cherish life, and get to know aboutchildren’s rights. The course “Ideological and Moral Standards” at the junior highschool stage introduces 17 items concerning laws and human rights, as well as
the Law on the Protection of Minors. While in senior high schools, the course“Ideology and Politics” summarizes citizens’ rights and duties as stipulated in theConstitution, and international conventions on human rights.13

Studies on human rights teaching in Guangzhou province in 2012 initiallyrevealed that there was no course named “Human Rights Education” in the schools
in the province. Yet, contents related to human rights, such as “Self-respect”,“Right to recreation and leisure”, “Right to life”, “Right to participation” and“Rights and obligations” etc. are implied in the two courses on Moral Education,“Virtue & Life” and “Virtue & Society”, respectively designed for students ofGrades 1 to 2, and Grades 3 to 6.
“Virtue & Life,” a course designed for students of Grade 1 & Grade 2, is acomprehensive, activities-oriented course based on children’s life, aiming at
virtue shaping, developing the will to explore and life-loving education. The
course is based on three axes, and consists of four parts. The three axes arechildren and oneself, children and the society and children and nature. The fourparts are: to lead a healthy and safe life, to lead a happy and proactive life, tolead a responsible and considerate life, and to lead a creative life. There are four
textbooks respectively used for the two semesters in Grades 1 and 2. No words
such as “right” and “obligation” have been used in them.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Hong Kong14
Normally in Hong Kong, students attend primary and secondary education before heading to university, and may choose to attend kindergarten before primary education. The Hong Kong government has provided nine years of free anduniversal primary and lower secondary education through public sector schools
since 1978.
Starting from September 2009, a new secondary education system has been
implemented, which changes from the seven-year secondary education andthree-year tertiary education system, to a six-year secondary and four-year tertiary education system. The new secondary education system is further divided
into three years of lower and another three years of upper education.
Primary and lower secondary education is fundamental education and compulsory by legislation. Upper secondary education is also provided free but is notcompulsory through public sector schools (i.e., extending the free education to
twelve years). In addition to some core mandatory subjects required by Education
Board (EDB), the schools can choose some other subjects, such as Moral and Civic
Education in lower secondary education. For the upper secondary education,
there are four core subjects, namely Chinese, English, Mathematics and LiberalStudies. It also requires students to specialize in a number of subjects, dependingon the students’ choices and academic results. A public examination, the Hong
Kong Diploma of Secondary Education (HKDSE) is held at the end of the secondary education to assess students for entry to tertiary education. Table 1 provides
the details of the subjects being taught in schools at different education levels.
Table 1. School Subjects
Primary and Lower Secondary

Upper SecondaryCore subjects

Chinese; English; Mathematics;
Personal, Social and Humanities; Science; Technology; Arts;
Physical Education; General
Studies

Chinese; English; Mathematics; LSCore subjects
depending on
the school

Moral and Civic Education;
Religious Studies

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northeast asian school systems

Table 1. School Subjects (Cont’d)Primary and Lower Secondary
Elective subjects

Upper Secondary
Chinese Literature; Literature in
English; Chinese History; Economics;
Ethics and Religious Studies; Geography; History; Tourism and Hospitality Studies; Biology; Chemistry;
Physics; Integrated Science; Combined Science; Business, Accounting
and Financial Studies; Design andApplied Technology; Health Management and Social Care; Technology and Living; Information andCommunication Technology; Music;
Visual Arts; Physical Education

Human rights education was one of the focuses of Civic Education in the1996 Guidelines, with the objective of helping students understand the importance of democracy, liberty, equality, human rights and the rule of law.15 It was
still reasonable to expect that the 1996 Guidelines would form a basis to bringabout positive developments in human rights education, even though the guidelines have been criticized for not being systematic and for having been compromised by incompatible political forces and ideologies without addressing someof the embedded conceptual conflicts, such as the compatibility of education for
democracy, human rights education, and national education.16
However, the document “Learning to Learn - The Way Forward in
Curriculum”17 published in the 2001 Curriculum Reform shifted Civic Education
to Moral and Civic Education, which unfortunately marked a step backward forhuman rights education. In response to a Legislative Council (LegCo) member’squestions on human rights education, the government claimed that the themes
and topics on human rights education had been updated in the 2001 Curriculum
Reform. It further stated that topics such as “human rights,” “democracy” and“rule of law” were systematically and comprehensively incorporated.18 However,the detailed contents of the Moral and Civic Education show a totally different
picture. Human rights education remains a part of Moral and Civic Education, but
no longer one of its focuses. There are five paramount values in Moral and Civic
Education, including national identity, a positive spirit, perseverance, respect forothers and commitment to society and nation. Contents related to personal andinterpersonal education, family education and moral education were given muchhigher priority than human rights education and education for democracy. Sucha shift of focus can be further reflected by the most recently revised Moral and47

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Civic Education curriculum in 2008, in which caring and integrity are added tothe paramount values.
Opportunities for Human Rights Education
There is no doubt that the promotion of human rights education in Hong Kong,both in schools and at the community level, is facing a number of difficulties
and obstacles originating from the government, the school and also from society. However, there are actually some improvements that can bring favorable
opportunities for human rights education in Hong Kong. The most prominent
opportunity is probably the implementation of Liberal Studies (LS) as a new core
subject in upper secondary study.
According to the “Liberal Studies: Curriculum and Assessment Guide” (LSGuide), the aims of LS in upper secondary education include: 19(1) to enhance students’ understanding of themselves, their society, theirnation and the human world and the physical environment;(2) to enable students to develop multiperspectives on perennial and contemporary issues in different contexts (e.g., cultural, social, economic,
political and technological contexts);(3) to help students become independent thinkers so that they canconstruct knowledge appropriate to changing personal and social
circumstances;(4) to develop in students a range of skills for lifelong learning, including
critical thinking skills, creativity, problem-solving skills, communication
skills and information skills;(5) to help students appreciate and respect diversity in cultures and viewsin a pluralistic society and handle conflicting views;(6) to help students develop positive values and attitudes towards life, sothat they can become informed and responsible citizens of the country,
society and the world.
While human rights are not explicitly mentioned in the aims of LS, thetype of citizens that LS aims at is similar to that of human rights education.
Therefore it is expected that there is room for human rights education within theframework of LS. A further look at the content of LS reveals themes, issues and48

northeast asian school systems

questions within the units that can be used for human rights education.20 Table
2 lists the basic curriculum framework of LS.
Table 2. Contents of Liberal Studies
Units of Study

Independent Enquiry Study

Self & Personality Development
Module 1: Personal Development and Interpersonal RelationshipStudents are required to conduct an Independent Enquiry Study (IES) making useof the knowledge and perspectives gained
from the three Areas of Study and extending them to new issues or contexts. To help
students develop their IES titles, the following themes are suggested:•
Education•
Media•
Religion•Sports•
Arts•
Information and communication technology

Society & Culture
Module 2: Hong Kong Today
Module 3: Modern China
Module 4: Globalization
Science, Technology & Environment
Module 5: Public Health
Module 6: Energy, Technology and Environment

The three Areas of Study (“Self & Personality Development,” “Society &Culture” and “Technology & Environment”) are inter-related. They cover six
modules including “Personal Development and Interpersonal Relationship,”“Hong Kong Today,” “Modern China,” “Globalization,” “Public Health,” and“Energy, Technology and Environment” that raise various key questions.21 The
concepts of human rights, or various human rights issues, can be embedded into
different themes under different modules. In “Quality of Life” under the moduleof “Hong Kong Today,” students are required to choose directions in maintaining
and improving Hong Kong residents’ quality of life. In response to this question,“rights-based” concepts derived from various international human rights instruments can be used as one of the directions. The “Rule of law and sociopoliticalparticipation” is also under the module of “Hong Kong Today.” Students needto study Hong Kong residents’ participation in political and social affairs, theirrights and responsibilities and respect for the rule of law. The Basic Law, Hong
Kong Bill of Rights and various international human rights instruments should
be included in this area.
In the “China’s reform and opening-up” under the “Modern China” module,
students are asked about the impact of the reform and opening-up and the overall development of the country and on people’s life. Students can again introduce international human rights standards and the issues about the ratificationand implementation of various international human rights treaties by China.
In the theme of “Science, technology and public health” under the module of49

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS“Public Health,” when discussing the extent of the enhancement of science andtechnology on the development of public health, individuals’ rights to public health services can be discussed. Through the shared concepts of “Multiple
Citizens and Multiple Identities” in “Hong Kong Today,” “Modern China” and“Globalization,” students also have the opportunity to explore human rights as
global ethics. There are also opportunities for the inclusion of human rights in“Energy, Technology and Environment.” The requirement for students to conduct an Independent Enquiry Study (IES) on topics such as media, education,
religion, sports and arts allows the inclusion of human rights principles.22
LS emphasizes students’ construction of knowledge and recommends the “issue based approach” and “experiential learning.” It is suggested that students
study and evaluate issues and information from a variety of perspectives and various points of view, and favor learning outside the classroom. These approaches
are also considered to be effective by human rights educators.23
However, LS cannot fully replace human rights education. There is still a
gap between the types of citizens expected from LS and human rights education
respectively. One of the important aims of human rights education (cultivating students to become “transforming agents” for the protection and improvement of human conditions) is largely neglected in LS. The recommendation ofparticipatory learning strategies in LS is to “enable students to achieve certain
learning that are difficult to attain through classroom learning alone and “to provide opportunities so that students can explore the community through observation, surveys, interview and various forms of fieldwork.”24 Again, this is different
from human rights education that aims to cultivate students as “transforming
agents.”25
Some teaching approaches in human rights education emphasize the role ofstudents as “transforming agents.” For instance, critical pedagogy,26 transformative learning27 and emancipatory transformation28 are some important components of human rights education, but they may not be covered in LS. It is suggested that these pedagogies take a more critical position in emphasizing the needfor critical perspectives in the dominant discourse. The lack of a critical positionand perspective in LS may tend to homogenize controversial issues and ignore
diversities, resulting in various forms of discrimination and violations of humanrights.29 In addressing these concerns, students “should be motivated to develop
a critical consciousness of problems, to analyze them, to make their cause explicit, to attempt to explore solutions and change conditions to discover what
is possible in confronting and taking action to solve the problem.”30 However,these elements are missing in the LS.
Fortunately, despite the gap between human rights education and LS, there is
still a room for human rights education within the framework of LS. Leung Yanwing argues that civic education in Hong Kong schools will be entering a fourth50

northeast asian school systems

stage, which can be named Civic Education through LS, where an “action-poor
HRE” can have a place.31
Japan
The Japanese education system follows the 6-3-3-4-year system. The different
levels and types of school (up to secondary level) under the system are listed
below:32
a. Nine-year compulsory education
1. Primary/Elementary Schools (Shogakko) – six years, from six
years old
2. Lower Secondary Schools (Chugakko) – three years, fromtwelve to fifteen years oldb. Upper Secondary Schools (Koto-gakko) – three years, students may go tothis level, and normally take entrance examinations.33
c. Secondary Schools (Chuto-kyoiku-gakko)
In April 1999, a new type of six-year secondary education school, called“Secondary School” was introduced into the school system. Secondary schools
combine lower and upper secondary school education in order to provide lower secondary education and upper secondary general and specialized education
through six years. The lower division in the first three years provides lower secondary school education and the upper division in the latter three years gives
upper secondary school education.
d. Schools for Special Needs Education, etc. (Tokubetsu-Shien-gakko)
Special Needs Educations are schools for children with comparatively severe
disabilities and aim at giving education suited to their individual educational
needs. Those schools comprise four levels of departments, namely, kindergarten,
primary, lower secondary and upper secondary departments. (The primary andlower secondary are compulsory education.) After the school system was turned
into the current system that permits schools to accept several types of disabilities
in 2007, this new implementation is gradually spreading.
Special Needs Education is provided also in regular schools. Special classes are
small classes for children with comparatively mild disabilities that may be established in regular primary and lower secondary schools. It may also be established
as a branch class in a hospital for sick children.
There is another program of resource rooms (in regular primary and secondary schools) where children with disabilities who are enrolled in and studying
most of the time in regular classes may visit resource rooms few times a week toreceive special instruction.
In 2006, the Basic Act on Education was revised and the objectives of education was restated to include:34

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

•
•

•
•
•

Attainment of wide-ranging knowledge and culture, cultivation of a richsensibility and sense of morality, and development of a healthy body
Development of the abilities of individuals, fostering a spirit of autonomy and independence, and emphasizing the connections between careerand practical life
Fostering an attitude of valuing justice and responsibility, mutual respect
and cooperation, equality between men and women, and a civic spirit
Fostering an attitude of respecting life and nature, and contributing to
the protection of environment
Fostering an attitude of respecting our traditions and culture, loving thecountry and region that nurtured them, respecting other countries, andcontributing to world peace and the development of the international
community.

The revision of the law also includes the change in educational content.
One change refers to enhancement of moral education which has the following
components:35• Focused teaching based on developmental stage (“Don’t do what isn’tright, follow rules” [Primary], participate in formation of society, etc.
([Lower secondary])• Promote experiential activities (Primary/Lower secondary)• Inspire young pupils through the use of biographical and nature-oriented
teaching materials (Primary/Lower Secondary)• Enhance leadership through the use of teachers that promote moral education (Primary/Lower secondary)• Each secondary school should make its comprehensive plans of moral
education.
The 2008 Basic Plan for the Promotion of Education, based on the 2006 revised Basic Act of Education, provides the basic directions of education measures.
One of these directions, the “Materialization of society-wide commitment toimprove education,” has the component of “creating an environment for lifelong learning.” One of the measures provided is the promotion “human-rights
education and learning opportunities to respond to social issues,” explained asfollows:36
The government is promoting human-rights education, inside and outsideschool, to raise people’s level of consciousness about human rights. Also, the government is promoting learning opportunities especially to respond to importantsocial issues, such as the formation of a gender-equal society, a life-work balance,
issues of consumers, financial matters, laws, energy issues, etc. that people needto learn as members of society.

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northeast asian school systems

MEXT determines the Courses of Study as broad standards for all schools,
from kindergarten through upper secondary schools, to organize their programsin order to ensure a fixed standard of education throughout the country.
The Courses of Study have generally been revised once every ten years. The
Courses of Study for primary and lower secondary schools were revised in March
2008 and those for upper secondary schools and schools for special needs education, in March 2009. The new Courses of Study continue to aim to nurturein students “Zest for life” based on the educational principles expressed in therevisions to the Basic Act on Education. The new Courses of Study increase classhours in Japanese language, social studies, mathematics, science, and foreign languages with an emphasis on balancing the attainment of knowledge and skill
with thinking capacity, decisiveness, and expressiveness.37
Under the revised Course of Study, there is a period for Integrated Studies. For
the primary schools, this period has the following over-all objectives:38
To enable pupils to think in their own way about life through cross-synthetic
studies and inquiry studies, while fostering the qualities and abilities needed tofind their own tasks, to learn and think on their own, to make proactive decisions, and to solve problems better. At the same time have them acquire the habits of studying and thinking, cultivating their commitment to problem solving
and inquiry activities in a proactive, creative and cooperative manner.

While each school determines the specific objectives of the period ofIntegrated Studies, MEXT provides the guidelines for the content such as thefollowing:39(2) Taking into account the circumstances of the local community, schooland pupils, each school should conduct educational activities that abound iningenuity such as cross-synthetic studies that cross over the boundary of subjects
and periods, inquiry studies and studies based on pupils’ interests and concerns.
xxx(5) Learning activities should be conducted in the light of the conditions ofeach school: for example, learning activities about cross-synthetic tasks, includinginternational understanding, information, environment, welfare/health, learning activities about tasks based on pupils’ interests and concerns, and learning
activities about tasks depending on characteristics of the local community andthe school such as people’s lives, traditions and culture of the local community.
xxx(9) Based on the objectives of moral education listed in Subsections I-2
of Chapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral
Education”, instructions concerning the content listed in Subsection II of Chapter

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

3 “Moral Education” should be given appropriately. The instructions should bein accordance with the characteristics of the period for integrated studies andshould be related to the period for moral education.

In view of the scant mention of human rights education in the educational
policies, educators see the Integrated Studies as the most possible place for learning and teaching human rights. Some consider moral education as a vehicle forhuman rights education. There is a question, however, on whether or not thecurrent definition of moral education would allow the proper discussion of human rights.
Korea40
Korea has a single-track 6-3-3-4 system which maintains a single line of schoollevels in order to ensure that every citizen can receive primary, secondary, andtertiary education without discrimination and according to the ability of each
student.
The existing education act was replaced by the Basic Education Act, thePrimary and Secondary Education Act, and the Higher Education Act in 1998.
The Primary and Secondary Education Act covers education issues dealing withpre-school, primary and secondary education while the Higher Education Act
pertains to matters related to higher education.
Article 9 of the Basic Education Act stipulates that “Schools shall be established to provide preschool, primary, secondary and higher education.” According
to Article 2 of the Primary and Secondary Education Act, “The following typesof schools shall be established for preschool, primary and secondary education.”
1) Kindergartens
2) Primary Schools, Civic Schools3) Middle Schools, Civic High Schools
4) High Schools, Trade High Schools5) Special Schools6) Miscellaneous Schools.
The Ministry of Education and Human Resources Development oversees
the national school curriculum, as designated by Article 23 of the Primary andSecondary School Education Law, in order to ensure equal educational opportunity for all and maintain the quality of education. The national curriculum andregional guidelines accord flexibility to individual schools in accordance with theparticular characteristics and objectives of each school.

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northeast asian school systems

The national curriculum is revised on a periodic basis to reflect the newly
rising demands for education, emerging needs of a changing society, and newfrontiers of academic disciplines.
Curriculum standards serve as the basis for educational contents at eachschool and for textbook development. The government has undergone sevencurriculum revisions to meet national and social needs as well as to keep up withthe changes in consideration of various factors related to research development.
To prepare students for the 21st century, the era of globalization and knowledge-based society, the Seventh Curriculum attempts to break away from thespoon-fed and short-sighted approach to education of the past towards a new
approach in the classroom to produce human resources capable of facing newchallenges. Study loads for each subject has been reduced to an appropriate level, while curriculums that accommodate different needs of individual students
were also introduced. Independent learning activities to enhance self-directed
learning required in the knowledge-based society have either been introduced or
expanded.
Thus, the Seventh Curriculum is a student-oriented curriculum emphasizing
individual talent, aptitude, and creativity, unlike the curriculum of the past. The
Seventh Curriculum consists of the Basic Common Curriculum and the Selected
Curriculum at the secondary school level. The Seventh Curriculum covers ten
years from the first year of primary school through the first year of secondary
school.
The 2009 revised curriculum is established and declared in order to upgrade
the Seventh Curriculum. The purposes of the Korean education are to form ofindividual character under the humanitarian ideal, to lead life with independent
living ability and qualities of a democratic citizen, and to contribute the realization of the democratic country and the prosperity of humankind. Based on theideals of education, the 2009 revised curriculum describes the desired images ofan educated person as follows:41• A person who seeks the development of individuality and builds careers
as the basis for the growth of the whole personality• A person who exhibits creativity for new ideas and challenge beyond
fundamental capacity• A person who leads elegant life on the foundation of cultural literacy andplural values• A person who participates in the development of community with consideration, and sharing as a citizen who can communicate with the world.
The Seventh Curriculum consists of the Basic Common Curriculum andthe Selected Curriculum at the secondary school level. The Seventh Curriculum

55

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

covers ten years from the first year of primary school through the first year of
secondary school.
During the 11th and 12th grades in secondary school, students are given theopportunity to choose the curriculum and courses they wish to take so that they
may benefit from education that facilitates their future path.
In 2011, the Ministry of Education, Science, and Technology came up with aplan on changes in the school system. Two items in the plan are the following:42
a. Creative Classes
An intensive course completion system, which reduces the number of required
courses to be completed in each semester, will be introduced in order to alleviate study load. Also, block-time system will improve learning efficiency. The
Ministry will operate subject-based classroom system, enhance school’s autonomy in setting up curriculum, and adopt elective subject courses for all gradesin [secondary] school as a part of its effort to support level-differentiated andcustomized courses that take into account students’ career paths and aptitudes.
The Ministry will also revise school curriculum to significantly reduce study load
which is heavily focused on cramming in information. Instead, the new curriculum will enable students to improve core competency though school education.
b. Democratic Education Focused on Experience and Practice
The Ministry will encourage students to take the lead in school events andclub activities so that they can plan and manage major school event such as
graduation and entrance ceremonies, school festivals, and presentations. It will
also expand students’ participation in enacting and revising school regulations,
thereby creating a culture where students voluntarily comply with the regulations. Students will experience democratic education through various resources
and programs such as “Teen court” provided by government agencies. Also, the“I love Korea” school campaign will be supported and expanded, and model
schools will be named after Korea’s famous figures.
Mongolia43
The Mongolian education system includes pre-school education (kindergarten)and general secondary schools (primary, lower and upper secondary). Schools
for the primary, lower and upper secondary levels generally do not exist separately. The Mongolian Law on Education (2002) mandates that every Mongolian
regardless of “ethnicity, language, race, gender, socioeconomic status, wealth,employment, position, religion and personal values” has a right to receive education in her/his native language (Article 5.1.4) and must attend basic education

56

northeast asian school systems(Article 6.3) provided by the state free of charge as required by the Constitutionof Mongolia (Article 6.2).44
Pre-school education (kindergarten) is not compulsory and caters to children
aged three to six years. According to the latest education reform plan, Mongolia
will shift to a twelve-year education system (6+3+3) from 2008-2009 academic
years. Primary education covers a period of six years for pupils aged six to elevenyears and is compulsory. Lower secondary education is the final stage of compulsory schooling and lasts three years (age group 12-14, grades 7-9), when certification of non-complete secondary education is granted. Upper secondary school
consists of grades 10 and 12 for sixteen to eighteen year-old students.
Upper secondary education is not compulsory; however, it is a prerequisite
for college admission. The school year consists of thirty-four working weeks at
the primary level, thirty-five weeks at the lower secondary level, and thirty-six
weeks at the upper secondary level. Graduates from Grade 9 (last year in thelower secondary education) can join technical and vocational training schools.
Higher education in Mongolia is provided by universities, colleges and institutes
for mostly four to five academic years.
The education system is centralized and the Ministry of Education, Culture
and Science (MECS) and its implementation units, such as local education departments, have the primary responsibility for educational policy, curriculum
design and practice at the local level.
The comprehensive revision of the national educational standards in 2004 isa significant action taken by the government, which includes a complete revisionof all curriculum areas for primary and secondary schools. With the completechange in the national educational standard of History and Social Studies forprimary and secondary levels, human rights and citizenship are studied both directly and indirectly from the primary schools up to upper secondary educationlevels. The Educational Standard of History and Social Studies approved by MECS
incorporates an independent “Human Rights Domain” throughout the key learning areas of social science and citizenship classes at all stages of schooling. The
standard consists of four basic content domains such as Rule and law, Rights
and responsibilities, Government, and Applied law. “Content domain” refers toa core knowledge system, which develops from simple to complex throughout
primary and secondary levels.
Regarding the current educational policy, the Educational Standard of
History and Social Studies at primary and secondary levels cover three main subjects: history, citizenship and social studies. At the primary level, history, citizenship and social studies are integrated into one subject entitled “People andSociety.” Starting from secondary level, there are independent classes like History
and Citizenship. Accordingly, human rights topics are taught from 1st to 11th
grade in relation to age and psychological development of students. This is an

57

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

important step forward. Table 3 presents the subjects and total hours of the curriculum for social studies.
Table 3: Core Curriculum for Social Sciences
and Citizenship in Primary and Secondary Schools45

Uppersecondary
Education

Lower
secondary
Education

Primary Education

Level

Grade

Subject

Hour

Grade 1

People and Environment

34

Grade 2People and Environment

34

Grade 3People and Environment

34

Grade 4People and Society

36

Grade 5People and Society

36

Grade 6

Citizenship-I

37

Grade 7

Citizenship-I

37

Grade 8

Citizenship-II

37

Grade 9

Citizenship-II

37

Grade 10Social Studies-I

57

Grade 11Social Studies-I

114

Grade 12n\a-Total Hours

211

111

171

It is important that human rights topics are incorporated into the standard
curriculum of the school system. The primary vehicle for teaching and learning about human rights is incorporated within the Civics stream of the Social
Sciences learning area. Citizenship studies, as an independent subject in Grades
6-9 at the secondary level, includes general knowledge of human rights, freedom,
equality, principles of democracy, the Constitution, crime, the judiciary, the economic system and civil responsibilities.
Following the 2006 amendments to the Law on Primary and Secondary
Education, the secondary education school system was converted from an eleven-year to a twelve-year schooling system starting at the 2008-2009 academic
year onwards. As a result of this transition, major reforms took place in the education sector, including revision of the primary and secondary educational standards and curriculums.
This fundamental change in the educational standards has been bringing innovations in subject content, curriculums, teaching methodologies and textbooks
for teachers and students. Since the curriculums are changing from being highly58

northeast asian school systems

standardized to a more flexible and locally relevant ones under the Education
Law of 1995, schools and teachers can use a certain part of the curriculums forteaching whatever they see fit. This provides an excellent opportunity for willingteachers to teach citizenship, human rights and democracy. Also, there is a big
opportunity to appropriately incorporate teaching and learning about humanrights into other subjects like History, Arts, Mongolian and foreign languages,
literature and other curriculums.
TaiwanStudents may study, under the current education system, for up to twenty-two
years, which includes two years of preschool education, six years of primary education, three years of junior secondary school, three years of senior secondary
school, four to seven years of college or university, one to four years for a master’s
degree and two to seven years for a doctoral degree. 46
Below is the current structure of the education system in Taiwan:

59

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Compulsory Education
A nine-year Compulsory Education system was put into effect in 1968, of which
six years are for primary education and three years are for lower secondary school.
To offer more diverse opportunities for lower secondary school students, technical arts education is included as well. Practical classes allow students to better
understand future vocation and career choices. Compulsory education will be
extended to twelve years in 2014.
UPPER Secondary School and Vocational Education
This category includes upper secondary schools and vocational secondary schools
and consists of three years of schooling. Upper secondary school includes “ordinary upper secondary schools,” “comprehensive upper secondary schools,”“magnet upper secondary schools,” and “experimental upper secondary schools.”
Vocational secondary schools offer a special curriculum with general secondary
school courses as well as classes in practical skills, classes in industry-related subjects, and cooperative education programs, all designed in line with the various
needs of students for a balanced vocational education.
Special Education
Special education institutions are established for students with mental and/or
physical disabilities, and offer education at the levels of kindergarten, primaryschool (six years), lower secondary school (three years), and upper or vocational
secondary school (three years). Moreover, schools not exclusively dedicated to
special education may also offer special education classes. Additionally, there
are also resource rooms in universities to guide and to support students withdisabilities.
Curriculum Reform
The education reform measures during the 1990s can be summarized into thefollowing seven points:47
1. Advocacy of the idea that education itself is a human right. This fundamental understanding of education consists of several points such as
free and compulsory education; equal opportunity to higher education;
promotion of respect for human rights and fundamental liberties of individuals; enhancement of understanding between various nations, ethnicities and religious groups; the prior right of parents to decide on how
to educate their children; and positive discriminatory care and measuresfor children with special needs.

60northeast asian school systems

2. Improvement of the educational opportunities of the disadvantaged or
the minorities and de-regulation of the established education system.
The disadvantaged are divided into four groups: the indigenous people,
female and sexual orientation, minority, students with special needs(physical or psychological), and people with distinct dialects.
3. Raising of the percentage of students going to school at every level.
4. Adjustment in the ratio of the number of students going to comprehensive schools to that of students going to vocational schools. In otherwords, allowing more students to be able to go to comprehensive schools
and universities.
5. Change and increase in access to higher education, in addition to the traditional way of entrance examinations. Students are able to access higher
education through more ﬂexible ways rather than the conventional single channel - taking examination. In this way, they may enjoy happierlife in schools.
6. Planning to extend the compulsory education from nine years to twelve
years. Regretfully, this measure so far has never been fulfilled due to budgetary problem.
7. Raising the quality of education by increasing budget for education.48
This education reform in some sense built an environment where humanrights education could take its root. In spite of this, learning about and forhuman rights in the school system for the Taiwanese remains a short history.
Human rights education is on the list of seven important issues of the Taiwanesenational curriculum guidelines (Grade 1-9) - Curriculum Guidelines (G 1-9 CG),49
which can be seen as an outcome of education and curricular reform (Ministry of
Education [MOE], 2003).
Until the G1-9CG was implemented in 2001 human rights education has
never been introduced formally in school. However, the implementation of the
new curriculum guidelines does not guarantee the success of human rights education in schools. Since G1-9CG1 provides that important issues should be taught
in cross-curricular way, not as an independent subject, there was a concern thatsome of these important issues (including human rights) would be ignored anddisappear. Especially under the pressure of credentialism, students were driven
to put their efforts and concentration on the learning of ‘basic subjects’, e.g.,literacy, numeracy, natural science and social studies.
Basic Description of Human Rights Educationin the School Curriculum50
There is no single subject called human rights education. However, it is integrated into social studies, citizenship education and moral education. Some hidden

61

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

curriculum and extracurricular activities also touch on the themes of self-esteem
and respect for human dignity, which are the spirit of human rights. Although
the teaching of human rights is important, it is unnecessary to specify humanrights education as a course because it should not be taught merely as a subject.
Instead, it should lead to an understanding of and sympathy for the conceptsof justice, equality, dignity, rights and democracy. Such understanding should
include both affective and cognitive domains. Thus, schools should provide allkinds of opportunities for students to experience affective support for learningand to express their feelings through drama, art, music, creative writing and other media (Council of Europe, 1985).
Partly due to the authorities’ fear of too many rights for students, the school
curriculum stresses the notion of responsibilities. And partly because of the culture of competitive examinations, the cognitive domain is stressed as the essential part of all subjects. Thus the human-rights-related curriculum and activities
have not offered enough opportunities for students to enjoy human rights inreal life. To some extent, teachers and students understand and accept the valuesof human dignity, especially when related to respect for the old and protectionof the weak. However, there is a need to broaden the students’ experience andlink those traditions with the idea of human rights. It is necessary to clarify themeaning of human rights and to base the culture of human rights on the valuesof human dignity. Legal documents and universal statements on human rights,
and the theory and history of human rights must be emphasized in the school
curriculum. Human rights concepts must not only be taught, but also practiced
and applied in the school and community.
Another part of the human rights education curriculum includes the historyof human rights, legal documents and statements on human rights, and basic human rights theory. The intention is not to train students to become experts, butrather to enable them to develop and think about and act on their relationships
with others. The content of human rights is not only concerned with knowledgeof the great documents and theory of human rights but also with everyday life
in and outside the school. It is essential to relate the abstract statements in legal
instruments to children’s school life so that they will better understand theirown and others’ rights. It is therefore essential to provide a school environment
respectful of human rights and to allow students to learn, practice and apply
human rights principles in the school setting. After all, action is an importantelement in human rights education and it makes human rights more meaningful
to students.
In sum, the framework of the human rights education curriculum includes
the culture and content of human rights. In order to develop appropriate materials and activities, the teachers themselves must have a concrete idea of human62northeast asian school systems

rights. We must therefore develop training programs for teachers and a curriculum as the first step to implement human rights education.
Endnotes
1 Ministry of Education of the People’s Republic of China, “Brief Introduction of the development of Chinese Education,” available at www.moe.edu.cn/publicfiles/business/htmlfiles/moe/
moe_163/200408/2692.html, accessed on 3 March 2013.
2 Article 18, Education Law of the People’s Republic of China, available at www.moe.edu.cn/
publicfiles/business/htmlfiles/moe/moe_2803/200905/48457.html, accessed on 3 March 2013.
3 China Education and Research Network, “Education System in China,” available at www.edu.
cn/20041203/3123354.shtml, accessed on 3 March 2013.
4 CPC Central Committee and State Council on deepening education reform and the decision
to promote quality education, available at www.edu.cn/zong_he_870/20100719/t20100719_497966.
shtml, accessed on 3 March 2013.
5 Ministry of Education of People’s Republic of China, “Curriculum for Basic Education Reform
Compendium (Draft),” available at www.gov.cn/gongbao/content/2002/content_61386.htm.
6 Fujian Education Bureau, “Curriculum reform for common senior middle school,” available at
http://www.fzedu.gov.cn/xzzq/gzkg.htm, accessed on 3 March 2013.
7 Ministry of Education of People’s Republic of China, “Curriculum Standard of Morality andSociety,” 2011, available at http://mat1.gtimg.com/edu/pdf/edu/xkb2011/20120130155656698.pdf,
accessed on 3 March 2013.
8 Ministry of Education of People’s Republic of China, “Curriculum Standard of Thought andMorality,” 2011, available at http://mat1.gtimg.com/edu/pdf/edu/xkb2011/20120130155714299.pdf,
accessed on 3 March 2013.
9 “New curriculum reform: spreading more than half the nation,” People’s Daily Online, available at http://liuxue.people.com.cn/GB/6170762.html, accessed on 3 March 2013.
10 “National Human Rights Action Plan of China (2009-2010),” The Information Office of
the State Council, or China's Cabinet, 13 April 2009. Full text available at: http://english.gov.cn/official/2009-04/13/content_1284128.htm
11 The Information Office of the State Council, or China’s Cabinet, published the National
Human Rights Action Plan of China (2012-2015) on 6 December 2012. See http://www.chinadaily.
com.cn/cndy/2012-06/12/content_15494392.htm.
12 Ibid.
13 V. Human Rights Education for the Public, “Assessment Report on the National Human
Rights Action Plan of China (2009-2010),” in www.chinahumanrights.org/Messages/China/t20110714_768567_26.htm.
14 Text taken from Yiu-kwong Chong, Hiu-chung Kwok, and Yuk-kai Law, “Addressing Human
Rights Education Deficits in the Changing Political Order in Hong Kong,” in The State of Human Rights
Education in Northeast Asian School Systems: Obstacles, Challenges, Opportunities (Osaka: HURIGHTSOSAKA, 2010).
15 Education Department, Guidelines on civic education in schools, 1996.
16 Leung Yan-wing, “Back to Square One: The ‘Re-depoliticizing’ of Civic Education in HongKong”, available at www.ied.edu.hk/epa/sri/doc/4_a.ppt. Last updated on 29 June 2009. Website visited on 22 February 2010.
17 Education Department, “Learning to Learn – The Way Forward in Curriculum, 2001” atwww.edb.gov.hk/index.aspx?langno=1&nodeID=2877. Website visited on 21 June 2010. Website visited on 21 June 2010.
18 Hong Kong Government’s press release on “Human Rights Education,” 9 July 2008 at www.
info.gov.hk/gia/general/200807/09/P200807090204.htm.

63

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
19 Para 1.4, Curriculum Development Council and Hong Kong Examinations Assessment
Authority, “LS: Curriculum and Assessment Guide (Secondary 4-6)” (“LS Guide”), 2007, available atwww.edb.gov.hk/FileManager/EN/Content_5999/ls_final_e_070508.pdf.
20 Critical Review of HRE, page 148.
21 LS Guide, pages 14-15.
22 Critical Review of HRE, pages 148-149.
23 Meintjes 1997 and Tang 2006 in Critical Review of HRE, page 149.
24 Para 4.3.5, LS Guide.
25 Leung Yan-wing, “An ‘action-poor’ human rights education: a critical review of the development of human rights education in the context of civic education in Hong Kong” (Action-poor HRE),
Intercultural Education, 19/3, June 2008, page 238.
26 Giroux 1983 in Action-poor HRE, page 238.
27 Mezirow 1997 in Action-poor HRE, page 238.
28 Freire 1972 in Action-poor HRE, page 238.
29 Magendzo 2005, Nazzari, McAdams, and Roy 2005 and Tibbitts 2005 in Action-poor HRE,
page 238.
30 Magendzo 2005 in Action-poor HRE, page 239.
31 Action-Poor HRE, page 239.
32 Text based on Ministry of Education, Culture, Sports, Science and Technology, “Overview,”
available at www.mext.go.jp/english/introduction/1303952.htm.
33 In addition to full-day courses, there are also part-time and correspondence courses. Fullday courses last three years, while both part-time and correspondence courses last three years or
more. The last two courses are mainly intended for young workers who wish to pursue their upper
secondary studies in a flexible manner in accordance with their own needs. All these courses lead toa certificate of the upper secondary education.
In terms of the content of teaching provided, the upper secondary school courses may also beclassified into three categories: general, specialized and integrated courses. General courses provide
mainly general education suited to the needs of both those who wish to advance to higher educationand those who are going to get a job but have chosen no specific vocational area.
Specialized courses are mainly intended to provide vocational or other specialized education for
those students who have chosen a particular vocational area as their future career. These courses may
be further classified into: agriculture, industry, commerce, fishery, home economics, nursing, sciencemathematics, physical education, music, art, English language and other courses.
Integrated courses were introduced in 1994. These courses offer a wide variety of subject areasand subjects from both the general and the specialized courses, in order to adequately satisfy students’ diverse interests, abilities and aptitudes, future career plans, etc.
Text based on Ministry of Education, Culture, Sports, Science and Technology, “Overview,” available at www.mext.go.jp/english/introduction/1303952.htm.
34 MEXT, Basic Plan for the Promotion of Education (Provisional translation) July 1, 2008, at
http://www.mext.go.jp/english/lawandplan/1303463.htm.
35 Ibid.
36 Chapter 3: Measures to be implemented comprehensively and systematically for the next
five years, “Basic Plan for the Promotion of Education (Provisional translation) July 1, 2008,” at www.
mext.go.jp/english/lawandplan/1303482.htm.
37 “Improvement of Academic Abilities (Courses of Study),” available at www.mext.go.jp/english/elsec/1303755.htm.
38 Elementary and Secondary Education Bureau, Ministry of Education, Culture, Sports,
Science and Technology (MEXT), “The Revisions of the Courses of Study for Elementary andSecondary Schools,” available at www.mext.go.jp/english/elsec/1303755.htm.
39 MEXT, Chapter 5 the Period of Integrated Studies, pages 1-2, available at www.mext.go.jp/
english/elsec/1303755.htm.
40 The discussion in this section is drawn from the website of the Ministry of Educational
Science and Technology. See http://english.mest.go.kr/enMain.do.
41 See www.ncic.re.kr/nation.kri.org4.inventoryList.do64northeast asian school systems
42 Ministry of Education, Science, and Technology, “Major Policies and Plans for 2011,” document available at http://english.mest.go.kr/web/1717/site/contents/en/en_0275.jsp
43 The discussion in this section is based on edited excerpts of Altangerel Choijoo, “Human
Rights Education in Mongolian Schools,” The State of Human Rights Education in Northeast Asian School
Systems: Obstacles, Challenges, Opportunities (Osaka: Asia-Pacific Human Rights Information Center,2010).
44 Amgaabazar, Gerelmaa. 2005. World Bank Draft Policy Brief on the Mongolian Drop Out Rate
(unpublished).
45 This table is taken from National Education Standard of History and Social Studies: Primary andSecondary Education, 2005 - Decree #164 of the Minister of Education, Culture and Science, 20 May
2005.
46 The discussion on the school system of Taiwan are based on “An Educational Overview,”
Ministry of Education (Taiwan), at http://english.moe.gov.tw/ct.asp?xItem=13738&CtNode=2003&
mp=2.
47 Ruyu Hung, “A Decade of Human Rights Education in Public Schools in Taiwan,” The Stateof Human Rights Education in Northeast Asian School Systems: Obstacles, Challenges, Opportunities (Osaka:
Asia-Pacific Human Rights Information Center, 2010) pages 90-91.
48 Hwang, J-J. 2000. “On Taiwan’s education reform: a policy-oriented analysis” in Educational
Policy Forum 3 1, 26-53. (Original text in Chinese)
49 Grade 1-9 Curriculum Guidelines, 九年一貫 課程綱要。
50 Discussion taken from Mei-Ying Tang, “Human Rights Education in Taiwan: The Experienceof the Workshops for Schoolteachers,” Human Rights Education in Asian Schools, volume 2, available atwww.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/1999/03/humanrights-education-in-taiwan-the-experience-of-the-workshops-for-schoolteachers.html

65

Government Policies:
Government support for human rights education has been influenced byinternational initiatives (such as the United Nations Decade for Human Rights
Education [1995-2004] and the World Programme on Human Rights Education
and Training) as well as by local needs and demands. Government responses
range from adoption of national action plans on human rights in general or onhuman rights education in particular, to enactment of law on human rights education, to establishment of institutions supporting human rights education, topublication of materials to support human rights educators. Local government
initiatives on human rights education also exist as discussed in another sectionof this resource material.
The support of the government is most crucial in mainstreaming humanrights education in all fields of education (formal, informal, non-formal). But
it is absolutely crucial in the formal school system in view of the government’s
mandate on the formal education of the people.
China
The Chinese Ministry of Education has established three human rights educationand training bases in three Chinese universities, namely, China University of
Political Science and Law, Nankai University and Guangzhou University. These
Centers are mandated toa. Conduct research on human rights theories as well as on specificissues;b. Provide human rights courses in universities, including compulsory
and optional modules;c. Provide human rights education in primary and secondary schools;
d. Provide human rights training to state officials, especially tolaw-enforcers;e. Provide human rights knowledge to the general public;f. Compile human rights textbooks; andg. Carry out international cooperation and exchange on human rights.

67

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

They were established in compliance with the National Human Rights Action
Plan for China (2009-2010) that provides:1
A number of institutions of higher learning which started human rights education earlier than others will be designated as the bases for human rights education and training.

Under the second National Human Rights Action Plan for China (2012-2015),
the government will give more attention to these Centers and will establish five
more Centers by 2015.2
The second National Human Rights Action Plan for China (2012-2015) provides several policy statements supporting human rights education, namely,3
•

•

•

•

•

•

68

China will carry out extensive human rights education and training invarious forms, and promote human rights awareness and publicize human rights knowledge throughout the Chinese society.
China will include human rights education in the training programs ofcivil servants to strengthen human rights education and training for civil
servants. The state supports human rights research institutes in their efforts to develop teaching materials for training in human rights and participate in the training work.
China will strengthen human rights education in primary and middle
schools. The state will make sure that human rights knowledge is integrated into relevant courses and included in the legal education curriculum. It will also carry out human rights promotional activities that suit
juveniles, promote school management [according to] law and democratic administration, and create an education environment that honors
human rights.
China will encourage institutions of higher learning to offer public courses and specialized courses on human rights, support the development ofrelated disciplines and majors, and encourage studies on human rights
theories.
China will encourage and promote the publicity of human rights knowledge in enterprises and public institutions, and develop corporate cultures that honor and protect human rights.
China will encourage the dissemination of human rights knowledge via
the media. It will enhance human rights awareness among the whole
populace to create a human rights culture.

government policies

The implementation of the National Human Rights Action Plan is guided by
the following:4•••

In the process of implementing the Action Plan, China will respect andgive full play to the public’s initiative and creativity. It will innovate thesocial management mechanism and promote the constructive role ofNGOs [non-governmental organizations] in human rights protection.
China will make the Action Plan an important part of human rights education and training, and effectively raise people’s consciousness in implementing the Action Plan.
China will encourage the mass media to play a positive role in the publicizing, implementation and supervision of the Action Plan.

Japan
In support of the United Nations Decade for Human Rights Education (19952004), the Japanese government established on 15 December 1995 the Promotion
Headquarters for the Decade (HQ). The HQ, in turn, adopted on 4 July 1997
the National Plan of Action on Human Rights Education (1997-2004). The plan
pays special attention to the promotion of human rights education not only inschools but also in private corporations and the society in general. It provides
for the development of human rights programs for professional groups such as
public servants, teachers, members of the police, personnel of the Self-Defense
Forces, medical professionals, social care workers, and journalists. It highlights
the rights of women, children, the aged, persons with disabilities, Buraku people, Ainu people, foreigners, persons with HIV/AIDS, and former convicts. It
also emphasizes the need to support the work of the United Nations in assisting the development of human rights education programs in developing countries. In December 2000, the Diet (Japanese parliament) enacted “The Law on the
Promotion of Human Rights Education and Human Rights Awareness-raising.”
As required by this law, the “Basic Plan for the Law on the Promotion of Human
Rights Education and Human Rights Awareness-Raising” was adopted in March
2002. This new plan was meant to supplement the 1997 plan.5 Since 2002, theJapanese government has been issuing its annual White Paper on Human Rights
Education and Awareness-Raising that describes various human rights education
activities and initiatives undertaken in each year.6
The Ministry of Education of Japan has issued the “Approaches to Teaching
Human Rights Education” report. Several reports have been issued in the years
2004, 2006 and 2008. The third report (2008) is the first systematic document
on human rights education compiled by the Ministry of Education consisting69

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSof two parts: teaching methods and practices; and practical cases with in-depth
information. Some people appreciated that the report reflected the experience ofanti-discrimination education (Dowa education), but others criticized the reportdue to the fundamental principles of human rights not being well expressed andother reasons. The third report states in its introduction the “hope [that it] will
be widely used in schools and education boards nationwide,” and in its conclusion expresses its sincere “hope that this will give momentum to realize a society
respecting human rights.”7
The Ministry of Justice manages the Human Rights Volunteers system withmore than 14,000 volunteers appointed all over Japan. One of the functions of thecommissioners is the holding of human rights education activities. The commissioners are members of the National Federation of Consultative Assemblies of the
Civil Liberties Commissioners. As part of the celebration of the Day of the Civil
Liberties Commissioners on June 1 of every year, which commemorates the enforcement day of Civil Liberties Commissioners Law (June 1, 1949), the National
Federation of Consultative Assemblies of the Civil Liberties Commissioners undertake nationwide campaign on human rights awareness.
The Ministry of Foreign Affairs reported that[O]fficials engaged in human rights protection and Civil Liberties
Commissioners work together to disseminate and enhance the concept of respectfor human rights to the general public. They use various methods to conduct
these activities, including sponsoring symposia, lectures, discussion meetings, debates and films; participating in various events; television/radio/cable broadcasting; placing announcements in newspapers and notices in PR [public relations]magazines; distributing pamphlets and other printed materials; putting up posters, banners and signboards; touring with PR vehicles, and holding exhibitions.8

Korea
The Ministry of Education, Science and Technology of Korea revised the “Standard
Curricula for Qualification Training, which is applied to the training courses required to qualify for the positions of headmasters, vice-headmasters and teachers, to include the contents of human rights in the Standard Curricula in 2009.
Furthermore, with regard to the in-service training of teaching personnel, in its“Major Directions for Training of Teaching Personnel published in February 2011,
the Ministry of Education, Science and Technology encouraged the educational
offices in municipalities (Cities and Provinces) to create their own programs ofhuman rights training for the teaching personnel under their jurisdiction.9 Table
1 provides information on training for teachers and school administrators.

70

government policies

Table 1. Human rights education/training for teachers and school
administrators by education/ training providers10
Year 2010

Year 2011

Classification

No. ofcoursesNo.
ofclasses

No.
of
hours

No. ofparticipants

No. ofcoursesNo.
ofclasses

No.
of
hours

No. ofparticipants

Providers undercity orprovince
education
offices

188
courses

218

606

15,625263
courses

321

799

25,241

Providersannexedto universities/colleges

10 universities/colleges

32

236

6,609

15
universities/
colleges

33

235

6,398

Total

198

250

842

22,234

278

354

1,034

31,639The Ministry of Education, Science and Technology made human rights
training a mandatory criterion for the qualification training for headmasters,
vice-headmasters and teachers and both the public interest in students humanrights and student human rights ordinances and the public awareness about thesignificance of human rights education have been raised, consequently pushingup the demand for human rights education. However, the tendency is that theeducation or training institutions are usually giving one-off courses on humanrights with limited effects. In this light, it is necessary to develop programs of human rights training and education which are offered on a regular and continuous
basis, to customize the human rights education programs to the target groups
and to bring forth qualified human rights trainers.11
Mongolia12
The State Great Hural (Parliament of Mongolia) adopted the National Human
Rights Action Programme (NHRAP) in October 2003. The NHRAP sets out thedirection and methods of 1) broadening and making efficient the participation ofstate organizations, civil society (particularly, local self-governing organizations,non-governmental organizations [NGOs], and the mass media) and the private
sector in strengthening state efforts to guarantee human rights and freedoms.
It also encourages citizen’s initiatives on this task; and creates mechanisms to71

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

ensure human rights protection, prevent violations, and provide remedies whenrights are infringed.
The NHRAP justification and goal include “reform [of] the system, content
and methodology of education, and [the teaching of] skills necessary to enjoy
and protect one’s rights by promoting public awareness on human rights and legal protection.”13 The NHRAP has provisions on the role of the National Human
Rights Commission of Mongolia (NHRCM) and NGOs in human rights education, and on specific human rights education and training activities.14
The “child-friendly school” project started in Mongolia in 1999. Since thattime, UNICEF, the Government of Mongolia, and other stakeholders have been
active partners in implementing this initiative. The Ministry of Education,
Culture and Science developed a policy document entitled “Policy Frameworkfor Promotion of Child Friendly Schools” in 2004 to promote child rights inevery school.15 This policy document includes basic principles, framework of activities, implementing strategies and administration support, assessment and its
indicators.
The child-friendly schools (CFS) program in Mongolia is designed to address
the country’s challenges in primary and secondary education. The first step of
the “Childfriendly school” initiative in Mongolia was UNICEF ‘s project titled“Primary Education and Community Participation” which was implemented
during the 1999-2002 period. Thirty-five schools from fifteen provinces were involved in this project. The activities under this project mainly focused on enhancing teachers’ and parents’ knowledge and attitude on human rights education and promote equal opportunities at school activities. Also, the pilot schools
had school self-assessment and implemented their respective school development plans for child-friendly schools.
The NHRCM has been implementing the project “Human Rights Educationin Secondary School” with the support of UNESCO since 2005. The objective of
this project is to evaluate how human rights are taught in secondary schools,
develop proposals and recommendations to the relevant authorities, and develop
minimum qualification standards for the teachers of human rights. The main
findings from the evaluation showed that human rights education is still unsatisfactory at the national level. Recommendations for future action based on
lessons learned throughout the study were developed and disseminated to therelevant stakeholders, government authorities and the public.
The NHRCM has published a number of plans and reports relating to humanrights education and promotion. A Strategic Plan 2007-2011 (NHRCM, 2006) includes both general and specific strategies to promote and protect human rights.
Goal 1, and specifically its Objective 3 (Establish and strengthen a human rights
training framework at all levels of education) identifies a clear need for education72

government policies

about and for human rights. The NHRCM was able to set targets and indicatorsthat could be used to improve human rights education generally.16
The Teachers Standards establish criteria to assess the performance of teachers on rights-based learning. It is a useful tool to develop and implement professional development programs and to create a monitoring mechanism to measure
the performance of human rights education at the school level. Also, it can beused by education administrators to provide financial incentives (bonuses) toteachers based on performance results, and to improve the quality of the teachers’ instruction. The NHRCM developed a minimum qualification standard forteachers who are teaching human rights. See the section on teachers in this resource material for the full text of the Teachers Standards.
TaiwanHuman rights education in the Taiwanese school system has been receiving support from the government through a number of projects since 1997. Below is asummary of the various projects and related activities held with the participationof relevant government agencies and non-governmental institutions.
Table 2: Significant Events Promoting Human Rights Education in Public
Schools in Taiwan17
Time

Significant Human Rights Education Events

1997

Workshops on Developing Human Rights Education Materials18 and Workshops of Human Rights Educators19 undertaken collaboratively by Ministryof Education (MOE) and non-governmental organizations (NGOs)

1998

Human rights education was taken into consideration as part of the new
curriculum guidelines at the initial stage of their formation. On the same
year, from March to June, eight half-day Workshops on Developing Curriculum and Materials for Human Rights Education20 undertaken withtwenty-five in-service teachers taking part21

2000

Seed Teachers’ Workshops on Human Rights Education22 held in Taipei,
Kaoshung and Kimen with a total number of participants around 150

April, 2001

Human Rights Education Committee (HREC)23 commissioned by the Ministry of Education (MOE) to undertake projects

April, 2001

MOE started to implement the Project on Human Rights Education(PHRE)24 and called for proposals on several themes: Content Analysis of
Textbooks,25 Comparison between Human Rights Related Issues,26 Comparative Research on Human Rights Education in Different Countries,27
Survey on Human Rights Consciousness of K1-12,28 International Conference on Human Rights Education,29 and Seminar on Human Rights Education Policy30

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Table 2: Significant Events Promoting Human Rights Education in Public
Schools in Taiwan (Cont’d)
2003

Human Rights Education Information Center,31 with the support the
Department of Elementary Education of MOE, started to issue electronicnews on human rights education

2005

Human Rights Education Committee (HREC) reorganized and replaced by
the Human Rights Education Advisory Group (HREAG)32

2005

HREAG collaborated with the National Institute for Compilation andTranslation33 to conduct two projects on human rights education award of
excellence to publications of original works or translations

2005-2007

Project on Friendly Campus Human Rights Education Model School34 undertaken during 2005-2007 period. In 2005, 46 schools were selected as
the model schools, in 2006, 56, in 2007, 36. After review and assessment,
the schools were awarded as first, second and third placers, their experiences documented and records stored as valuable data for more studies
and as models for other schools to copy.

2006

Educational Fundamental Act35 amended to prohibit corporal punishment
in school

2007

Human Rights Education Information Center and Human Rights Resource
and Advisory Center were combined into Human Rights Education Advisory and Resources Center,36 with four goals: 1) To undertake studies onpolicies and curriculums related to human rights education; 2) To collectdocuments and materials related to human rights education; 3) To provide
advice on human rights education affairs, and 4) To enhance and improve
human rights education.

February
2008.

The Advisory and Counselling Group of Human Rights Curriculum andPedagogy (ACGHRCP)37 organized with the assistance of the Department
of Elementary Education of MOE,38 with the aims of providing advice toeducators of human rights in school, and building a bridge between policymakers in the central office and educators in the local areas.

The Ministry of Education (MOE) established the Human Rights Education
Advisory and Resources Center in 2007 with the aim of integrating the resourcesthat facilitate studies on human rights and promote human rights education.
The Center created a database of relevant human rights publications and teaching materials for public use, and actively encouraged networking among the human rights educators. The Center will attempt to deepen the linkage between
theories and practice, provide the resources for non-governmental organizations(NGOs) to build up their theoretical knowledge and, most importantly, translate
their practical experiences into materials for human rights education.39

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government policies

The Center implements the following activities:
a. Database for Human Rights Education
A web-based database for human rights education was set up as the first step.
Information regarding books, periodicals, teaching materials and audio-visual
aids can be obtained on the website. For the longer-term plan, it will build a human rights library open to the academic community and the public. Besides, theCenter will cooperate with international academic institutions and NGOs suchas the International Human Rights Education Consortium and the Asia-Pacific
Human Rights Information Center (HURIGHTS OSAKA) in collecting the teaching materials and syllabuses.
b. Integrating the resources for promoting human rights education
Drawing upon the resources at Chang Fo-Chuan Center for the Study of
Human Rights, the Human Rights Program as well as the Consortium for the
Education of Human Rights, Peace and Development, the Center aims at helping
design a more comprehensive plan regarding human rights education in Taiwan.
c. Helping MOE promote human rights education
The Center will help MOE build up criterions for monitoring human rights
education program in the local governments and schools.
d. Professional Consultation
An open hotline and email address were created so that government officials,
school and the public can easily consult with the Center regarding human rights
education.
In order to promote human rights education and build the bridge between
the central government and local educators, the Advisory and Counseling Groupon Human Rights Curriculum and Pedagogy (ACGHRCP) was organized in 2008
with the assistance of the Department of Elementary Education of the Ministryof Education. ACGHRCP recruited scholars from different universities, expert
teachers and leaders of NGOs to help school teachers implement human rights
education by integrating human rights knowledge, skills and attitude into thecurriculum and pedagogy.40
ACGHRCP undertakes many activities as follows:
1. Hosting of panel discussions in different learning areas
2. Offering counsel and advice on human rights to teachers
3. Hosting annual conferences
4. Organizing in-service teacher training activities, such as reading groups,
workshops, seminars
5. Providing training programs for the leaders of the working team in every
county6. Providing training programs or seminars for members of the working
team in every country.

75

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSACGHRCP also translates international teaching materials into the Chinese
language. It has translated the ABC-Teaching Human Rights: Practical Activities forPrimary and Secondary Schools, and the Human Rights Education Series publishedby Minnesota University. In 2009, the Ministry of Education recruited primary and secondary school teachers to organize the Professional Community of
Human Rights Educators in every county under the guidance of ACGHRCP. The
Professional Community of Human Rights Educators aims to promote humanrights education through a bottom-up approach yet supported by the local educational bureau. It has five main tasks:
1. Prepare members to become competent human rights educators
2. Prepare other teachers in the local communities to become human rights
educators
3. Develop human rights materials and pedagogy
4. Facilitate the development of a human rights culture on campus
5. Organize appropriate activities and events such as workshops, readinggroups or seminars.
Other Institutions
Human rights education receives support from other institutions that have been
mandated by law to promote human rights. These institutions have been established as human rights institutions. In Northeast Asia, Korea and Mongolia
have their respective national human rights institutions: National Human Rights
Commission of Korea (NHRCK),41 and the Mongolian National Human Rights
Commission (NHRCM).42 In Hong Kong, there is a similar institution called theEqual Opportunities Commission (EOC).43 These institutions have human rights
education programs for the school system.
They develop teaching and learning materials on human rights, provide
training for teachers and school administrators, organize activities for young
people (many of whom are students), undertake research to help further develop
the existing human rights education programs and activities. They also submit
policy recommendations to the government regarding human rights in generaland human rights education in particular.
NHRCK recently offered three online programs to help the teachers’ “… selfstudy on human rights: “Human Rights + for Teacher, “Gender Discrimination
Prevention and “Disability Discrimination Prevention.”44 In order to “promote
human rights education in universities and colleges and foster leading universities or colleges in human rights education research to serve as a hub for local networking for human rights education research,” NHRCK signed Memorandumsof Understanding on Human Rights Promotion” with ten universities across thenation.45

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government policies

Similarly, EOC launched an e-learning program for teachers under the “Equal
Opportunities Begin At School” project. This is a new web-based training program
designed specially for teachers and developed jointly by the Equal Opportunities
Commission and the Education and Manpower Bureau.46
The Japanese government, on the other hand, established the Center for
Human Rights Education and Training in 1987 as a foundation that supports
and promotes education and public information on human rights. It undertakes
activities relating to education and public information, training, surveys and research, data collection and dissemination.47
Table 3. National institutions, offices and bodies with human rights functions48
State

NHRI/
GeneralHuman
RightsBody

China----------

National Working Committee onChildren and Women under theState Council

National Working Committee on Persons with
Disabilities under the StateCouncil (mainland China)

Hong
Kong SAR---------------------------

Equal Opportunities Commission

Japan----------

Headquarter onChildren andYouth Issues –Office of thePrime Minister

Gender Equality Bureau,
Cabinet Office

Human Rights Bureau,
Ministry of Justice
Human Rights Commissioners

Korea

National
Human
RightsCommission of
Korea

National Human
Rights Commission of Korea
Ministry of Gender Equality &FamilyNational Human Rights
Commissionof Korea
Ministry of
Gender Equality & Family

National
Human
RightsCommission ofMongolia

National Authority for Children

Mongolia

Child Rights
Commission

Women’s
Rights Commission---------

Other Institutions------------------77

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Table 3. National institutions, offices and bodies with human rights functions(Cont’d)TaiwanPresidential
Advisory
Committee on
Human
RightsChild Welfare
Bureau, Ministryof Interior R.O.C

Departmentof Gender
Equality, Executive Yuan

Consumer Protection
Committee, Executive
Yuan
Department of Social Affairs, Ministry of Interior
Domestic Violence andSexual Assault Prevention
Committee, Ministry ofInterior

Note: NHRI – National Human Rights Institution

Additionally, several international human rights treaties have been ratified
by the countries involved, see Table 4. These international human rights treaties
generally provide the obligation to promote the specific human rights involved.49
Table 4. Ratification of core international human rights treaties50
State

ICERD

ICCPR

ICESCR

CRC

CEDAW

CAT

ICRMW

CRPD

China

√

Signature

√

√

√

√

---------

√

Japan

√

√

√

√

√

√

---------

Signature

Korea(South)

√

√

√

√

√

√

----------√

Mongolia

√

√

√

√

√

√

---------√Note:
ICERD - International Convention on the Elimination of All Forms of Racial Discrimination
ICCPR - International Covenant on Civil and Political Rights
ICESCR - International Covenant on Economic, Social and Cultural Rights
CAT - Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment
ICRMW - International Convention on the Protection of the Rights of All Migrant Workers and Membersof Their Families
CRPD - Convention on the Rights of Persons with Disabilities

78

government policies

Endnotes
1 IV. Education on Human Rights, National Human Rights Action Plan of China (2009-2010),
available at http://english.gov.cn/official/2009-04/13/content_1284128.htm
2 V. Human Rights Education, National Human Rights Action Plan for China (2012-2015), available at www.china.org.cn/government/whitepaper/2012-06/11/content_25619807.htm
3 Ibid.
4 VI. Implementation and Supervision, National Human Rights Action Plan for China (20122015), in www.china.org.cn/government/whitepaper/2012-06/11/content_25619860.htm.
5 Kenzo Tomonaga, “The National Human Rights Education Program in Japan: Some Notes,”
FOCUS Asia-Pacific, issue 30, December 2002, available at www.hurights.or.jp/archives/focus/section2/2002/12/the-national-human-rights-education-program-in-japan-some-notes.html
6 Kenzo Tomonaga, “WPHRE and Human Rights Education Law in Japan: Implications for
the Japanese Local Governments ,” FOCUS Asia-Pacific, issue 57, September 2009, available at www.
hurights.or.jp/archives/focus/section2/2009/09/wphre-and-human-rights-education-law-in-japanimplications-for-the-japanese-local-governments.html
7 Text based on “Ministry of Education of Japan Announces the "Approaches to Teaching
Human Rights Education" (Third Report) to Relevant Entities,” available at www.hurights.or.jp/archives/newsinbrief-en/section1/2008/05/ministry-of-education-of-japan-announces-the-approachesto-teaching-human-rights-education-third-rep.html
8 International Convention on the Elimination of All Forms of Racial Discrimination (First andSecond Report), available at www.mofa.go.jp/policy/human/race_rep1/article7.html.
9 National Human Rights Commission of Korea, Progress Report on the Implementation of theWorld Programme for Human Rights Education in the Republic of Korea, report submitted to theUnited Nations Office of the High Commissioner for Human Rights, undated, page 5.
10 Ibid., page 5.
11 Ibid., page 6.
12 The discussion on the Mongolian government support for human rights is drawn from
Altangerel Choijoo, “Human Rights Education in Mongolian Schools,” The State of Human Rights
Education in Northeast Asian School Systems: Obstacles, Challenges, Opportunities (Osaka: Asia-Pacific
Human Rights Information Center, 2010).
13 Annex to Resolution number 41, 2003 of the State Great Hural, paragraph 11.
14 Articles 1 and 2, NHRAP.
15 Decree 190 of the Education Minister, May 2004.
16 Altangerel Choijoo, “Human Rights Education Program of the National Human Rights
Commission of Mongolia,” Human Rights Education in Asian Schools, vol 11, (Osaka, HURIGHTSOSAKA, 2008), page 21.
17 Edited text of Table 1 in Ruyu Hung, “A Decade of Human Rights Education in Public Schoolsin Taiwan,” The State of Human Rights Education in Northeast Asian School Systems: Obstacles, Challenges,
Opportunities (Osaka: Asia-Pacific Human Rights Information Center, 2010) page 92.
18 Workshop on Developing Human Rights Education Materials, 人權教育教材編輯工作坊.
19 Workshops of Human Rights Educators, 人權教師工作坊.
20 Workshop on Developing Curriculum and Materials for Human Rights Education, 人權教育
課程與教材發展工作坊.
21 Tang Meiying, “Teachers’ training on human rights education: accomplishments and difficulties,” Journal of Taipei Municipal Teachers College, 36 (1), 189-212. (Original text in Chinese)
22 Seed Teachers’ Workshops on Human Rights Education, 人權教育種子教師工作坊.
23 Human Rights Education Committee (HREC). 人權教育委員會.
24 Project on Human Rights Education (PHRE), 教育部人權教育實施方案.
25 Content Analysis of Textbooks, 教科書人權教育內容分析.
26 Comparison between Human Rights Related Issues, 人權相關議題資料彙整計畫.
27 Comparative Research on Human Rights Education in Different Countries, 世界各國推動學
校人權教育之比較研究.
28 Survey on Human Rights Consciousness of K1-12, 高中職以下人權意識調查研究.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
29 International Conference on Human Rights Education, 人權教育國際研討會.
30 Seminar in Human Rights Education Policy, 人權教育政策研究研討會.
31 Human Rights Education Information Centre, 人權教育資訊站.
32 Human Rights Education Advisory Group (HREAG), 人權教育諮詢小組.
33 National Institute for Compilation and Translation, 國立編譯館.
34 The Project of Friendly Campus Human Rights Education Example School, 友善校園人權教
育示範學校計劃.
35 Educational Fundamental Act, 教育基本法.
36 Human Rights Education Advisory and Resources Centre, 教育部人權教育資源暨諮詢中心。
37 The Advisory and Counselling Group of Human Rights Curriculum and Pedagogy(ACGHRCP), 教育部人權教育課程與教學輔導諮詢小組.
38 Department of Elementary Education of MOE, 教育部國民教育司.
39 Text taken from Human Rights Education Advisory and Resources Center, http://hre.pro.
edu.tw/.
40 Text taken from hre-tw.blogspot.com.
41 Visit the website of the National Human Rights Commission of Korea (www.humanrights.
go.kr/english) for more information on its programs and activities on human rights education.
42 Visit the website of the National Human Rights Commission of Mongolia (www.mn-nhrc.
org/eng) for more information on its programs and activities on human rights education.
43 Visit the website of the Equal Opportunity Commission of Hong Kong (www.eoc.org.hk) for
more information on its programs and activities on human rights education.
44 National Human Rights Commission of Korea, op cit.
45 Chonnam National University (2006); Yeungnam University (2007); Inha University (2007);
Hanyang University (2007); Korea University (2007); Ewha Womans University (2007); Chonbuk
National University (2007); Chungnam National University (2008); Pusan National University(2008); and Gyeongsang National University (2008). Ibid., page 3.
46 "Equal Opportunities Begin At School" can be accessed at http://equaled.hkedcity.net.
47 Visit www.jinken.or.jp for more information on the Center for Human Rights Education andTraining.
48 This table is a revised version of the table on national human rights mechanisms in several
countries in Asia published in Jefferson R. Plantilla and Salbiah Ahmad, editors, Law, Jurisprudence
and Human Rights in Asia (Kuala Lumpur: SIRD, 2011), pages 340-341.
49 “Since the R.O.C Taiwan is not a member state of the UN, the instrument of ratification or accession cannot be deposited at the UN and therefore the elements for international treaties to become
effective in the State are incomplete. To address this issue, the R.O.C has drafted the “Conclusionof Treaties Act” and the “Provisional Act Governing the Incorporation of Multilateral Conventions
into Domestic Laws” to guide the practice before the R.O.C can reinstate its representation at theUN. It is expected that these Acts will provide a solution to the issue of not being able to deposit the
instruments of ratification, accession, acceptance and approval after signing international treaties.
For example: Act to Implement the International Covenant on Civil and Political Rights and theInternational Covenant on Economic, Social and Cultural Rights, promulgated on April 22, 2009.”
Based on www.humanrights.moj.gov.tw/mp205.html.
50 As at 13 February 2013, United Nations Treaty Collection, http://treaties.un.org/Pages/
Treaties.aspx?id=4&subid=A&lang=en. This table is a revised version of the ratification table forSoutheast Asia in Jefferson R. Plantilla, “ASEAN and Human Rights,” FOCUS Asia-Pacific, 53/2008,
page 6.

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Local Government Initiatives:
Human rights education in the school system benefits from the initiatives
at the local level particularly with the support of the local government. Several
examples in Northeast Asia show that local government support is an indispensable part of the learning and practice of human rights by the young, as well as
the general public.
A. Children‘s Free Talk1
Tsurugashima City, about 45 kilometers north of Tokyo, has a population of
69,000. Formerly a rural area, it experienced rapid urbanization. Its population
shot up since 1965. Its administrative status changed from village to town in1966 then to city in 1991. Libraries and other social education facilities (staffedwith qualified social education officers, librarians and other personnel) were established considering the milieu of the people’s daily lives. This environment
contributed to active learning by the people, and their high awareness throughthese activities led to community-building based on people’s participation.
The City ensures various forms of people’s participation in social education,such as in the management councils of public halls and community centers.
But prior to 2000 no such system for people’s participation existed in the area ofschool education or administration of educational policies as a whole. The creation of the Education Council (composed of representatives of schools, education administration, parents, and people in general) in 2000 enabled the people
to pay attention to the participation of children.
Children as small community builders
In 2001, the Board of Education in the City identified children as ‘small community builders,’ and placed child participation issue as its focus. The conceptof children as ‘small community builders’ means that they are actors as well as
partners for cooperation in community building at present and are also responsible for community building in the future. The idea is in line with results of theSpecial Session of the United Nations (UN) General Assembly on Children in
2002.2
Based on this idea, the City started in 2002 the annual “Children’s Free Talk”
as a way to ensure expression of views and participation by children, as well as toreceive views on the City’s “Basic Principles on Education.”

81

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS“Children’s Free Talk” is an initiative to incorporate the views of the children
in the development of educational policies. It involves children from 4th grade
primary school up to senior secondary school. Ten to twenty children participate each time on a continuing basis. The experience shows that for children to
become active participants as ‘small community builders,’ public relations andawareness-raising alone are insufficient. And for child participation to take root,building upon small initiatives such as this is essential.
New competencies of adults
UNICEF, which globally advocates child participation based on theConvention on the Rights of the Child, states that in order to promote child participation, “adults must develop new competencies of their own.”3 Adults “mustlearn how to effectively elicit the views of children and young people and to recognize their multiple voices, the various ways children and young people express
themselves, and how to interpret their messages, both verbal and non-verbal.”
Further, they “must ensure that there is opportunity, time and a safe place forthe opinions of children and young people to be heard and given due weight.” Itsees the need of adults involved with children to develop their “own capabilities
to respond appropriately to the messages and opinions of children and young
people.”One of the characteristics of “Children’s Free Talk “ is its emphasis on the roleof the facilitator, who has expertise and techniques in child participation. A facilitator elicits the views of children and promotes their participation. Tsurugashima
City sees the role of the facilitator as someone who creates an environment inwhich each participant can express what she/he is thinking, organizes various
views based on the agreement of the participants, and assists them in forming
new ideas. While facilitation is a very engaging task it still respects the independence of the participants in all situations. The facilitator, therefore, is key
to making children express their views, and it is not an exaggeration to say thatthe success of child participation initiatives depends on him/her.4 That the importance of the facilitator is recognized is due to the City’s climate of respect forexpertise in education.
This does not mean that the initiative is dependent on outside facilitators.
The Board of Education staff, who have been participating in the “Children’sFree Talk”, compiled a document on how adults can be involved with children to
promote their participation. It provides eleven points such as the importance ofadults waiting without giving instructions or assistance until the children themselves become aware and start to act, and recognizing that children can learn
from mistakes.

82local government initiatives“We want to talk more”
With the adults’ “waiting and assisting” drawing forth the strength of thechildren, they (children) started to act on their own, voluntarily initiating discussions in the “Children’s Free Talk.” Children with disabilities also participate.
Through continued involvement of members of the Education Council and local
government officials and the building of trust with children, their (children’s)
voices such as “we want to talk more,” or “once a month is not enough,” can beheard. Many municipalities face the problem of non-participation of children
even in organizing events for them, or the decreasing number of participating
children over time. In “Children’s Free Talk,” this problem does not exist. On thecontrary, the children are asking, “When is the next meeting?” and they have somuch fun during the discussions.
A number of proposals have been directly incorporated in the “Basic Principles
on Education” from the discussions in “Children’s Free Talk” such as cutting thenumber of times the students clean the classrooms so that more time can be allotted to play, development of curriculums and schools based on the children’s
evaluation, adoption of measures to make the children themselves realize the significance of child participation, promotion of participation of children as official
members of school councils, and study of the possibility of on-site inspection ofschools by children from other schools.
The primary schools in Tsurugashima City have already started to cut thefrequency of school cleaning to create more time for children to play. Children
welcomed the move saying, “we can play as much as we want,” and “the teacher
started to tell us stories.” School has become a “fun place.” Child participation
on a school-wide basis has also started to take place, such as festivals in whichchildren’s groups were the main organizers.
The case of Tsurugashima City, which fulfills child participation without local ordinances, indicates that child participation is possible in any municipality.
Even though there is probably declining birth rate, there are children in any village, town or city. It is now the adults’ turn to change so that they can support
the participation of children.
B. Kawasaki Child Rights OrdinanceWith the ratification of the Convention on the Rights of the Child, local governments in Japan started to “compile various measures focused on child rights.” A
city in Hyogo prefecture enacted in December 1998 the “Kawanishi City Child
Rights Ombudsperson Ordinance” in response to the incidents of bullying including those resulting in suicide.5 The ordinance established an independent
body for consultation and redress, and was meant to work closely with childvictims.6

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Kawasaki City Ordinance on Child Rights
Following the Kawanishi city example, the Kawasaki City in Kanagawa prefecture enacted the Ordinance on the Rights of the Child on 21 December 2000
(Kawasaki City Ordinance No. 72), and revised it on 29 June 2001. Its preambularparagraphs state, among others, that7[E]ach and every child is an individual human being, who has unique worthand dignity. The child wishes that his/her individuality and difference from others be accepted and that respect be given to what he/she naturally is.
The child is a full subject of rights. Under the international principles including the best interest of the child, non-discrimination and respect for the viewsof the child, his/her rights shall be guaranteed comprehensively and in reality.
These rights are indispensable for the child to realize him/herself and lead a lifeof his/her own with human dignity.

Thus, the Ordinance considers children as “partners, who form society withadults”:
As members of the present society and as responsible actors of the future society, children have specific roles to play through the involvement in the design
and formation of society as well as the right to participate in society. For this andother purposes, society shall be open to children.

List of Rights
The Ordinance defines a child in accordance with the definition under theConvention of the Rights of the Child. It has a chapter on “Important Rightsof the Child as a Human Being” and lists rights, though not including all therights provided in the Convention of the Rights of the Child. Following are thelisted rights:
1.
2.
3.
4.
5.
6.
7.

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The right to live in security (Article 10)
The right to be natural and comfortable self (Article 11)
The right to protect him/herself and to be protected (Article 12)
The right to enrich him/herself and be empowered (Article 13)
The right to make decisions by him/herself (Article 14)
The right to participate (Article 15)
The right to receive support in accordance with individual needs (Article 16).

local government initiatives

Responsibilities
It has provisions on the responsibilities of the local governments, parents, officials of educational institutions, community and employers as in the following:• The city government of Kawasaki has the responsibility of respecting andguaranteeing child rights (Article 3);• Parents and guardians have the responsibility to
1. Protect the rights of the child (Article 17)
2. Support the upbringing of the child (Article 18)
3. Not to inflict corporal punishment on, or abuse, the child (Article
19)• Officials of educational institutions have the responsibility to:
1. Improve the growing and learning environment of the child (Article
21)
2. Establish and maintain arrangements for safety management(Article 22)
3. Prohibit abuse and corporal punishment (Article 23)
4. Prevent bullying (Article 24)
5. Appropriate handling of the documents and other information on
the child (Article 25).
The Ordinance has provisions on the role of the community being the “place
where the child grows up and which enriches his/her relationships together withthe home, growing and learning institutions and cultural and sports facilities.”
The city government is required to• “seek for community planning aiming at the improvement of childrearing and educational environments where children’s activities can beundertaken in safety, so that the rights of the child can be guaranteed in
the community.”• “make efforts in the community to develop organizations, in which children, their parents, institution personnel and other residents spontaneously undertake consultation and other activities on child-rearing andeducational environments in the community, and to provide support totheir activities.”
Child Participation
The Ordinance also has a chapter on child participation. One feature of this chapter is the organization of “Kawasaki Children’s Conference.” This conference• “shall be administered through voluntary and spontaneous initiatives bychildren”

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS•“may shape common views of the participating children in agreed ways
and submit them to the Mayor.”

The City Mayor “and other executive bodies shall respect such views of theChildren’s Conference.” (Article 30(4)). Also, the City government “shall makeefforts to make arrangements for children’s participation in and hearing children
on the establishment and administration of the City’s facilities for children’suse.” (Article 34).
The City government implemented the Ordinance by setting up mechanisms
such as the “Kawasaki City School Education Promotion Conference” and the“Kawasaki City Children’s Forum.” As one report states8
A school education promotion conference (consisting of teachers, guardians,
local residents and students) was established in every primary, junior and seniorsecondary schools in the city through which students take part in school management. The Kawasaki City Children’s Forum is a committee that proposes children’s views and opinions to the Kawasaki city government.

There seems to have also been an impact on the human rights awareness ofthe children. A 2005 survey of ”four thousand five hundred children between
eleven and seventeen years old in 2005 showed 72.9% of the respondents said
they had a sense of self-approval.” And many local legislative bodies enacted
their respective child rights ordinances.9
C. Child Friendly Cities10
The initiatives in the cities of Tsurugashima and Kawasaki relate to the promotion of “child friendly cities” in Japan following the UNICEF program on thesame concept. The experiences of the cities point to “nine building blocks” thatcomprise “child friendly cities”:
Children’s participation• Enactment of ordinances/charters for children (e.g. Kawasaki City, Kosugi
Town, Tajimi City, Kochi Prefecture, Machida City, Takahama City)• Development of plans for children (e.g., Kunitachi City, Nishi Tokyo
City, Tachikawa City)• Establishment of Children’s Parliament (e.g., Miyagi Prefecture, Nakano
Ward and many other examples)• In the process of building and operating facilities for children (e.g., Omi
Hachiman City, Suginami Ward, Machida City, Kawasaki City)• Education administration and reform (e.g., Tsurugashima City, Makubetsu
Town, Kochi Prefecture)86

local government initiatives••

Training of children’s supporters (e.g., Omi Hachiman City, Shiga
Prefecture, Kawasaki City)
Promotion of children’s participation by civil society organizations/non-profit organizations (NPOs) (e.g., Forum for the Convention on the
Rights of the Child, Play Park, Childline)

Legal framework• Ordinances aimed at dealing with specific issues concerning the protection
and promotion of child rights (e.g., the provision of remedies throughombudspersons in Kawanishi City, Ginan Town, Saitama Prefecture)• Ordinances laying out guiding principles for policies concerning children(e.g., Mino City, Setagaya Ward, Chofu City)• Ordinances aimed at comprehensive protection and promotion of childrights (e.g., Kawasaki City, Naie Town, Kosugi Town, Tajimi City, Meguro
Ward, Uotsu City, Toshima Ward, Nabari City, Memuro Town, Gifu City)
Policies for children• Most of the municipalities have developed plans to support child-rearing
in accordance with the law requiring them to do so. However, very few ofthem reflect a rights-based approach in their plans. In the municipalities
where the members of the General Research Institute on the Convention
on the Rights of the Child (GRI-CRC) are involved, including KunitachiCity, Tachikawa City, Nishi Tokyo City and Yachiyo City, a rights-based
approach has been likely to be reflected in the plans.
Structures for children• Policies for children tend to be compartmentalized in the fields of welfare,education, delinquency prevention, etc. In particular, the concept ofchild rights tend to be neglected in the field of education.
• With a view to overcoming such problems, some municipalities (e.g.,
Fukuoka City, Sapporo City) have attempted to integrate administrative
structures for children.
Assessment and evaluation• Only a few examples of child rights assessment and evaluation system inlocal government structures exist so far (e.g., Kawasaki City, Tajimi City).
Special budget• Due to financial constraints, local governments have difficulty formulating
special budget for children.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Situation analysis• While many municipalities undertake research on the situation of children, only a few municipalities, such as Kawasaki City, undertake periodic reviews.
Making child rights known• The municipalities that have enacted ordinances for children tend to
make more efforts to make the Convention on the Rights of the Childknown.
Advocacy for children• An independent Ombudsperson for Children was first established inJapan in Kawanishi City, followed by some other municipalities, such as
Ginan Town, Saitama Prefecture, Kawasaki City and Tajimi City.
• The Ombudsperson for Children’s Human Rights (Kawanishi City)
receives complaints and provides remedies, especially through restorative
processes (children’s participation in the process, recovery of self-esteem,
empowerment of children). It is supported by multidisciplinary staff(law, welfare, psychology, medicine, NPO) and collaborate with the local
board of education. See Figure 1 for the processes involved in dealing
with cases.
Child-friendly initiatives of city (and also prefectural) governments necessitate the adoption of rights-based approach in the processes involved. But theemployment of this approach is often challenged by those who stress children’s
duties.
There is also reluctance in the establishment of child advocacy systems
because of perceived increase in material and human burdens.
c. Human Rights Subway
1. Gwangju city11
Gwangju is a city well-known for its stance on righteousness that have stoodat the forefront to overcome national crisis whenever the nation faced difficulties throughout Korea’s five-thousand-year-long history. Notably, the May 18th
Gwangju Democratic Uprising, which galvanized the development of democracyin the Republic of Korea, had a significant impact on the democracy and humanrights movement not only in Asia but throughout the world. Based on such traditions and spirit, Gwangju hosted the Summit of Nobel Peace Laureates in 2006
and the World Women’s Peace Forum in 2007, conveying to the entire world themessage of democracy, human rights and peace, which embody the universal
spirit of humankind.

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local government initiatives

Figure 1. Kawanishi City Ombudsperson for Child Rights
Kawanishi Ombudspersons for Children’s Human Rights:
FLOWCHART
Anyone can express concerns about humanrights matters for the children in the City.

Application forContinued

advocacy/remedies

consultation

non-residents

Referrals//anonymous

Information

residents, students

Media and othersources

Mediationor employees in theCity
no investigation

Self-resolution with the

Ombudspersons’Ombudspersons’ support

own information

Decision on what to do

Investigation

Suspend/close the case

Necessary and appropriate action(a) Recommendations or letters of proposals for remedial measures (in specific cases;to the city organs)(b) Expression of views or letters of proposals for institutional improvement (to thecity organs)(c) Request for remedial measures (to those other than the city organs)(d) Notification of the results (to those other than the city organs)(e) Request for reports on remedial measures (if necessary, to the city organs)(f) Publication of the results (if necessary)* (a) and (b) can be repeated if necessary in the light of the city organs’ responses. The
city organs include the board of education and public schools.

Annual report to the Mayor* The columns with double lines indicate formal actions by the Ombudspersons.

Publication

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSIn order to contribute to the growth of democracy and human rights, the cityof Gwangju is involved in the development of human rights index, constructionof the Human Rights Peace Center and Human Rights Park, the promotion ofinternational exchanges and expansion of inter-Korean cooperation focusing on
the city’s long-held philosophy of human rights and peace. The United Nations
concept of human rights city is also being promoted.
Gwangju Metro is affluent with composure and joy in every stop. Considering
the traits of each station, the stations have their respective themes that citizens
love. Theme stations that hold the memories and pride in the hearts of residents,and express a bright future, are loved as places for field experiences of the young
generations.
Among the eight stations with specific themes, several stations explicitly
include human rights as theme. The themes in these stations are described asfollows:
5.18 Memorial Hall
Munhwajeondang station – You can experience the 5.18 event, the proudhistory of Gwanju, and engrave the spirit of democracy, human rights and peacein your heart. The pavilion consists of five openings: stage of the uprising, history, democratization, culture and 5.18 chronicles. It provides you with realistic experience of 5.18 democratic movement, 5.18 event in the world and site
information.
Gwangju students independence movement memorial pavilion
Geumnamno 5 ga station - There are exhibitions on the chronicles of student
movements during the Japanese colonization, site & relic guides, and the threegreat independence declarations along with photographic data. This is a great
tourist site since [nearby] are Gwangju student independence history museum
and Gwangju Jeil high school where the movement started.
World human rights pavilion
Seongjeong park - It provides various works of major artists, and the chance
to experience the works of artists in the region. There is space for the exhibitionof major artists in the region along with the memorial booths of literary figureslike the poet Lee Subok. It also allows poetry recitals that citizens can participate[in]. It is a communication channel where anyone can recite poetry and discuss.

2. Busan city12“We can explore human rights from everywhere” is the idea behind thesetting up of human rights exhibitions in subway train stations in Busan city.
The project was conceived and implemented by the National Human Rights
Commission of Korea and Busan Transportation Corporation.

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They aimed to promote human rights and spread the culture of respect for human rights through the train station exhibits. They relay the following message:
Human rights can be protected with respect and care. The culture of respectfor human rights starts from “knowing human rights.”

The human rights exhibition at Mulmangol station of Busan subway line 3
opened in 2009. The Mulmangol station human rights exhibition is linked toa library that functions as human rights information center and home for human rights movement. There is also a human rights classroom, meant for humanrights education. There is space in the human rights exhibition where activities
can be held, such as activity on experiencing disabilities. The art gallery displays
human rights-related paintings, photos and various art works. Lastly, there is astage that can be used for human-rights-themed performances. People can use
those facilities for free. The Mulmangol Station office and the Busan office of
National Human Rights Commission of Korea run human rights education programs for students and adults. Also, they welcome any kind of field trips andobservations.

Busan Mulmangol Human Rights Themed Station

D. Human Rights Learning Studio13
Kaohsiung is the first internationally recognized human rights city in Taiwan
in view of its human rights initiatives, namely, the creation of a Human Rights
Committee, the establishment of a human rights course in the Open University

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Pillar decoration: “Abolish gender discrimination” (Busan City).

The art gallery displays human-rights-related art works (Busan City).

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local government initiatives

Public Forum in Human Rights Learning Studio.

Display in the Human Rights Learning Studio.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

of Kaohsiung, the consideration of the adoption of a Human Rights Ordinance,
and the establishment of “Human Rights Learning Studio” in a major train station in the City.
The City inaugurated the Human Rights Learning Studio (Studio) on 19
November 2009 in the Kaohsiung Rapid Transit (KRT) Formosa Boulevard station. The date of inauguration is significant for being the 30th anniversary of the
Formosa Incident and the ending of the “2009 United Nations International Yearof Human Rights Learning”.
The Studio was established by the Kaohsiung City Human Rights Committee
to promote human rights and human rights education in the city. The Open
University of Kaohsiung, an institution supported by the Kaohsiung City
Government, manages the Human Rights Learning Studio. The university develops and implements the activities of the Studio.
The Studio fully utilizes its space in the KRT Formosa Boulevard station. With
proper decorations and furnishings, it has become a platform for human rights
information displays (publications, e-learning, etc.), a multi-functional space forhuman rights learning for passengers, and also a venue for dialogue where human rights groups can hold various events.14 The Studio provides train passengers
many stories about Kaohsiung as a human rights city, holds monthly humanrights events such as symposiums, seminars, film appreciation, reading sessions,creative forums, music performances that allow the public to access, learn, andunderstand human rights in ways that are close to their daily lives. As a result,the events are widely praised and the Studio has gradually become a place forschool field trips.15
Since its inauguration, a variety of the activities have been held at the studiosuch as the following:
1. Human Rights Salon: Stories of New Immigrants in Taiwan (6 March
2010) - members of the academe, city councilors and a Vietnamese immigrant
discussed the human rights status of new immigrants in Taiwan and how to improve the realization of their rights.
2. The Labor Force: “Is the Labor Force Next in Line to Experience Extreme
Poverty?” (28 May 2010) - members of the academe and representatives of laborgroups discussed labor issues arising from the rapid and dramatic changes in various industries, especially the deteriorating financial situation of the labor force.
3. Seminar on the Care for Aboriginal Culture (12 June 2010) - a lead singer
of an indigenous music band, a music composer, the chairperson of the city commission on indigenous affairs, and an academic discussed the gradual loss oftribal rituals, traditional arts and organizations and the widening generation gap
within indigenous communities that lead to loss of legacies and cultural heritage.
4. Training Program for Volunteers of Human Rights Tour in Kaohsiung (23to 31 October 2010) – volunteers obtained knowledge and deep understanding94

local government initiativesof the culture of the human rights city so that they can promote human rights
learning, enjoy the culture of the human rights city, and help citizens and foreign
guests to better understand the culture of Kaohsiung as a human rights city. Aftercompleting the training, volunteers set up the “Volunteer Group of Kaohsiung
Human Rights Tour” on 10 December 2010, International Human Rights Day,and launched human rights city tour services.
5. Human Rights of Female Workers: Stories of those Women (29 November2009) - a documentary film director discussed the human rights situation of female workers and the labor rights situation.
6. Human Rights for Children: All the Invisible Children (24 April 2010)– the director of The Child Welfare League Foundation, southern Taiwan office,and a professor at the National Ping-tung University of Science and Technology
discussed issues about protecting children’s human rights.
7. Civil and Political Human Rights: Tears (22 May 2010) - a film director, alead singer of the “Shining” band, and the director of Kaohsiung Bar Associationand convener of human rights committee, discussed civil and political rights andtransitional justice issues.
8. Single-Family Human Rights: Can’t Live Without You (3 September 2010)– the director of Dawn Women’s Visions Foundation, and a member of Kaohsiung
Bar Association discussed the protection of rights of single-member families.
9. Next Stop: Human Rights (9 December 2009) - a group of students from
National Sun Yat-sen University, Kaohsiung University, and other southern universities worked with professors from Open University of Kaohsiung and completed the human rights book Next Stop: Human Rights to let the public know how
the younger generation perceived and felt the extent of human rights realizationin Taiwan, and to promote the importance of long neglected human rights.
10. Serial Event of Month of Human Rights Creations: “Whose Human
Rights?” (31 July 2010) - this consisted of the awarding ceremony for the
Illustrations Competition and Book Release of Human Rights Passport. This event
aimed to present the concepts of human rights in various forms and to get thembetter understood by the public through the display of illustrations.
11. Serial Event of Month of Human Rights Creations: Urban Human Rights
Music Festival (27 August 2009) - to present the diverse facets of human rights,“Urban Human Rights Music Festival”, one of the serial events during the monthof human rights creations, musicians created and performed human rights music.
12. Annual Kaohsiung City Human Rights Press Prize - established on 10
December 2011, it aims to encourage the public and media to report and record
human rights issues. The annual awarding event is designed to make people realize the meaning and importance of human rights guarantees and their development through people’s voices.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe Director of the Human Rights Learning Studio pointed out the value ofthe Studio:16
The Human Rights Learning Studio belongs not just to Kaohsiung citizens but
also to everyone who loves and cares about human rights. In addition, Formosa
Boulevard Station is no longer merely a pass-by transfer point but has been transformed into a “Transferring Center of Human Rights Concepts” and a place forpeople to learn, love and take care of human rights. Through the holding of various events, human rights are embodied, and every citizen can use the studio tolearn about human rights and incorporate them into their lives!

And the Mayor of Kaohsiung commented that in the Studio17
on the human rights wishing tree, many people wrote down their wish [on] human rights, and we hope that everyone in the government and public can be aprotector of human rights, because enhancement and protection of human rights
value will never be a coincident. We hope every city is heading forward to becoming a human rights city eventually so that human rights wish is truly fulfilled andcompleted successfully.

F. Charter for Foreign Residents18
Ansan City, home to one of the largest foreign communities in Korea, has become the first region to implement a set of guidelines designed to protect thehuman rights of foreign residents.
The industrial city will put the measures into effect from next month, a city
official said.
The self-imposed decrees urge both Koreans and employers there not to discriminate against foreign nationals due to their nationality, race, skin color, language or culture.
The city also pledged to come up with measures to keep non-Koreans frombeing unfairly treated at work or in using public services.
The guidelines have no legally binding force but city officials said they are toencourage the central government to pay more attention to the human rights offoreign residents and, in the long run, enact legally binding rules.
“Ansan is an international city where more than 40,000 people from fifty
countries live shoulder to shoulder. But many of them still face various [formsof} discrimination due to their different appearance, language, and culture,” theofficial added.
“In particular, lack of state attention has been blamed for hardship troubling
migrant workers, mostly from Asian countries. We came up with the guidelines
to create a more foreign-friendly environment.”

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local government initiatives

The official said Gwangju, in South Jeolla Province, and Jinju, in South
Gyeongsang Province, are also working to declare similar guidelines. A special committee comprising fifteen human rights experts and foreigners will belaunched to review and upgrade the regulations.
In the meantime, the provincial city has run a call center and consultation
center to help foreigners cope with any type of discrimination.
Victimized foreigners can seek instant help by calling 1644-7111. Services areavailable in the native languages of China, Thailand, Mongolia, Indonesia, thePhilippines, Russia, Pakistan, Sri Lanka, and also English and Korean languages. Face-to-face consultation is also available at the city’s Migrant Community
Service Center.
F. Ordinance on Student Rights19
The Gyeonggi Provincial Council in Korea enacted in September 2010 an ordinance on student rights. The Ordinance prohibits in all primary, lower and upper
secondary schools in the province the following:• Corporal punishment. This is opposite to the position taken by the
Ministry of Education, Science and Technology (MEST) that “[I]f it isunavoidable for educational purposes, teachers may discipline students
with corporal punishment using a linear punishment instrument madeof wood measuring 1 to 1.5 cm in diameter and up to 50 to 60cm inlength.”• Hairstyle requirement. But each school may decide on the rule regarding
particular hairstyle (such as permanent waves and dyed hair color).
• Random searches of students’ belongings• Compulsion on nighttime self-study and attendance in supplementary
classes• Use of cellphones (except inside the classroom)• Discriminatory treatment such as forcing withdrawal of enrolment because of pregnancy or childbirth, or the practice of forcing students to attend events for particular religions or to attend religious courses without
the possibility of substitution.
In addition, under the ordinance, the Gyeonggi Provincial Office of Educationmust establish a twenty-member student human rights review committee withfive members being “student human rights advocates and given the authority toinvestigate instances of student human rights violations.”
The twenty-five regional offices of education, on the other hand, are required
to establish student human rights centers.
The ordinance met resistance from school principals and teachers who argued
that it would bring chaos in the schools. But the provincial education official

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

who promoted the ordinance saw the need to break the prejudice that “rights
issues and education are in conflict, saying expanding students’ rights does notmean restricting teachers’ authority.”
A year later, in 2011, the Gyeonggi Provincial Office of Education surveyed
6,000 students and 1,500 teachers and school officials about the ordinance. The
survey results “showed some 84 percent of the students replied that the ordinance has brought positive changes to their school life. About 55 percent of theteachers also said they regard it positively.”
In January 2012, the Seoul Metropolitan Office of Education passed its own
version of student rights ordinance.20
G. Student Activities
On 16 December 2009, in celebration of the International Volunteer Day forSocial and Economic Development, the students of Jinling Secondary School in
Nanjing City in Jiangsu Province, China carried out a behavior-art activity to
spread the knowledge of human rights. They played violin, presented dactylology (spelling words using fingers) and gave out handbills.21
On 10 December 2010, in celebration of Human Rights Day, the local government of Wangluo Town in Xiangcheng County in Henan Province, China held apublicity activity to disseminate legal knowledge on population and family control policy using billboards, brochures, and consultation. It aimed to increase thepublic understanding of the right to life, liberty and personal security, the rightto freedom of expression, right to hold opinions, and the fact that the current
policy intends to protect human rights.22
On 8 December 2011, the local community of Baihuayuan in Nantong Cityin Jiangsu Province, China organized the publicity activity on “Human Rights
Day”, handing out flyers and collecting expectations and feedback on humanrights, in order to raise the public awareness of protecting human rights.23
On 6 December 2012, students in the Affiliated Primary School of Liaocheng
University in Liaocheng City in Shandong Province, China had a presentationon “Human Rights Protection”, to celebrate the coming Human Rights Day. The
organizer taught the basic knowledge of individual rights protection by situation
simulation, interactive activities and storytelling. The students were encouraged
to become “human rights defenders” by protecting themselves.24
In celebrating Human Rights Day on 10 December 2012, the students ofHuangjue School in Yangzhou City in Jiangsu Province, China gave a lectureon the subject of “Respect and Protect Human Rights” in their weekly flag-raising ceremony, in order to promote public awareness of human rights, especiallyamong primary school students.25

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H. Web Portal for Human Rights26
Gwangju City opened on 11 March 2013 a web portal for human rights(Democracy and Human Rights Portal – www.gjhr.go.kr). It combined two existing websites the Cyber Human Rights Center of Gwangju Buk-gu, and the World
Human Rights Cities Forum, in order to enhance web accessibility and provide
extensive information about human rights.
The portal promotes human rights and the World Human Rights Forum
hosted by Gwangju City, in addition to offering human rights counseling, andintroducing investigation and resolution of human rights infringement cases. It
also utilizes social network services, such as Facebook and Twitter to strengthencommunication with the general public.
Endnotes
1 This is an excerpt of the article of Yoshie Abe entitled “Fostering a Culture of Child Participation:
The Case of Tsurugashima City” published in issue 42 of FOCUS Asia-Pacific. Full text of the article
available at www.hurights.or.jp/archives/focus/section2/2005/12/fostering-a-culture-of-child-participation-the-case-of-tsurugashima-city.html)
2 For more information about the United Nations General Assembly Special Session, refer tothe document entitled “A World Fit for Our Children” and visit www.unicef.org/specialsession/highlights/index.html
3 UNICEF, The State of the World’s Children 2003 (New York: UNICEF), page 2.
4 See Tsurugashima no Kyouiku (Education in Tsurugashima Newsletter), volume 107(Tsurugashima: Board of Education), page 6.
5 Akihito Kita, “Child Rights Education in Japanese Schools,” Human Rights Education in AsiaPacific, volume 2 (Osaka, HURIGHTS OSAKA, 2011) page 155.
6 See Akito Kita, et al., Kodomo Ombudsperson Kodomo no SOS wo Uketomete (Children’s
Ombudspersons: Receiving SOS from Children) (Tokyo: Nippon Hyoronsha, 2001); and Aramaki, etal., Kodomo-Shien no Soudan - Kyusai (Advice and Aids for Child Support) (Tokyo: Nippon Hyoronsha,
2008).
7 The English text of the Ordinance is taken from “The Kawasaki City Ordinance on the
Rights of the Child Kawasaki City Council,” in www.childfriendlycities.org/en/to-learn-more/
examples-of-cfc-initiatives/japan
8 Kita, op. cit., page 158.
9 Ibid., pages 158 and 159.
10 The information in this section is derived from the report of the General Research Instituteof the Convention on the Rights of the Child (Japan) entitled “Present Status of and Challenges in“Child Friendly Cities” in Japan,” 11-12 September 2006.
11 The text of this section is taken from “Introducing Gwangju,” www.gwangju2015.com/
index.sko?menuCd=BB06002000000, and Gwangju Subway, www.gwangjusubway.co.kr/engsubway/
cultural/Cultural03.jsp.
12 All materials used here have permission from the blog of Busan office of National Human
Rights Commission of Korea (http://blog.naver.com/human1331/).
13 The discussion in this section is based on the 2010 Human Rights Learning Studio Report. The
full report is available at http://hr-learning.ouk.edu.tw/database/data_engpublish_p5_5.html.
14 Weng-Ying Hsu, “City Transfers Human Rights Values,” in 2010 Human Rights Learning
Studio Report, op. cit., page 3
15 Liguong Su, Human rights makes Kaohsiung more beautiful,” in 2010 Human Rights Learning
Studio Report, op. cit., page 2.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
16 Hsu, op. cit., page 3.
17 Chi Chen, “The value of human rights is supreme,” in 2010 Human Rights Learning Studio
Report, op. cit., page 1.
18 Si-soo Park, “Ansan Institutionalizes Human Rights Charter for Foreign Residents,” Korea
Times, 9 March 2009, www.koreatimes.co.kr/www/news/nation/2011/04/117_40961.html.
19 The text in this section is based on Hong Yong-duk, “Gyeonggi Province liberalizes student regulations,” The Hangkroyeh, 18 September 2010, at www.hani.co.kr/arti/english_edition/e_national/440444.html; First student rights ordinance proclaimed in Gyeonggi Province, Yonhap News
Agency, at http://english.yonhapnews.co.kr/national/2010/10/05/81/0302000000AEN20101005003
700315F.HTML; Na Jeong-ju, Ordinance on students’ human rights gets mixed evaluations, Korea
Times, 5 October 2011, at www.koreatimes.co.kr/www/news/nation/2013/01/117_96129.html.
20 John Power, Is Seoul’s student rights ordinance proper?, The Korea Herald, http://nwww.
koreaherald.com/view.php?ud=20120220001190.
21 The video is available at www.56.com/u46/v_Njg5MDEwNDM.html, accessed on 16
February 2013.
22 The news is available at www.ha.xinhuanet.com/zrzh/2010-12/13/content_21615324.htm,
accessed on 16 February 2013.
23 The news is available at www.js.xinhuanet.com/ccq/2011-12/13/content_24325936.htm,
accessed on 16 February 2013.
24 The news is available at http://pic.gmw.cn/channelplay/6200/679109/page_1_0/0.html, accessed on 16 February 2013.
25 The news is available at www.hjhjxx.com/bencandy.php?fid=58&id=714, accessed on 16
February 2013.
26 Gwangju City Runs a Web Portal for Human Rights, Human Rights Monitor South Korea, at
www.humanrightskorea.org/2013/인권정보-한눈에-광주시-민주인권포털-운영/100

Teachers for Human Rights Education:
Teachers comprise a very significant part of human rights education, being
the people who directly interact with the students to facilitate the learning of
human rights.
At the same time, there are organizations of teachers that perform tasks that
support the teachers in their classroom and school activities. These organizations
provide materials (teaching-learning materials, survey reports, etc.) and opportunities (workshops, seminars, conferences) for teachers to improve the teaching
and learning processes on human rights.
Below are examples of teachers’ organizations and teacher-related inititatives in Northeast Asia that help promote human rights education in the school
system.
a. ZENDOKYO and FURITSU JINKEN
On 6 May 1953, educators in nine prefectures (Kyoto, Osaka, Hyogo, Wakayama,
Nara, Shiga, Okayama, Tokushima and Kochi) and two cities (Kyoto and Osaka)in Japan founded a national federation of teachers to support both the realizationof the right to education of marginalized children and to promote the teaching on anti-discrimination in schools. This federation was named the National
Federation of Dowa Educators’ Associations, popularly known with its Japanese
short name ZENDOKYO.1
Dowa education has been defined as “an umbrella concept referring to all
forms of educational activities by both government and the Buraku movement
to solve the problems of Buraku discrimination.”2 Buraku discrimination refers to
the discrimination of a section of the Japanese population who were consideredsocial outcast from 16th century.3 Almost similar to the lowest caste group inSouth Asia, the discrimination against the Buraku people has continued till thepresent.
ZENDOKYO led a broad, mass-based education reform movement, focusing
on how the schools could help children, parents and the Buraku community
fight discrimination. It accommodated diverse ideological viewpoints and political positions.
When the Dowa Policy Council’s4 Recommendation was issued in 1965 andthe Law on Special Measures for Dowa Projects was enacted in 1969,5 Dowa education rapidly expanded in scale and scope, and Dowa educators’ associations
were formed in other prefectures. Thirteen associations were established and101

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

joined ZENDOKYO in 1966; now there are ZENDOKYO chapters in thirty-threeprefectures and three cities.6
For several years, more than 20,000 participants gather at ZENDOKYO’s annual convention. This is the largest education-related gathering in Japan. It plays
an important role in developing and spreading human rights education, including Dowa education. It holds regular, intensive discussions of its own policies andof Dowa education in order to respond to and influence educational policies.7
At the prefectural level, Dowa educators in Osaka prefecture founded in1967 the Osaka Prefectural Senior Secondary School Dowa Education Research
Association or FUKO DOKEN. It aimed to study and develop Dowa education in
prefectural senior secondary schools in Osaka prefecture.8 After the enactmentof the Human Rights Education and Enlightenment Act of 2000, FUKO DOKEN
changed its name to FURITSU JINKEN in 2002. FURITSU JINKEN adopted abroader agenda by focusing on research and exchange of experiences not only
on the Dowa issue but also on human rights issues in general.9
FURITSU JINKEN has several sections and task-force groups. It has sections on
curriculum development, case studies, and career guidance. Its task-force groups
focus on developing teaching materials on ten human rights issues, namely:
1. Education related to part-time and the correspondence courses
2. Multicultural education
3. Gender-free education
4. Education related to people with disabilities
5. Education related to the eradication of the Buraku discrimination
6. Career guidance and education related to scholarship
7. Education for promoting voluntary activities
8. Education for protecting human rights in the internet society
9. Research on the history of Buraku minorities
10. Research on human rights awareness.
It holds exchange meetings in each school district. All public senior secondary school principals, vice principals and teachers in Osaka prefecture participate
in the FURITSU JINKEN activities. FURITSU JINKEN provides its members withthe opportunity to exchange experiences and research results on human rights
education including Dowa education.
FURITSU JINKEN covers various issues including those related to teaching
methods, students’ voluntary activities, course guidance, in-service and pre-service training, part-time and night schools, students with disabilities, multicultural education, and women’s liberation. Membership fees support the FURITSU
JINKEN activities.

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b. National Human Rights Commission of Mongolia10
Under the project of the National Human Rights Commission of Mongolia(NHRCM) called “Human Rights Education in Primary and Secondary Schools,”
an evaluation of the situation of human rights education in primary and secondary school levels was undertaken in 2005. The study carried out in Ulaanbaatar
and six provinces, involved more than one hundred seventy-five schools, two
thousand students and more than six hundred teachers and education authorities. The study found that• Most teachers and school managers undermined the importance of human rights education• There is a lack of teachers who are specialized in teaching human rights,
and there is no significant support to teachers in terms of content andmethodology• Teachers are dependent on conventional methods of teaching.
Subsequently, NHRCM developed a minimum qualification standard forteachers who are teaching human rights. The teachers’ standards establishes criteria to assess their performance on rights-based learning.
Teachers Standards
Following is the complete set of standards for teachers who should handle human rights classes.
Requirements for the Qualification of Teachers of Human Rights Classes11
The goals, content, and methods of teaching human rights classes have specific characteristics that set them apart from all other types of classes in primaryand secondary school education. For example:• Human rights are founded on the respect for dignity and worth of each
person. They are universal, inalienable, indivisible, and embody principlesof equality and non-discrimination. Therefore, it is essential to conduct
human rights classes that conform to these standards and requirements.
• Human rights education aims at fostering principles of mutual understanding, recognition and democracy among all pupils.
• Human rights education plays an important role in developing valuable
skills among pupils including the freedom of expression, standing up for
their groups and communities, making decisions, advancing cogent arguments and evidence, listening to others, and respecting others’ opinions
and cultures.
• Human rights education is a life-long process that extends beyond theclassroom context, and is cultivated in a positive social environment that
includes classmates, teachers, school, family and friends.

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Based on the above characteristics, human rights educators should meet specific requirements for qualification. This requirement should be used during theselection of appropriate human right educators, as well as in evaluating theirperformance.
I. The Knowledge of Comprehensive Teaching Skills:
Requirement 1: The understanding and knowledge of human rights values
and content, and the methodology to impart them to pupils through didactic
teaching processes
This requirement reflects the following content:• Possessing a comprehensive knowledge of the fundamentals of humanrights, its historic development, its international and national mechanisms, and relevant laws and legislation aimed at the promotion andprotection of human rights;• Possessing an ability to select and utilize international and national human rights instruments and resources for each lesson;• Possessing the knowledge and ability to select and devise teaching methods for the management of human rights classes and the simplificationof its content.
Requirement 2: Knowledge and skills to provide leadership and coordinationof human rights classes
This requirement reflects the following content:• Possessing the ability to develop didactic materials, such as real life examples and case studies that are relevant to class content;• Possessing the ability to select and utilize teaching methods and methodology that encourage and promote just and participatory pupil activity,and foster a democratic classroom environment.
Requirement 3: Comprehensive set of socio-cultural and communicativeskillsThis requirement reflects the following content:• Possessing humanitarian values and attitudes that respect the inherent
human dignity and worth of each and every person;• Possessing sincere aspirations and goals for fostering a culture of humanrights and the promotion of human rights knowledge among pupils;• Possessing comprehensive learning skills that include understanding andrespecting others, becoming a role model for others, learning from, cooperating with, supporting and helping others.

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II. Uphold the Principles of Human Rights:
Requirement 4: Upholding the Principle of Equality and Non-Discriminationin Schools
This principle is based on respect for each person’s inherent human dignity
and worth, including the treatment of all persons with equality and non-discrimination without distinction as to their social status.
This requirement reflects the following content:• The class content should conform to the above principles. For example,
the class content, teaching materials, examples, case studies and displays
should in no way encourage any form of discrimination and inequality
based on age, gender, profession, or official post;• Promote opportunities and conditions for non-discriminatory and equal
participation of pupils;• In the course of conducting and evaluating the classes, teachers should
adhere to the principles of justice, sincerity and equality without distinction as to the pupil’s class rank, family status, property, looks, or beliefs.
Requirement 5: Upholding the Principles of Respect for Human Dignity
Each person should be treated with respect without distinction as to age, culture, beliefs, race, sexual orientation, language, disability, or social status.
This requirement reflects the following content:• Foster knowledge among pupils that human rights are inherent rightsthat constitute the basis for their existence;• The class content, such as teaching materials, examples, case studies, pictures and displays should conform to this principle;• In classes, teachers should treat each pupil’s individual looks, characteristics and attributes with respect;• In classes, teachers should strive towards creating a favorable learning
environment where each pupil can sense their human dignity and worth,
be proud of it, and, consequently, respect other’s rights and freedoms.
Requirement 6: Upholding the Principles of Universal Human Rights
Human rights are a set of universal values that are recognized in all countries
and regions of the world. Governments and their citizens have an obligation topromote and protect them. The principle of universal human rights means thatevery country, group and citizen around the world should possess a common understanding of human rights and freedoms, should possess and respect standardsof international human rights and norms.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThis requirement reflects the following content:• Prior to conducting a class, teachers should possess a common knowledgeof international human rights norms;• The evaluation of class and pupil performance should be directed towards determining whether the pupils have a common understanding of
human rights.
Requirement 7: Upholding the Principles of Indivisibility, Interdependence,and the Inherent Nature of Human Rights
Human rights exist in all spheres of life including the home, school, work,
hospitals, and courts. Similarly, human rights violations are also interrelated to
one another. The violation of one right often affect several other rights. The promotion of any one right has a positive effect on other rights. All human rights
such as civil, political, social, economic, cultural and collective rights are indivisible, which cannot be forcefully taken away. Human rights are not ‘gifts’ grantedby the state, government or officials, but are inherent rights that are possessed byeach person from birth.
This requirement reflects the following content:• Possessing the ability to make students understand that only when all of
our human rights are exercised can we live in dignity and respect (that it
is incorrect to form an opinion that any one right is more important thananother), to help pupils recognize and prevent violations of rights, and toassist pupils in acquiring skills that restore infringed rights;• Possessing the ability to help students understand that when one right isviolated, other rights are equally violated, and the violation of one person’s right initiates the violation of others’ rights;• Classes should be directed towards providing conditions and opportunities for pupils to exercise their indivisible rights, such as the expression of ideas and opinions, access to information, and the right tonon-discrimination.
Requirement 8: Upholding the Principles of Responsibility in Studies
In the field of human rights, the issue of responsibility involves all social
stratums ranging from state, individual, civil or social responsibilities. The state
responsibility: human rights are not granted at the state’s discretion. The stateshould not violate the equal [recognition] of everyone’s rights. In case of such
violation, states should be held accountable. Individual responsibility: each person has a right to respect and promote human rights and take actions againstorganizations and people who violate them. Civil society: all branches of society
including non-governmental organizations, foundations, and educational institutions have a responsibility to promote and protect human rights.

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This requirement reflects the following content:• Class content should be directed towards making students understandthat one person’s rights are restricted through the exercise of otherpeople’s rights, and if the given restriction is breached, the guilty party
should be held accountable. At the same time, all parties including theschool management, teachers, workers and pupils should respect andtake responsibility for the rights of all;
• In the course of the class, disciplinary measures against pupils that do not
fulfill their study obligations should be just and conform to human rights
standards and principles.
Endnotes
1 This section is largely based on the article of Ichiro Akashi, “Zendokyo and Other Groups:
Teachers’ Commitment to Dowa Education,” Human Rights Education in Asian Schools, volume 2, available at www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/1999/03/
zendokyo-and-other-groups-teachers-commitment-to-dowa-education.html
2 Mori Minoru and Yasumasa Hirasawa, “DOWA Education and Human Rights,” Human Rights
Education in Asian Schools, available at www.hurights.or.jp/archives/human_rights_education_in_
asian_schools/section2/1998/03/dowa-education-and-human-rights.html.
3 For more discussion on the Buraku discrimination, see “Buraku Problem Basic”, http://blhrri.
org/blhrri_e/buraku_problem_basic.htm.
4 This is a special government advisory body formed to address the Buraku discrimination issue.
5 This law lasted for a little over thirty years and supported the development of the infrastructures and other facilities of the Buraku communities. The law lapsed in 2002.
6 See the list of prefectures with ZENDOKYO chapters in www.zendokyo.com/sub4.htm.
7 Yoshiro Nabeshima, Mariko Akuzawa, Shinichi Hayashi, and Koonae Park, “Japan: Human
Rights Education in Schools,” Human Rights Education in Asian Schools, volume 3, available at www.
hurights.or.jp/pub/hreas/3/04nabeshima.pdf.
8 Shin-ichi Hayashi, “The History and Activities of Osaka Prefectural High School Dowa (Human
Rights) Education Research Association,” Human Rights Education in Asian Schools, volume 2, available at www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/1999/03/
the-history-and-activities-of-osaka-prefectural-high-school-dowa-human-rights-education-researchass.html.
9 Shinichi Hayashi, “Evaluating Human Rights Education in Osaka Senior Secondary Schools,”
Human Rights Education in Asia-Pacific, volume 2, available at www.hurights.or.jp/archives/asia-pacific/.
10 Altangerel Choijoo, “Human Rights Education Program of the National Human Rights
Commission of Mongolia,” Human Rights Education in Asian Schools, vol 11, (Osaka, HURIGHTSOSAKA, 2008), pages 18, 20-21.
11 This is taken from Human Rights Education in Secondary Schools – Brief Report (Ulaanbaatar:
National Human Rights Commission of Mongolia and UNICEF, 2005), and cited as Annex in
Altangerel, see above note.

107Civil Society Support for Human Rights Education:
Organizations comprising the so-called civil society provide numerous human rights-related programs and services that benefit the general public. Many ofthese organizations have achieved good track record over the years. Some havegained the trust of government agencies in providing specific expertise to government projects. The United Nations has, particularly the Office of the United
Nations High Commissioner for Human Rights, provided a direct link with thecivil society in order to ensure the participation of civil society organizations in
the human rights-related activities of the United Nations bodies.
Many civil society organizations provide human rights education to various
types of people covering different issues. Some of the civil society organizations
have programs that relate to students, the school or formal education in general.
Examples of human rights-related programs of civil society organizations inNortheast Asia are presented below.
A. Child Assault Prevention (Japan)1
The Child Assault Prevention Center Japan (CCJ), established as a non-profit organization in 1998 (and obtained legal personality in 2001), aims to strengthen
cooperation among members of families, school officials and members of thecommunities towards the creation of a society that respects the human rights ofthe children.
Since April 2009, the CCJ has been organizing training courses for Child
Assault Prevention (CAP) Specialists and for professionals.
It also provides awareness-raising lectures for the public through the CAP
Training Center for southern Japan that covers thirty-two prefectures. This CAP
Training Center has been officially accredited by the International Center for
Assault Prevention (ICAP) (www.cap-j.net/) to administer CAP programs.
CAP Specialist Training
To become a Specialist, the applicant has to complete the “basic course on
prevention of violence against children” and the “[practical] training course for
CAP Specialists,” each course having three-day duration, join an approved CAP
group within the CCJ area, and acquire a “CAP Specialist Accreditation.”

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe basic course on prevention of violence against children has the following
contents:
a. Class 1 - Basic knowledge about violence against children(1) Overview on the violence against children(2) Children and violence(3) Categories of violence against children
b. Class 2 - Philosophy and ideas on prevention education(1) The history of responses to child abuse - the creation of CAP(2) Areas related to the issue of child abuse(3) What are CAP’s philosophy and approaches?
c. Class 3 - Taking the child’s viewpoint 1(1) The human rights of children and the importance of developing
awareness on human rights(2) Empowerment
d. Class 4 - Taking the child’s viewpoint 2
e. Class 5 - Relations between domestic violence and children
f. Class 6 - Why are children often the victims of violence?
(1) Feminist analysis(2) Myths and facts(3) The role of silenceg. Class 7 - Sexual abuse against children(1) Four preconditions to sexual abuse(2) Child Sexual Abuse Accommodation Syndrome
h. Class 8 - Simulation - CAP Child workshop
i. Class 9 - Abused child’s psychology from a video “Breaking Silence”
j. Class 10 - Adults’ role in violence against children(1) Responding to a child in danger(2) Child empowerment(3) Child empowerment under the CAP Program(4) What adults can do for child empowerment
k. Class 11 - Summary of the basic course on prevention of violence againstchildren.
Practical Training for CAP Specialists
The course emphasizes discussions, activities in small groups and feedback. It
seeks to train CAP Specialists, who take the child’s view and engage in CAP activities with unshakable conviction.
a. Class 1 - Violence against children in the society interpreted from thechild’s viewpoint.
b. Class 2 - Learn about issues for implementing CAP Child workshops

110civil society support for human rights educationc. Class 3 - Learn what Review-time isd. Class 4 - Review-time training (practice)e. Class 5 - CAP Child workshop training (practice)f. Class 6 - Learn about issues for implementing CAP workshop for adults
g. Class 7 - Becoming a CAP Program facilitator.
Closing Circle
Signing an agreement/conferring the certificate for completion of the training course for CAP Specialist.
CAP Specialist support program“Freshers” support
Anyone who has completed the (practical) training course for CAP Specialists(24 hours) will receive this support for one year after taking the course to dispel
uncertainties or questions they may have when starting their CAP activities.
Accreditation renewal system
Introduced in 2010, active CAP Specialists are required to renew their accreditations every three years, and take a one-day (six hours) training within the
period. Currently, there are one thousand two hundred holders of the accreditation for CAP activities within the CCJ area.
CAP group support
There are approximately ninety CAP groups, which act as the basis for CAP
activities within the community. These groups and CCJ exchange memoranda
each year. CCJ will provide these groups with the latest information regarding
provision of CAP Programs, consultations on management support to maintainthe quality for the provision of CAP Programs.
B. Youth initiative: “Erkhuulei” (Mongolia)2“Erkhuulei” is a human rights defender and super-hero for children that is being
promoted by a very active youth movement in the human rights education fieldin Mongolia called “Hands Up 4 Your Rights!”. The youth movement was initiated and led by the “Let’s Develop” Youth Club and Youth Group of Amnesty
International Mongolia and supported by Mongolian Women’s NGOs Network(MONFEMNET). Its youth campaign is intended as a fun, dynamic and participatory mechanism to support young people’s empowerment and activism forhuman rights, gender justice and democracy in Mongolia. The campaign strategy consists of the marketing of human rights in a fun, accessible, creative and111

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

positive fashion, focusing specifically on youth, using peer training and fun public activities as well as media.
In 2008, the youth movement organized a Freedom Parade, Human Rights
Festival and a Human Poster Walk-About to spread awareness of human rights
and freedoms, especially freedom of expression, and gender-based violence
among the public. All activities were highly visual including facepainting, fundecorations (including a big paper cake for the 60th anniversary of the Universal
Human Rights Declaration), self-decorated T-shirts with human rights messages,
self-made banners and posters.
Events featured popular singers and artists, dance competitions, quiz contests and other activities. These campaign activities provided the young people
and others the opportunity to express themselves freely and creatively and enjoy
their right to free expression boldly and creatively.
One of the good features of the campaign is the creation by the youth ofa “national hero” (role model) of human rights named Erkhuulei. Erkhuulei isa national super-hero who has superpowers to develop each child’s and each
adult’s ability to understand, respect and defend human rights and freedoms.
This nongender-specific perpetual child with super abilities was created to popularize the spirit of the Universal Declaration of Human Rights and promote thehuman rights education of children.
The name Erkhuulei comes from the Mongolian word erkh (the Mongolian
word for right) and erkh chuluu (the Mongolian word for freedom). Erkhuulei’scharacter was born at the first Training of Trainers (TOT) of the “Hands Up 4Your Rights!” campaign. The participants of the campaign developed a simple
human rights lesson plan, content and methodology for primary and secondary school students. Sixty young people were trained to be “Erkhuulei trainers” and they conducted Erkhuulei’s lessons at twenty-nine secondary schoolsof Ulaanbaatar, reaching out to over one thousand students in 2008. In March
2009, two Erkhuulei trainers (two law school students) traveled to Dundgovi andUmnugovi aimags (provinces) and taught human rights to over one thousand
secondary school students.
The “Hands Up 4 Your Rights!” campaign participants created a comic bookto introduce Erkhuulei to their peers and friends. The talent and dedication ofa young artist (Ts. Delgerjargal) helped breathe life into Erkhuulei. The comic
books were widely distributed during Erkhuulei’s human rights lessons at various
schools in Ulaanbaatar and Dundgovi and Umnugovi aimags as well as throughinformal networks.
The “Hands Up 4 Your Rights!” training of trainers (TOT) for one and a half
to two days and one-day peer training workshops are important componentsof the campaign. The training programs include sections on human rights, civics, gender equality and the nature of patriarchy, and creative campaigning for112

civil society support for human rights educationsocial change. All sections are highly interactive and include roleplay and group
work and incorporate collective analyses. In 2008, the campaign trained over ahundred young people and, under the support from the Australian Agency forInternational Development (AUSAID), held four TOT workshops and twelve peer
training workshops in 2009. Fun activities such as drawing and creating one’s
own campaign T-shirt are included in these workshops. As they participate in thedevelopment of the training content and methodology, the youth develop skills
on research, analysis, teamwork, facilitation, coordination, and training as well
as skills on listening, speaking, and problem-solving. In addition, they learn tohold press conferences, plan public events, and street actions to focus public andmedia attention on specific human rights and gender equality issues.
C. Tokyo Shure – Alternative Education3
In 2009, the Twentieth Nationwide Conference on Considering School Refusal
adopted “The Declaration on the Rights of School Refusing Children.” The conference was jointly organized by the Japan Free School Network and the Nationwide
Network of Parents of School Refusing Children.
The idea of a declaration came from children who were students of Tokyo
Shure, a non-governmental organization that provides alternate education tochildren who refuse to go to school. The students visited the UNICEF office inTokyo to learn about child rights in 2008.
A senior volunteer of the UNICEF Tokyo office, who explained the activities
of UNICEF, remarked to the children: “You are very happy because you don’t
have to worry about food for today. So, you have to go to ‘school’ to study hard.”
The children felt that something was wrong. They had many questions intheir mind:
Exactly, we maybe economically fortunate compared to children in othercountries. But, are we really happy? Are our rights as children protected by adults?
How about rights of participation? To begin with, the rights of children aren’t
meant only for children who live in developing countries, but for all children
including us, isn’t it?

They left the meeting in UNICEF Tokyo Office with such feeling.
Afterward, the children decided to learn the rights of the child by themselves. They got empowered in the process, with the rights of the child not merely knowledge but as feeling. They were so inspired by the learning that they
thought of having a declaration of rights that refer to children like them. Thiswas in 2009, when the national conference was about to be held. Thus the declaration was drafted with the assistance of educators, and later on discussed andadopted at the conference.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe Declaration
The Declaration states the rights of school refusing children in the following
manner:1. Right to education
We have the right to education. We have the right to decide whether wewould go to school or not. Compulsory education means that the government and guardians must propose to all children to access education.
Compulsory education does not mean that children go to school.
2. Right to learn
We have the right to learn in ways fitted to ourselves. Learning is knowing something by our will not by compulsion. We learn a lot of things in
our life.
3. Right to choose the way we learn and grow up
We have the right to decide where and how we learn and grow up (forexample, school, free school, free space, home education). Please do notforce the thinking that going to school is natural to children.
4. Right to take a rest safely
We have the right to take a rest safely. Please assure that we can take a restin a place where we can be safe, and do not make us go to school or otherplaces against our will.
5. Right to live as we are
We have inherent personality. Do not let children compete or compare
each other. We decide the pace and the way we live by ourselves.
6. Right not to be discriminatedWe are respected without discrimination of any kind, and irrespectiveof school refusal, handicap, school scores, ability, age, sex, appearance,
nationality, family background, etc. For example, please do not restrict
the relationship among children caused by the prejudice that a son ordaughter may become school refusing child if he/she plays with school
refusing children.
7. Right to be assured of government financial support
We have the right to be assured by government of financial support in
the same manner with children who go to school.

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civil society support for human rights education

For example, school refusing children who belonged to free school or freespace can use the season ticket for students whose age ranges from primary school to secondary school. However, upon reaching secondary schoolage, if he/she does not belong to official secondary school, he/she cannot
apply for this service. We ask all adults to change the system to ensurethat all children are equally assured of government financial support.
8. Right to grow up safely and be protected against all forms of abuse
We have the right to grow up safely and be protected against abuse causedby school refusal. Adults must not allow any kind of punishment, abuse,
and forced admission to hospital on the children.
9. Right to privacy
Adults must not interfere with our privacy. For example, the following
are interferences with our privacy: a) Teachers calling on us without ouragreement and phoning us repeatedly irrespective of time to persuade
us to go to school again; b) Parents talking with our teacher about us
without our agreement. First of all, please listen to our views regarding all
matters affecting us and respect them.
10. Right to be accepted as an equal personality
Adults must recognize us as having equal existence and act together toassure the rights of the child in school, society and daily life. We need arelationship and an environment where we can express our views as theyare.
11. Right to a way of life of school refusing child
Adults should respect how school refusing children live. At first, pleaseface us to understand what school refusal is.
12. Respect the rights of others
We respect the rights and freedom of others.
13. Right to learn the rights of the child
We have the right to learn our rights. The government and adults should
assure the opportunity to learn the rights of the child by the children. We
can judge whether the rights of the child are assured or not by ourselves.

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Alternative Education
Most people in Japanese society assume that everybody graduates in secondary school or university, gets a job, and becomes an adult who thrives and engages with society. However, this way is not the only way to grow up.
Changing yourself to match society’s expectations is only one way to live.
Another way is to create your own values through your own interests and experiences for the purpose of suiting your own lifestyle. How do you want to work?
How do you want to spend your time? How do you want to build relationships
with others?
Tokyo Shure was founded in June 1985 to provide an alternate education
model that would address perceived deficiencies in Japan’s public education system. Shure was founded as an alternative education space where any child could
be herself/himself and have the support of parents and other citizens. Tokyo
Shure is one of the first free schools or alternative education centers in Japan.
Because Shure University has not been accredited by the Japanese Ministryof Education as a university, students are unable to obtain a bona fide diploma.
Shure University was founded in April 1999 by free school students, graduates and staff members. Any person who wants to pursue his/her interests canjoin the University. Activities take place in both the University space in Shinjuku
in Tokyo and in students’ homes. People can join from anywhere by e-mail, telephone, and mail.
Shure students pursue studies in their areas of interest by concentrating on
diverse projects. Projects are designed by students, faculty, staff and advisors interested in non-traditional ways of seeing and learning. For example, students interested in engineering might participate in a project to build a solar car; students
interested in film would write, produce and distribute a movie.
Shure students, faculty and advisors work together on this project-based curriculum based on students’ needs and interests. Unlike the traditional education
system, where youth are told what to study and then tested, Shure students participate in all phases of their education from devising educational programs torunning and evaluating them.
Even though students collectively undertake projects, each student retains
different interests. Individuality is greatly respected in Shure University. At thesame time, the University pays attention to the students’ activities and helps
them stimulate each other. Such relationships promote the University activities.
D. The Center for Law-related Education4
The Chung Hwa Rotary Education Foundation, Taipei Bar Association and Judicial
Reform Foundation have been jointly implementing a project called ‘Planting
Seeds of Law-Related Education in Taiwan’ (PSLRET) since May 2003. In July116

civil society support for human rights education

2006, with a donation of 23 millions NT$ (767,000 U.S. dollars) by the Kingston
Technology Company, Inc., the project was transformed into the Center for Lawrelated Education under the supervision of Judicial Reform Foundation.
Goals and Missions
The Center for Law-related Education has the following aims:• To develop a well-founded and distinctive law-related education in
Taiwan• To promote a new kind of law-related education rather than the old dogmatic one in order to prepare youngsters to become enlightened and responsible citizens who are committed to democratic principles and actively engaged in the practice of democracy in Taiwan• To translate and adapt the Foundations of Democracy: Authority, Privacy,
Responsibility and Justice series published by the Center for Civic Education(U.S.A.) as the key curriculum materials in the law-related education programs in the K-12 levels in the schools.
• To seek partnership with schools that can implement the programs, establish partnership with local Rotary Clubs that can fund the programs,
form partnership with local bar associations that can help teachers who
are going to implement the programs.
Work completed
By December 2006, the project has translated and adapted the K-3 and 4-6
grades curricular materials of the Foundations of Democracy: Authority, Privacy,
Responsibility and Justice series into Chinese language. A total of 15,000 copies of
the K-3 of the series and a total of 10,000 copies of the 4-6 of the series have been
published. Two hundred forty-eight lawyers have been trained to help teachers become familiar with the K-3 of the series. Twenty-nine schools and twelve
district educational authorities have partnership with the Center for Law-related
Education and 3,490 teachers who have been trained for the project. In addition,
the concept of privacy and that of justice of the K-3 of the series were filmed incooperation with the National Institute of Educational Resource and Research.
The 7-9 and 10-12 grades of the series are currently undergoing more adaptations
to replace American laws and cases with Taiwanese ones.
E. Child Welfare League Foundation5
Child Welfare League Foundation (CWLF), established in December 1991, is a
non-profit organization devoted to child welfare, both in the fields of direct and117

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indirect services. In order to advocate for children’s rights and raise awarenessof child welfare issues, CWLF works on improving legislation, coordinating a
network of related child welfare agencies and organizations, as well as monitoring the government’s child welfare system and policies, so as to create a better
environment for children.
Goals:CWLF aims(1) To facilitate the amendment of child welfare laws and policies(2) To promote the concepts of child welfare(3) To provide child welfare services(4) To conduct child welfare research(5) To build child welfare networks(6) To establish a child welfare data center.
CWLF also raises the awareness of the general public on the rights of children
through public education, national campaigns and press conferences. From theright to protection from abuse to the right to freedom of expression and privacy,
CWLF ensures that the government adheres to and upholds its responsibility tochildren’s rights and that children know what their rights are and how to exercise
them.
CWLF believes in the power of many to effect change. Using a wide range ofstrategies, CWLF works to raise awareness about the many social problems related
to child welfare and the work that can be done to create a safer and healthierenvironment for children.
CWLF's work includes:(1) Public campaigns to educate the general public on child rights, the laws
and ways to participate in the process for social change.
(2) Holding press conferences and issuing press releases to raise awarenessof various social issues and how the larger society can participate in combatingthese problems.
(3) Training and educating professionals such as teachers, doctors, police,
the media and child welfare professionals to recognize potential child abuse andneglect, issues affecting children and youth, and the resources available to assist
children and families.
CWLF also reaches out to children to educate them on their rights and where
to go for help. Through classroom visits in schools, stickers on books and passingout rulers, CWLF communicates valuable information such as important phone
numbers and resources such as the Children's Hotline to children around thecountry.

118

civil society support for human rights education

Endnotes
1 Based on paper prepared by Child Assault Prevention Center Japan (CCJ), and presented in themeeting of contributors in this publication on 3-4 September 2012 in Osaka city.
2 This is an edited excerpt from Altangerel Choijoo, “Human Rights Education in Mongolian
Schools,” The State of Human Rights Education in Northeast Asian School Systems: Obstacles, Challenges,
Opportunities (Osaka: Asia-Pacific Human Rights Information Center, 2010), available at www.
hurights.or.jp/archives/other_publications/.
3 The content of this section is based on e-mail communication with the staff of Tokyo Shure(January 2013) and from the following websites:
a. About Shure University - http://shureuniv.org/eng/
b. IE3 Global Internships -http://ie3global.ous.edu/positions/shureuniversity/.
4 Discussion based on text taken from www.lre.org.tw.
5 Discussion based on text taken from www.children.org.tw.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Human Rights Curricular Framework
Primary Level
Subjects

Topic

Human Rights
Concepts

Social Studies

Self-esteem andHuman dignity

Human dignity

Moral Education

My Neighborhood

Respect for Others

Moral Education

I am a Little Master

Right of participation
Political rights,
Constitutional rights
and obligations

Integrative Activities

Happy Childhood

Right to recreationand leisureIntegrative Activities

Rules in theclassroom

Right to freedom of
expression

Social studies

Introducing Human
RightsHuman rights ingeneralLife Curriculum(including Social
Studies, Arts andHumanities, Scienceand Technology)

Human Rights for All

Rights of the childSocial studies

Respect andResponsibility

Rights, rules andresponsibility

Integrative Activities

Respect andProtection

Right to preservationof identity, right tolife

Integrative Activities

Rights of the Child

Right to protection
from all forms ofviolence

Social Studies

Human Rights
Violations

Right to protection

Social Studies

Human Rights
Protection

Duty of thegovernment
Protection of rights

120

human rights curricular framework

Lower Secondary Level
Subjects

IssuesHuman Rights
Concepts

Thought and Morality

Cherish Life

Right to life

Extracurricular
activity

Right to Protection

Right to protection/
care

Extracurricular
activity

Caring for Each Other

Human rights
violations in school

Social Studies

Family and Social
Security

Right to social
security
Equal opportunity
Social protection
Social welfare system

Taking Human
Rights Action

Rule of law andhuman rights
Legal aspects ofhuman rights

Social Studies

121

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Upper Secondary Level
Subjects

IssuesHuman Rights
Concepts

Liberal Studies,
Human Rights
Education, Civic
Education

Human Rights
Principles

Inalienable,interrelated,interdependent &indivisible rights
Equality
Legal protection
Lack of precondition
for enjoying humanrightsRespect

Universality of
Human Rights and“Asian Values”

Human rights areuniversal, inalienable
and of equal
importance
Equality of rights

Human Rights andUnderprivileged
PeopleEquality
Non-discrimination
Economic and social
rightsPublic Place:
Protestors, Street
Performers, andHawkers

Political rights
including freedom of
expression
Economic and social
rightsBurning the National
Flag and Freedom ofExpression

Freedom of expression

Freedom ofExpression andAssembly

Concept and limit of
freedom of expression
Right to hold peacefulassembly122

PRIMARY LEVELHUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N1

N PLA

LESSO

Self-esteem and Human Dignity
We are all different, yet we are all the same. Even though each person
has diverse background, we, human beings, have the same dignity. Humandignity is inherent when we are born. It must be respected and protected.
The 1948 Universal Declaration of Human Rights enshrined this principle inits preamble: ‘Whereas recognition of the inherent dignity and of the equal
and inalienable rights of all members of the human family is the foundationof freedom, justice and peace in the world’.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: Self-esteem and Human Dignity: Primary: Social studies: Human dignity: One session

I

OBJECTIVES
Students will be able to explain the concept of self-esteem and humandignity.
II

RESOURCES• Different kinds of fruits or vegetables• Gu Jung Hwa, Seol Gu Ju, Song Hyun Jung, Understanding for
Human Rights Education for Teacher (Seoul: National Human Rights
Commission of Korea, 2007).

124

primary level

III

PROCEDURE
A. Opener
The teacher hands out fruits and vegetables to the students (one fruit orvegetable per student) and asks them to give them names and observe theirfeatures. The teacher encourages the students to think of any connection
between the fruits and vegetables to people such as friends or family members,
or to imaginary characters.
After the students have given names to the fruits and vegetables, theteacher pretends to have made a mistake, and gathers all the fruit andvegetables and put them in one pile.
B. Development of Activities
The teacher asks the students to get their own fruit or vegetables from thepile and tell the class their respective names and characteristics. The teacher
lists on the board the positive descriptions of the fruits and vegetables by thestudents.
Examples of stories of the students:
Example 1
I’d like to name it ‘Tiny’…
My carrot is as small as my little finger…
I think my ‘Tiny’ like traveling before because it has soil on the face…
I want to become a friend of ‘Tiny’. I like traveling too.
Example 2
I like this banana a lot, because it has a lot of spots like me…
Sometimes I don’t like my freckles. This banana’s spots are bigger thanmine…
I hope it can be my brother or sister.
I am the only one who has freckles in my family…
After the students have introduced them to the class, the teacher asks:
How were you able to find your fruit/vegetable?
The students are expected to say that they can easily know each fruit/
vegetable and thus can find their own fruit/vegetable quickly.
The teacher asks another question: What if these were human beings,
will you be able to easily find them also?

125

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe expected answer to this question is yes.
Thus the teacher makes these statements:
Everybody is special in the same way that each fruit or vegetableis special. And because of the special quality of each person or humanbeing, each one has good value.
The teacher further adds:
Each person is not only different from each other but has value likeanyone else. Thus each person is unique and also equally important.
You are all individually unique and important. You should be
proud of yourself.
C. Closure:
The teacher concludes the session by asking the students to rememberthat each student is important. And also to remember that each person must
recognize his/her value as much as he/she recognizes the value of otherpersons.
IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.

126

human rights: Principles and Rights

N2

N PLA

LESSO

My Neighborhood
People normally live with their families in small neighborhoods. In somecases, traditional ties among neighbors provide much support in caring
for children and old people, in maintaining cleanliness and order, and incontinuing old traditions such as festivals. In other cases, neighborhoods areplaces where people hardly know each other, especially in big cities where
people from various places gather to reside. Good relations among neighbors
provide the best opportunity for people to live with a sense of security andsatisfaction as members of the same neighborhood.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: My neighborhood: Primary: “Virtue & Society” – Moral education: Respect of others: One session

I

OBJECTIVES
Students will be able to express the importance of the good relations
among people in the neighborhood.
II

RESOURCES• Big pieces of paper, colored pens/crayons

127

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

III

PROCEDURE
A. Opener
The teacher asks some students to tell the class where they live and whotheir neighbors are. The teacher asks other students about the activities thatneighbors do.
The teacher lists on the board the answers of the students.
B. Development of Activities
Using the responses of the students to the questions raised at the startof the class, the teacher points out several characteristics of neighbors. They
can be similar to the following:• Families consist the neighbors• Neighbors are the people they meet everyday• There are many types of people in the neighborhood• Activities are sometimes held by members of the neighborhood suchas traditional festivals.
The teacher also points out that the students come from different
neighborhoods, that consist the many neighborhoods of their town. And sincedifferent types of people are in the neighborhood, there are also different
activities happening in the place.
The teacher tells the students to form small groups (not more than 5 pergroup) and discuss how different types of neighbors relate to each other. The
teacher provides a big piece of paper and colored pens/crayons to each groupwhere they draw how neighbors relate to each other.
The teacher asks the groups to report to the whole class the results of the
discussion using the group drawings.
Based on the group reports, the teacher highlights points that show thevalue of good relationship among neighbors, such as:• Neighbors can extend help to each other when needed• Neighbors work together to keep the neighborhood clean and holdfestivities• Good neighborhood helps ensure that young and old people members
are cared for.
C. Closure:
The teacher concludes the session by saying that mutual respect amongneighbors creates a good neighborhood where people can do their activities
freely and without conflict.

128

primary level

IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.
Notes
Under the Universal Declaration of Human Rights (UDHR), the community is the place
where the “free and full development” of a person’s personality is possible. (Article 29) It also
provides that each person has duty to the community. Another article of the UDHR states:“Everyone has the right freely to participate in the cultural life of the community, to enjoy thearts and to share in scientific advancement and its benefits.” (Article 27) The neighborhood ispart of the larger community where a person lives. And thus good relations among the people
in the neighborhoods enhance life in the community as a whole, including realization andprotection of human rights.
The Convention on the Rights of the Child also mentions the role of the community. It
provides in Article 5:
States Parties shall respect the responsibilities, rights and duties of parents or,where applicable, the members of the extended family or community as provided forby local custom, legal guardians or other persons legally responsible for the child, toprovide, in a manner consistent with the evolving capacities of the child, appropriate
direction and guidance in the exercise by the child of the rights recognized in thepresent Convention.

129

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N3

N PLA

LESSO

I Am the Little Master
The classroom is a small version of the society. There is a need for asystem to make the society decide on matters such as who should lead thegovernment and what should the government do for the people. Students
have to learn the idea of electing leaders in order for them to understandtheir right to vote, their right to be elected into office, and the responsibilityof being leaders. Having an election exercise to choose the members of theclass “government” can provide the experience of the elections in society.
Topic				Level				Subject				Human Rights Concept				
				
				
Time Allotment				I: I am the little master: Primary: Virtue and Society - Moral education: Right of participation, politicalrights, constitutional rights andobligations: Two sessions

OBJECTIVES
Students will be able to• Put into practice the idea of collective life within the class, and discuss
the importance of the group to the individual, and the individual to
the group• Explore everyone’s potential leadership capability.

130primary level

II

RESOURCES• Photos of class activities

III

PROCEDURE
A. Opener
The teacher gives a small lecture about the concept of class committee andthe policy of the school in encouraging each class to have one. The teacher
may show photos of previous class committees and explain their activities.
B. Development of Activities
The teacher informs the students that they will do an exercise of forminga class committee.
The teacher explains the following rules in forming the class committee:• Several (not more than 7) students have to express willingness
to become members of the class committee, and they become thecandidates• The candidates will explain to the whole class why they want tobecome class committee members and what they will do as members• All students in the class will participate (vote) in electing who shouldbe the members of the class committee. Three candidates will bechosen as members of the class committee.
• Each student will write on a piece of paper (the ballot) the names ofthree students who she/he is choosing to become members of the classcommittee, fold the paper, and put it inside a box• After all students have put their ballots inside the box, the teacher willcount all ballots one by one, and will write on the board the number ofvotes for each candidate.
The teacher will proclaim as members of the class committee threecandidates with the highest number of votes.
In the exercise, several students have to volunteer as candidates, andprepare what they will say to the class why they are candidates.
After the exercise, the teacher asks the students to form small groups(not more than 5 per group) to discuss the following:• Is the process of electing members of the class committee a good
process? Why? Why not?
• Who should be the head of the class committee?
• What are the most important tasks for the class committee?

131

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher tells the groups to report the results of their discussion to
the whole class. The teacher summarizes the group reports and points out
the similarity of ideas among them.
The expected ideas from the groups are the following:
1. Having an election of members of the class committee is good because• it gives every student a fair chance to decide who to vote for• it gives every student the chance to become a candidate• it is a process that involves every student in class
2. The candidate who received the highest should become the head of theclass committee because she/he has the support of many voters (students),
and probably the one considered as leader
3. The class committee should do activities for the benefit of the classsuch as leading class discussions, making preparations for class or school
activities, keeping the room clean, turning lights off after class, etc.
The teacher stresses that the exercise of electing members of the classcommittee is an important experience because it shows how the students
are able to show leadership (as candidates) and sense of responsibility to thewhole class (as voters).
The teacher also points out that this exercise is part of the system of
the society according to law. This is part of what is called democracy, whichmeans people have the power to decide on who their leaders should be andwhat they want the leaders to do as elected officials.
C. Closure:
The teacher concludes the two sessions by saying that• it is good for the students to think of the welfare of the whole classby engaging in an exercise such as electing the members of the classcommittee• it also means that each student’s decision is important and consideredby the whole class during the exercise• the exercise means that class leaders are elected to serve the needs ofthe whole class.
IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.
Notes
The system of electing leaders of government is part of human rights. Article 21 of the
Universal Declaration of Human Rights provides:
1. Everyone has the right to take part in the government of his country, directlyor through freely chosen representatives.

132

primary level
2. Everyone has the right of equal access to public service in his country.
3. The will of the people shall be the basis of the authority of government; this will
shall be expressed in periodic and genuine elections which shall be by universal andequal suffrage and shall be held by secret vote or by equivalent free voting procedures.
The need for candidates to explain to the voters why they are seeking to be elected
as leaders in government is also supportive of the right to freedom of opinion andexpression as stated in Article 19:
Everyone has the right to freedom of opinion and expression; this rightincludes freedom to hold opinions without interference and to seek, receive
and impart information and ideas through any media and regardless offrontiers.

133

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N4

N PLA

LESSO

Happy Childhood
Because of limited time, places and facilities for children to play, there
are more concerns on the issue of the provision of safe and appropriate
recreational activities to children who are supposed to enjoy their childhoodby living carefree and happy. Therefore, it is important to promote the rightto recreation/leisure and encourage children to express their opinions andengage in play creatively. It is hoped that children will choose appropriate
activities and balance work and play through this lesson plan.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				

I: Happy childhood: Primary: Integrative Activities: Right to recreation and leisure: Two sessions

OBJECTIVES
Students will be able to
1. Explain the necessity of the right to recreation and leisure and to
express one’s opinions and expectations
2. Choose appropriate activities and understand the balance between
work and play
3. Use the facilities and follow the regulations in the neighborhoodparks and recreation centers134primary level

4. Develop social skills and relationship with peers through play andgames.
IIRESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Have Fun after School, ECPAT Taiwan (NGO), http://www.ecpat.org.
tw/children/knowledge.asp?qbid=167• Mei-Ying Tang, editor, 2005. Issues on Human Rights Education
Integrated into School Curriculum: Samples of Teaching Activities
and Lesson Plans (Taiwan: Ministry of Education, 2005)• Worksheets

III

PROCEDURE
A. Opener
The teacher introduces the daily lives of children in different parts of theworld. Audio-visual aids, such as powerpoint presentation, would be usefulfor this purpose.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks students to discuss the following question: Comparing
the situation of children living in different places with your own situation,
what are the similarities and differences?
The teacher asks the students to share their experience and opinions by
answering a number of questions such as the following:• What do you usually do every day?
• Can you share with us the happiness you felt in one day?
• How would you like to arrange your daily life?
• What role does play have in your daily activities?
• Is play/rest a necessity for kids?
• How would you balance work and play?
The teacher writes on the board a summary of the common and unique
responses of the students.
The teacher brings the students to a neighborhood park and allows themto play games. The teacher asks the students to find out and take notes about
the rules or regulations of the park.

135

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher distributes the worksheets “My Favorite Game” and “Create
Your Own Game” and asks the students to individually write their answers
in the two worksheets.
The teacher instructs them to form several small groups to discuss theanswers in the worksheets. The students discuss the rules that have been
modified, and answer several questions:• How and why rules/regulations are so important to the game?
• If there are rules, can we change them?
• Why should the rules be modified or be followed?
• How should we use facilities and follow the regulations in the gameand the neighborhood parks?
C. Closure
The teacher emphasizes that children should be allowed to enjoy theirchildhood by having the time and a safe place to play and do other activities(such as participation in cultural activities of the community). All children
have the right to play, leisure and participation in cultural and artistic
activities.
IV

EVALUATION
The teacher asks the students to compare their own answers on theworksheets with those of the group discussion and encourages the students
to reflect on how to choose appropriate activities and to balance work andplay.
Worksheet no. 1
My Favorite Game
Name:
Date:

						Name of the game
Where to play
How to play
Resources
Rules or instructions
Note

136

Number:primary level

Worksheet no. 2
Create Your Own Game
Group:					 Name:
Number:				 Date:
Name of the original game
Changes/modifications
Name of the new game
How to play
Number of players
Resources
Rules or instructions
Note

Notes
According to Article 31 of the Convention on the Rights of the Child, children have theright to play, leisure and participation in cultural and artistic activities. It is of importance toprovide safe and healthy environments for children to rest and play.
Play is one of the most distinctive features of early childhood. Through play, children bothenjoy and challenge their current capacities, whether they are playing alone or with others.
The value of creative play and exploratory learning is widely recognized in early childhood
education. Yet realizing the right to rest, leisure and play is often hindered by a shortage ofopportunities for young children to meet, play and interact in child-centered, secure, supportive,
stimulating and stress-free environments. Children’s right-to-play space is especially at risk
in many urban environments, where the design and density of housing, commercial centers
and transport systems combine with noise, pollution and all manner of dangers to create ahazardous environment for young children.
Children’s right to play can also be frustrated by excessive domestic chores (especiallyaffecting girls) or by competitive schooling. Accordingly, the Committee appeals to States
parties, non-governmental organizations and private actors to identify and remove potential
obstacles to the enjoyment of these rights by the youngest children, including as part of poverty
reduction strategies. In all these respects, States parties are encouraged to pay greater attention
and allocate adequate resources (human and financial) to the implementation of the right torest, leisure and play.
Center for Human Rights, Human Rights: The Rights of The Child, Fact Sheet No.10[Rev.1]) (Geneva: United Nations, 2001), page 29.

137

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N5

N PLA

LESSO

Rules in the Classroom“Children only have ears but no mouth” is an old Taiwanese saying,
which means children should listen carefully instead of talk nonsense.
However, the assumption of this popular saying should be examined andchallenged. This lesson plan is significant in providing an opportunity forstudents to practise the right to express their own opinions and to participate
in classroom activities.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				
I: Rules in the classroom: Primary: Integrative Activities: Right to freedom of expression: Two sessions

OBJECTIVES
Students will be able to
1. Make and implement classroom rules
2. Express one’s own opinions and listen to other’s thoughts while
participating in classroom activities
3. Explain that participation in classroom activities is part of the rightto express one’s own opinions
4. Develop self-esteem and respect each other.

138primary level

II

RESOURCES• The Foundations of Democracy Series, Authority (Chinese version),
Civic and Law-Related Education Foundation, http://www.lre.org.tw/
newlre/english.asp.
• Mei-Ying Tang (ed.), Human Rights Education Integrated into School
Curriculum: Samples of Teaching Activities and Lesson Plans on
Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.tw/2-3.
php.

III

PROCEDURE
A. Opener
The teacher explains an old Taiwanese saying, “children only have ears
but no mouth” implying that children should follow the rules or listen to what
they are told to do. Then the teacher asks students to share their experienceand viewpoints about this old saying.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss the following questions:• What kind of rules do we have in the classroom?
• Why do we have these classroom rules?
• What would happen if these rules did not exist in the classroom?
• Is there any rule in the classroom that is inappropriate or should bechanged, why do you think so?
The teacher informs the students to feel free to share with members of
their respective groups their opinions on why following classroom rules is
so important and how to make appropriate rules.
Each group brainstorms, debates and agrees on a list of rules that areappropriate. The groups report their respective lists of rules.
The teacher helps the students adopt a list of rules that all students willagree to practice and follow in the classroom.
The teacher asks the students to reflect on the process of participating inmaking classroom rules and share their experiences and feelings in taking
part in classroom activities.
To help the students in thinking about their experience, the teacher
provides the following questions:• How do you express your own opinions?
• Do you listen to other’s thoughts?

139

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

•
•
•
•
•

If you do not agree with the other’s viewpoints, what would you do?
Do you think participation in the group is important?
Why do you think so?
How would you feel if you were not allowed to take part in the group?
How should we participate in classroom activities?
Why should we have the right to participation?

C. Closure
The teacher emphasizes that freely expressing their own opinions isimportant in making every student participate in the learning process.
IV EVALUATION
The teacher asks students to reflect on how to express own opinions
and respect others’ thoughts while participating in classroom activities asdecision-makers.
Notes
Children have the right to express their opinions freely and to have these opinions
taken into account in any matter affecting them, as stated in Article 12 of the United Nations
Convention on the Rights of the Child. Therefore, parents and teachers shall respect children’s
right to freedom of expression and provide them opportunities to participate in activities andcommunities as decision-makers under appropriate guidance.
Children have the right to hold their own opinions and to express them freely without
government interference. This includes the right to express your views aloud or through:published articles, books or leaflets, television or radio broadcasting, works of art, communicationon the internet.
Text based on Equality and Human Rights Commission, www.equalityhumanrights.com/
human-rights/what-are-human-rights/the-human-rights-act/freedom-of-expression/140

human rights: Principles and Rights

N6

N PLA

LESSO

Introducing Human Rights
We all are aware of the importance of human rights, but it is hard foryoung students to capture this abstract concept. However, the educator andteacher can gain and use human rights materials from the world around us,
because human rights are related to our every day’s life. Story comes fromour daily life which contains many meanings. With story, we can explore
the vivid human rights in authentic situation, rather than abstractive
phenomenon. It can provide students with fun and lessons as human rights
materials.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: Introducing human rights: Primary: Social studies: Human rights: One session

I

OBJECTIVES
Students will be able to• Explain the concept and importance of human rights• Cite situations in which human rights are violated.

II

RESOURCES• Old Korean tale, ‘Konjui and Patjui’ – text of the story in the Annexof this lesson plan as well as online.

141

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

III

PROCEDURE
A. Opener
The teacher reads the story of Konjui and Patjui, the old Korean tale, tothe class using the text of the story in the Annex.
In case the classroom has internet connection, the teacher shows theanimation of the story of Konjui and Patjui available online.
B. Development of Activities
The teacher asks the students to identify the characters in the story, andsay what the theme of the story is.
After the students have answered, the teacher follows up with anotherset of questions:• What happened to Kongjui? Give examples of what she suffered from,and what good things happened to her.
• What did Patjui do to Kongjui? Give examples. Does Kongjui deserve
to suffer? If yes, why? If no, why not?
• Did Kongjui go to school?
• Did Kongjui eat well?
• Did Kongjui play adequately or enjoy her leisure time?
• Was Kongui free to choose what she wants?
• Did Kongjui get the pay for her labor?
• Did the stepmother offer protection to Kongjui?
• Could Kongjui ask help from outside the house?
• Was Kongjui raised with love?
• Were Patjui’s mother and Patjui right in doing what they did to
Kongjui? If yes, why? If no, why not?
The teacher writes on the board the responses of the students, andhighlights responses that say that Kongjui does not deserve to suffer from
Patjui’s mother and Patjui’s behavior.
The teacher explains that each person should not suffer what Kongjui
suffered because that would be against human dignity. The teacher stresses
the following points:
a. Every person’s human dignity is enhanced as well as protected by what
we call human rights.
b. Because they are based on human dignity, human rights are inherent
in all human beings. Regardless of the personal characteristics, source of
livelihood, or status in life, each person has human rights that should beenjoyed, and protected from any infringement (especially by the government).
c. Actions that cause people to suffer and violate their human dignity canbe considered as violations of human rights.

142

primary leveld. A basic human right is right to life. Kongjui deserves to live, and has
a right to live, just like anyone else and thus saving her life when she fell
into the water is necessary. No one should deprive her of her life, or of her
right to life.
e. Another human right is freedom to do many things. Kongjui wants
Patjui to enjoy her freedom and so she (Kongjui) pleaded with the Governor(her husband) to release her (Patjui) from prison.
C. Closure
The teacher closes the session by giving the final word about the story of
Kongjui and Patjui:
All human rights should be enjoyed by all human beings. Even those
who committed something wrong should enjoy their human rights, and try
not to do the wrong thing again. This is the message the story of Kongjui
and Patjui wants to express.
IV

EVALUATION
Observation evaluation on the whole process of learning and teaching.
The teacher asks the students to complete the worksheets below.

Let’s discuss our feelings when our human rights are violated and why
human rights are important.
“If I were Konjui, I would feel like...”Let’s express our feelings and thinking by drawing something

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Let’s find common ground among the feelings and thinking shared byeveryone

If my human rights are important, what should I do for the other people?
Let’s discuss about it.

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primary level

Annex
The Story of Kongjui and Patijui
A baby girl is born “Waaahhh!” The baby’s father and mother are sohappy. They look at the baby. “Oh, she is so small.” says the mother.
“And beautiful,” says the father. They name her Kongjui.
Shortly after Kongjui’s birth, her mother gets very sick. She
does not get better. “Take good care of Kongjui for me,” she says toher husband and passes away. Kongjui’s father has no time to be sad.
He has to take care of little Kongjui by himself.
Years pass, Kongjui is now fourteen years old. She has turned
into a beautiful girl. All the villagers talk about Kongjui. “Kongjui issuch a lovely girl,” says a woman. “And kind,” says a man. Everyone
loves Kongjui. Still, Kongjui’s father is always worried. “Um, Kongjui
needs a mother,” he thinks.
One day he brings a woman and her daughter home. “Kongjui,
this is your stepmother and stepsister,” he says. Kongjui is very
excited. She is happy to have a new mother and sister. “Hi! My nameis Kongjui,” she says to the girl. “Blaaaa!” the girl says and sticks
out her tongue at Kongjui. The girl’s name is Patjui. Kongjui and
Patjui are the same age. But they are so very different. Kongjui is akind and loving girl. Patjui is not. She is mean and greedy. Kongjui’s
stepmother is nice to Kongjui when Kongjui’s father is at home. But
when he goes out to work, she makes Kongjui do all the housework.
Patjui does nothing. Still Kongjui does not complain. She does notwant to worry her father. But Kongjui’s father gets sick and also
passes away. Kongjui is now all alone.
Today there is a big feast in the village. Everyone is invited.
Kongjui also wants to go. So she asks her stepmother, “Can I go
to the feast too, mother?” “You can go after you fill this vat withwater, thresh all the rice, and weave a large cloth,” she answers.
Poor Kongjui! Patjui goes to the feast with her mother, Kongjui
stays home.
“Boo-hoo-hoo! I can’t do all this by today!” she cries. There isa big hole in the vat. Just then, a toad comes by. “Croak! Croak!”“Don’t worry, Kongjui. I’ll help,” he says. He covers the hole with his
body. Kongjui fills the vat with water. A flock of sparrows fly down.
“Chirp, chirp, chirp!” Don’t worry, Kongjui. We’ll help,” they say.
They thresh all the rice. Then a fairy appears. “Don’t worry, Kongjui.
I’ll help you,” she says. She weaves a large cloth. She even gives
Kongjui a new dress and a new pair of shoes. Kongjui puts on the
new dress and shoes. She looks even more beautiful. Miracles reallydo happen.

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On her way to the feast, Kongjui comes to a river. She is about tocross it when she hears soldiers shout. “Make way! Make way for thegovernor!” Kongjui slips and a shoe comes off. “Oh no! My shoe!” shecries. The shoe goes down the river. The governor picks up Kongjui’s
shoe. “It is so beautiful! The owner must also be beautiful,” thinks
the governor. “Find the owner of this shoe,” he says to his soldiers.
The soldiers search around the village. They can’t find the owner.
Finally, they come to Kongjui’s house. Patjui tries on the shoes. It is
too small. “Please try it on,” says a soldier to Kongjui. Kongjui tries
it on. It fits perfectly. Patjui and her mother can’t believe their eyes.
They shout, “Kongjui? It can’t be!” Kongjui marries the governor.
Patjui is very jealous.
One afternoon, Patjui visits Kongjui. They walk to a pond
together. There, Patjui pushes Kongjui into the water. “Help me,
Patjui, ” Kongjui shouts. “Help me! I cannot swim!” But Patjui justruns away. The governor’s soldiers hear Kongjui’s cry and run to thepond. They save Kongjui just in time. Thank goodness! The governor
is very angry. He puts Patjui in prison. But Kongjui asks him to freePatjui. “Patjui is my only sister. Please free her!” she says. Patjui
feels ashamed. “Please forgive me, Kongjui, I will be a good sisterfrom now on,” she says.
Patjui is truly sorry. Kongjui and Patjui hug each other andpromises to become good friends.
Source:Kongjui and Patjui
Retold by Kang Yoong-jun(Junior Naver)
http://study.jr.naver.com/donghwa/view.nhn?donghwaNo=1514&categoryId=
7&donghwaSort=regDate&ageType=ALL&viewAgeType=ALL

Notes
Human rights are rights inherent to all human beings, whatever our nationality, placeof residence, sex, national or ethnic origin, colour, religion, language or any other status. We
are all equally entitled to our human rights without discrimination.(www.ohchr.org/en/issues/
Pages/WhatareHumanrights.aspx). All human beings are holders of human rights, therefore
human rights are universal. The member-states of the United Nations adopted the Convention
on the Rights of the Child to prevent the violation of the rights of children. This convention
stresses that every child has rights to life, survival and development. For more details, see below.
A common approach to the UNCRC is to group these articles together under the following
themes:•Survival rights: include the child’s right to life and the needs that are most basic
to existence, such as nutrition, shelter, an adequate living standard, and access to
medical services.
•
Development rights: include the right to education, play, leisure, cultural activities,
access to information, and freedom of thought, conscience and religion.

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primary level••

Protection rights: ensure children are safeguarded against all forms of abuse, neglect
and exploitation, including special care for refugee children; safeguards for children
in the criminal justice system; protection for children in employment; protection andrehabilitation for children who have suffered exploitation or abuse of any kind.
Participation rights: encompass children’s freedom to express opinions, to have a say
in matters affecting their own lives, to join associations and to assemble peacefully.
As their abilities develop, children are to have increasing opportunities to participate
in the activities of their society, in preparation for responsible adulthood (www.
childrensrights.ie/childrens-rights-ireland/un-convention-rights-child)

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N7

N PLA

LESSO

Human Rights for All
Human rights are universal, inalienable and indivisible, which means
all people everywhere in the world are entitled to all the rights with equal
status. While the significance of human rights principles is well-recognized,
there are still children who suffer discrimination on the basis of race,
ethnicity, gender, religion, birth or other status. It is important for children
to understand that the rights of the child apply to all children without
exception. Thus this lesson plan focuses on how to protect the rights of thechildren and help them develop their potential.
Topic 				Level 				Subject 				
				
				
Human Rights Concept 				Time Allotment 				

I: Human rights for all: Primary: Life Curriculum (including social
studies, arts and humanities, scienceand technology): Rights of the child: Four sessions

OBJECTIVES
Students will be able to
1. Discuss how families and schools influence the growth anddevelopment of children
2. Explain the need to protect the rights of the child and to help children
grow and develop their potential
3. Identify specific rights of the child.

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primary level

II

RESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior. www.cbi.gov.tw/CBI_2/internet/main/index.aspx• What we all should know: Understanding the UN Convention on
the Rights of the Child, ECPAT Taiwan. www.ecpat.org.tw/children/
knowledge.asp?qbid=167• Mei-Ying Tang, editor, Human Rights Education in Schools: Teaching
Activities and Lesson Plans (Taiwan: Ministry of Education, 2004).
• Mei-Ying Tang, editor, Issues on Human Rights Education Integrated
into School Curriculum: Samples of Teaching Activities and Lesson
Plans (Taiwan: Ministry of Education, 2005)• Relevant information and teaching materials from Human Rights
Education Curriculum and Instruction Team, http://hretw.blogspot.
com/

III

PROCEDURE
A. Opener
The teacher asks the students to read the children’s picture book on theConvention on the Rights of the Child. Then the teacher asks the students toshare their opinions about the book.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss the following questions:• What is the main factor that can influence your growth anddevelopment?
• Do you think a child can live without a family?
• How do families and schools influence the growth and developmentof a child?
• How can children protect their own rights?
• How can we protect and help children to develop their potential?
The teacher summarizes students’ responses and emphasizes the factthat every child needs special care and protection before and after birth.
The teacher emphasizes that it is the obligation of families, schools andgovernments to provide appropriate environments for children to grow up
healthy and free.
The teacher asks the groups to role-play their respective ideas discussed
in the group discussion on protecting and helping children develop theirpotential.

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C. Closure
The teacher emphasizes the value of each child and the need to allow eachchild to enjoy life and be protected in order for the child to grow and develop
full potentials.
IV

EVALUATION
The teacher asks the students to alphabetically arrange the rights under
the United Nations Convention on the Rights of the Child using Worksheet
no. 1. The teacher explains that each alphabet letter should represent one orpart of one of the articles of the Convention. Students can pick one word fromeach article to select the alphabet letter. For example:
A - Article 3 (Adults)
B - Article 17 (Books)
C - Article 30 (Culture)

Worksheet no. 1
Articles from the United Nations Convention on the Rights of the Child
Article 3 - Adults should do what is best for you
Article 6 - You have the right to live
Article 14 - You have the right to think what you like and be whateverreligion you want to be. Your parents should help you learn what is rightand wrong
Article 15 - You have the right to join any group of friends
Article 17 - You have the right to collect information from the radio,
newspapers, television, books, etc. from all around the world
Article 19 - No one should hurt you in any way
Article 24 - You have a right to good health
Article 27 - You have the right to food, clothing, and a place to live
Article 28 - You have a right to education
Article 30 - You have the right to enjoy your own culture, practice yourown religion and use your own language
Article 31 - You have the right to play
Article 37 - You should not be put in prison

Notes
Every individual has dignity. The principles of human rights were drawn up by humanbeings as a way of ensuring that the dignity of everyone is properly and equally respected, thatis, to ensure that a human being will be able to fully develop and use human qualities such as
intelligence, talent and conscience and satisfy his or her spiritual and other needs.

150primary level
Dignity gives an individual a sense of value and worth. The existence of human rights
demonstrates that human beings are aware of each other’s worth. Human dignity is not an
individual, exclusive and isolated sense. It is a part of our common humanity.
Human rights are universal because they are based on every human being’s dignity,
irrespective of race, colour, sex, ethnic or social origin, religion, language, nationality, age,sexual orientation, disability or any other distinguishing characteristic. Since they are acceptedby all States and peoples, they apply equally and indiscriminately to every person and are thesame for everyone everywhere.
In the words of Article 1 of Universal Declaration of Human Rights “All human beings areborn free and equal in dignity and rights”.
Understanding Human Rights, at www.un.org/cyberschoolbus/humanrights/about/understanding.asp
Human Rights: Handbook for Parliamentarians, Inter-Parliamentary Union and the United
Nations Office of the High Commissioner for Human Rights, 2005, page 4.

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N8

N PLA

LESSO

Rights and Responsibility“Freedom means I am free to do whatever I want” is a popular slogan
for young people who cannot understand the difference between rights andresponsibilities. Therefore, it is important that young people recognize thatrights and responsibilities are inextricably linked. Through this lesson
plan, it is hoped that students will gain a wider sense of their rights andresponsibilities; they will better understand how to be a good member in thegroups or communities they live in.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				

I: Rights and responsibility: Primary: Social studies: Rights, rules and responsibility: Three sessions

OBJECTIVES
Students will be able to1. Identify one’s own rights through daily experiences
2. Describe one’s responsibilities in the family, classroom or other groups
3. Examine the rights and responsibilities to meet the values of freedom
and liberty
4. Explain the responsibilities taken by people and their influence in a
group

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primary level

5. Acknowledge one’s own identity and take responsibilities for thegroups (such as family, class, etc.) through daily life.
II

RESOURCES• The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation, www.lre.org.
tw/newlre/english.asp• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005)• Mei-Ying Tang, editor, Issues on Human Rights Education Integrated
into School Curriculum: Samples of Teaching Activities and Lesson
Plans (Taiwan: Ministry of Education, 2005)• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.
tw/2-3.php.

III

PROCEDURE
A. Opener
The teacher asks the students several questions:• Do you do chores or run errands at home?
• What and when do you usually do the tasks?
• How do you feel?
• Do you think you are responsible for doing the chores?
• Is there any dispute or tension in doing the household tasks?

B. Development of Activities
The teacher asks the students to role-play the conflicts within families
regarding the assignment of responsibilities on everyday chores.
The teacher divides students into several groups (not more than 5 foreach group), and asks them to read The Foundations of Democracy Series:
Responsibility and discuss the following questions:• What kind of rights and responsibilities do you have at home and ina group?
• How do you know that these are rights and responsibilities?
• What is your experience on rights and responsibilities?
• Would it be possible to have rights without taking any responsibility?
• What happens when people do not take any responsibility in a group?

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS•

Why should we have rules to follow and responsibilities to take in thefamily and inside the classroom?

The teacher asks each group to discuss the rules and assignments of
responsibilities on daily tasks in the classroom. Based on the results of the
discussion, the teacher tells the students to make a chart on the rules andduties inside the classroom.
The teacher asks the groups to report their charts to the whole class.
After the group reports, the teacher highlights rules that might improperly
restrict the rights of students, and thus should be changed.
The teacher asks the students to reflect on their own rights andresponsibilities. The teacher gives several questions to discuss in the groups:• When you belong to a group, what does that mean?
• How would you feel if you were not a member in the group?
• Do you agree with the idea that freedom means “I am free to do
whatever I want”?
• How do you explain rights and responsibilities in the context of
freedom?
C. Closure
The teacher stresses that every student has rights to enjoy inside andoutside the classroom. But rights do not exist alone. They relate to otheraspects of life including the responsibility that each student performs insideand outside the classroom.
IV

EVALUATION
The teacher tells the students to match “rights” with “responsibilities”
using Worksheet no. 1 below.
Worksheet no. 1
I’ve Got Rights and I’ve Got Responsibilities
Please draw a line to link the rights with the corresponding responsibilities
and think of one right and a matching responsibility to write them on thebottom columns.
RightsResponsibilities

1. Children have the right to beprotected and looked after...

a. … and everyone has the
responsibility to listen to others.

154primary level

2. All children have the right toexpress their opinion...

b. … and everyone has the
responsibility to help others havegood health.

3. Children have the right to a safe
and comfortable home...

c. … and everyone has the
responsibility to work as well as
they are able.

4. Children have the right to be well
fed...

D. ... and everyone has the
responsibility not to hurt others.

5. Children have the right to a goodschool...

E. ... and everyone has the
responsibility to help prevent
people from starving.

6. Children have the right to belooked after by doctors and nurses...

G. ... and everyone has the
responsibility to make sure all
children have a home.

This is a modified version from I’ve Got Rights and I’ve Got Responsibilities
lesson plan, at www.unicef.org.nz/store/doc/1_RightsActivities.pdf.

Notes
The Universal Declaration of Human Rights affirms that the exercise of a person’s rights
and freedoms may be subject to certain limitations, which must be determined by law, solely forthe purpose of securing due recognition of the rights and freedoms of others and of meetingthe just requirements of morality, public order and the general welfare in a democratic society.
Rights may not be exercised contrary to the purposes and principles of the United Nations, orif they are aimed at destroying any of the rights set forth in the Declaration (arts. 29 and 30).
The International Bill of Human Rights, Fact Sheet No.2 (Rev.1), Centre for Human Rights(Geneva, 1988), page 11.

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N9

N PLA

LESSO

Respect and Protection
It is not unusual for students to call someone by an abusive or insulting
name. To prevent this kind of bullying in schools, children need to learn that
we all live in social contexts and our identities often represent our existence.
The basic aspects of children's identity including name, nationality andfamily ties should be preserved and respected as long as they live.
Topic 				Level 				Subject 				Human Rights Concept 								Time Allotment 				

I: Respect and protection: Primary: Social studies: Right to preservation of identity,right to life
: Three sessions

OBJECTIVES
Students will be able to
1. Express the importance of the right to preservation of identity andthe right to life
2. Explain the relationship of the right to preservation of identity to theright to life and self-esteem
3. Describe the importance of equality.

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primary level

II

RESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• The Street for All, ECPAT Taiwan, in www.ecpat.org.tw/children/
knowledge.asp?qbid=167.
• The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation www.lre.org.
tw/newlre/english.asp• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Worksheet 1 – My Petition on Human Rights

III

PROCEDURE
A. Opener
The teacher introduces the children’s picture book The Street for All andexplains the main theme of the book, including self-esteem, identity andequality. Powerpoint would be useful for teacher to show the picture book.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and distributes to each group a copy of the children’s picturebook The Street for All. The teacher asks the students to read the following
story:The Street for All
There was a street with beautiful flowers and trees on eachside. On one end of the street lived a group of white people and on
the other end was the home of the people with green color. Bothgroups claimed the street and tried to block each other in using
it. After fighting against each other for many years, the street
had become filthy and deserted. One day a little girl from anothercountry walked by and asked why the street was so desolate thatno one wanted to play on it. While people from the two groups
were shouting and blaming each other, the little girl solved the
problem. With a smile she calmly said: The street is for all, comeand play! All children from both ends run out to the street andplay with each other happily ever after.

157

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher provides the students with several questions to discuss in
the groups:• What kind of groups do you belong to?
• How do you know you are part of a group?
• Is it important for us to be a member of a group?
• Share your opinion on having the right to preservation of identity?
• What do you think about the relationship of the right to preserve
one’s identity to the right to life and self-esteem?
• Does everyone have the same rights?
Referring to the book What We All Should Know: Understanding the UN
Convention on the Rights of the Child (Chinese version), the teacher asks
the students to reflect on their own situation and discuss in their respective
groups the following questions:• What is the most important right to you?
• What would you do if you were not allowed to enjoy this right?
C. Closure
The teacher explains the right to preservation of identity and the right tolife, and their relevance to the students’ discussions.
The teacher asks students to reflect on how to respect different opinions
in the group and how to protect one’s own rights.

IV

EVALUATION
The teacher asks the students to complete the Worksheet no. 1 on making
a petition about a right the students choose as the most important and urgent,
then discuss the contents of their respective petitions.

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primary level

Worksheet no. 1
My Petition on Human Rights
Name:

Number:Date:

I want to make a petition on the right tobecauseThis is the petition by
Petition on the right toStatement

My suggestions on how to protect
and ensure thefulfillment of the right:

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
Notes
The nationality, name and family relations have a constitutive relevance for children’s
identity and often affect the fundamental characteristics of their existence. Therefore, Article 8of the Convention on the Rights of the Child (CRC) is meant to create a legal basis for the provisionof appropriate assistance and to protect and preserve children’s identity. In addition, Articles 7,
9, 18 and 21 of the CRC are covering the matter of identity and providing for protection in caseof deprivation of parental care and adoption.
Article 7
The child shall be registered immediately after birth and shall have the right from birth toa name, the right to acquire a nationality and, as far as possible, the right to know and be cared
for by his or her parents.
States Parties shall ensure the implementation of these rights in accordance with theirnational law and their obligations under the relevant international instruments in this field, inparticular where the child would otherwise be stateless.
Article 8
States Parties undertake to respect the right of the child to preserve his or her identity,
including nationality, name and family relations as recognized by law without unlawfulinterference.
Where a child is illegally deprived of some or all of the elements of his or her identity,
States Parties shall provide appropriate assistance and protection, with a view to re-establishing
speedily his or her identity.
Article 9
States Parties shall ensure that a child shall not be separated from his or her parents
against their will, except when competent authorities subject to judicial review determine, in
accordance with applicable law and procedures, that such separation is necessary for the bestinterests of the child. Such determination may be necessary in a particular case such as one
involving abuse or neglect of the child by the parents, or one where the parents are living
separately and a decision must be made as to the child’s place of residence.
In any proceedings pursuant to paragraph 1 of the present article, all interested parties
shall be given an opportunity to participate in the proceedings and make their views known.
States Parties shall respect the right of the child who is separated from one or both parents
to maintain personal relations and direct contact with both parents on a regular basis, except if
it is contrary to the child’s best interests.
Where such separation results from any action initiated by a State Party, such as thedetention, imprisonment, exile, deportation or death (including death arising from any cause
while the person is in the custody of the State) of one or both parents or of the child, that State
Party shall, upon request, provide the parents, the child or, if appropriate, another member ofthe family with the essential information concerning the whereabouts of the absent member(s)of the family unless the provision of the information would be detrimental to the well-being of
the child. States Parties shall further ensure that the submission of such a request shall of itself
entail no adverse consequences for the person(s) concerned.
Article 18
States Parties shall use their best efforts to ensure recognition of the principle that bothparents have common responsibilities for the upbringing and development of the child. Parents
or, as the case may be, legal guardians, have the primary responsibility for the upbringing anddevelopment of the child. The best interests of the child will be their basic concern.
For the purpose of guaranteeing and promoting the rights set forth in the present
Convention, States Parties shall render appropriate assistance to parents and legal guardiansin the performance of their child-rearing responsibilities and shall ensure the development ofinstitutions, facilities and services for the care of children.

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primary level
States Parties shall take all appropriate measures to ensure that children of working parents
have the right to benefit from child-care services and facilities for which they are eligible.
Article 21
States Parties that recognize and/or permit the system of adoption shall ensure that the bestinterests of the child shall be the paramount consideration and they shall:(a) Ensure that the adoption of a child is authorized only by competent authorities who
determine, in accordance with applicable law and procedures and on the basis of all pertinentand reliable information, that the adoption is permissible in view of the child’s status concerning
parents, relatives and legal guardians and that, if required, the persons concerned have given
their informed consent to the adoption on the basis of such counselling as may be necessary;(b) Recognize that inter-country adoption may be considered as an alternative means ofchild’s care, if the child cannot be placed in a foster or an adoptive family or cannot in any
suitable manner be cared for in the child’s country of origin;(c) Ensure that the child concerned by inter-country adoption enjoys safeguards andstandards equivalent to those existing in the case of national adoption;(d) Take all appropriate measures to ensure that, in inter-country adoption, the placement
does not result in improper financial gain for those involved in it;(e) Promote, where appropriate, the objectives of the present article by concluding bilateralor multilateral arrangements or agreements and endeavour, within this framework, to ensurethat the placement of the child in another country is carried out by competent authorities ororgans.

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N
LESSO

PLAN

10

Rights of the Child
Every child has the right to live a decent life and be free from any
exploitative or harmful activity. It is the duty of governments to preventchildren from all forms of violence. In order to protect children from harmand exploitation, it is essential for them to know the basic rights of the child,and to be aware and concerned of the issues of child neglect, exploitation, orabuse.
Topic 				Level 				Subject 				Human Rights Concept 								Time Allotment 				
I: Rights of the child: Primary: Integrative Activities: Right to protection fromall forms of violence: Two sessions

OBJECTIVES
Students will be able to1. Identify the basic rights of human beings
2. Explain that every child has the right to live a decent life and to be
free from any exploitation
3. Express awareness and concern about issues of child neglect,
exploitation, or abuse.

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primary level

II

RESOURCES• Magical Night and What We All Should Know: Understanding the
UN Convention on the Rights of the Child (Chinese version), ECPAT
Taiwan, www.ecpat.org.tw/children/knowledge.asp?qbid=167.
• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Children’s Books (Taiwan: Ministry of Education, 2005).
• Mei-Ying Tang, editor, Human Rights Education in Schools: Teaching
Activities and Lesson Plans. (Taiwan: Ministry of Education, 2004).
• Worksheet 1 – Searching for the Rights of the ChildIII

PROCEDURE
A. Opener
The teacher asks the students to read the Magical Night and What We All
Should Know: Understanding the UN Convention on the Rights of the Child(Chinese version).
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss issues regarding child neglect
and abuse from the story of Magical Night.

Magical Night
Two boys lived in the same building near the center of thecity. They were good friends and always played together after
school. They liked reading detective stories and investigatingwhatever they found suspicious. One night, after supper, both ofthem heard a little girl crying from the upper level of the building
they lived in. They run to meet each other in the corridor andasked: ‘What’s up? There’s such a loud noise.’ After investigating
for several days, they found out the exact unit of the sound of alittle girl crying and who seemed to have been brutally beaten.
They looked for helpful resources and information on action totake to bring her immediate assistance. Finally, they rescued thegirl from her misery and made a magical night for her.

163

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher asks the students the following questions:• What is the main concern of the story?
• How do you know when children are neglected or abused?
• If you were mistreated or abused by someone, what would you do?
• What kind of resources would be helpful to children who are abused?
The teacher asks the groups to report their discussions to the wholeclass. The teacher notes specific items in the group reports that relate tohuman rights.
Starting with the relevant items in the group reports, the teacher explains
the Convention on the Rights of the Child and its relevance to the students’
discussions.
C. Closure
The teacher concludes the discussion by telling students that every childhas the right to live a decent life and to be free from any exploitation. The
teacher stresses that students should be aware and concerned of the issuesof child neglect, exploitation, or abuse.
IV

EVALUATION
The teacher asks the students to complete and explain their respective
worksheets on “Searching for the Rights of the Child” by stressing theimportance of the specific rights cited.

164primary level

Worksheet no. 1
Searching for the Rights of the Child
Name:

Number:Date:

Find out the information on the rights of the child, fill in the blanks.

What I am searching for is the right
Give examples:••

What benefits do you derive from this right?
If you don’t have this right, what impact would there be in your life?
What are those things you are not allowed to do? What would you doto protect and fight for your own rights?
只要努力爭取自己的權益，人權的種子就會開花結果！
Notes
Children need special care and protection because of their vulnerability. The Convention on
the Rights of the Child (CRC) places special emphasis on the primary responsibility of the family
to care and protect the children. As stated in Article 19 of the CRC, children have the right to beprotected from being hurt and mistreated, physically or mentally. Governments should ensurethat children are properly cared for and protected from violence, abuse and neglect by theirparents, or anyone else who looks after them.

165

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N 11

N PLA

LESSO

Human Rights Violations
Confucian ideology, materialism, ethno-centrism, drastic changes
in societies and other matters violate human rights. For human rights
protection, it is important to know how and why the violations occur andunderstand ways to address them. We should, for example, consider thevictims of discrimination. Also, in cases of conflict, it is necessary to find asolution based on the principle of fairness and equality.
Topic				: Human rights violations
Level				: Primary
Subject				: Social studies
Human Rights Concept		
: Right to protection
Time Allotment			: One session
I

OBJECTIVES
Students will be able to1. Identify various kinds of human rights violations
2. Discuss ways to protect human rights.

II

RESOURCES• Visual materials about gender discrimination, child abuse, race
discrimination, immigrant worker problem, excessive entrance exam
culture, criminals, abuse of old people, etc.

166

primary level•

Ministry of Education, Science and Technology, 6-2 Social Science
Textbook, (Seoul: Ministry of Education, Science and Technology,2012), pages 32-33, 38-42.

III PROCEDURE
A. Opener
The teacher tells the students that a number of problems occur in thepresent society. The teacher stresses that those problems generally affectparticular groups of people.
The teacher also says that their stories are publicly known because they
appear in newspapers and magazines, and discussed by ordinary people.
The teacher then asks the students: What problems do you get to hear orread about many times?
The teacher lists on the board the answers of the students.
B. Development of Activities
The teacher uses the list of problems expressed by the students, and may
add a few more if necessary, to note that they affect the following groups ofpeople: women, children, students, foreigners, old people, etc.
The teacher asks the students why these people are generally affected bythese problems. The teacher lists on the board the answers of the students.
The teacher then presents visual aids regarding the problems (some ofthem are likely already mentioned by the students, while some are not).
These problems may include gender discrimination, child abuse, racial
discrimination, foreign migrant worker problem, excessive entrance exam
culture, etc.
The teacher goes back to the list of reasons why the problems occur
according to the students and asks them: Are these the same reasons for the
problems I explained to you?
The list of the students may or may not cover all the reasons in thepresentation of the teacher. If not all reasons were covered, the teacher adds
the reasons that have been missed out. The teacher tells the students thatthese problems are human rights problems, and that they generally relate to
the issue of discrimination.
The teacher explains the meaning of discrimination, and emphasizes
its basic nature of excluding people through various ways as shown in thevisual aids of problems.
The teacher also mentions that there are existing domestic laws
(Constitution probably) that make acts of discrimination against anotherperson or group of persons illegal. The teacher cites a few laws to support
this point.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Listing some of the problems and their respective reasons on the board,
the teacher asks the students, what do you think can be done to solve these
problems?
The teacher asks the students to form small groups to discuss the answer
to this question.
After the group discussion is done, the teacher asks the groups to present
their discussions to the class.
The teacher lists on the board the suggested solutions to the problems,and asks clarificatory questions or give some comments.
C. Closure
The teacher asks the students to go back to their respective groups anddiscuss a plan on resolving one problem and include ways to protect humanrights.
IV EVALUATION
The teacher undertake an observation evaluation on the whole process oflearning and teaching, or uses the following survey:

QuestionFully
disagreeDisagreeInter­­
mediate

Agree

Fully
agree

If a woman became amilitary officer it will lose
in warMigrant workers cannot
receive the same amountof salary as otherworkers.
Since prisoners are
guilty, having heating or
cooling systems in theirprison are inappropriate
for them.
(This evaluation survey is adapted from the original Korean language material
entitled Assessment Tool of Human Rights Education and Key Practices by the National
Human Rights Commission of Korea, available at: http://academic.naver.com/view.nhn?doc_
id=46555194&dir_id=0&field=0&unFold=false&gk_adt=0&sort=0&qvt=1&query=%EC%9D%B8%EA%B6%8C%EA%B5%90%EC%9C%A1%20%ED%8F%89%EA%B0%80%EB%8F%84%E
A%B5%AC%20%EB%B0%8F%20%EC%8B%A4%ED%96%89%EC%A7%80%EC%B9%A8&gk_
qvt=0&citedSearch=false&page.page=1&ndsCategoryId=20300)

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primary level
Notes
The act of “discrimination” includes any distinction, exclusion, limitation or preference
based on any consideration (such as race, colour, sex, language, religion, political or other
opinion, national or social origin, economic condition or birth) that has the purpose or effect ofnullifying or impairing human rights.
Article 2 of the CRC states:
States Parties shall respect and ensure the rights set forth in the present Convention to eachchild within their jurisdiction without discrimination of any kind, irrespective of the child’s or
his or her parent’s or legal guardian’s race, colour, sex, language, religion, political or other
opinion, national, ethnic or social origin, property, disability, birth or other status.

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N
LESSO

PLAN

12

Human Rights Protection
By what authority do governments govern? What is the source of theirauthority? Authority is questioned almost everywhere, thus it is importantfor students to learn the authority and the role of government under theConstitution. It is hoped that through the lesson plan students understandthe obligation of government and the responsibility of a citizen regarding
human rights protection.

Topic 				Level 				Subject 				Human Rights Concept								Time Allotment 				
I: Human rights protection: Primary: Social studies: The duty of the government
Protection of rights: Two sessions

OBJECTIVES
Students will be able to
1. Discuss ways and means by which public issues can be solved withthe authority of government
2. Explain the role of government under the Constitution
3. Identify the checks and balance system between executive andlegislative branches of the government
4. Explain the duty of the government to promote, protect and realize
human rights.

170

primary level

II

RESOURCES• The Foundations of Democracy Series, Responsibility and Authority(Chinese version), Civic and Law-Related Education Foundation,www.lre.org.tw/newlre• The Foundations of Democracy Series, Authority (Chinese version),
Civic and Law-Related Education Foundation, www.lre.org.tw/newlre• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.
tw/2-3.php.

III

PROCEDURE
A. Opener
The teacher asks the students the following questions:• Do you know what services are provided by the government?
• Why do we need the government?
• What is the role of the government?

B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to brainstorm and write on paper a listof government services related to daily life. The groups post the lists on thewall.
The teacher explains the authority of the government and displays achart on the role of government under the Constitution. The teacher asks
the students to categorize the government services they have identified
according to the roles that the government assumes as stated in the chart.
The teacher provides the students with old newspapers to search forreports or news and asks the students to discuss in their respective groups
how the government resolves public issues. The students report the resultsof group discussion to the whole class.
Using the group reports, the teacher introduces specific human rightsthat relate to the roles and services of the government cited. The teachersemphasizes that many of the ordinary roles and services of the government
relate to thea. realization of specific rights:• public school – right to education

171

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS••

public hospital – right to healthissuance of license for business activities – right to livelihood

b. protection of rights
1. role of the police in crime prevention – right to life, liberty andpersonal security
2. role of social welfare institutions – right to protection from harm(such as domestic violence).
C. Closure
The teacher concludes the session by explaining the concept of government
duty to protect, promote and realize human rights.
IV

EVALUATION
The teacher asks the students to reflect on how the government relates tohuman rights in terms of the services it provides to the people.
Notes
Unlike other societal aspirations or claims, human rights carry not only moral force, butalso legal validity. They create obligations for duty-bearers or the duty of government to ensure
the fulfillment of these rights. As stated in Article 4 of the Convention on the Rights of theChild, governments have a responsibility to take all available measures to make sure children’s
rights are respected, protected and fulfilled. When the Convention is ratified, governments arethen obliged to take all necessary steps to protect children’s rights and create an environment
where they can grow and reach their potential.
Rights holder and duty bearer
One of the most fundamental dynamics of a human rights, and consequently of a rightsbased approach, is that every human being is a rights-holder and that every human right has acorresponding duty-bearer.
A rights-holder• is entitled to rights• is entitled to claim rights• is entitled to hold the duty-bearer accountable• has a responsibility to respect the rights of others.
Consequently, those who have the obligation to respect, protect, and fulfill the rights of therights-holder are duty-bearers. The overall responsibility for meeting human rights obligations
rests with the state. This responsibility includes all the organs of the state such as parliaments,
ministries, local authorities, judges and justice authorities, police, teachers or extension
workers. All these are legal duty-bearers. Every rights-holder has the responsibility to respect therights of others. In this sense you can say that every individual or institution that has the power
to affect the lives of rights–holders is a moral duty-bearer – the greater the power the larger the
obligation to fulfill and especially to respect and protect the human rights of others. In this sense,
private companies, local leaders, civil society organizations, international organizations, headsof households, and parents, and in principle every individual are moral duty-bearers. You should172primary level
remember that the state as a legal duty-bearer also has a duty to regulate the actions of moral
duty-bearers – e.g. parents, companies etc. to ensure that they respect human rights.
Boesen, J, and Martin, T., The Danish institute for human rights (2007). Denmark.
Retrieved
fromwww.humanrights.dk/files/pdf/Publikationer/applying%20a%20rights%20
based%20approach.pdf.

173

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N
LESSO

PLAN

13

Participation in GovernanceIn a democratic society, it is quite common for people to participate
in political gatherings and demonstrations as an important means bywhich citizens can address issues of common concern and take part in
the government. Thus, it is important for students to understand how toparticipate in the government and recognize the right to freedom of peacefulassembly as one of the foundations of a functioning democracy.
Topic 				: Participation in Governance
Level 				: Primary
Subject 				: Social studies
Human Rights Concept 		
: Right to freedom of peaceful assemblyTime Allotment 		
: Two sessionsI

OBJECTIVES
Students will be able to
1. Express the meaning of taking part in the political affairs of one’s
country
2. Identify the ways and means by which people exercise the right toparticipate in the government
3. Recognize the right to freedom of peaceful assembly as one of thefoundations of a functioning democracy.
.

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primary level

II

RESOURCES• Documentary film “Demonstration against Corruption”, available
at Human Rights Education Advisory and Resources Center,
http://hre.pro.edu.tw/2-3.php•
The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation, www.lre.org.
tw/newlre/english.asp• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx.
• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Curriculum and Instruction Team, http://hretw.blogspot.
com/

III

PROCEDURE
A. Opener
The teacher shows the documentary film “Demonstration against
Corruption” and asks the students to think about the concept of“demonstration.”
B. Development of Activities
The teacher shows another documentary, “The Foundations of Democracy
Series: Authority” (Chinese version), and divides the students into several
groups ((not more than 5 for each group), to discuss the documentary.
The teacher asks each group to identify the main issues of the film, andprepare a presentation on those issues.
After the presentation of the groups, the teacher cites specific items in thepresentations that relate to human rights, particularly right to freedom ofpeaceful assembly. The teacher explains what this right means, emphasizing
the following points:• peaceful gathering• voluntary participation of people• expression of matters of public concern (issues that affect people ingeneral), or problems that require resolution by the government, or
any other interests such as social or cultural activities• protection by the government of the public – both the people
participating in the demonstration and those not involved – from any
harm.

175

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher asks the students to collect newspaper clippings on the rightto freedom of assembly. The teacher also asks the groups to discuss the
freedom of assembly and how to exercise this right in a peaceful way.
C. Closure
The teacher highlights the responses of the students. The teacher
concludes that freedom of peaceful assembly, recognized as means ofparticipating in the government, can serve the expression of views and thedefense of common interests.
IV

EVALUATION
The teacher asks the students to reflect on the right to participation, andthe right to freedom of peaceful assembly after the above activities.
Notes
Peaceful assemblies can serve many purposes, including the expression of views and thedefense of common interests. It is also recognized as one of the foundations of a functioning
democracy. The right to peaceful assembly is stated in the Convention on the Rights of the Child,
Article 20, “Everyone has the right to freedom of peaceful assembly and association. No one may
be compelled to belong to an association”.

176human rights: Principles and Rights

LOWER SECONDARY LEVEL177

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N1

N PLA

LESSO

Cherish Life
Human rights are meaningful as long as we celebrate life. The basis ofhuman rights is life, lived by individuals in society and with other life foms in
the natural environment. In living with others in society, human rights play
an important role of ensuring that life is respected, protected and enjoyed.
Topic 				Level 				Subject 				Human Rights Concept 		
Time Allotment 			: Cherish Life
: Lower secondary: Thought and Morality: Right to life
: Three sessionsI

OBJECTIVES
Students will be able to
1. Express appreciation of the value and meaning of life of humanbeings and other species on earth, and the need for all of them to livein harmony
2. Express the value of one’s own life and demonstrate respect for others’
lives.

IIRESOURCES• This lesson plan is based on lesson plans in Thought and Morality (《思想品德》Sixiang Pinde) of Grade 7. Selected from the Teachers’
Manual on the Course on Thought and Morality (Grade 7), 3rd edition,
People’s Education Press, 2008, pages 59-71.

178

lower secondary level

III

PROCEDURE
A. Opener
The teacher briefly introduces the topic “The importance of life” by citing
Article 3 of the Universal Declaration of Human Rights (UDHR): “Everyone
has the right to life, liberty and security of person”.
The teacher explains that one cannot be deprived of life arbitrarily, andthis is based on an international document (UDHR) that was adopted way
back in 1948 by the community of nations.
The teacher also notes that life should not only refer to human life, but toall forms of life. All forms of life should be loved and respected for the sakeof the planet where we all live on.
B. Development of Activities
Session One: “Lives Adorn the World”
Activity One: Colorful world of life
The teacher has divided the students into several groups in the previous
session and gave them the assignment to collect pictures, videos, or actual
samples of organisms.
In the class, the teacher tells the students to discuss within theirrespective groups how they would introduce the organisms they researchedon and assign one member to present its report to the class.
The teacher facilitates the group reporting.
Activity Two: “Different species should love each other”
After the group reports, the teacher instructs the students to discuss
within their respective groups the topic “Different species should love eachother.” The teacher asks the students to share within their respective groups
touching stories about the topic from their own experiences and from what
they learned from the books, and then prepare a group report.
Based on the group reports, the teacher comments on the students’
understanding of the importance of love, encourages them to care for andprotect the lives around them, and to be kind-hearted people.
The teacher instructs each group to raise an organism, record in a Life
Note how the organism grows, and then discuss appropriate name for theorganism such as “Star of Raising Animals”, or “Star of Growing Plants.”
To end the session, the teacher expresses the following message:
Different species exist in the world. When we observe how they exist,
or how they grow, we realize that they exist alongside each other. We also179

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

realize that this is a natural situation. And just like people, giving support
to each other’s existence makes everyone’s lives meaningful.
Session Two: “Uniqueness of Human Life”
The teacher discusses the uniqueness of human life by citing the rightto life in the Universal Declaration of Human Rights and also its Article 1
which provides that all human beings are born free and equal in dignity andrights, endowed with reason and conscience, and should act towards one
another in the spirit of brotherhood. We should respect our own life and thatof others. Another meaning of the word life is related to one’s career. Besides,
the meaning of a great life or an ordinary life will be discussed.
Activity One: “My Life Identity” personality show
The teacher asks each student to make a “Life Identity Card” by writing
on a piece of paper her/his own signature, personality, hobbies, skills, mottos
and wishes along with a human figure.
The teacher encourages the students to introduce themselves in a lively
manner and listen to their classmates’ self-introduction carefully.
After the students have introduced themselves, the teacher makes aconclusion that everyone is unique and everyone should cherish one’s own
life and respect that of others.
Activity Two: Sequel writing
The teacher informs the students that they will hold a competition on“Sequel Writing,” with students participating either as individuals or ingroups. The teacher asks the students (or the groups) to write on a big pieceof paper a description of human beings’ wisdom. The most fantastic piecewins the competition, and the teacher puts it up on the classroom wall as anaward.
Activity Three: Giving advice on choosing a life path
The teacher tells stories about the lives of celebrities to inspire thestudents.
The teacher asks the students to play the game “I help you, you help me”
with the following instructions:a. Think individually about the following:
1. What is your goal in life?
2. What do you need to do to reach your goal? What kind of education
will you need for this purpose?
3. How much money do you think you would need to complete thethings you need to do?

180lower secondary levelb. After a while, students consult fellow students on what answers would
be appropriate, as well as give suggestions to each other.
After the game has ended, the teacher tells the students about theimportance of choosing the proper way of life on the basis of self-evaluation,
peers’ advice and the teacher’s suggestion.
At the end of the session, the teacher gives the following assignment:
1. Write down the steps to take to protect yourself when your apartment
is on fire.
2. Make a plan for your life.
Session Three: “Blooming Life”
The teacher makes a short introduction about cherishing our lives.
The right to life is one of the most important human rights protected byinternational human rights law. It should not be deprived arbitrarily. On theother hand, the individuals should also learn how to protect their own life
too.
Activity One: “Never lose hope in life” stories
The teacher tells several short stories (vignettes) about never giving up
hope in life: for example, the story of “The Miracle of Life” tells about awoman who survived falling into a trap because of her strong will to live.
The Miracle of Life
Two miners were trapped inside the mines after some pillars
collapsed during their work. They could not find any exit out of themines after a thorough search. However, the two miners did not lose
their hope to live. They kept encouraging each other: “the only thing
we can do is to wait for the rescuers; as long as we have faith, we
could survive; the strongest enemy is not the shortage of food andwater, but the lack of faith; if we persist, we’ll have the chance tolive.”
With their eagerness to live and the perseverance challenging
their physical capability, the two miners were rescued and freed afternine days and eight nights. They created the miracle of life.

The teacher guides the students on leaning how to value of life even morefrom model people, peers and celebrities, and then asks them to write down
their own motto after a careful thinking.
The teacher instructs the students to do a role-play according to thisstory,
a. expressing the feeling about the character’s strong will to live whileinside a trap

181

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

b. telling experiences on seeking own way of life, or performing thestories.
The teacher may ask some questions:• What supported the woman to survive?
• What would you do if you were the heroine?
Activity Two: Learning self-protection
Using the stories collected prior to the class by the students on ways ofprotecting one’s self, the teacher develops a set of questions for a quiz. The
teacher asks the students to form small groups that will compete in the quiz.
The teacher includes questions in the quiz that relate to different
principles such as value of life, right to protect one’s life, etc.
The teacher then organizes a “Self-protection Camp” where students
act out what to do in situations of robbery, kidnapping, fire outbreak, anddrowning of a person.
The students act out different situations and their reactions to them.
The teacher asks the students to freely raise their ideas and share their
feelings about the “camp” experience. The teacher guides the exchange ofideas and feelings among the students.
The teacher summarizes some of the major ideas expressed by thestudents and emphasizes those that relate to such principles as value of life,
right to protect one’s life, etc.
Activity Three: Recognizing and respecting life
The teacher starts the activity with the question of “what kind ofhappiness could you bring to others?”
The teacher then encourages the students to share their stories about
the idea of “help”, either helping others or getting help from others. And theteacher tells them to be kind-hearted persons while cherishing the happinessthey already have.
The teacher asks the students to interview some people who are successful
in their endeavor or acquire information about them before the class, andpresent the contribution they made to the society and their hometown. The
teacher points out the important lessons in the lives of the successful people
to motivate the students to work step by step in order to realize their own
dreams.
The teacher makes a conclusion that everyone is an important part ofhappy life.

182

lower secondary level

Activity Four: Realizing the value of life
To make the students understand that everyone makes a contribution to
the class and the society, the teacher asks the students to make a speech on
the theme “Realize the Value of Life.”
The teacher instructs and comments on the content, skill and language
and effect of the speeches.
The teacher takes note of the content of the speeches and points out parts
that show the need to respect others’ lives while cherishing one’s own life.
Activity Five: Self-acceptance
After reading and thinking about the story in the textbook about an
ordinary disabled person who lives a happy and decent life, the teacher
guides the students in discussing the idea of being kind in life (being kind totheir own lives and those of others).
The teacher expands the scope of the discussion by providing topics suchas• What should I do if had cancer?
• What should I do if a person was trapped?
The teacher concludes and guides the students on the concept of kindness
to others while realizing, respecting, accepting and cherishing one’s own
life. The teacher leaves the final message: “Life may be imperfect, but animperfect life needs more respect.”
Activity Six: “My Life Motto” personality show
Based on a previous assignment on the collection of materials about
the work and life of two persons (a celebrity and an ordinary person), theteacher asks the students the following question: what are their respective
contributions to society?
The teacher lists on the board the responses of students, and commentsthat everyone could increase the value of his/her life by persistent endeavor.
The teacher explains the meaning of Nikolai Ostrovsky’s well-known
saying in the textbook:“Man’s dearest possession is life. It is given to him but once, andhe must live it so as to feel no torturing regrets for wasted years,
never know the burning shame of a mean and petty past; so live that,dying, he might say: all my life, all my strength were given to thefinest cause in all the world - the fight for the Liberation of Mankind”- How the Steel was Tempered, Nikolai Ostrovsky, 1932

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

C. Closure
The teacher closes the session by emphasizing a number of ideas thatwere discussed in the previous sessions:• the world is composed of all kinds of lives, and the different species
should cherish each other• human beings are part of nature, and are also unique• the significance of one’s self and the lives of others, and the respect
for them• the importance of developing self-awareness and choosing the right
way to the future• the value of life lies in its content rather than its length.
IV

EVALUATION
One way for the teacher to evaluate the students’ performance is bygiving different titles to each group, such as “Star of Raising Animals”, “Starof Growing Plants”. Another way is by encouraging students to keep a “LifeNote” when raising an animal or grow plants. This Life Note can be regarded
as part of class performance.
Besides, the teacher can evaluate the students by giving a quiz on
basic knowledge of the right to life at the end of the semester. The ability
to understand the concept of the right to life and its application should be
evaluated in the quiz.
Notes
Knowledge structure:184

lower secondary level
Everyone has the right to life. That right cannot be deprived arbitrarily. In many countries,
death penalty has been abolished. That means one’s life cannot be deprive even by law.
Furthermore, life should be respected not only by others, but also be cherished by oneself.
Finally, in the long run, there are other lives on the planet. Human beings cannot have
happy life without respecting natural lives. Some wild lives are in danger and we should cherish
them.

185

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N
LESSO

PLAN

2

Right to Protection
Each person was born into this world by a mother. Wanting to become amother is part of the inherent human rights of every woman. Yet pregnancy
and maternity are challenges for women, especially for those who work. Long
work hours, night shifts, threats of getting fired are still widely affecting
women. There is a need for women to have hospitable environment, adequate
time to recover from giving birth, and sufficient time to nurse their new-born
child. Many women still suffer from traditional views about gender divisionof labor, and motherhood ideology. Every mother of a young child deserves
assistance by understanding her roles and the importance of proper support
from other members of the family as well as society. This secures not only
the physical and mental health of the mother, but also the dignity of the next
generations.
Every child has the right to be raised with love in the family or familylike environment. The child should be fed with balanced nutrition, be curedof diseases, and be educated for their future well-being. However, in reality,
a powerless child in the family is easily ignored and sometimes becomes a
victim of various forms of abuse.
Topic				: Family Life and human rights
Level				: Lower secondary
Subject				: Extracurricular activity
Human Rights Concept		
: Right to protection/careTime Allotment			
: Four sessions

186lower secondary level

I

OBJECTIVES
Students will be able to discuss the link between human rights and family
life.
II

RESOURCES• Materials about maternity protection and childcare(In the previous class, the teacher gives students an assignment tocollect reports on cases of abusive actions against mothers and children
from whatever sources [online, print (newspaper, magazine), or personal
interview].)• Convention on the Rights of the Child (CRC), article numbers 3, 6, 19,
24, 34, 35, 36 and 37 (see Notes for the texts of the articles).
III

PROCEDURE
A. Opener
The teacher asks the students who among the family members would
have the “most precious” human rights, and explain why.
The teacher writes on the board the answers of the students, and thereasons for their answers.
B. Development of Activities
1. Activity
The teacher asks students to form small groups (not more than 5 pergroup) to discuss the materials they have collected regarding abuse of
mothers and children, and prepare a group report. The groups choose a
specific case for the group report.
The teacher provides the following guide questions:• What happened in the case? Identify the type of abuse involved.
• Why did it happen? Explain the probable reason(s) behind the abusive
action(s).
• Who are involved?
The teacher asks the groups to briefly share their discussions to thewhole class.
After the group reports, the teacher asks the students to role-play thecases they presented. The teacher asks the students to highlight the abusive
actions affecting mothers and children. The teacher instructs the students
to decide in their respective groups the actions each student would roleplay.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

2. Analysis
The teacher lists on the board the roleplayed actions and asks the students
to answer the following questions:• Are there attitudes in the roleplayed actions that adversely affectmothers and children?
• What values are missing in the roleplayed actions?
• How can such actions/behavior be changed?
The teacher writes the answers of the students corresponding to each of
the roleplayed actions listed on the board.
The teacher classifies the roleplayed actions into several categories suchas those that relate exclusively to mothers and children, types of abuse(physical or verbal), and any other appropriate classifications.
3. Abstraction
The teacher explains the concept of maternity protection and childcare,stressing the following points:• everyone has the right to be protected from any form of human rights
violation• but there is special emphasis on the welfare and safety of some people
who are most vulnerable to abuse by others. Mothers and children
have been identified as needing special treatment. The Universal
Declaration of Human Rights states that “[M]otherhood and childhood
are entitled to special care and assistance.” (Article 25
The teacher mentions that the Convention on the Rights of the Child (CRC)
obliges governments, as part of their responsibility under this international
agreement, to• “take all appropriate legislative, administrative, social andeducational measures to protect the child from all forms of physicalor mental violence, injury or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse, while in thecare of parent(s), legal guardian(s) or any other person who has thecare of the child.” (Article 19)• take appropriate measures on “pre-natal and post-natal health carefor mothers.” (Article 24d)
In addition, under the CRC, the government has the obligation to:• adopt laws and administrative measures, and ensure that government
child care institutions follow the standards established by competentauthorities for the care and protection of children (Article 3)188lower secondary level•••

ensure to the “maximum extent possible the survival and developmentof the child” (Article 6)protect the child from all forms of sexual exploitation and sexual
abuse (Article 34)
ensure that no child is subjected to torture or other cruel, inhumanor degrading treatment or punishment (Article 37).

The teacher explains that these international human rights standards
should likewise guide people in ensuring that children are cared for andprotected from harm.
4. Application
The teacher asks the students to form new small groups and choose any
topic below for their research:
a. national or international laws on the prevention of child abuseb. measures that protect and support mothers regarding maternity andchild carec. novel measures adopted by families to care for mothers and children.
C. Closure
The teacher stresses the importance of understanding ways of improving
the human rights situation in the family, especially the situation of mothers
and children.
IV

EVALUATION
The teacher conducts observation evaluation on the whole process oflearning and teaching.
Alternatively, the teacher asks the students to make a list on why andhow human rights are protected in family.
Notes
Relevant provisions of the Convention on the Rights of the Child:
Article 3
States Parties undertake to ensure the child such protection and care as is necessary for
his or her well-being, taking into account the rights and duties of his or her parents, legal
guardians, or other individuals legally responsible for him or her, and, to this end, shall take allappropriate legislative and administrative measures.
States Parties shall ensure that the institutions, services and facilities responsible forthe care or protection of children shall conform with the standards established by competentauthorities, particularly in the areas of safety, health, in the number and suitability of theirstaff, as well as competent supervision.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
Article 6
1. States Parties recognize that every child has the inherent right to life.
2. States Parties shall ensure to the maximum extent possible the survival and developmentof the child.
Article 19
States Parties shall take all appropriate legislative, administrative, social and educational
measures to protect the child from all forms of physical or mental violence, injury or abuse,neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while inthe care of parent(s), legal guardian(s) or any other person who has the care of the child.
Article 24
1. States Parties recognize the right of the child to the enjoyment of the highest attainable
standard of health and to facilities for the treatment of illness and rehabilitation of health.
States Parties shall strive to ensure that no child is deprived of his or her right of access to such
health care services.
2. States Parties shall pursue full implementation of this right and, in particular, shalltake appropriate measures:(a) To diminish infant and child mortality;(b) To ensure the provision of necessary medical assistance and health care to all children
with emphasis on the development of primary health care;(c) To combat disease and malnutrition, including within the framework of primary healthcare, through, inter alia, the application of readily available technology and through theprovision of adequate nutritious foods and clean drinking-water, taking into consideration thedangers and risks of environmental pollution;(d) To ensure appropriate pre-natal and post-natal health care for mothers;(e) To ensure that all segments of society, in particular parents and children, are informed,
have access to education and are supported in the use of basic knowledge of child health andnutrition, the advantages of breastfeeding, hygiene and environmental sanitation and theprevention of accidents;(f) To develop preventive health care, guidance for parents and family planning educationand services.
Article 34
States Parties undertake to protect the child from all forms of sexual exploitation andsexual abuse.
Article 35
States Parties shall take all appropriate national, bilateral and multilateral measures toprevent the abduction of, the sale of or traffic in children for any purpose or in any form.
Article 36
States Parties shall protect the child against all other forms of exploitation prejudicial to
any aspects of the child's welfare.
Article 37
States Parties shall ensure that:(a) No child shall be subjected to torture or other cruel, inhuman or degrading treatment
or punishment. Neither capital punishment nor life imprisonment without possibility of release
shall be imposed for offences committed by persons below eighteen years of age;(b) No child shall be deprived of his or her liberty unlawfully or arbitrarily. The arrest,
detention or imprisonment of a child shall be in conformity with the law and shall be used only
as a measure of last resort and for the shortest appropriate period of time;(c) Every child deprived of liberty shall be treated with humanity and respect for theinherent dignity of the human person and in a manner which takes into account the needs of
persons of his or her age. In particular, every child deprived of liberty shall be separated from190

lower secondary level
adults unless it is considered in the child’s best interest not to do so and shall have the right tomaintain contact with his or her family through correspondence and visits, save in exceptional
circumstances;(d) Every child deprived of his or her liberty shall have the right to prompt access to legal
and other appropriate assistance, as well as the right to challenge the legality of the deprivationof his or her liberty before a court or other competent, independent and impartial authority andto a prompt decision on any such action.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N3

N PLA

LESSO

Caring for Each Other
School can be defined as the community where teachers and students
gather, share their daily life, and teach or learn together. But it is also a place
where human rights violations are becoming serious social problems. Thereis a need to develop the culture of caring for each other to help improve thehuman rights situation in the school.
Topic				: School Life and human rights
Level				: Lower secondary
Subject				: Extracurricular activity
Human Rights			
: Human rights violations in school
Time Allotment			: One session
I

OBJECTIVES
Students will be able to discuss the human rights violations in school.

II

RESOURCESMedia reports on the enactment of the Students’ Human Rights Ordinance.
One news report is available online: www.hani.co.kr/arti/english_edition/e_national/440444.html.

192

lower secondary level

III

PROCEDURE
A. Opener
The teacher shows videos of the news on the proclamation of Student
Human Rights Ordinances in some schools in Korea.
The teacher asks the students what they feel about the news.
B. Development of Activities
1. Activity
The teacher asks the students to form small groups (not more than 5
per group) and discuss the Student Human Rights Ordinance. The teacher
provides copies of the Ordinance to the groups. The teacher instructs thestudents to give their comments on the different relationships covered by theOrdinance: teacher-student, student-teacher, student-student.
The teacher asks the groups to report to the whole class the results of
their discussion. The teacher writes on the board the major points in thegroup reports.
The teacher provides the students several newspaper articles about
the relationships in the school (teacher-student, student-teacher, studentstudent) covered in the Ordinance. In case, not enough newspaper reportson the three relationships are available, other reports relating to schools canbe used.
The teacher asks the groups to discuss possible violations of the Ordinancein the newspaper reports and to share their discussions to the whole class.
The teacher tells the groups to employ different ways of reporting their
discussions, including the use of drawings and other forms.
2. Analysis
The teacher asks the students several questions:• What are the issues presented in the newspaper reports?
• Why did human rights violations occur in the schools according to
the reports?
• What can be done about such violations?
• Does the Ordinance provide solutions or guidelines on how to address
such violations in schools?
• Do you think the provisions of the Ordinance make sense?
• What do you think are the limitations of the Ordinance?
• What values should be emphasized in order to prevent such violations
from happening again in schools?

193

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher may prepare newspaper reports that present problems such
as:
•
•
•

Teachers’ disregard of the students’ personality
Students’ unruly behavior that disturb the class
Bullying done by students to fellow students focusing on name, sex,
appearance, etc.

3. Abstraction
The teacher explains to the students that the Ordinance tries to address
the issues contained in the newspaper reports as well as other concerns that
affect the students, teachers and even parents in the context of the school.
The teacher emphasizes the value of the Ordinance as basis for determining
what rights should be enjoyed in the schools and why they should not be
violated.
The teacher reminds the students that many of the rights included in
the Ordinance refer to the Convention on the Rights of the Child, as statedin its (Ordinance’s) Article 1. Thus the rights are similar to the international
human rights standards.
The teacher clarifies that there are many more rights provided by theinternational human rights standards that the Ordinance does not include.
And because the rights in the Ordinance are contextualized in the school
setting, some rights are specifically education-related such as the right tofreedom to do extra-curricular activities, right to participate in revisingschool regulations, right to participate in decision-making, and rights ofminority students. These rights can be considered related to a large extent to
the international human rights standards.
The chart below provides some of the rights covered by the UDHR:
Chart of Human Rights
•
•
•
•
•

•

194

Right to equality
Freedom from discrimination
Right to life, liberty, personal
security
Freedom from torture anddegrading treatment
Freedom from interferencewith privacy, family, homeand correspondence
Freedom of belief and religion

•
•
•
•
•
•
•

Freedom of opinion andinformation
Right of peaceful assembly andassociation
Right to participate ingovernment and in free elections
Right to social security
Right to adequate living standard
Right to education
Right to participate in thecultural life of communitylower secondary level

4. Application
The teacher asks the students to discuss in groups what practicalmeasures can be done to prevent violations of the Ordinance, and make a listof such measures.
The teacher further instructs the groups to classify their practicalmeasures according to the three relationships covered by the Ordinance(teacher-student, student-teacher, student-student).
The teacher asks the groups to report their lists to the class, and comments
or ask questions on the lists whenever necessary.
5. Closure
The teacher stresses that each student can be an advocate of human rights
in school by understanding the human rights relevant to their situation.
IV

EVALUATION
The teacher can use any suitable way to evaluate student’s understanding
the human rights in school life.
V

ASSIGNMENTThe teacher tells the students to develop, in their respective groups, anaction plan on how to prevent violations of the Ordinance. The action planshould have provisions on the three relationships covered by the Ordinanceand should be based on the practical measures they discussed earlier. Eachgroup would report their action plans in the next session.
Notes
Human rights violations occur in various forms. Preventing people from enjoying theirrights (such as preventing students from studying, or stopping them from using school facilities
such as library or gyms), doing physical harm (such as bullying through physical attack on
students), verbal/online statement that affect the reputation of students (such as calling names
or making threats of violence, or even spreading lies and wrong information about students
through the social media), excluding or ostracizing people from groups (such as forcing
students to leave student clubs or organizations) are all forms of human rights violations. The
list of rights provided in international human rights documents such as the United Nations
Convention on the Rights of the Child provide good reference.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N4

N PLA

LESSO

Family and Social Security
Social security aims to promote the welfare of the population throughassistance measures guaranteeing access to sufficient resources for food andshelter and to promote the health and wellbeing of the population. Services
providing social security are often called social services. All the social security
and welfare services are generally covered by government programs andinterventions. A major part of the programs protects the rights of vulnerable
sectors such as children, the elderly, the sick and the unemployed.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				

I: Family and Social Security: Lower secondary: Social Studies:
Right to social security
Equal opportunity
Social protection
Social welfare system: One session

OBJECTIVES
Students will be able to:
1. Identify how governments deal with social protection and welfare
programs to improve the quality of life of the people
2. Analyze how basic human rights are implemented and exercisedthrough the government’s social welfare programs and public services.

196lower secondary level

II

RESOURCES• “Social Studies – III” Textbook, UB, 2011, pages 84-87• Local newspapers and TV news programs on the situation of families• Universal Declaration of Human Rights (UDHR) – Article 22• Convention on the Rights of the Child (CRC) - Article 26

III

PROCEDURE
A. Opener
The teacher shows a documentary or provide a report about the situationof families in the country due to the changing social and economic conditions,and then asks the students to identify the issues facing the families.
B. Development of Activities
1. Activity
The teacher asks the students to brainstorm on the challenges thatfamilies face in order to enjoy good life. The expected challenges that thestudents will identify may include• finding a job with adequate pay• taking care of young children and/or old people• being able to afford medical treatment for unexpected illnesses• paying for education• getting social services from the government, etc.
The teacher writes on the board a list of the challenges raised by thestudents.
Using the list of challenges on the board, the teacher asks the students
whether or not families in the country would be equally capable of meetingthese challenges.
The expected answer would be that there are families that are not capableof meeting the challenges. The teacher tells the students to cite reasons forthis situation, and makes a list of the reasons on the board.
2. Analysis
The teacher asks the students to form small groups (not more than 5 pergroup) and instructs them to discuss the following question:
Considering the reasons why some families are not in a position
to face the challenges of having an adequate standard of living, what
are the possible measures that the government can provide to thesefamilies?
The students are likely going to cite government programs on healthcare, child care, education, unemployment, pension, etc.
The teacher provides additional questions for group discussion:

197

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

•
•
•
•

What are the goals of social welfare programs and public services?
Why are these policies and programs important to the people?
What are the steps required to obtain benefits from these welfare
services?
Do you and your parents benefit from each of these services, and if
so, how?

The teacher tells the groups to report the results of their discussion to
the whole class.
3. Abstraction
The teacher introduces the concept of social security, with its goalof ensuring as much as possible that every person is not deprived of theopportunity to enjoy it.
The teacher clarifies that social security is not a matter of privilege but aright that governments are obligated to support. The following provisions of
the Universal Declaration of Human Rights (UDHR) and the Convention on
the Rights of the Child (CRC) provide the bases of the right to social security:
a. Article 22 of the UDHR:
Everyone, as a member of society, has the right to social security
and is entitled to realization, through national effort and international
co-operation and in accordance with the organization and resourcesof each State, of the economic, social and cultural rights indispensablefor his dignity and the free development of his personality.
b. Article 26 of the CRC:
1. States Parties shall recognize for every child the right to benefit
from social security, including social insurance and shall takethe necessary measures to achieve the full realization of thisright in accordance with their national law.
2. The benefits should, where appropriate, be granted, taking
into account the resources and the circumstances of the childand persons having responsibility for the maintenance ofthe child, as well as any other consideration relevant to an
application for benefits made by or on behalf of the child.
The teacher emphasizes that under the human rights framework,
governments should use whatever resources are available to assure thatpeople enjoy social security. And therefore the current social welfare
programs and other public services of the government should be seen fromthis perspective.

198

lower secondary level

4. Application
The teacher tells the students to go back to their respective groups andasks them to think of possible ways of improving the social welfare and otherpublic services of the government in terms of the following:
quality and quantity of services being provided
accessibility to such services by those who need them most (such as
children, persons with disabilities, old people, poor people, etc.)
The teacher asks the groups to report the results of their discussion to
the whole class.
C. Closure
The teacher emphasizes that people should benefit from social services
being provided by the government as a matter of right. Social security is anecessary measure to support people who are in a weak or poor situation.
IV

EVALUATION
The teacher asks the students to write a reflection paper on the value ofsocial security to people in general.
Notes
Social security is a fundamental human right recognized in numerous international legal
instruments, in particular the Declaration of Philadelphia (1944), which is an integral part of
the Constitution of the International Labour Organization (ILO), and the Universal Declarationof Human Rights (1948) adopted by the General Assembly of the United Nations.
The notion of social security covers all measures providing benefits, whether in cash or in
kind, to secure protection, inter alia, from(a) lack of work-related income (or insufficient income) caused by sickness, disability,
maternity, employment injury, unemployment, old age, or death of a family member;(b) lack of access or unaffordable access to health care;(c) insufficient family support, particularly for children and adult dependants;(d) general poverty and social exclusion.
In social security: (1) benefits are provided to beneficiaries without any simultaneousreciprocal obligation (thus it does not, for example, represent remuneration for work or otherservices delivered); and (2) that it is not based on an individual agreement between the protected
person and provider (as, for example, a life insurance contract) but that the agreement applies
to a wider group of people and so has a collective character.
Access to social security is, in its essential nature, a public responsibility, and is typicallyprovided through public institutions, financed either from contributions or taxes. However,the delivery of social security can be and often is mandated to private entities. Moreover,there exist many privately run institutions (of insurance, self-help, community-based or of amutual character) which can partially assume selected roles usually played by social security,
including in particular occupational pension schemes, which complement and may substitute inconsiderable measure for elements of public social security schemes.
Text taken from World Social Security Report 2010/11: Providing coverage in times of crisisand beyond (Geneva: International Labour Office, 2010), pages 7, 13-14.

199

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N5

N PLA

LESSO

Taking Human Rights Action
Learning about human rights significantly contributes to promoting
equality and the rule of law, enhancing participation and democratic processes,
and preventing conflict and human rights violations. Thus human rights
education constitutes a fundamental contribution to the effective realizationand enjoyment of human rights at all levels. One of the contents, as well as
impact, of human rights education is learning what to do to protect, promote
and realize human rights.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment				: Taking Human Rights Action: Lower secondary: Social Studies:
Rule of law and human rights
Legal aspects of human rights: One session

I

OBJECTIVE
Students will be able to demonstrate what they have learned abouthuman rights and take a stand for community members whose rights are
not respected, protected or realized.
II

RESOURCES• “Social Studies – III” Textbook, UB., 2011, pages 88-92

200

lower secondary level•“Grandma fighting for human rights,” video of the AsiaPacific Youth Network (APYN) – available at www.youtube.com/
watch?v=n6qerj3PbWw

III

PROCEDURE
A. Opener
The teacher shows the human rights education video “Grandma fighting
for human rights” and asks the students to reflect on what options the oldwoman in the video has in resolving the problem she faces.
The teacher writes a list on the board of what the students say as mainideas on their reflection.
B. Development of Activities
1. Activity
The teacher introduces the Human Rights Portfolio, which is a recordof the work demonstrating an individual’s and collective’s journey andaccomplishments in learning human rights.
The teacher explains that Human Rights Portfolio may cover different
activities such as the following:• Organizing a school event to raise awareness on the human rights
issues• Researching about institutions that can provide help to people inneed such as those providing legal assistance• Learning how to write to relevant government agency about casesthat may involve human rights violations• Visiting a human rights organization or the national human rights
institution to learn about their programs.
The portfolio will have to:• Record the actions that they have taken to raise awareness abouthuman rights issues• List actions they have taken to help others• Include information they have learned about human rights issues• Record any events they have been part of to contribute to humanrights issues as well as the results of these events (e.g., making
human rights posters).
• Write observations and reflections on things they may have seen that
affected them.
The teacher shows a sample Human Rights Portfolio, Annex 1.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

2. Analysis
The teacher asks the students to form small groups (not more than 5
per group) and discuss the human rights involved in the video “Grandma
fighting for human rights.” The groups likewise discuss what measures canbe done by other people to help the old woman resolve her problem.
The teacher allows the groups sufficient time to work on their projects,
and encourages them to think about ways to present their projects to theirpeers and their community.
The teacher reminds them that the output of their discussions (boththe activities being planned, the expected output, and their reflections or
thoughts about the activities and the issues) should be recorded in the formof a Human Rights Portfolio.
3. Abstraction
The teacher cites the good points in the Human Rights Portfolios of thegroups to say that human rights are those things that affect people in theirordinary lives and thus can be enjoyed (or resolved in case of violations)in simple ways. However, some human rights issues are complicated andinvolve institutions (government or private entities) and thus their resolution
requires the help of institutions with capacity and program to resolve humanrights issues.
The teacher points to relevant domestic laws that protect human rights(e.g., anti-discrimination laws, law against domestic violence, law to protect
farmers) and cite their provisions on what people can do to enforce or protect
their rights.
C. Closing
The teacher closes the session by pointing to the importance of seeing
human rights from a practical perspective. The teacher emphasizes
the importance of concrete measures on human rights action ranging
from educational activities, to research, to visiting relevant government
institutions, to providing help to people whose human rights have been
violated.
IV

EVALUATION
The teacher conducts observation evaluation on the whole process oflearning and teaching.

202lower secondary level

Annex 1
Sample Human Rights Portfolio
Date &
Place

Activity(Describe activities
or events in detail.
Activities refer to what
the students would liketo undertake. Eventsrefer to activities
organized by otherpeople that the students
can attend.)

Results/
Output(expected)

Comments/Reflection(Writeconcreteresults or
outputs)(Write any thoughtsthat affect thestudents personallywhile doing theactivities, as well as
any learning thatstudents gain in theprocess)203

human rights: Principles and Rights

UPPER SECONDARY LEVEL205

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N1

N PLA

LESSO

Human Rights Principles
To be able to better understand the principles of human rights, students
can do the exercise of making priority list of rights. Working in groups, thestudents can question each other on the priority lists made and probe thereasons behind the prioritization of rights.
Topic 				: Human Rights Principles
Level 				: Upper secondary
Subject 				: Liberal Studies, Human Rights
Education, Civic Education
Human Rights Concept 		:- Inalienable, interrelated,interdependent & indivisible,
equality- Legal protection- Lack of precondition forenjoying human rights, respect
Time Allotment 			: Two sessionsI

OBJECTIVES
Students will be able to discuss the human rights principles by making
priority lists of rights.

206

upper secondary level

II

RESOURCES• The Universal Declaration of Human Rights
Article 2:
Everyone is entitled to all the rights and freedoms set forth in thisDeclaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin,property, birth or other status. Furthermore, no distinction shall be made on
the basis of the political, jurisdictional or international status of the country
or territory to which a person belongs, whether it be independent, trust, nonself-governing or under any other limitation of sovereignty.
Article 29:(1) Everyone has duties to the community in which alone the free and fulldevelopment of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject
only to such limitations as are determined by law solely for the purpose of
securing due recognition and respect for the rights and freedoms of others
and of meeting the just requirements of morality, public order and thegeneral welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the
purposes and principles of the United Nations.
III

PROCEDURE
A. Opener
The teacher explains that human rights include civil, political, economic,
social and cultural rights. The teacher notes that sometimes people say that
economic rights are more important than political rights, or political andeconomic rights are separate. Thus the teacher asks the students: Are there
any rights more important than the others?
The teacher asks the students to read the case of LINK below.

The LINK Incident
The Hong Kong Government has been privatizing public services
since 1999 through such measures as outsourcing and contracting
public housing management and maintenance to private contractors.
The cessation of the production and sale of flats under the Home
Ownership Scheme (HOS) in 2003 affected the financial standing of
the Housing Authority, which was forced to sell real estate investment
trust’s assets to compensate for the loss of sale of HOS flats. The
public has already started voicing opposition to the privatization of
public services. The Housing Authority sold shopping malls and car

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

parks in public housing estates to The Link Management Limited,which was officially established in February 2004 and was planned
to be listed in the stock market. When the Initial Public Offerings(IPO) process of the Link began, public housing residents, Lo Siu-lan
and Ma Kei-chiu, filed a lawsuit seeking an injunction against the
Housing Authority in selling its assets, and the setting aside of thelisting of The Link.
The public reaction was divided. The investors in The Link
protested the litigation for politicizing the investment move andorganized the ‘For the listing of The Link - Against politicians’
demonstration with tens of thousands of people marching. On theother side, a number of scholars, public housing tenants and public
housing residents respectively expressed their views, opposing
the privatization of public assets. They pointed out that after theprivatization, small businesses would face rent increase, resulting
in the increase of daily expenses of public housing tenants due toincreased rent.
In 2005, the Court ruled in favor of the Housing Authority,
and The Link was listed in the same year at the Hong Kong Stock
Exchange. At present, The Link assumed the management of 180
shopping centers and parking facilities that were originally underthe Housing Authority, hence becoming one of Hong Kong’s largest
holders of shopping malls and car parks.
(Case study based on Charmaine Wan, “Study Unit: Privatization of
Shopping Malls in Public Housing Estates,” Modules: Hong Kong Today,
2010, http://ls.hket.com/UserFiles/Image/229/Chapter_229.doc)

B. Development of Activities
1. Activity
The teacher asks the students to form small groups and prioritize humanrights in a list.
The prioritizing of rights can be done in a variety of ways such as theone below:• Right to liberty and security• All are equally entitled to all rights without distinction of any kindsuch as race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status• Election rights including nomination, being nominated, and vote orbeing voted upon
• Right to freedom of thought, conscience, opinion and expression• Right to an adequate standard of living• Right to enjoy quiet and free from pollution environment

208

upper secondary level••

Right to self-determination
Social, economic and cultural rights

2. Analysis
After the group discussion, the teacher instructs each group to present
their priority lists and explain the reasons behind them. The teacher asks
several questions to guide the presentation and class discussion:• Which right is being regarded as the most important, and which
one is the least important? Explain the reason(s) for the respective
designations of rights.
• What are the criteria used to prioritize the list of rights?
• What did you feel when you were asked to prioritize the list of rights?
• If the right listed as the least important was lost, what adverse
consequence could be there be, if any?
• Is economic development more important than human rights
protection? Why?
• Does economic development clash with human rights protection?
• If you were given a second chance to prioritize the rights in the list,
would you amend the list? Explain your answer.
The teacher guides the class in judging whether the following statements
are correct or not, and discuss the reasons behind the decisions:• Some people are more equal than others• People need to fulfill their obligation before they enjoy their rights• Human rights are moral rights• Human rights will lead to social chaos.
3. Abstraction
The teacher stresses the basic principles regarding human rights suchas the following:• Rights are inalienable, interrelated, interdependent and indivisible.
Economic rights and political rights are interrelated.
• All are equally entitled to all rights without distinction of any kindsuch as race, colour, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status.
• There is no precondition for the enjoyment of human rights• Legal protection is necessary for human rights• There is a duty to respect the rights and freedoms of others.
Article 29 of the Universal Declaration of Human Rights states thelimitations of rights: (1) Everyone has duties to the community in whichalone the free and full development of his personality is possible. (2) In the209

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

exercise of his rights and freedoms, everyone shall be subject only to such
limitations as are determined by law solely for the purpose of securing due
recognition and respect for the rights and freedoms of others and of meetingthe just requirements of morality, public order and the general welfare in a
democratic society.
Article 42 of the Basic Law, Hong Kong states the duty of Hong Kong
Residents: “Hong Kong residents and other persons in Hong Kong shallhave the obligation to abide by the laws in force in the Hong Kong Special
Administrative Region.” (The teacher may ask the students: Who have theobligation to obey the laws and the criteria for obeying the laws?)
4. Application
The teacher asks the students to discuss whether or not human rights
principles are being highlighted in the case of LINK. And if yes, the teacher
instructs the students to explain how political and economic rights areinterrelated.
C. Closure
The teacher explains that through the priority list of rights exercise,human rights principles have been discussed and learned including thefollowing:• Rights are inalienable, interrelated, interdependent and indivisible.
Economic rights and political rights are interrelated.
• All are equally entitled to all rights without distinction of any kindsuch as race, colour, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status.
• There is no precondition for the enjoyment of human rights• Legal protection is necessary for human rights• There is a duty to respect the rights and freedoms of others.
IV

EVALUATION
The teacher asks the students either toa. Collect and discuss cases from newspaper reports with reference tohuman rights principles.
b. Write or draw summary note and reflective journal after the class. Guide
questions may be provided, such as the following: what are the principles ofhuman rights? Are there examples that illustrate those principles? Do you
agree with those principles?

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Notes
The concept of priority list is modified from the following references:•
Council of Europe: Rolf Gollob & Peter Krapf: “Exercise 3.4: The Balloon Ride”,
Teaching democracy–A collection of models for democratic citizenship and humanrights education (December 2008) http://www.coe.int/t/dg4/education/edc/Source/Pdf/
Documents/6494_Teaching_democracy_assemble.pdf•
High Commissioner for Human Rights: Human Rights Training: A Manual on
Human Rights Training Methodology http://www.ohchr.org/Documents/Publications/training6en.pdf
Reading materials:
1. Introduction to LINK incidents, Hong Kong Economic Times•
Chinese: http://ls.hket.com/hk/liberalStudiesTopicsAction.do?action=listdetail&method=N&id=ff80808128f70c9101297d51894c4194•
English: http://ls.hket.com/UserFiles/Image/229/Chapter_229.doc
2. Legislative Council Meeting on 17 December 2008. Motion on “Buying back the sharesof the LINK”. Voting Record: www.legco.gov.hk/yr08-09/chinese/counmtg/voting/v200812171.
htm
Minutes: www.legco.gov.hk/yr08-09/english/counmtg/hansard/cm1217-translate-e.pdf

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N2

N PLA

LESSO

Universality of Human Rights and Asian Values
The understanding of human rights should adhere to the principles
provided for in international human rights instruments. In many cases,
however, human rights are defined with reference to local cultures. As aresult, human rights are limited rather than enjoyed in full. This perspective
has been promoted in Asia through the so-called “Asian Values” debate,
asserting that human rights are relative and defined by context. This seems
to be the perspective in the 1993 Bangkok Declaration (Final Declaration of
the Regional Meeting for Asia of the World Conference on Human Rights)
of Asian states and in a speech of the President of China. There is a need toemphasize the basic nature of human rights to ensure that people everywhere
enjoy their rights.
Topic 			 : Universality of human rights
			 and Asian Values
Level 			 : Upper secondary
Subject 			 : Liberal Studies, Human Rights
			 Education, Civic Education
			 Human Rights Concepts 		
:			 - Human rights are universal,
			 inalienable and of equal importance			- Equality of rights
Time Allotment 		 : Two sessions212

upper secondary level

I

OBJECTIVES
Students will be able to discuss human rights principles including
universality, equality and inalienability by analyzing (1) female genital
mutilation cases, and (2) the “Asian Values” perspective expressed in the1993 Bangkok Declaration and the speech of the President of China.
II

RESOURCES• The Universal Declaration of Human Rights• 1993 Bangkok Declaration (Final Declaration of the Regional Meetingfor Asia of the World Conference on Human Rights)

III PROCEDURE
A. Opener
The teacher states that there is a debate on whether human rights areuniversal or have different meanings according to society and culture.
The teacher explains that this issue will be discussed in relation to actual
cases. As an initial step, the teacher asks the students to express their initialviews (agree or disagree) on the following statements:
1. Human rights are western values but not universal values.
2. The meaning of human rights differs depending on the society andculture involved.
B. Development of Activities
1. Activity
The teacher asks the students to form groups and assigns to each groupa particular role, from this list:(1) The leader of ethnic group A;(2) A father who wants his daughter to undergo genital mutilation;(3) A girl who is being forced to have genital mutilation;(4) A woman who had genital mutilation opposing female genital
mutilation.
The teacher asks the groups to read the case and answer the following
question: What feelings, stance and argument your assigned role would haveon female genital mutilation?
One of the traditional customs of ethnic group A is female
genital mutilation for girls between infancy and adolescence. This
customary practice is done by an old woman. She removes part ofor the whole female genital organ of a girl with a knife. She maythen sew the wound and leave a small hole for the passage of urine
and menstruation. The wound will be reopened for giving birth. As

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the hygiene condition differs, some girls may die of over-bleeding
and infection. Some may result in long-term illness such as difficultyin urination, infection, severe pain during sexual intercourseand difficulty in giving birth, etc. Only the girls who had genital
mutilation are regarded as “genuine woman”, virgin and suitable formarriage.

The teacher instructs each group to share the feelings and stance on
female genital mutilation. The other groups can raise questions to thepresenting group and discuss the topic. After the discussion, the teacher
may ask the students’ own stance and argument on the topic.
2. Analysis
The teacher initiates class discussion with reference to the case on female
genital mutilation using these guide questions:• People may criticize cultural practices in particular countries fromthe perspective of human rights. Would this mean that such people
do not respect the local culture? When cultural or moral values andpractices harm human rights, where should we stand?
• Do human rights harm cultural diversity?
• Cultural relativism emphasizes that cultures are relative, of equalvalue, and some are not better than others. We should understandthe cultural meaning in particular cultural context. We should also
respect cultural diversity and equality. Do you agree with this? Are
there any conditions for respecting a particular culture?
• Who has the right and power to decide that human rights areuniversal values?
• Are there universal principles that decide what right and wrong
means?
• Are human rights universal values?
3. Abstraction
The teacher summarizes the discussion on culture and human rights bystressing the following points:• Culture and moral values are not justifications for violating humanrights. Culture and moral values change from time to time and differ
in pluralistic society.
• Human rights are universal, rooted from different religions andcultures. Human rights do not change according to society, history,
culture, politics and economy.

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There are examples of culture-based practices that violate humanrights like slavery, honor killing, footbinding in China and public
discussion on the extension of scope of local domestic violence
amendment law to homosexual cohabitants.

4. Application
The teacher provides the students with information on Asian values(using the Bangkok Declaration) and the Universal Declaration of Human
Rights. The teacher asks the students to compare and comment on the two
declarations.
The teacher can provide guide questions including the following:• Are human rights western values?
• Are human rights tools of Westerners to pressure Asians to follow
their thinking?
• Are economic rights more important than political rights?
• Is there a genuine clash between political rights and economic rights?
C. Closure
The teacher explains that the lesson discusses the universality of humanrights through the case of female genital mutilation, and stresses that humanrights violation cannot be justified by culture and moral values.
IV

EVALUATION
1. The teacher may ask the students to• collect and comment on the speeches on human rights principles byMainland China Presidents• write or draw summary note and reflective journal after the class.

Notes
Readings for discussion:
1. World Health Organization: Female genital mutilation, Fact sheet N 241, February 2012
in www.who.int/mediacentre/factsheets/fs241/en/
2. Apple Daily: “Cruel genital mutilation in Republic of Sierra Leone. A woman journalist
reports this foolish traditions” 2 March 2009 in http://hk.apple.nextmedia.com/template/apple/
art_main.php?iss_id=20090302&sec_id=15335&art_id=12400538
3. Waris Dirie / Cathleen Miller: Desert Flower, Chinese translation in www.wretch.cc/blog/
sunsmiley/12167510
Council of Europe: “Chapter 4.1 Understanding Human Rights”. COMPASS: A manual on
human rights education with young people. December 2002. http://www.eycb.coe.int/compass/
en/contents.html
洪如玉：〈人權教育理論1：導論〉，《人權教育的理論與實踐》。台北：五南。2006年8月。Hungru-yu: The theory and practice of Human Rights Education. Taipei: Wunan publication. August
2006.

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N3

N PLA

LESSO

Human Rights and Underprivileged People
In any society, there exist underprivileged groups such as those sufferingfrom disabilities or poverty, or those being discriminated based on sex,
sexual orientation, race, and other factors. It is important to understandthese underprivileged groups from a human rights perspective using the
Universal Declaration of Human Rights as standards. Students in groups
can discuss the situation of the underprivileged groups by identifying
violations of human rights and figuring out the ways of fighting against
human rights violations including the use of local human rights protection
bodies and social actions.
Topic: Human Rights and Underprivileged People
Level: Upper Secondary
Subject: Liberal Studies, Human Rights
		 Education, Civic Education
Human Rights Concepts :- Equality
		 - Non-Discrimination
		 - Economic, social & cultural rights
Time Allotment: Two sessionsI

OBJECTIVES
Students will be able to
1. Explain the situation of underprivileged groups in the society

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2. Discuss the human rights violations relating to these underprivileged
groups with reference to rights enshrined in the Universal Declarationof Human Rights
3. Figure out the ways of fighting against human rights violations
including recourse to local human rights protection bodies and social
actions.
II

RESOURCES• Universal Declaration of Human Rights, particularly articles 2, 4,
7, 8, 13, 16, 17, 22, 23, 24, 25, 26, 27 (see Annexes for texts of thearticles)III

PROCEDURE
A. Opener
The teacher asks the students to brainstorm on the existence or nonexistence of underprivileged groups in Hong Kong. The teacher lists onboard whatever underprivileged groups are identified by the students, andbriefly talks about their situations.
B. Development of Activities
1. Activity
The teacher asks the students to form small groups (not more than 5 foreach group), and assigns to each group a particular underprivileged personfrom the list below:• A resident who is being forced to leave his/her village after thegovernment gave the clearance to undertake development work in
the place.
• A young hearing-impaired man who loses the eligibility to enroll inthe university because he cannot afford to employ a sign language
interpreter• A member of an ethnic minority• Foreign domestic worker• A man who is eager to become a woman through transsexual surgery• A girl who belongs to an ethnic minority in Hong Kong
• A middle-aged grassroots woman.
The teacher provides the students with the “Background information”
and “Guide questions” sections in the Annexes. The teacher uses the “Possible
human rights violations” and “Relevant articles of UDHR” sections of theAnnexes as guide in discussing the situations with the students.

217

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher instructs them to discuss the following:• The situation of particular underprivileged group• The human rights that could have been violated, and the relevant
articles of the Universal Declaration of Human Rights regardingthese rights.
The teacher also asks the students to plan how to role-play the situationof a specific underprivileged group.
After the group discussion, the groups roleplay the assigned
underprivileged group based on the following rules:
b. While one group performs the roleplay, the other groups identify
the underprivileged group being portrayed and prepare questions about theissue being roleplayed;c. After each roleplay presentation, the performing group answers thequestions raised by other groups.
2. Analysis
The teacher guides the class in the discussion of the following:• Feelings of being part of an underprivileged group• Possible human rights violations involved in the roleplayed situations• Articles of the Universal Declaration of Human Rights relevant to theissues involved.
3. Abstraction
The teacher summarizes on the board the issues, rights violated andactions being suggested by the students. As guide, the teacher can referto the Annexes for examples of how the discussion of the situations ofunderprivileged groups can be done.
4. Application
The teacher asks the students to figure out ways of fighting against thehuman rights violations shown by the roleplayed situations, by exploring
various means including• use of legal instruments (international law, international humanrights covenants applicable in Hong Kong, The Basic Law, The Hong
Kong Bill of Rights), and institutions (the Equal Opportunities
Commission, Ombudsman etc.), and• social action (such as submitting petitions to the government,
engaging government officials in dialogue, doing media campaigns,
marching in the street to publicize issues).

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The teacher asks the students to report their ideas to the class, and writethese ideas on the board.
5. Closure
The teacher summarizes the session in the following manner:
Through group discussion, role-play, and question and answer session,
we:
1. Analyzed the situations of local underprivileged groups including
a resident who is being forced to leave her/his village because ofgovernment approval of development project in the village, a man withhearing impairment who loses the eligibility to enroll in the university
because he cannot afford to employ a sign language interpreter, aman who is eager to become a woman through transsexual surgery,a member of an ethnic minority, a foreign domestic worker, and a
middle-aged grassroots woman.
2. Identified the human rights violations involved in these cases withreference to rights enshrined in the Universal Declaration of Human
Rights.
3. Discussed various ways of fighting against human rights violations
including using local human rights protection bodies and doingsocial actions.
C. Assignment
The teacher may arrange a visit to a community of an underprivileged
group or invite the students to interview persons from underprivileged
groups in Hong Kong or staff of relevant non-governmental organizations.
IV

EVALUATION
The teacher may ask the students to write or draw a summary note andreflective journal after the class. Guide questions may be provided such as
the following:• What underprivileged groups are being mentioned in the class?
• What are their respective life situations?
• What rights are being violated in their respective situations?
• What can they do to remedy the situations?
• What feelings would they (the students) have if they were part of theunderprivileged groups?
• Why are there underprivileged groups in the society?

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSNotes
The Office of The Ombudsman
The Office of The Ombudsman, Hong Kong (formerly known as The Office of The
Commissioner for Administrative Complaints) was established in 1989. The Office was formallydelinked from the Government after The Ombudsman (Amendment) Ordinance came into
operation on December 19, 2001. The Ombudsman is appointed by the Chief Executive of theHong Kong Special Administrative Region Government. He serves as the community’s watchdog
to ensure that:•bureaucratic constraints do not interfere with administrative fairness•
public authorities are readily accessible to the public•abuse of power is prevented•
wrongs are righted•
facts are pointed out when public officers are unjustly accused•
human rights are protected•
the public sector continues to improve quality and efficiency.
“The Ombudsman,” Hong Kong: The Facts (Hong Kong: Hong Kong Special Administrative
Region Government, 2012), available at www.gov.hk/en/about/abouthk/factsheets/docs/
ombudsman.pdf.
The Equal Opportunities Commission (EOC)The Equal Opportunities Commission (EOC) is a statutory body set up in 1996 to implement
anti-discrimination legislation (“Legislation”). Currently there are four ordinances dealing
with anti-discrimination, namely the Sex Discrimination Ordinance (SDO), the Disability
Discrimination Ordinance (DDO), the Family Status Discrimination Ordinance (FSDO) and theRace Discrimination Ordinance (RDO).
The main functions and powers of the EOC are to•work towards the elimination of discrimination on the grounds of sex, marital status,
pregnancy, disability, family status and race;•
promote equality of opportunities between men and women, between persons with adisability and persons without a disability, irrespective of family status and race;•
work towards the elimination of sexual harassment, and harassment and vilificationon the grounds of disability and race;•
conduct investigation into complaints lodged under the Legislation and encourage
conciliation between the parties in dispute;•undertake self-initiated investigation into situations and issues giving rise todiscrimination concerns under the Legislation;•
develop and issue codes of practice under the Legislation;•
keep under review the workings of the Legislation and when necessary, draw up
proposals for amendments; and•conduct research on issues relevant to discrimination and equal opportunities.
(Text taken from www.eoc.org.hk/eoc/graphicsfolder/showcontent.aspx?content=vision andmission)220

upper secondary level

AnnexesRole-play Situations
Role 1: A village resident who lost residential house for a development
project of the government
Backgroundinformation

•
•
•
•

•

•
Guide
questions

The village resident was already 50 years old, andhad been residing in the village since birth
The resident built and modified the house she/he
was living in
She/he farmed a nearby land, and sold harvested
vegetables to nearby markets
The land where the village stood was state-owned.
The government decided to clear it for future
development. The resident was forced to leave.
The resident received ex-gratia allowance (goodwill
money) from the government instead of fullcompensation
Her/his farm was cleared without full accounting of
the damage caused for crop compensation purposes.

What does the village resident feel towards her/his
village and land? What is the difference between a
farmer’s life and working class life in the city? How
will the village resident think about her/his identity
after leaving the village?

Possible human Violation of therights violations • Right to an adequate standard of living for her/himself and her/his family including housing, andto continuous improvement of living conditions.
• Right to live anywhere in security, peace anddignity; expression of cultural identity; anddiversity of housing.
• Right to housing also links with other rights suchas the right to freedom of expression.
Reference: The right to adequate housing (Art.11 (1)) : . 1991/12/13.
CESCR General comment 4. (General Comments)

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Relevant articles Article 8: Everyone has the right to an effective remedyof UDHRby the competent national tribunals for acts violating
the fundamental rights granted him by the constitution
or by law.
Article 13: (1) Everyone has the right to freedom of
movement and residence within the borders of eachstate.
Article 17: (1) Everyone has the right to own property
alone as well as in association with others. (2) No one
shall be arbitrarily deprived of his property.
Article 23: (1) Everyone has the right to work, to freechoice of employment, to just and favourable conditionsof work and to protection against unemployment.
Article 25: (1) Everyone has the right to a standard ofliving adequate for the health and well-being of himself
and of his family, including food, clothing, housing
and medical care and necessary social services, andthe right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lack of
livelihood in circumstances beyond his control.
Article 27: (1) Everyone has the right freely toparticipate in the cultural life of the community, toenjoy the arts and to share in scientific advancement
and its benefits.

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Role 2: A young hearing-impaired man who could not enroll in theuniversity
Backgroundinformation

•

•

•

•

A young hearing-impaired man dreamed ofenrolling in the university and studied very hard to
realize this dream
He graduated from secondary school with good
grades that made him eligible to enroll in theuniversity
A university accepted his application but he was
required to employ a sign language interpreter at
his own expense
Because of the high fee, he could not employ any
sign language interpreter, and thus could not enroll
in the university.

Guide questions What learning difficulties do people with hearing
impairment encounter since primary school? Whatwould be feelings of the young hearing-impaired
man after realizing he could not enroll in university
because he could not afford the fee for employing a sign
language interpreter?
Possiblehuman rights
violations

Violation of• Right to equality (discrimination against disability)• Right to education

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Relevant
articles of
UDHR

Article 2: Everyone is entitled to all the rights andfreedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, nationalor social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basisof the political, jurisdictional or international statusof the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.
Article 8: Everyone has the right to an effective remedyby the competent national tribunals for acts violating
the fundamental rights granted him by the constitution
or by law.
Article 22: Everyone, as a member of society, has theright to social security and is entitled to realization,
through national effort and international co-operationand in accordance with the organization and resourcesof each State, of the economic, social and cultural rights
indispensable for his dignity and the free developmentof his personality.
Article 26: (1) Everyone has the right to education.
Education shall be free, at least in the elementaryand fundamental stages. Elementary education shallbe compulsory. Technical and professional education
shall be made generally available and higher education
shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full developmentof the human personality and to the strengthening ofrespect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendshipamong all nations, racial or religious groups, and shallfurther the activities of the United Nations for the
maintenance of peace.

Source: Sing Tao Daily, http://news.singtao.ca/toronto/2011-0-26/
hongkong1317027503d3445511.html

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upper secondary level

Role 3: Foreign Domestic Worker
Backgroundinformation

•

•

•

•

•

•

•

•
•
•

She is a foreign domestic worker from thePhilippines. She has been working in Hong Kongfor more than 10 years. She can speak fluent
Cantonese.
Her husband and sons live in the Philippines. She
has family reunion by using her short annual leave
every year.
She lives in her employer’s home in Hong Kong.
Her bedroom is small, with space only for a bed anda small wardrobe. The room does not have windows.
She works from 6:00 in the morning to about 10:00
at night. But if her employer had not yet slept by
10:00 pm, she would remain on duty.
She is responsible for housework including
cooking, washing, cleaning clothes, and taking careof the kids.
She usually has her day-off on Sundays. She goes
go to the cyber cafe to talk via skype to her husband
and sons. She also chats with her friends who arealso foreign domestic workers in Hong Kong.
She had several employers before. The first
employer always scolded her and sometimes did notallow her to have a day-off. Her current employer is
nice to her.
Her wage is not bound by the local minimum wage
ordinance.
A portion of her wage goes to the employment
agency while the rest is for her family’s subsistence.
Although she has worked in Hong Kong for morethan 7 years, she is not eligible to apply for a Hong
Kong Permanent Resident (HKPR) status unlike
other foreigners who have stayed in Hong Kongfor the same period. Some of her foreign domestic
worker friends sought judicial review and thecourt declared that the laws in Hong Kong makeforeign domestic workers ineligible to become a
HKPR. Many local people heavily criticize them forintending to take away local social welfare benefits
by becoming a HKPR.

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Guidequestions

Imagine the working day and holiday of a foreign
domestic worker in Hong Kong. What would herfeeling be for working overseas for a long time? Whatdo you think about foreign domestic workers being
scolded for seeking a court’s decision (judicial review)on eligibility to become a HKPR while other foreigners
have the eligibility under the same condition?

Possiblehuman rights
violations

Violation of• Right to equality (racial discrimination)• Labor rights: right to just and favorable conditionsof work, right to rest and leisure, including
reasonable limitation of working hours and periodic
holidays with pay.
• Right to participate in cultural life

Relevant
articles of
UDHR

Article 2: Everyone is entitled to all the rights andfreedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, nationalor social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basisof the political, jurisdictional or international statusof the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.
Article 4: No one shall be held in slavery or servitude;
slavery and the slave trade shall be prohibited in all
their forms.
Article 7: All are equal before the law and are entitledwithout any discrimination to equal protection of thelaw. All are entitled to equal protection against any
discrimination in violation of this Declaration andagainst any incitement to such discrimination.
Article 24: Everyone has the right to rest and leisure,including reasonable limitation of working hours andperiodic holidays with pay.

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upper secondary level

Relevant
articles of
UDHR

Article 25: (1) Everyone has the right to a standard ofliving adequate for the health and well-being of himself
and of his family, including food, clothing, housing
and medical care and necessary social services, andthe right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lack of
livelihood in circumstances beyond his control.
Article 27: (1) Everyone has the right freely toparticipate in the cultural life of the community, toenjoy the arts and to share in scientific advancement
and its benefits.

Role 4: A man who is eager to become a woman through transsexual
surgery
Backgroundinformation

•

•

•

•

•
•
•

A person, 20 years old and born a man, perceives
himself as a woman and thinks he got the wrong
body from God
He has difficulty communicating with his brothers
and male classmates but can easily chat with female
classmates because he loves chatting about feminine
dressing
He used to hide his gender identity that did notcorrespond with his biological sex. He recently
started to dress every day as a woman and use
make-up.
He plans to undergo transsexual surgery in a public
hospital. Before the surgery, he has to undergo a
2-year psychological and mental assessment.
He has a big quarrel with his family on his feminine
dressing and the surgery
He dreams of marrying his boyfriend, and havebabiesUnder the law, a person who undergoes atranssexual surgery can have the sex category on
his identity card changed. But the sex category on
the birth certificate cannot be changed. Hence hecannot marry his boyfriend in Hong Kong even if heundergoes transgender surgery.

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Guidequestions

What difficulties will he face since he perceived himself
as a woman and wanted to change sex when he wassmall? How did he get along with his classmates? What
are his concerns when he meets his prince charming?
How is his life while hiding his gender identity? Whatdifficulties will he encounter if he comes out? Whenhe dresses as a woman and walks on the street, what
can happen to him? What difficulties will he face if hemarried his prince charming and raised a family withhim?

Possiblehuman rights
violations

Violation of• Right to equality (Discrimination against gender)• Right to marry and to found a family

Relevant
articles of
UDHR

Article 2: Everyone is entitled to all the rights andfreedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, nationalor social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basisof the political, jurisdictional or international statusof the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.
Article 16: (1) Men and women of full age, without any
limitation due to race, nationality or religion, have theright to marry and to found a family. They are entitledto equal rights as to marriage, during marriage and atits dissolution.
(2) Marriage shall be entered into only with the free andfull consent of the intending spouses.
(3) The family is the natural and fundamental group
unit of society and is entitled to protection by society
and the State.

Source: Apple Daily, 蘋果日報：〈理大易服男：點解我唔係女仔〉及〈醫生：屬天生變性人〉2011年10月2日

228upper secondary level

Role 5: A girl belonging to an ethnic minority in Hong Kong
Backgroundinformation

•
•

•

•
•
•

Her parents are Southeast Asians, and she was bornand grew up in Hong Kong.
She speaks fluent Cantonese. But her Chinesewriting and reading are not good enough. She fails
in local Chinese public examination.
She wants to become a civil servant. Although thegovernment accepts the result of General Certificate
of Secondary Education (GCSE) on Chinese subject,some departments still require the candidates totake Chinese exams. She finds them difficult topass.
She plans to take GCSE Chinese examination andwill apply for civil servants after she passes it.
She is a Muslim, and is required to wear clothinglargely covering her body like long trousers.
She finds a part-time job recently. But the dress
code for female staff is short skirt that she finds
difficult to fulfill.

Guidequestions

What learning difficulties has she been facing since
primary school? What difficulties will she encounter
when she hunts for jobs? What difficulties will she faceabout the dress code in school and working place? How
is her life as a member of the ethnic minority in Hong
Kong? How do you think she feels about her identity?

Possiblehuman rights
violations••

Discrimination based on sex
Racial discrimination

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Relevant
articles of
UDHR

Article 2: Everyone is entitled to all the rights andfreedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, nationalor social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basisof the political, jurisdictional or international statusof the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.

Role 6: A middle-aged grassroots woman
Backgroundinformation

•

•
•

•

She is a middle-aged woman who graduated fromjunior secondary school. When she was young, she
was a sewing worker in a garment factory. But
in late 1980s the factory shut down and moved toMainland China.
She used to work as a cleaner, while also doinghousework and child care after work.
Her work included collecting garbage on every
floor of the building and cleaning each floor. She
worked for 12 hours a day. Her monthly wage
was HKD 6000. Theoretically she had annual
leaves but she was not allowed to claim the leave.
Her host company did not provide her with any
gloves and protective clothing. She once thoughtof complaining to a trade union, but her boss
threatened her not to do so.
She resigned from her cleaning job because she got
injured in the work place.

Guidequestions

Imagine the schedule of a working woman who is also
responsible for housework. How do you think she feels
about her work and daily life? What troubles does she
face? How is her working condition?

Possiblehuman rights
violations

Violation of• Labor rights: right to just and favorable conditionsof work, right to rest and leisure, including
reasonable limitation of working hours andperiodic holidays with pay.
• Right to participate in cultural life.

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upper secondary level

Relevant
articles of
UDHR

Article 23: (1) Everyone has the right to work, to freechoice of employment, to just and favourable conditionsof work and to protection against unemployment.
(2) Everyone, without any discrimination, has the rightto equal pay for equal work.
(3) Everyone who works has the right to just andfavourable remuneration ensuring for himself andhis family an existence worthy of human dignity, andsupplemented, if necessary, by other means of social
protection.
(4) Everyone has the right to form and to join tradeunions for the protection of his interests.
Article 24: Everyone has the right to rest and leisure,including reasonable limitation of working hours andperiodic holidays with pay.
Article 25: (1) Everyone has the right to a standard ofliving adequate for the health and well-being of himself
and of his family, including food, clothing, housing
and medical care and necessary social services, andthe right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lackof livelihood in circumstances beyond his control.
Article 27: (1) Everyone has the right freely toparticipate in the cultural life of the community, toenjoy the arts and to share in scientific advancement
and its benefits.

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N4

N PLA

LESSO

Public Place: Protestors, Street Performers,and Hawkers
A public place is a space that everyone can use. It is meant for all
members of society. Public places like streets, parks, and other open spaces
are traditionally used by people for leisure, economic, social and cultural
purposes. People are free to use them as long as they do not prevent othersfrom enjoying them and do not cause harm to anyone or any property. In
using the public place, people exercise various human rights.
Topic 			: Public Place: Protestors, Street
Performers, and Hawkers
Level 			: Upper Secondary
Subject 			: Liberal Studies, Human Rights
Education, Civic Education
Human Rights Concept :- Political rights including
freedom of expression- Economic, social and cultural rights
Time Allotment: Two sessionsI

OBJECTIVES
Students will be able to
1. Discuss what they learned through socio-games the different usersof public places and their rights such as freedom of expression, right to232upper secondary level

work, social and cultural rights and strategies in responding to violationsof rights.
2. Discuss the meaning of street as public place.
II

RESOURCES• The Universal Declaration of Human Rights
Article 19: Everyone has the right to freedom of opinion andexpression; this right includes freedom to hold opinions without
interference and to seek, receive and impart information and ideas
through any media and regardless of frontiers.
Article 20: (1) Everyone has the right to freedom of peacefulassembly and association. (2) No one may be compelled to belong toan association.
Article 23: (1) Everyone has the right to work, to free choiceof employment, to just and favourable conditions of work and toprotection against unemployment.
Article 27: (1) Everyone has the right freely to participate in
the cultural life of the community, to enjoy the arts and to share inscientific advancement and its benefits.
• International Covenant on Civil and Political Rights
Article 19: (3) The exercise of the rights provided for in paragraph
2 of this article carries with it special duties and responsibilities. It
may therefore be subject to certain restrictions, but these shall only
be such as are provided by law and are necessary: (a) For respect of
the rights or reputations of others; (b) For the protection of national
security or of public order (ordre public), or of public health or morals.
Article 21: The right of peaceful assembly shall be recognized.
No restrictions may be placed on the exercise of this right other thanthose imposed in conformity with the law and which are necessary
in a democratic society in the interests of national security or public
safety, public order (ordre public), the protection of public health or
morals or the protection of the rights and freedoms of others.
• Reclaiming City Streets for People – Chaos or Quality of Life? ec.europa.eu/environment/pubs/pdf/streets_people.pdf and also http://
en.wikipedia.org/wiki/Reclaim_the_Streets• Props money and record card for socio-game.

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III

PROCEDURE
A. Opener
The teacher tells the student about walking in the street every day andasks them several questions: Have you thought of the meaning of street
to you? Have you thought of the different meanings of street to different
people? Have you noticed that the use of the street as public place is closely
related to human rights?
B. Development of Activities
1. Activity
The teacher assigns particular roles to the students, and instructs themto participate in a short socio-game.
Scene: A narrow street
Roles:
Street performers: perform in the street to seek public attention
to earn money.
Protestors: sit-in on the street pavement to protest against
violation of human rights by the government.
Hawkers: sell goods in the streets to earn money. There is acompetitive environment for business.
Residents nearby and pedestrians: walk in the street, interact
with other street users and may stop in the street for very short
break.
Police: carry action to ensure no blockage on the street, public
safety and public order. They may have special tasks like stopping
all street activities.
Props:
Prepare goods for hawkers and instruments for street
performance. Prepare placards for protestors. All roles, except thepolice, keep particular props money and record cards and use themwhen interacting with other users. For instance, street performers
may seek public attention through performance. The public may pay
specific amount of props money to the performers if they enjoy theperformance while the performers need to sign the pedestrian record
card. The residents nearby and pedestrians collect signatures for theirrecord card to buy goods from hawkers, appreciate street performance,
and talk to the protestors. People playing the roles may try to do theirbest in getting what the roles are meant to achieve (earn as muchmoney as possible or get as many signatures as they can).

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upper secondary level

Step 1:
Groups of different roles prepare their respective props, anddiscuss the space and regulations affecting the performance of theirtasks. Groups of police discuss the criteria for law execution.
Step 2:Socio-game starts running.
Step 3:After the game runs for 10 minutes, the police carry out aspecial task including stopping people from waiting on the street
for the sake of public safety, or preventing the blockage of streets toensure public order or non-obstruction of street use, or asking thehawkers either to leave or have their goods confiscated, or asking theprotestors to leave, or taking away their banners, or arresting them.

2. Analysis
The teacher provides guide questions for debriefing and class discussionof the socio-game:• What principles would you consider regarding the use of the street?
Who owns the street and how is it managed? What are the rights ofeach street user? How do you balance the rights of each street user?
• What did you feel when you saw the police stopping the street
performers, protestors, pedestrians and hawkers from using thestreet? Do you see the need to demand for justifications from thepolice for such action? Will you join in solidarity with the street users
to protect your rights? Why? What actions will you take if you faced
unjustified and unfair order to clear the street?
• What rights of street users are possibly violated in the clearance
action by police? Does the action have justifications?
• What are the legitimate and justified limitations on street users?
• What are the multiple meanings of the street as public place?
• Share your experience of using the street. Are the new street andshopping mall designs favorable for walking in the street?
The teacher writes on the board some of the highlights of the students’
responses to the guide questions.
3. Abstraction
The teacher draws from the discussions of the students the following
points:• People own the public places235

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS•

The rights of street users include freedom of expression, right topeaceful assembly, right to work, right to free choice of employment,right to freely participate in the cultural life of the community andenjoy the arts.

The teacher explains the principle that certain human rights may also be
limited or restricted under defined conditions.
The explanation can cover the• Limitations on freedom of expression stated in Article 19(3) of theInternational Covenant on Civil and Political Rights• Restrictions on freedom of assembly stated in Article 21 of theInternational Covenant on Civil and Political Rights• Restriction on rights and proportionality test.
Finally, the teacher explains the ideas about people and public places
such as “Reclaiming the streets by people” that is meant to help improve theurban environment.
4. Application
The teacher asks the students to form groups to discuss the followingcase and decide whether or not protests are public place obstruction and how
to draw a line on respecting the freedom of expression and obstruction.
Yeung May Wan & Others v HKSAR (CFA, May 2005)
Time: March 2002
People: 16 protestors of Falungong
Venue: The pedestrian road outside the Chinese Liaison Office
Action: Peaceful sit-in outside the Office
Police Action: Warnings given, and later order to protestors toclear the public place
Charges: When the protestors refused to leave the place, they
were arrested and charged with public place obstruction, assaulting
police, etc.

The teacher instructs the groups to report their discussion to the wholeclass.
The teacher debriefs the students by explaining what public placeobstruction means:
Public place obstructions include: “(1) act which directly orconsequentially caused an obstruction to a public place, (2) the act
must have been done without lawful authority or excuse”. “What was236

upper secondary levelreasonable was a question of fact and degree depending on all thecircumstances, including the obstruction’s extent, duration, time,
place and purpose.” The court also needs to give substantial weight tothe constitutionally protected right to demonstrate. (Reference: Basic
Law Bulletin Issue No. 8, Jan 2006, pages 13-15, www.doj.gov.hk/
eng/public/pub20030002_i8.htm)
C. Closure
The teacher ends the session by saying that public places, in general,
freely allow the people to exercise their rights. The streets are public places
where people can exercise a variety of rights for different users including theright to freedom of expression, right to work, social and cultural rights, andright to freedom of assembly (in the form of actions in response to humanrights violations). The teacher also stresses how the lesson facilitates thelearning of these rights through socio-games.
IV

EVALUATION
The teacher may ask the students to collect newspaper clippings
regarding the deprivation of rights of street performers and hawkers to use
public places or privatization of public place, and give their comments on
them.
Guided keywords for searching news clippings:- Street performers Mr. Andrew So- Hawkers “Eggwaffle uncle” Ng yuk-fai in Tai Hang
- Public place in Times Square in Causeway Bay and Woo Cheong
Pawn in Wan Chai.
Alternatively, the teacher may ask the students to write or draw summary
note and reflective journal after the class.
Notes
The Universal Declaration of Human Rights affirms that the exercise of a person’s rights
and freedoms may be subject to certain limitations, which must be determined by law, solely forthe purpose of securing due recognition of the rights and freedoms of others and of meetingthe just requirements of morality, public order and the general welfare in a democratic society.
Rights may not be exercised contrary to the purposes and principles of the United Nations, orif they are aimed at destroying any of the rights set forth in the Declaration (arts. 29 and 30).
The International Covenant on Economic, Social and Cultural Rights states that the rights
provided for therein may be limited by law, but only in so far as it is compatible with the natureof the rights and solely to promote the general welfare in a democratic society (art. 4).
Unlike the Universal Declaration [Human Rights] and the [International] Covenant on
Economic, Social and Cultural Rights, the International Covenant on Civil and Political Rights
contains no general provision applicable to all the rights provided for in the Covenant authorizing
restrictions on their exercise. However, several articles in the Covenant provide that the rights

237

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
being dealt with shall not be subject to any restrictions except those which are prescribed by law
and are necessary to protect national security, public order, or the rights and freedoms of others.
The International Bill of Human Rights, Fact Sheet No. 2 (Rev.1), Centre for Human Rights(Geneva, 1988), pages 11-12.

238

upper secondary level

N5

N PLA

LESSO

Burning National Flag and Freedom of Expression
The exercise of the right to freedom of expression should be respected
and protected. However, there are recognized limits to the exercise of suchright. What should be the guide for people in exercising this right?
Topic 				Level 				Subject 				Human Rights Concept 		
Time Allotment 		

: Burning national flag
and freedom of expression: Upper Secondary level: Liberal Studies, Human Rights
Education, Civic Education: Freedom of expression: One session

I

OBJECTIVES
Students will be able to discuss the concept and limits of freedom of
expression through the cases of flag burning.
II

RESOURCES• The Universal Declaration of Human Rights
Article 19: Everyone has the right to freedom of opinion andexpression; this right includes freedom to hold opinions without
interference and to seek, receive and impart information and ideas
through any media and regardless of frontiers.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Article 20: (1) Everyone has the right to freedom of peacefulassembly and association. (2) No one may be compelled to belong toan association.
• International Covenant on Civil and Political Rights
Article 19:(1) Everyone shall have the right to hold opinions without
interference.
(2) Everyone shall have the right to freedom of expression; thisright shall include freedom to seek, receive and impart informationand ideas of all kinds, regardless of frontiers, either orally, in writing
or in print, in the form of art, or through any other media of his
choice.
(3) The exercise of the rights provided for in paragraph 2 ofthis article carries with it special duties and responsibilities. It may
therefore be subject to certain restrictions, but these shall only be suchas are provided by law and are necessary: (a) For respect of the rights
or reputations of others; (b) For the protection of national security orof public order (ordre public), or of public health or morals.
• Discussion Materials
III

PROCEDURE
A. Opener
The teacher explains the fact that there are cases of people burning
their national flag or the national flag of other countries as part of acts ofprotest. The teacher asks the students: Is burning your own national flag orthat of other countries a kind of exercise of freedom of expression or not?
Where should we draw the line between exercise of such freedom and acts
considered otherwise?
B. Development of Activities
1. Activity
The teacher asks the students to read the Discussion Materials below.

Discussion Material 1:
A Mainland Chinese tourist was imprisoned in 2011 for taking
down and burning a “5 stars” flag, the national flag of the People’s
Republic of China, from the flagpole in Golden Bauhinia Square in
Wanchai. He was convicted of violating the National Flag and National
Emblem Ordinance. He explained in the Court that the national flag
he burned did not represent China. Only the “Blue Sky, White Sun”

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upper secondary level

flag assigned by Dr. Sun Yat-sen was the genuine national flag for
China. (Apple Daily, 24 July 2011)
Discussion Material 2:
Section 7 of the National Flag and National Emblem Ordinancestates “A person who desecrates the national flag or national emblem
by publicly and willfully burning, mutilating, scrawling on, defilingor trampling on it commits an offence and is liable on conviction to afine at level 5 [50,000 HK Dollars] and to imprisonment for 3 years.”
Non-governmental organizations criticize the Ordinance forviolating the right to freedom of expression enshrined in the Basic
Law and the International Covenant on Civil and Political Rights.
Two protestors publicly showed defaced national and regionalflags to protest against the Chief Executive who was elected by asmall circle of voters. They were convicted under the Ordinance.
In 1999, the Final Court of Appeal affirmed the convictions. In its
summary, the Court states that “By criminalizing desecration of thenational and regional flags, the statutory provisions in question
constitute a limited restriction on the right to freedom of expression.
The aims sought to be achieved are the protection of the national
flag as a unique symbol of the Nation and the regional flag as aunique symbol of the Hong Kong Special Administrative Region inaccordance with what are unquestionably legitimate societal andcommunity interests in their protection. Having regard to what is
only a limited restriction on the right to the freedom of expression, thetest of necessity is satisfied. The limited restriction is proportionate
to the aims sought to be achieved and does not go beyond what is
proportionate. “ (FACC No. 4 of 1999 – the judgment was issued on
15 December 1999. Further details available at (1) http://legalref.
judiciary.gov.hk/lrs/common/search/search_result_detail_frame.
jsp?DIS=18937&QS=%2B&TP=JU (2) www.law.hku.hk/conlawhk/
sourcebook/conlawcase/NgkungsiuCFAe.htm)
Discussion Material 3:
The Supreme Court of the United States ruled that the ban ondesecrating the American national flag in the state law and federal
law violated the freedom of expression protected under the First
Amendment to the United States Constitution.
Reference: The United States Supreme Court in Texas v. Johnson,
491 U.S. 397 (1989), U.S. v. Eichman, 496 U.S. 310 (1990)
Discussion Material 4:
The “Blue Sky, White Sun” flag was the revolutionary flagof Hsing Chung Hui (literally Revive China Society) and is theKuomintang flag now.

241

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe “Blue Sky, White Sun and Red Ground” flag was once thenational flag of Republic of China in Mainland China in 1920s. The
People’s Republic of China was established by the Chinese Communist
Party in Mainland China in 1949 and has used the “5 stars” red flagas national flag from that time till now. The “Blue Sky, White Sun
and Red Ground” flag is regarded as the national flag of the Republicof China in Taiwan.

The teacher instructs the students to form small groups and answer thefollowing questions related to the Discussion Materials:• What did the Mainland Chinese tourist in Discussion Material 1 think
about the country represented by the national flag? Why did he burnthe flag?
• Why did the protestors desecrate the national flag? What did theywant to express?
• Does ban on burning national flag violate freedom of expression?
Please explain your views briefly.
The teacher asks the groups to report their respective discussions to thewhole class.
2. Analysis
The teacher leads the debriefing on the group discussions and asks thefollowing questions:• What is/are being protected in the ban of burning or damaging thenational flag?
• Is protection of country’s dignity a legitimate and justified ground to
restrict or ban burning national flag?
• What does “respect the national flag” mean? Who should respect thenational flag?
• Are there any conditions for respecting the national flag of own
country and other countries?
• If we agree that the burning or damaging of our own national flag
should be a criminal offence, how about burning the flag of othercountries?
The teacher writes on the board the main points in the answers of thestudents to the questions that are for and against the idea that burning theflag is an exercise of the right to freedom of expression.
3. Abstraction
Using the responses of the students to the questions, the teacher
explains the concept of limitation of rights. The teacher cites Article 19242

upper secondary levelof the International Covenant on Civil and Political Rights that states thelimitations on freedom of expression.
The teacher notes that the exercise of the rights under this article carries
with it “special duties and responsibilities,” and is thus subject to certain
restrictions. The teacher stresses that such restrictions must follow specificrequirements, namely,• They are provided by law and• The law is necessary:(a) to be able to respect the rights or reputation of others;(b) to protect national security or of public order (ordre public),		or of public health or morals.
• They pass the proportionality test.
4. Application
Students may discuss and work on summarizing the session by using
the mind mapping technique, that is, writing “a central word or concept,
around the central word [and drawing] 5 to 10 main ideas that relate to thatword. [For each] of those child words … again draw the 5 to 10 main ideasthat relate to each of those words.” (Mind Mapping FAQ, http://members.
optusnet.com.au/charles57/Creative/Mindmap/mindmapfaq.html).
C. Closure
The teacher explains that the lesson has covered the concept and limits of
freedom of expression through the cases of flag burning.
IV

EVALUATION
The teacher may ask the students to either
a. research and comment on which countries, which have ratified theInternational Covenant on Civil and Political Rights, allow or ban national
flag burning.
b. write reflective journal after the class.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N6

N PLA

LESSO

Freedom of expression and assembly
The right to freedom of expression is an important human right thatshould be protected by law. The exercise of this right can however be limited
under certain conditions. What are justified limitations on freedom of
expression vary from case to case. There is a need to clarify the context
involved in order to determine whether or not the limitation of the right canbe justified.
Topic 				Level 				Subject 				Human Rights Concept 		

Time Allotment 			I: Freedom of expression and assembly: Upper secondary: Liberal Studies, Human Rights
Education, Civic Education:- Concept and limits ofthe freedom of expression- Right to hold peaceful assembly: Two sessions

OBJECTIVES
Students will be able to discuss the concept and limits of freedom of
expression through the following cases: (1) Cases highlighting the rights
to protest and counter-protest and limits on freedom of expression, etc; and(2) Case of the call for an “International Burn a Koran Day” on 11 September
2010 by American pastor Terry Jones.

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upper secondary level

II

RESOURCES•International Covenant on Civil and Political Rights
Article 19:(1) Everyone shall have the right to hold opinions without
interference.
(2) Everyone shall have the right to freedom of expression; thisright shall include freedom to seek, receive and impart informationand ideas of all kinds, regardless of frontiers, either orally, in writing
or in print, in the form of art, or through any other media of his
choice.
(3) The exercise of the rights provided for in paragraph 2 ofthis article carries with it special duties and responsibilities. It may
therefore be subject to certain restrictions, but these shall only be suchas are provided by law and are necessary: (a) For respect of the rights
or reputations of others; (b) For the protection of national security orof public order (ordre public), or of public health or morals.
Article 20:(1) Any propaganda for war shall be prohibited by law.
(2) Any advocacy of national, racial or religious hatred that
constitutes incitement to discrimination, hostility or violence shall be
prohibited by law.
Article 21:
The right of peaceful assembly shall be recognized. No restrictions
may be placed on the exercise of this right other than those imposedin conformity with the law and which are necessary in a democraticsociety in the interests of national security or public safety, publicorder (ordre public), the protection of public health or morals or theprotection of the rights and freedoms of others.
• Discussion materials
III

PROCEDURE
A. Opener
The teacher explains that the lesson continues the discussion of theconcept and limits of freedom of expression discussed in the previous class,and will focus on case studies to learn more about the limits of the freedomof expression.
B. Development of Activities
1. Activity

245

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher tells the students to form small groups (not more than 5
students) and discuss the particular role involved in the case (described
below) assigned to each group.
Case: Protest and counter-protest
Background: In city A, a group of protestors demonstrates andurges that the foreign domestic workers working in the city for years
should not be eligible to apply for the right of abode. Another groupof protestors that campaigns against racial and class discrimination
comes to the same place and counter-protests the original protest.

Roles & Guide Questions:(1) The government: How will you handle the protest and counterprotest? Will you impose any restrictions on the protests? If yes, on
what conditions, on which group, and what kind of restrictions will
you impose and why? If not, what is/are the reason(s)?
(2) Protestors opposed to the eligibility of foreign domestic
workers working in the city for years to apply for right of abode:
What do you think about the counter protest? What is the impact
if protest and counter protest took place in the same place? Whatshould the government do in this situation?
(3) Protestors from counter protest: Why do you come to counter
protest? Do you think that counter protest is protected by freedomof expression enshrined by international human rights law and local
law? What should the government do in this situation? If counter
protest is being restricted or banned, do you think it is justified? If
yes, why?
The teacher asks the groups to present their views after thegroup discussion to the whole class. The presenting group can bequestioned at least twice by other groups.

2. Analysis
The teacher debriefs the students by raising the following questions:• Do you think the government should impose restrictions or ban
protest and counter-protest in the same place? Under what conditions,and what restrictions are appropriate to be applied? Why?
• What is the limit of freedom of expression? What conditions andcriteria should be employed to restrict freedom of expression?
3. Abstraction
Referring to the responses of the students, the teacher points to several
principles regarding peaceful assemblies:• The right to peaceful assembly applies to protest and counter-protest

246

upper secondary level

•

•

•

The right to peaceful assembly involves the positive duty on thegovernment to take reasonable and appropriate measures to enable
lawful assemblies to take place peacefully. (Reference: Para 22 & 23.
Leung Kwok Hung & Others v. HKSAR. FACC 1 & 2 /2005, 2005.7.8)
The government should not easily restrict or ban the right to peacefulassembly and should not favor any of the groups involved.
Article 19 of the International Covenant on Civil and Political Rights
states the limitations on freedom of expression: Article 19(3): The
exercise of the rights provided for in paragraph 2 of this article
carries with it special duties and responsibilities. It may therefore
be subject to certain restrictions, but these shall only be such as areprovided by law and are necessary: (a) For respect of the rights or
reputations of others; (b) For the protection of national security or of
public order (ordre public), or of public health or morals.
The proportionality test must be applied in determining measures that
could restrict or stop the exercise of the right to peaceful assembly.

4. Application
The teacher presents the case of the call by an American pastor (Terry
Jones) to burn the Qur’an in his “International Burn the Koran Day” set on
11 September 2010. The teacher explains that while burning the Qur’an asa symbolic act is a protected act under the freedom of expression enshrinedby the First Amendment to the United States Constitution, it has upset theAmerican public, and caused anger against it to rise in the Islamic world.
The teacher asks the students to think of this case using the following
guide questions:(1) What do you think about the public call for Qur’an burning by
American pastor Terry Jones?
(2) What is the limit of freedom of expression? What does justified
limitation mean?
(3) Under what condition burning something as symbolic act should be
restricted?
(4) Does freedom of expression include speech that upset people? Does it
include speech inciting racial and religious hatred?
(5) What do you think about the degree of the protection of freedom of
expression under the United States Constitution?
C. Closure
The teacher concludes the discussion by saying that there are limits to
the right to freedom of expression as seen in the cases of protest and counterprotest, and public call by Terry Jones.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSIVEVALUATION

1. The teacher may evaluate the understanding of freedom of expression
by the students by further discussion on the following case:“The United States Supreme Court has declared that
demonstrations by Nazi groups in Jewish suburbs are legal formsof freedom of expression. Should such groups in fact be prevented
from promoting a doctrine that would lead to the destruction of awhole people? Or is that an unacceptable restriction of the right tofreedom of expression?” Quoted from Council of Europe: “Chapter
4.1 Understanding Human Rights”. COMPASS: A manual on humanrights education with young people. December 2002. www.eycb.coe.
int/compass/en/contents.html
2. The teacher may ask the students to write or draw summary note andreflective journal after the class.

248

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N7

N PLA

LESSO

International Labor Law
With the shift toward pro-market policies under the globalization process,deregulatory measures in the labor market resulted in an increase in thenumber of non-regular workers in many parts of the world. In the context
of inadequate employment safety net, learning about workers’ rights inschool becomes even more important. While it may be more practical to study
domestic labor law, knowing international standards such as those from theInternational Labour Organization (ILO) will help students know solutions
to labor problems from an international perspective, and will also make themlearn about global labor problems.
Topic 				Level 				Subject 				Human Rights Concept 		
Time Allotment 			I: International labor law: Upper secondary: Civics, synthetic learning: Workers’ rights: Three sessions

OBJECTIVES
Students will be able to
1. Discuss the International Labour Organization (ILO), its roles andsignificance2. Explain the rights that workers are entitled to3. Identify global labor problems
4. Cite the limitations of domestic labor laws, and the importance ofinternational labor standards.

249

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSIIRESOURCES• International labor law cards, based on ILO conventions• Video - “ Stop Child Labor” by ILO, available on YouTube: www.
youtube.com/watch?v=wWzEA3GuMQc

III

PROCEDURE
A. Opener
The teacher shows the students the video entitled “Stop Child Labour”
produced by the ILO to learn about the different types of child labor aroundthe world.
B. Development of Activities
1. Activity
The teacher asks the students to form small groups (not more than 5 foreach group), and discuss Worksheet No. 1 (“Show a Red Card to the Presidentof the Company/Employer!,” see Annex 1).
Using the set of twenty “international labor law cards” (see Annex 2for the list of the contents of the cards) given to each group, the teacher
instructs the students to match an international labor law card to each of thestatements in Worksheet No. 1 and write the number of the card in the blankspaces beside the statements.
The teacher asks each group to report on the results of their respective
exercises to the class, and checks whether or not they gave the right answers.
See Annex 4 for the right answers.
2. Analysis
The teacher tells the groups that there are several international
agreements under ILO that do not cover Japan, because the Diet (parliament)
has not approved them yet. Each group guesses and divides all twenty cards
into two groups: those agreements that cover Japan and those that do not.
Each group shows its answers to other groups.
The teacher tells the groups that cards with numbers 3,4,7,8,10,14,15,18,
and19 are the ones referring to agreements that are not approved yet by
Japan’s Diet and asks them to discuss why each agreement has not been
ratified and if it should be ratified or not. They write the reasons on therespective spaces at the back of Worksheet No. 1.
The groups report the results of their discussion to the whole classexplaining what they think are reasons for non-approval of the agreements
and why they should be approved by the Diet.

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3. Abstraction
The teacher cites the important function of the ILO in setting international
labor standards in order to provide workers all over the world with the chance
to enjoy similar rights as workers. The teacher refers to the “international
labor law cards” as examples of the different conventions or agreements thatcountries around the world would be able to commit to fulfilling, for the sakeof their own workers.
The teacher explains that in international law the final approval ofinternational agreements by the countries is called ratification. This is doneby the parliament (Diet) after a government representative signs them.
The teacher discusses the current status of ratification of ILO conventions,as well as the fact that domestic laws would either have to be amended or newlaws have to be enacted to comply with the conventions if Japan became astate party to them. See Annex 3 for the list of ILO conventions that havebeen ratified by Northeast Asian countries.
4. Application
The teacher gives an assignment to the students to research on real casesof labor rights violations in Japan and in the other countries that correspondto the cases on Worksheet No.1. For Japanese cases, the teacher also tells thestudents to look for provisions in Japanese domestic laws that correspond to
those in international labor law cards.
5. Closing
The teacher stresses the existence of international labor standards thatcan benefit workers in all countries of the world, and would promote, protect
and realize their rights. They are probably most useful in dealing with thechanging situation brought on by globalization, which affects labor.
The teacher also cites the need for Japan to be bound by these international
labor standards by committing to the ILO conventions, including changing
domestic labor laws.
IV

EVALUATION
The teacher tells the students to write a reflection paper on the importanceof following the international labor standards to benefit all workers.

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Annex 1
Worksheet No.1 “Show a Red Card to the
President of the Company/Employer!”
NumberCard No.

1“It is an unprecedented huge accident. It is not
the time to follow a dosimeter!”

2“You are fired! You have too many grievances. I
found another person to replace you!”

3“You are already senior secondary school
students, so you can work like grown-ups!”

4“Women cannot expect the same salary as maletaxi drivers!”

5“You are only allowed to have maternity leave forone month!”6“Finally we have a rush of orders! You will nothave any holidays this month!”7“Go back to your own country, if you dare to ask
for the same working conditions as the others!”

8“Our company does not allow our employees tojoin a labor union!”9“Our company is a temporary staffing agency;
we don’t accept collective bargaining by our
employees!”10“If you are found to be HIV positive after a blood
test, your employment will be terminated!”

11“Would you like to have a paid date with me? I
like young girls like you.”252

upper secondary level12“If you promise you won’t join a labor union, we
will employ you!”

13“Our company won’t employ any foreigners!”

14“The economy is still in recession, we just cannot
pay your salary for some time. If you won’t agree,
go and find a different job.”

15“As you are a live-in maid, you won’t have any
holidays!”

16“You will be paid half of the salary of the full time
workers! The work is the same but you are only apart-timer.”

17“When you are back in the office after yourmaternity leave, your working hours will not be
the same as before!”

18“You will be paid almost nothing until you havelearned your work!”

19“Give up your holidays to make up for thecompany’s loss due to your walkout!”

20“It is no use if you report this to the labor
standards office!”

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Annex 2
International Labor Law Cards
Prepared by Akio Hige
Card no. 1
C081 - Labour Inspection Convention, 1947 (No. 81)
A system of labour inspection makes sure the enforcement oflaws relating to conditions of work and the protection of workers
while engaged in their work, such as provisions relating to hours,
wages, safety, health and welfare, the employment of children andyoung persons, and other connected matters. The system also helps
employers and workers on how to follow what the laws require. Andin cases there are problems or abuses not mentioned in the law, thesystem can help bring the matters to proper government agencies
for resolution. (Article 3)
A system of labour inspection should cover all workplaces.
(Article 2)

Card no. 2
C087 - Freedom of Association and Protection of the Right toOrganise Convention, 1948 (No. 87)
All workers and employers have the right to freely establish andjoin any organization that would promote and defend their interests
as workers or employers. (Article 2)254

upper secondary level

Card no. 3
C095 - Protection of Wages Convention, 1949 (No. 95)
Wages means remuneration or earnings capable of being
expressed in terms of money and fixed by mutual agreement or bynational laws or regulations, which are payable in virtue of a written
or unwritten contract of employment by an employer to an employedperson for work done or to be done or for services rendered or to berendered. (Article 1)
Wages payable in money shall be paid only in legal tender,
directly to the worker. Payment of wages by bank cheque or postal
cheque or money order in cases in which payment in this manner
is customary or is necessary because of special circumstances, orwhere a collective agreement or arbitration award so provides, or,where not so provided, with the consent of the worker concerned.
(Articles 3 and 5)

Card no. 4
C097 - Migration for Employment Convention(Revised), 1949 (No. 97)
Immigrants must be treated no less favorable than national
employees regarding
a. remuneration, membership of trade unions and enjoyment of
the benefits of collective bargaining, accommodationb. social securityc. employment taxes, dues or contributions payabled. legal proceedings relating to the matters referred to in thisConvention.

Card no. 5
C098 - Right to Organise and Collective Bargaining Convention,
1949 (No. 98)
Workers shall enjoy adequate protection against acts of antiunion discrimination in respect of their employment. Employers
cannot make the employment of a worker subject to the condition
that he/she shall not join or relinquish trade union membership, nordismiss or prejudice a worker by reason of union membership or
participation in union activities.

255

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Card no. 6
C100 - Equal Remuneration Convention, 1951 (No. 100)
The principle of “equal remuneration for men and women
workers for work of equal value” should apply to all workers.

Card no. 7
C105 - Abolition of Forced Labour Convention,
1957 (No. 105)
Any form of forced or compulsory labour is not allowed,•
as a method of political coercion or education or as apunishment for expressing views ideologically opposed tothe established system;•
as a method of using labour for economic development;•
as a means of discipline;•
as a punishment for participation in strikes; and•as a means of racial, social, national or religious
discrimination.

Card no. 8
C111 - Discrimination (Employment and Occupation) Convention,
1958 (No. 111)
The government should adopt a national policy designed topromote “equality of opportunity and treatment in employment andoccupation” in order to eliminate any discrimination in employment
and occupation.
Discrimination means any distinction, exclusion or preference
made on the basis of race, colour, sex, religion, political opinion,
national extraction or social origin, and such other distinction,
exclusion or preference, which has the effect of nullifying or
impairing equality of opportunity or treatment in employment or
occupation.

256

upper secondary level

Card no. 9
C115 - Radiation Protection Convention, 1960 (No. 115)
In the light of knowledge available at the time, all appropriate
steps shall be taken to ensure effective protection of workers, asregards their health and safety, against ionising radiations. (Article
3)
Every effort shall be made to restrict the exposure of workers
to ionising radiations to the lowest practicable level, and any
unnecessary exposure shall be avoided by all parties concerned.
(Article 5)

Card no. 10
C131 - Minimum Wage Fixing Convention, 1970 (No. 131)
The government should establish a system of minimum wages
which covers all groups of wage earners whose terms of employment
are such that coverage would be appropriate. (Article 1)
The determination of the level of minimum wages shall consider
the following:(a) the needs of workers and their families, taking into accountthe general level of wages in the country, the cost of living, social
security benefits, and the relative living standards of other socialgroups;(b) economic factors, including the requirements of economic
development, levels of productivity and the desirability of attaining
and maintaining a high level of employment.

Card no. 11
C138 - Minimum Age Convention, 1973 (No. 138)
The government should adopt a national policy designed toensure the effective abolition of child labour and to raise progressively
the minimum age for admission to employment or work to a levelconsistent with the fullest physical and mental development of young
persons. (Article 1)
The minimum age shall not be less than the age of completionof compulsory schooling and, in any case, shall not be less than 15
years.
If the economy and educational facilities are insufficiently
developed, the government may, after consultation with the257

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Card no. 11 (Cont’d)organisations of employers and workers concerned, where such
exist, initially specify a minimum age of 14 years. (Article 2)
The minimum age for admission to any type of employment orwork which by its nature or the circumstances in which it is carriedout is likely to jeopardise the health, safety or morals of young
persons shall not be less than 18.
But national laws or regulations or the competent authority may,after consultation with the organisations of employers and workers
concerned, where such exist, authorise employment or work as fromthe age of 16 years on condition that the health, safety and morals of
the young persons concerned are fully protected and that the young
persons have received adequate specific instruction or vocational
training in the relevant branch of activity. (Article 3)

Card no. 12
C156 - Workers with Family Responsibilities Convention,
1981 (No. 156)
There should be a national policy on enabling persons withfamily responsibilities who are engaged or wish to engage in
employment to exercise their right to do so without being subject todiscrimination and, to the extent possible, without conflict between
their employment and family responsibilities. (Article 3)
Effective equality of opportunity and treatment for men andwomen workers, all measures compatible with national conditions
and possibilities shall be taken-(a) to enable workers with family responsibilities to exercise
their right to free choice of employment; and(b) to take account of their needs in terms and conditions of
employment and in social security. (Article 4)
There are also further actions to be taken -(a) to take account of the needs of workers with family
responsibilities in community planning; and(b) to develop or promote community services, public or private,
such as child-care and family services and facilities. (Article 5)258

upper secondary level

Card no. 13
C158 - Termination of Employment Convention, 1982 (No. 158)
The employment of a worker shall not be terminated unless there
is a valid reason for such termination connected with the capacity or
conduct of the worker or based on the operational requirements of
the undertaking, establishment or service. (Article 4)
The following, among others, shall not constitute valid reasonsfor termination:(a) union membership or participation in union activities outside
working hours or, with the consent of the employer, within working
hours;(b) seeking office as, or acting or having acted in the capacity of,a workers’ representative;(c) the filing of a complaint or the participation in proceedings
against an employer involving alleged violation of laws or regulations
or recourse to competent administrative authorities;(d) race, colour, sex, marital status, family responsibilities,
pregnancy, religion, political opinion, national extraction or social
origin;(e) absence from work during maternity leave. (Article 5)
Temporary absence from work because of illness or injury shallnot constitute a valid reason for termination.
The employment of a worker shall not be terminated for reasons
related to the worker’s conduct or performance before he is provided
an opportunity to defend himself against the allegations made,unless the employer cannot reasonably be expected to provide thisopportunity. (Article 6)

Card no. 14
C175 - Part-Time Work Convention, 1994 (No. 175)
Measures shall be taken to ensure that part-time workers receive
the same protection as that accorded to comparable full-time workers
in respect of:(a) the right to organize, the right to bargain collectively and theright to act as workers’ representatives;(b) occupational safety and health;(c) discrimination in employment and occupation.(Article 4)
Measures shall be taken to ensure that part-time workers receive
conditions equivalent to those of comparable full-time workers in thefields of:259

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Card no. 14 (Cont’d)(a) maternity protection;(b) termination of employment;(c) paid annual leave and paid public holidays; and(d) sick leave,
it being understood that pecuniary entitlements may be
determined in proportion to hours of work or earnings. (Article 7)

Card no. 15
C181 - Private Employment Agencies Convention, 1997 (No. 181)
Convention concerning Private Employment Agencies
1. In order to promote equality of opportunity and treatment inaccess to employment and to particular occupations, a Member shallensure that private employment agencies treat workers without
discrimination on the basis of race, colour, sex, religion, politicalopinion, national extraction, social origin, or any other form of
discrimination covered by national law and practice, such as age ordisability.
2. Paragraph 1 of this Article shall not be implemented in sucha way as to prevent private employment agencies from providing
special services or targeted programmes designed to assist the mostdisadvantaged workers in their jobseeking activities. (Article 5)
1. Private employment agencies shall not charge directly or
indirectly, in whole or in part, any fees or costs to workers.
Article 9
A Member shall take measures to ensure that child labour is not
used or supplied by private employment agencies. (Article 7)
1. Each Member shall design and implement programmes ofaction to eliminate as a priority the worst forms of child labour.
(Article 6)260

upper secondary level

Card no. 16
C182 - Worst Forms of Child Labour Convention, 1999 (No. 182)
The worst forms of child labour comprises:(a) all forms of slavery or practices similar to slavery, such as thesale and trafficking of children, debt bondage and serfdom and forced
or compulsory labour, including forced or compulsory recruitmentof children for use in armed conflict;(b) the use, procuring or offering of a child for prostitution, forthe production of pornography or for pornographic performances;(c) the use, procuring or offering of a child for illicit activities, inparticular for the production and trafficking of drugs as defined in
the relevant international treaties;(d) work which, by its nature or the circumstances in which it iscarried out, is likely to harm the health, safety or morals of children.
(Article 3)

Card no. 17
C183 - Maternity Protection Convention, 2000 (No. 183)
Each Member shall, after consulting the representative
organizations of employers and workers, adopt appropriate measures
to ensure that pregnant or breastfeeding women are not obliged toperform work which has been determined by the competent authority
to be prejudicial to the health of the mother or the child, or where an
assessment has established a significant risk to the mother’s healthor that of her child. (Article 3)
Pregnant or breastfeeding women are entitled to a period ofmaternity leave of not less than 14 weeks. (Article 4)
The maternity leave shall be provided before or after thematernity leave period in the case of illness, complications or riskof complications arising out of pregnancy or childbirth. (Article 5)
Cash benefits shall be provided to women who are absent fromwork on leave. The amount of cash benefits should ensure that the
woman can maintain herself and her child in proper conditions ofhealth and with a suitable standard of living.
Medical benefits shall be provided for the woman and herchild such as prenatal, childbirth and postnatal care, as well as
hospitalization care when necessary. (Article 6)
It shall be unlawful for an employer to terminate the employmentof a woman during her pregnancy or absence on leave or during aperiod following her return to work, except on grounds unrelated tothe pregnancy or birth of the child and its consequences or nursing.
The burden of proving that the reasons for dismissal are unrelated to261

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Card no. 17 (Cont’d)pregnancy or childbirth and its consequences or nursing shall reston the employer. (Article 8)
A woman shall be provided with the right to one or more daily
breaks or a daily reduction of hours of work to breastfeed her child.
(Article 10)

Card no. 18
C189 - Domestic Workers Convention, 2011 (No. 189)
The government shall take measures to ensure the effective
promotion and protection of the human rights of all domestic
workers, such as(a) freedom of association and the effective recognition of theright to collective bargaining;(b) the elimination of all forms of forced or compulsory labour;(c) the effective abolition of child labour; and(d) the elimination of discrimination in respect of employment
and occupation. (Article 3)
The government shall take measures to ensure that domestic
workers enjoy effective protection against all forms of abuse,harassment and violence. (Article 5)
The government shall take measures to ensure that domestic
workers, like workers generally, enjoy fair terms of employment aswell as decent working conditions and, if they reside in the household,decent living conditions that respect their privacy. (Article 6)

Card no. 19
C001 - Hours of Work (Industry) Convention, 1919 (No. 1)
The working hours of persons employed in any public or
private industrial undertaking or in any branch thereof, other thanan undertaking in which only members of the same family are
employed, shall not exceed eight in the day and forty-eight in theweek. (Article 2)
In exceptional cases where it is recognised that the provisionsof Article 2 cannot be applied, but only in such cases, agreements
between workers’ and employers’ organisations concerning the daily
limit of work over a longer period of time may be given the force ofregulations, if the Government, to which these agreements shall be
submitted, so decides.
The average number of hours worked per week, over the number
of weeks covered by any such agreement, shall not exceed fortyeight. (Article 5)262

upper secondary level

Source: The texts used in these cards are either direct quotations
or based on provisions of the ILO Conventions. The full text of theConventions are available at: NORMLEX - Information System
on International Labour Standards - www.ilo.org/dyn/normlex/
en/f?p=1000:12000:0::NO:::See also:
www.ilo.org/public/japanese/region/asro/tokyo/standards/list.htm

Annex 3
Ratification of ILO Conventions in Northeast Asia
Hong
Kong

Japan

Korea

C081

P

P

P

C087

P

P

P

P

P

P

Country

China

Mongolia

C095
C097
C098
C100

P

C105
C111

P
P

P

C115

P
P

C131
C138
C156

P

P

P

P
P

P

P

P

P

P

P

C158

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Ratification of ILO Conventions in Northeast Asia (Cont’d)Country

China

Hong
Kong

Japan

Korea

Mongolia

C175
C181

P

C182

P

P

P

P

P

C183
C189
Note: Data taken from Normlex – Ratification by Country, www.ilo.org/dyn/normlex/
en/f?p=1000:11001:0::NO:::

Annex 4The Right Answers in Worksheet No. 1
Issue
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

264

Card
No.
9
13
11
6
17
19
4
2
5
13
8
5
8
3
18
14
17
3
19
1

upper secondary level

N8

N PLA

LESSO

Right to Vote
Human rights are enjoyed and protected best within the confines of ademocratic society. At the same time, democracy thrives through the proper
exercise of relevant human rights. Students can understand by themselves
the meaning of human rights that relate to democracy through participation
in a mock election. This exercise facilitates their interest in politics byproviding the opportunity for them to find and think about local issues andsocial problems, as well as to make them feel that they are members of society
responsible for the solution of such problems.
Topic
Level
Subject: Right to Vote
: Upper secondary: Civics and synthetic learning

Human Rights Concept:- Democracy- Child and youth
participation in society: Three sessions

Time AllotmentI

OBJECTIVES
Students will be able to
1. Explain the concept of democracy and act out roles in democracy as
citizens

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

2. Discuss the right to vote
3. Discuss the general idea of participation in the government of acountry from a human rights perspective.
II

RESOURCES• Official election publications and newspaper clippings of election
platforms (manifestos) of different candidates• Election ballots• Article 21 of the Universal Declaration of Human Rights:
1. Everyone has the right to take part in the government of his country,
directly or through freely chosen representatives.
2. Everyone has the right to equal access to public service in his country.
3. The will of the people shall be the basis of the authority of government;
this shall be expressed in periodic and genuine elections which shall be byuniversal and equal suffrage and shall be held by secret vote or by equivalent
free voting procedures.
III

PROCEDURE
A. Opener
The teacher introduces to the students basic knowledge about elections(i.e., principles and rules, suffrage, importance of voters’ turnout), and asksthem how their parents and other family members make decisions on who tovote for during elections.
B. Development of Activities
1. Activity
The teacher asks the students to form small groups (not more than 5 foreach group) to discuss issues and questions that arise from official election
publications and the manifestos of candidates.
The teacher explains that a mock election will be held involving the realelection candidates.
In order to help the students make their respective decisions, the teacher
instructs the groups to present their views about the election issues andquestions to the whole class.
The teacher holds a mock election by giving the students one ballot each.
Students write on the ballots the names of the candidates they vote for anddeposit them in a ballot box.
The teacher tallies the votes and announces the results.

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2. Analysis
The teacher asks the students to answer the following questions:• How did you decide on who to vote for?
• What did you feel when you participated in the mock election eventhough you are not yet of voting age?
• Do you have anything to say to the candidates?
The teacher notes the major answers of the students on the board.
3. Abstraction
The teacher states that participation in elections is a human right andis explicitly provided in Article 21 of the Universal Declaration of Human
Rights:
The will of the people shall be the basis of the authority of
government; this shall be expressed in periodic and genuine elections
which shall be by universal and equal suffrage and shall be held bysecret vote or by equivalent free voting procedures.
Article 21 likewise states that
1. Everyone has the right to take part in the government of his
country, directly or through freely chosen representatives.
2. Everyone has the right to equal access to public service in his
country.
The teacher explains that the article shows the different types ofparticipation in the government of a country, including local governments,and voting in elections is one of the important means of participating in thegovernment.
The teacher stresses the following:• the importance of voting in elections in order to determine the “willof the people” which in turn is the “basis of authority of government”• the importance of having proper bases for deciding who to vote forsuch as through documents like manifestos or events such as public
speeches and debates or mass media-based information dissemination
systems that explain what the election candidates have to offer to thepeople.
Finally, the teacher emphasizes that the right to vote should be treatedlike any human right – it must therefore be universal and equal for all
members of the community.

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4. Application
The teacher asks the students to discuss in their groups the respective
sets of policies of two city mayors as shown in the table below and find which
set of policies promotes human rights more. After the group discussion, theteacher instructs them to report to the class and highlight the main humanrights being promoted.
City Mayor Policies on Education and Child-rearing:
Which is a better place to live in for children, City A or City B?
The Mayor of City A
•

•

•

•

•
•

•

268

The Mayor of City B

Overcome competition and•discrimination, develop creative
human resources
Enact an ordinance on eliminating •disparities in education andpromoting education and social•
welfare.
Reduce educational expenses borneby families of students to within•
3% of family budget.
Enact an ordinance to protect the•right to education (protection of
the rights of students)
Promote education on arts and•cultureOpen, free-of-charge, the cultural
facilities in Seoul City to children•
and youth
Promote innovative publicschools that play a leading role inchanging examination-oriented
educational environment

Develop human resources
who can respond to global
competition
Establish “Super Secondary
school”
Establish “Global Study
Course” in one of theprefectural secondary schools
Introduce market principles inpublic education
Abolish or reorganize
secondary schools that cannot
fill their quota of students
Promote the recruitment ofprincipals from the private
sectors (on fixed-term basis)
Adopt free school choice policy(students are allowed to opt
out of their assigned schools
to go to other public schools)upper secondary level

•

•
•

•
•
•
•

•
•
•

•

•

•
•

•
Increase support for the
improvement of educational
environments without differences
between the northern and•southern parts of the Han River
Establish learning support centers
Establish and manage a•multifunctional complex
that young people can use•
spontaneously
Involve community resources inbuilding community schools
Reduce burden of educational•
expenses for higher education•
Reduce by half the tuition fee ofSeoul University•
Promote housing provisions foruniversity students by building•
lodging places on campus
Promote entrepreneurship for
creative and sustainable jobs
Support creative venture businessby the youth sector•
Create more job opportunities
by developing local businesses,
cooperatives, and social enterprises
Make non-formal (temporary)employees become formal (regular)•
employees
Promote the conversion of
temporary workers to regular•
employees in the public sector“Welfare is the best investment
with the highest return”•
There is an unjust society where
the winners monopolize all and the•rest are unhappy

Adopt a common achievement
test (school record basedon absolute assessment
standards)
Employ stricter teacher
assessments to remove poor
performers
Subsidize private educational
institutions
Adopt tuition-free subsidy
program for private secondary
schools (age of recipients
limited)Adopt a school lunch program
Have a phased provision oflunch for prefectural schools
Install air conditioning inevery lower secondary school
Create a “Nishinari special
administrative ward” thatwould provide services closer
to the daily lives of the local
peopleMonthly distribution of
10,000 Yen worth coupons toevery household in the wardthat receives school expensesubsidy
Preferential treatment to thosetransferred into the ward withtax concessions
Subsidize tuition fees ofprivate primary and lower
secondary schools
Provide child-rearing
assistance
Subsidize medical expenses for
0 to 15 year-olds

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

•

•
•

•

Improve nursery carecenters to shorten waiting
list of children applying foradmission
Provide medical checkup
service for pregnant womenIntegrate Osaka Prefecture
University and the Osaka City
University
Adopt an Osaka metropolis
plan that attracts human andfinancial resources in orderfor the city to be a winner inthe East Asia subregion.

5. Closing
The teacher emphasizes the need for people to exercise their right to vote,along with other related rights, in order to ensure their participation in thegovernment at both national and local levels.
IV

EVALUATION
For the further development of the activity, after reading the manifesto,
students can send open questions to the political parties and their candidates,
visit party head offices and campaign offices of candidates, in order toexchange opinions, or participate in open forums where candidates areinvited.
Comparison of policies of politicians from Japan and other Northeast
Asian countries will foster critical views among students towards Japanesepolicies.

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upper secondary level

N
LESSO

PLAN

9

Equal Opportunity and Poverty“Unfair musical chair” is a metaphor of social structure that reproduces
poverty. Poverty should not be solely attributed to personal responsibility but
understood as an outcome of existing social structures. “Unfair musical chair”
is designed to learn about such structures, as it shows that disadvantages
are reproduced among those who are allowed unfair participation in thegames, as well as the lack of chairs being a fundamental structural problem.
By exploring the solution to break such structures, students can identify
social responsibility and will be motivated to build a society where everyone
can live without anxiety.
Topic 			Level 			Subject 			Human Rights Concept

Time Allotment 		
I: Equal Opportunity and Poverty: Upper secondary: Civics or Synthetic Learning:- right to social security- right to adequate standard of living: Three sessions

OBJECTIVES
Students will be able to
1. Explain poverty as a matter of social structure
2. Explore social systems that do not reproduce poverty, and support theright to social security and the right to adequate standard of living.

271

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSIIRESOURCES• Newspaper clippings on the dismissal of dispatch workers• Statistics showing the increasing ratio over years of non-regular
employees• Articles 22 and 25 of the Universal Declaration of Human Rights
Article 22
Everyone, as a member of society, has the right to social security
and is entitled to realization, through national effort and international
co-operation and in accordance with the organization and resourcesof each State, of the economic, social and cultural rights indispensablefor his dignity and the free development of his personality.
Article 25
Everyone has the right to a standard of living adequate for thehealth and well-being of himself and of his family, including food,clothing, housing and medical care and necessary social services, andthe right to security in the event of unemployment, sickness, disability,
widowhood, old age or other lack of livelihood in circumstances
beyond his control.
Motherhood and childhood are entitled to special care andassistance. All children, whether born in or out of wedlock, shallenjoy the same social protection.

III

PROCEDURE
A. Opener
The teacher informs the students about the game called “Unfair musicalchair.” Since the activity requires physical movements, the teacher prepares
the students through an icebreaking activity.
B. Development of Activities
1. Activity
The teacher asks the students to put chairs in a circle, facing outward,
with the number of chairs being significantly less than the number ofstudents. For example, for a class of thirty students, use twenty chairs.
The teacher divides the students into two groups, Team A and Team B,
with nearly equal number of members.
The teacher reserves approximately 30 percent of the number of chairs
for Team A and places tags on the reserved chairs to distinguish them fromthe other chairs.
The teacher distributes the rules of the game to the students, each grouphaving a different set of rules as shown in the boxes below. The teacher272

upper secondary level

ensures that the members of each group know only the rules that are meant
for them.
Rules for Team A (for distribution to Team A members only)
1.
2.

You may sit on any of the chairs
If you failed to sit on a chair when the music stopped, you
are out.

Secret rules
During the game, the music will always stop three seconds after
the teacher says “Do your best, Team A members!” But when theteacher gives false signals such as “Do your best, Team B members”
or “Do your best, everyone” the music will not stop. These rules mustnot be known by the members of Team B.

Rules for Team B (for distribution to Team B members only)
1.
2.

You are not allowed to sit on the chairs that are reserved forTeam A members.
Failure to sit on a chair when the music stops means you
are out.

The game would have three rounds, and the teacher removes a number ofchairs after each round, and also continues to reserve some chairs for Team
A. For example, for the second round, only 15 chairs are left and five chairs(out of 15) are reserved for Team A. For the third round, with only 10 chairs
left, 4 chairs are reserved for Team A. The teacher keeps a record of every
round, including the total number of chairs, number of chairs reserved forTeam A, and the number of students who successfully get to sit on the chairs.
2. Analysis
The teacher asks Teams A and B to form smaller groups (within thesame teams) and asks them to write down what they observed during theactivity, as well as what they felt using Worksheet No.1. The teacher asks
Team A members the advantages they enjoyed and Team B members the
disadvantages they suffered from.
The groups report the results of their discussion to the whole class. The
teacher writes on the board the key points raised in the group reports.
The students are expected to express the views similar to the following
points:• The rules are not fair to all the participants in the game• Some participants cannot win the game even they are good andworking hard

273

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS••

Having advantages feels good and makes them win easily
Having disadvantages makes them lose confidence in themselves butat the same time feels irritated if not angry.

The teacher asks the same groups to answer the following questions
using Worksheet No. 2:
a. How is the real society divided into groups, and which groups havedisadvantages?
b. What are the personal responsibilities and responsibilities of thewhole society regarding the disadvantages suffered by some groups
in society?
To help the group discussion, the teacher distributes copies of newspaper
clippings on the dismissal of dispatch workers, as well as statistics on
the increasing number of non-regular workers in Japan. The newspaper
clippings explain that non-regular workers belong to a disadvantaged group.
The groups report the results of their discussion to the whole class. The
teacher writes on the board the key points raised in the group reports.
3. Abstraction
Using the highlights of the group reports using Worksheet No. 2, theteacher explains the need for two types of changes to address the existenceof disadvantaged groups in society:a. The need to stop unfair treatment and social exclusion of certain
members of society. To do this, there is a need to identify who are
disadvantaged and excluded in society, and what can be done to stopsuch exclusion.
b. The role of competition-oriented society, where some people never get
their “chairs” regardless of their efforts, in causing unfair treatment andsocial exclusion. What can we do for everyone to get his/her own chair?
The teacher introduces possible solutions to the issues such as the“sharing of chairs” and “increasing the number of chairs in the game”.
From this, the teacher asks: What policies should be adopted to support the“sharing of chairs” and “increasing the number of chairs” in real society inorder to build society where everyone can live without anxiety?
In discussing policies to address the issues, the teacher explains themeaning of the rights to social security and to adequate standard of living
under Articles 22 and 25 respectively of the Universal Declaration of Human
Rights.
The teacher emphasizes the following points about these rights:

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upper secondary level

Social security “should be treated as a social good, and not primarily
as a mere instrument of economic or financial policy.” It should have thefollowing contents:a. Availability of social security systemb. Coverage of social risks and contingencies – health care, sickness, oldage, unemployment, employment injury, family and child support,maternity, survivors and orphansc. Adequacy – coverage (persons), eligibility, affordability, participationand information, physical access.
4. Application
The teacher asks the students to develop an alternative society byresearching and understanding related policies in other countries suchas the “work sharing” policies in Holland, or the welfare-state policies in
Scandinavian countries and compare them with relevant policies in Japan.
The teacher asks the students to share their findings and analyses insmall groups and identify what social structures have to be changed, andhow the rights to social security and adequate standard of living would be
fulfilled by new ideas on the social structures. The teacher also instructs thestudents to prepare their respective group presentations on an alternative
society.
5. Closing
The teacher concludes the sessions by reiterating that there areinternational human rights standards on social security and right toadequate standard of living for all people.
The teacher stresses that under the human rights framework,
governments are duty bound to fulfill these rights within the available
resources, and concrete measures should be undertaken over time including
the change in social structures that breed inequality in society.
IV

EVALUATION
The teacher tells the students to write a reflection paper on the need forequal opportunity for all members of society while also helping those who
are weak to stand on their feet.
Notes
Normative Content of the Right to Social Security
9. The right to social security includes the right not to be subject to arbitrary andunreasonable restrictions of existing social security coverage, whether obtained publicly or
privately, as well as the right to equal enjoyment of adequate protection from social risks andcontingencies.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
A. Elements of the right to social security
10. While the elements of the right to social security may vary according to different
conditions, a number of essential factors apply in all circumstances as set out below. In
interpreting these aspects, it should be borne in mind that social security should be treated as asocial good, and not primarily as a mere instrument of economic or financial policy.
1. Availability - social security system
11. The right to social security requires, for its implementation, that a system, whether
composed of a single scheme or variety of schemes, is available and in place to ensure that
benefits are provided for the relevant social risks and contingencies. The system should beestablished under domestic law, and public authorities must take responsibility for the effective
administration or supervision of the system. The schemes should also be sustainable, including
those concerning provision of pensions, in order to ensure that the rights can be realized forpresent and future generations to take steps to the “maximum of available resources” under an
optional protocol to the Covenant (E/C.12/2007/1).
2. Social risks and contingencies
12. The social security system should provide for the coverage of the following nine
principal branches of social security.
(a) Health care
13. States parties have an obligation to guarantee that health systems are established toprovide adequate access to health services for all. In cases in which the health system foresees
private or mixed plans, such plans should be affordable, in conformity with the essential elements
enunciated in the present general comment. The Committee notes the particular importance ofthe right to social security in the context of endemic diseases such as HIV/AIDS, tuberculosis
and malaria, and the need to provide access to preventive and curative measures.
(b) Sickness
14. Cash benefits should be provided to those incapable of working due to ill-health to coverperiods of loss of earnings. Persons suffering from long periods of sickness should qualify fordisability benefits.
(c) Old age
15. States parties should take appropriate measures to establish social security schemesthat provide benefits to older persons, starting at a specific age, to be prescribed by national law.
The Committee stresses that States parties should establish a retirement age that is appropriate
to national circumstances which take account of, inter alia, the nature of the occupation, inparticular work in hazardous occupations and the working ability of older persons. States
parties should, within the limits of available resources, provide non-contributory old-age benefits,social services and other assistance for all older persons who, when reaching the retirement ageprescribed in national legislation, have not completed a qualifying period of contributions or are
not otherwise entitled to an old-age insurance-based pension or other social security benefit orassistance, and have no other source of income.
(d) Unemployment
16. In addition to promoting full, productive and freely chosen employment, States parties
must endeavor to provide benefits to cover the loss or lack of earnings due to the inability to obtainor maintain suitable employment. In the case of loss of employment, benefits should be paid foran adequate period of time and at the expiry of the period, the social security system should
ensure adequate protection of the unemployed worker, for example through social assistance.
The social security system should also cover other workers, including part-time workers, casual
workers, seasonal workers, and the self-employed, and those working in atypical forms of workin the informal economy. Benefits should be provided to cover periods of loss of earnings by
persons who are requested not to report for work during a public health or other emergency.
(e) Employment injury
17. States parties should also ensure the protection of workers who are injured in thecourse of employment or other productive work. The social security system should cover thecosts and loss of earnings from the injury or morbid condition and the loss of support for
spouses or dependents suffered as the result of the death of a breadwinner. Adequate benefits276

upper secondary levelshould be provided in the form of access to health care and cash benefits to ensure income
security. Entitlement to benefits should not be made subject to the length of employment, to theduration of insurance or to the payment of contributions.
(f) Family and child support
18. Benefits for families are crucial for realizing the rights of children and adultdependents to protection under articles 9 and 10 of the Covenant. In providing the benefits, theState party should take into account the resources and circumstances of the child and persons
having responsibility for the maintenance of the child or adult dependent, as well as any otherconsideration relevant to an application for benefits made by or on behalf of the child or adultdependent. Family and child benefits, including cash benefits and social services, should be
provided to families, without discrimination on prohibited grounds, and would ordinarily coverfood, clothing, housing, water and sanitation, or other rights as appropriate.
(g) Maternity
19. Article 10 of the Covenant expressly provides that “working mothers should beaccorded paid leave or leave with adequate social security benefits”. Paid maternity leave should
be granted to all women, including those involved in atypical work, and benefits should be
provided for an adequate period. Appropriate medical benefits should be provided for womenand children, including perinatal, childbirth and postnatal care and care in hospital where
necessary.
(h) Disability
20. In its general comment No. 5 ((1994) on persons with disabilities, the Committeeemphasized the importance of providing adequate income support to persons with disabilities
who, owing to disability or disability-related factors, have temporarily lost, or received a
reduction in, their income, have been denied employment opportunities or have a permanent
disability. Such support should be provided in a dignified manner and reflect the special needs
for assistance and other expenses often associated with disability. The support provided should
cover family members and other informal carers.
(i) Survivors and orphans
21. States parties must also ensure the provision of benefits to survivors and orphanson the death of a breadwinner who was covered by social security or had rights to a pension.
Benefits should cover funeral costs, particularly in those States parties where funeral expenses
are prohibitive. Survivors or orphans must not be excluded from social security schemes on thebasis of prohibited grounds of discrimination and they should be given assistance in accessing
social security schemes, particularly when endemic diseases, such as HIV/AIDS, tuberculosis
and malaria, leave large numbers of children or older persons without family and community
support.

Worksheet no. 1
Reflection on “Unfair Musical Chair”
◊
•
•
•
•

Please discuss the following
What are the symbolic meanings of chairs in real society?
What do they symbolize in real society?
* Chairs with tag (reserved for Team A members)* Chairs without any tag.
What are the symbolic meanings of the chairs that were
removed during the game? Where have they gone?
How can we solve the problems created by the “Unfair
Musical Chair”?

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Worksheet no. 2
Reflection on “Unfair Musical Chair”
Who belong to the disadvantaged group (Team B ) in the realsociety?
Make a list below:
1.
2.
3.
4.
5.
6.
Who are responsible for the existence of disadvantaged groups
in society?
View of people in the advantaged group (Team A)
Personal
responsibility

Responsibility ofthe society

View of people in the disadvantaged group (Team B)
Personal
responsibility

278

Responsibility ofthe societyupper secondary level

N 10

N PLA

LESSO

Breaking the Poverty Spiral!
Poverty is a serious cause of human rights violation. It is not becauseof personal failure or family problems alone, but because its root causes areembedded in the social structure. It is therefore a prevalent problem amongminorities over generations, who are socially and economically deprived.
Currently being stricken under globalization and neo-liberal policies, poverty
is an important issue that schools should teach, encouraging students tolearn systemically from historical social movements, policies and measuresthat have successfully broken the poverty spiral, so that they can be equippedwith ideas and skills to break off their own spirals of problems.

I

Topic 			Level 			Subject 			: Breaking the Poverty Spiral!
: Upper secondary: Civics or Synthetic Learning

Human Rights Concept:

Time Allotment 		• Economic rights• Right against discrimination or social
exclusion: Three sessions

OBJECTIVES
Students will be able to1. Describe how discrimination impacts on poverty, and how a spiral ofpoverty develops or is reproduced in certain social structures279

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

2. Explain the historical movements, policies and measures to breakthis spiral of poverty
3. Explore the measures to take to break off current/future poverty
spirals based on human rights framework.
II

RESOURCES• Reading materials on a historical grassroots movement organized in
1960s, which realized the free distribution of school textbooks by theJapanese government for both primary and lower secondary schoollevels• Essays written in adult literacy classes in the past
• Copies of Cabinet Dowa Policy Council’s recommendation of 1965
• Articles 17, 21-25 of the Universal Declaration of Human Rights.

III

PROCEDURE
A. Opener
The teacher initiates a brainstorming session on the issue of “illiteracy”
and asks the students what difficulties people who cannot read and write
face. The teacher writes on the board the comments of students by grouping
them under several headings.
The teacher comments on the social backgrounds of illiteracy, and thenintroduces essays written by participants in adult literacy classes.
After the students read the essays, the teacher asks the students to give
their comments.
B. Development of Activities
1. Activity
The teacher asks the students to form small groups (not more than 5 foreach group) and instructs them to fill the blanks on Worksheet no. 1 (Breakthe Poverty Spiral!), as a group. The teacher explains that the students haveto think of appropriate words to fill in the blanks from A to J in order tohave a good explanation on how numerous factors impact on and develop thepoverty spiral. The teacher may allow the students to use some words twice.
After the groups fill up the blanks on Worksheet no.1, the teacher asks thegroups to present their work to the whole class.
The teacher summarizes the points raised in the group presentations,and then asks the students what measures (including possible grassroots
action and policies) can be done to break the poverty spiral. The teacher asksthem to discuss this question in their respective groups, and write their ideas
on Worksheet no. 2.

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upper secondary level

The teacher instructs the groups to present the contents of their respective
completed worksheets to the whole class.
2. Analysis
The teacher comments on the ideas of the students on how to break thepoverty spiral by referring them to previous efforts at the grassroots level toaddress poverty.
The teacher explains the history of such grassroots efforts and cites thegrassroots movement on the campaign for the free distribution of textbooks
for compulsory education in 1963, as well as the government Dowa policies.
The teacher stresses that poverty has to be addressed through changes insocial structures and that such work would require much effort over a long
period of time.
3. Abstraction
The teacher introduces the link between poverty and human rights, andstresses that the means to address poverty must be based on human rightsrelated principles such asa. Recognition of the ‘dignity and worth’ of the human beingb. Poverty as a cause of human rights violationc. Measures to address poverty should include
d. Inclusive anti-poverty policies – non-discriminatory policies
e. Participation of the poor themselves in adopting and implementing
these measuresf. Empowerment of the poor through various means such as educationg. Accountability for people (in private and public institutions) whose
actions affect the poverty situation.
The teacher emphasizes the importance of literacy in empowering
the poor toward taking an active role in addressing their specific poverty
situation and in addressing the change in the social structures that develop
and perpetuate poverty.
4. Application
The teacher gives the students an assignment to research on theachievements as well as challenges of the past grassroots movements andpolicies on alleviating poverty to promote deeper understanding of the issue.
The teacher may refer to poverty alleviation policies in other countries sothat students can apply the ideas to solve problems in their own country
situations.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

C. Closing
The teacher ends the session by saying that poverty is an affront to humandignity and leads to human rights violations, and that social structures cause
poverty and should be examined using a human rights-based approach.
IV

EVALUATION
The teacher tells the students to write an essay on how human rights canhelp address poverty.
Notes
The issue of poverty is also discussed within the broader subject of development. The United
Nations (UN) has adopted the human rights-based approach to development as an importantcomponent of poverty reduction campaign. According to the UN, the human rights-based
approach to development demands:•
Participation and transparency in decision-making – implies making participation
throughout the development process a right and the obligation of the state and otheractors to create an enabling environment for participation of all stakeholders.
•
Non-discrimination – implies that equity and equality cut across all rights and are thekey ingredients for development and poverty reduction.
•
Empowerment – implies empowering people to exercise their human rights throughthe use of tools such as legal and political action to make progress in more conventional
development areas.
•
Accountability of actors – implies accountability of public and private institutions andactors to promote, protect and fulfil human rights and to be held accountable if these
are not enforced.
The UN Office of the High Commissioner for Human Rights states that a human rightsbased approach has the potential [of advancing] the goal to poverty reduction in a variety ofways by:•urging speedy adoption of a poverty reduction strategy, underpinned by human rights,
as a matter of legal obligation;•broadening the scope of poverty reduction strategies to address the structures of
discrimination that generate and deepen poverty;•
strengthening civil and political rights, which can play an instrumental role inaddressing the cause of poverty;•
confirming that economic and social rights are binding obligations, not justprogrammatic aspirations;•adding legitimacy to the demand for ensuring meaningful participation of the poor indecision-making processes;•
cautioning against retrogression and non-fulfilment of minimum core obligations in
the name of policy trade-offs; and•strengthening institutions through which policy-makers can be held accountable for
their actions.
Text derived from United Nations Development Programme, Poverty Reduction and Human
Rights – A Practice Note, New York, 2003, pages 5-6.
Dowa policy refers to the Japanese government support for the improvement of theconditions of the Buraku communities. Started in the early 1960s, the policy aimed to alleviate
the poverty and other problems being suffered by the Buraku people, the discriminated groupof Japanese. The support came with funds for the education, housing, health and other services
for the Buraku communities over a certain period of time.

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upper secondary level

Worksheet no. 1
Break the Poverty Spiral!
Choose the proper words for each blank and complete thediagram of the Poverty Spiral: “low income” (use twice), “unable toget primary education,” “unable to get a stable job” (use twice), “lowacademic achievement,” “poor learning environment,” “unable tobuy textbooks,” “unable to read or write,” “low number in higher
education.”
Worksheet no. 2
How to Break the Poverty SpiralTo break the Poverty Spiral, which parts of the chain do we haveto break? Explain your answers.

POVERTY
A)
E)

POVERTY

Small and
uncomfortable
house

D)

B)

POVERTYF)

C)

Parents’
Generation

J)

I)

G)
H)

Our Generation

283

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSAppendix A
The Universal Declaration of Human Rights (1948)
This plain language version is given only as a guide. For an exact rendering of each principle,
refer students to the original. This version is based in part on the translation of a text, preparedin 1978 for the World Association for the School as an Instrument of Peace, by a ResearchGroup of the University of Geneva under the responsibility of Prof. L. Massarenti.
					Plain language version

Original text

Article 1
When children are born, they are free andeach should be treated in the same way.
They have reason and conscience andshould act towards one another in a friendly
manner.

Article 1
All human beings are born free and equalin dignity and rights. They are endowedwith reason and conscience and should
act towards one another in a spirit ofbrotherhood.

Article 2
Everyone can claim the following rights,
despite- a different sex- a different skin colour- speaking a different language- thinking different things- believing in another religion- owning more or less- being born in another social group- coming from another country.

Article 2
Everyone is entitled to all the rights andfreedoms set forth in this Declaration,
without distinction of any kind, such as race,
colour, sex, language, religion, politicalor other opinion, national or social origin,property, birth or other status. Furthermore,
no distinction shall be made on the basis of
the political, jurisdictional or international
status of the country or territory to which aperson belongs, whether it be independent,
trust, non-self-governing or under any otherlimitation of sovereignty.

It also makes no difference whether thecountry you live in is independent or not.
Article 3
You have the right to live, and to live in
freedom and safety.

Article 3
Everyone has the right to life, liberty andsecurity of person.

Article 4
Nobody has the right to treat you as his or
her slave and you should not make anyone
your slave.

Article 4
No one shall be held in slavery or servitude;
slavery and the slave trade shall be prohibitedin all their forms.

Article 5
Nobody has the right to torture you.

Article 5
No one shall be subjected to torture or tocruel, inhuman or degrading treatment or
punishment.

Article 6
You should be legally protected in the sameway everywhere, and like everyone else.

Article 6
Everyone has the right to recognition
everywhere as a person before the law.

284

appendices

Plain language version

Original text

Article 7
The law is the same for everyone; it should
be applied in the same way to all.

Article 7
All are equal before the law and are entitledwithout any discrimination to equal protection of the law. All are entitled to equal
protection against any discrimination in
violation of this Declaration and against any
incitement to such discrimination.

Article 8
You should be able to ask for legal help
when the rights your country grants you are
not respected.

Article 8
Everyone has the right to an effective remedyby the competent national tribunals for acts
violating the fundamental rights granted
him by the constitution or by law.

Article 9
Nobody has the right to put you in prison,
to keep you there, or to send you away fromyour country unjustly, or without a goodreason.

Article 9
No one shall be subjected to arbitrary arrest,
detention or exile.

Article 10
If you must go on trial this should be done inpublic. The people who try you should not
let themselves be influenced by others.

Article 10
Everyone is entitled in full equality to a fairand public hearing by an independent andimpartial tribunal, in the determination of
his rights and obligations and of any criminal
charge against him.

Article 11
You should be considered innocent until it
can be proved that you are guilty. If you areaccused of a crime, you should always havethe right to defend yourself. Nobody has theright to condemn you and punish you forsomething you have not done.

Article 11
1. Everyone charged with a penal offence
has the right to be presumed innocent until
proved guilty according to law in a public
trial at which he has had all the guarantees
necessary for his defence.
2. No one shall be held guilty of any penal
offence on account of any act or omission
which did not constitute a penal offence,
under national or international law, at thetime when it was committed. Nor shall aheavier penalty be imposed than the onethat was applicable at the time the penal
offence was committed.

Article 12
You have the right to ask to be protected
if someone tries to harm your good name,enter your house, open your letters, orbother you or your family without a goodreason.

Article 12
No one shall be subjected to arbitrary
interference with his privacy, family, homeor correspondence, nor to attacks upon hishonour and reputation. Everyone has theright to the protection of the law against
such interference or attacks.

285

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Plain language version

Original text

Article 13
You have the right to come and go as you
wish within your country. You have the rightto leave your country to go to another one;and you should be able to return to yourcountry if you want.

Article 13
1. Everyone has the right to freedom of
movement and residence within the bordersof each State.
2. Everyone has the right to leave any
country, including his own, and to return tohis country.

Article 14
If someone hurts you, you have the right to
go to another country and ask it to protectyou.
You lose this right if you have killed someone
and if you yourself do not respect what is
written here.

Article 14
1. Everyone has the right to seek and to enjoy
in other countries asylum from persecution.
2. This right may not be invoked in thecase of prosecutions genuinely arising from
non-political crimes or from acts contrary to
the purposes and principles of the United
Nations.

Article 15
You have the right to belong to a country
and nobody can prevent you, without agood reason, from belonging to anothercountry if you wish.

Article 15
1. Everyone has the right to a nationality.
2. No one shall be arbitrarily deprived of his
nationality nor denied the right to change
his nationality.

Article 16
As soon as a person is legally entitled, he or
she has the right to marry and have a family.
Neither the colour of your skin, nor thecountry you come from nor your religion
should be impediments to doing this. Men
and women have the same rights when
they are married and also when they areseparated. Nobody should force a person
to marry. The Government of your country
should protect your family and its members.

Article 16
1. Men and women of full age, without any
limitation due to race, nationality or religion, have the right to marry and to founda family. They are entitled to equal rights
as to marriage, during marriage and at its
dissolution.
2. Marriage shall be entered into only withthe free and full consent of the intending
spouses.
3. The family is the natural and fundamentalgroup unit of society and is entitled toprotection by society and the State.

Article 17
You have the right to own things andnobody has the right to take these from you
without a good reason.

Article 17
1. Everyone has the right to own property
alone as well as in association with others.
2. No one shall be arbitrarily deprived of his
property.

Article 18
You have the right to profess your religion
freely, to change it, and to practise it either
on your own or with other people.

Article 18
Everyone has the right to freedom ofthought, conscience and religion; this rightincludes freedom to change his religion
or belief, and freedom, either alone or incommunity with others and in public or
private, to manifest his religion or belief inteaching, practice, worship and observance.

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Article 19
You have the right to think what you want,
and to say what you like, and nobody should
forbid you from doing so.
You should be able to share your ideas – alsowith people from any other country.

Article 19
Everyone has the right to freedom of opinionand expression; this right includes freedom
to hold opinions without interference and toseek receive and impart information and ideas
though any media and regardless of frontiers.

Article 20
You have the right to organize peacefulmeetings or to take part in meetings in apeaceful way. It is wrong to force someone
to belong to a group.

Article 20
1. Everyone has the right to freedom ofpeaceful assembly and association.
2. No one may be compelled to belong toan association.

Article 21
You have the right to take part in your country’s political affairs either by belonging to
the Government yourself of by choosing
politicians who have the same ideas as you.
Governments should be voted for regularly
and voting should be secret. You should get
a vote and all votes should be equal. You
also have the same right to join the public
service as anyone else.

Article 21
1. Everyone has the right to take part in
the government of his country, directly or
through freely chosen representatives.
2. Everyone has the right of equal access topublic service in his country.
3. The will of the people shall be the basis of
the authority of government; this will shallbe expressed in periodic and genuine elections which shall be by universal and equal
suffrage and shall be held by secret vote orby equivalent free voting procedures.

Article 22
The society in which you live should help
you to develop and to make the most of
all the advantages (culture, work, social
welfare) that are offered to you and to all
the men and women in your country.

Article 22
Everyone, as a member of society, has theright to social security and is entitled torealization, through national effort andinternational co-operation and in accordancewith the organization and resources of eachState, of the economic, social and culturalrights indispensable for his dignity and thefree development of his personality.

Article 23
You have the right to work, to be free tochoose your work, and to get a salary thatallows you to live and support your family.
If a man and a woman do the same work,
they should get the same pay. All people
who work have the right to join together todefend their interests.

Article 23
1. Everyone has the right to work, to freechoice of employment, to just and favourable conditions of work and to protection
against unemployment.
2. Everyone, without any discrimination, has
the right to equal pay for equal work.
3. Every one who works has the right to justand favourable remuneration ensuring for
himself and his family an existence worthyof human dignity, and supplemented, if necessary, by other means of social protection.
4. Everyone has the right to form and tojoin trade unions for the protection of his
interests.

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Article 24
Each work day should not be too long, since
everyone has the right to rest and should be
able to take regular paid holidays.

Article 24
Everyone has the right to rest and leisure,including reasonable limitation of working
hours and periodic holidays with pay.

Article 25
You have the right to have whatever you
need so that you and your family: do not
fall ill; do not go hungry; have clothes anda house; and are helped if you are out ofwork, if you are ill, if you are old, if your wifeor husband is dead, or if you do not earn aliving for any other reason you cannot help.
Both a mother who is going to have a baby
and her baby should get special help. All
children have the same rights, whether or
not the mother is married.

Article 25
1. Everyone has the right to a standard of living adequate for the health and well-beingof himself and of his family, including food,clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness,disability, widowhood, old age or other lackof livelihood in circumstances beyond his
control.
2. Motherhood and childhood are entitledto special care and assistance. All children,whether born in or out of wedlock, shallenjoy the same social protection.

Article 26
You have the right to go to school andeveryone should go to school. Primaryschooling should be free. You should be
able to learn a profession or continue yourstudies as far as you wish. At school, you
should be able to develop all your talents
and you should be taught to get on withothers, whatever their race, their religion or
the country they come from. Your parents
have the right to choose how and what you
will be taught at school.

Article 26
1. Everyone has the right to education. Education shall be free, at least in
the elementary and fundamental stages.
Elementary education shall be compulsory.
Technical and professional education shallbe made generally available and higher education shall be equally accessible to all on
the basis of merit.
2. 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 friendshipamong all nations, racial or religious groups,
and shall further the activities of the United
Nations for the maintenance of peace.
3. Parents have a prior right to choose thekind of education that shall be given to theirchildren.

Article 27
You have the right to share in yourcommunity’s arts and sciences, and in any
good they do. Your works as an artist, awriter or a scientist should be protected, andyou should be able to benefit from them.

Article 27
1. Everyone has the right freely to participate in the cultural life of the community,
to enjoy the arts and to share in scientificadvancement and its benefits.
2. Everyone has the right to the protectionof the moral and material interests resulting
from any scientific, literary or artistic
production of which he is the author.

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Article 28
To make sure that your rights will be
respected, there must be an “order” thatcan protect them. This “order” should be
local and worldwide.

Article 28
Everyone is entitled to a social andinternational order in which the rights andfreedoms set forth in this Declaration can be
fully realized.

Article 29
You have duties towards the community
within which your personality can fully
develop. The law should guarantee humanrights. It should allow everyone to respect
others and to be respected.

Article 29
1. Everyone has duties to the community inwhich alone the free and full developmentof his personality is possible.
2. In the exercise of his rights and freedoms,
everyone shall be subject only to such limitations as are determined by law solely forthe purpose of securing due recognition andrespect for the rights and freedoms of others
and of meeting the just requirements of morality, public order and the general welfare
in a democratic society.
3. These rights and freedoms may in no casebe exercised contrary to the purposes andprinciples of the United Nations.

Article 30
No society and no human being in any partof the world should act in such a way as todestroy the rights that you have just beenreading about.

Article 30
Nothing in this Declaration may beinterpreted as implying for any State,group or person any right to engage inany activity or to perform any act aimed
at the destruction of any of the rights andfreedoms set forth herein.

The plain language version of the UDHR is a duly permitted reproduction of the text from theannex of the ABC-Teaching Human Rights, Office of the United Nations High Commissioner
for Human Rights (Geneva/New York: 2003). This publication is also available at www.ohchr.
org/EN/PublicationsResources/Pages/TrainingEducation.aspx289

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSAppendix B
Convention on the Rights of the Child
Adopted by the General Assembly of the United Nations on 20 November 1989
All children have the same rights. These rights are listed in the UN Convention on the Rights of
the Child. Almost every country has agreed to these rights. All the rights are connected to eachother, and all are equally important. Sometimes, we have to think about rights in terms of whatis the best for children in a situation, and what is critical to life and protection from harm. As
you grow, you have more responsibility to make choices and exercise your rights.
(Note: The articles on the Committee on the Rights of the Child and other matters have notbeen included.)					
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PREAMBLE
United Nations and specific provisions ofcertain relevant human rights treaties andproclamations.

PREAMBLE
The States Parties to the present Convention,

It reaffirms the fact that children, becauseof their vulnerability, need special care andprotection, and it places special emphasison the primary caring and protective responsibility of the family.
It also reaffirms the need for legal and other protection of the child before and after
birth, the importance of respect for the cultural values of the child’s community, andthe vital role of international cooperation insecuring children’s rights.

Considering that, in accordance with theprinciples proclaimed in the Charter of theUnited Nations, recognition of the inherent dignity and of the equal and inalienable
rights of all members of the human familyis the foundation of freedom, justice andpeace in the world,
Bearing in mind that the peoples of theUnited Nations have, in the Charter, reaffirmed their faith in fundamental humanrights and in the dignity and worth of thehuman person, and have determined topromote social progress and better standards of life in larger freedom,
Recognizing that the United Nations has, inthe Universal Declaration of Human Rights
and in the International Covenants on
Human Rights, proclaimed and agreed thateveryone is entitled to all the rights and freedoms set forth therein, without distinctionof any kind, such as race, colour, sex, language, religion, political or other opinion,
national or social origin, property, birth orother status,
Recalling that, in the Universal Declaration of
Human Rights, the United Nations has proclaimed that childhood is entitled to special
care and assistance,

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Convinced that the family, as the fundamental group of society and the natural environment for the growth and well-being of all its
members and particularly children, shouldbe afforded the necessary protection andassistance so that it can fully assume its responsibilities within the community,
Recognizing that the child, for the full andharmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love
and understanding,Considering that the child should be fully
prepared to live an individual life in society, and brought up in the spirit of the ideals proclaimed in the Charter of the United
Nations, and in particular in the spirit ofpeace, dignity, tolerance, freedom, equality
and solidarity,
Bearing in mind that the need to extend particular care to the child has been stated in
the Geneva Declaration of the Rights of theChild of 1924 and in the Declaration of theRights of the Child adopted by the United
Nations on 20 November 1959 and recognized in the Universal Declaration of Human
Rights, in the International Covenant on Civil
and Political Rights (in particular in articles
23 and 24), in the International Covenant
on Economic, Social and Cultural Rights(in particular in article 10) and in the statutes and relevant instruments of specialized
agencies and international organizations
concerned with the welfare of children,
Bearing in mind that, as indicated in the
Declaration of the Rights of the Child, “thechild, by reason of his physical and mental
immaturity, needs special safeguards andcare, including appropriate legal protection,
before as well as after birth”,

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Recalling the provisions of the Declaration
on Social and Legal Principles relating to
the Protection and Welfare of Children, with
Special Reference to Foster Placement and
Adoption Nationally and Internationally; theUnited Nations Standard Minimum Rules
for the Administration of Juvenile Justice(“The Beijing Rules”); and the Declarationon the Protection of Women and Children
in Emergency and Armed Conflict,
Recognizing that, in all countries in theworld, there are children living in exceptionally difficult conditions, and that such children need special consideration,
Taking due account of the importance of the
traditions and cultural values of each people
for the protection and harmonious development of the child,
Recognizing the importance of international
co‑operation for improving the living conditions of children in every country, in particular in the developing countries,
Have agreed as follows:

Article 1
Everyone under 18 has these rights.

Article 1
For the purposes of the present Convention,a child means every human being below theage of 18 years unless, under the law applicable to the child, majority is attained earlier.

Article 2
All children have these rights, no matter who
they are, where they live, what their parents
do, what language they speak, what theirreligion is, whether they are a boy or girl,what their culture is, whether they have adisability, whether they are rich or poor. No
child should be treated unfairly on any basis.

Article 2
1. States Parties shall respect and ensure therights set forth in the present Convention
to each child within their jurisdiction without discrimination of any kind, irrespectiveof the child’s or his or her parent’s or legal
guardian’s race, colour, sex, language, religion, political or other opinion, national,
ethnic or social origin, property, disability,
birth or other status.
2. States Parties shall take all appropriate
measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities,
expressed opinions, or beliefs of the child’s
parents, legal guardians, or family members.

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Article 3
All adults should do what is best for you.
When adults make decisions, they should
think about how their decisions will affectchildren.

Article 3
1. In all actions concerning children, whether undertaken by public or private social
welfare institutions, courts of law, administrative authorities or legislative bodies, thebest interests of the child shall be a primaryconsideration.
2. States Parties undertake to ensure thechild such protection and care as is necessary for his or her well‑being, taking into
account the rights and duties of his or her
parents, legal guardians, or other individuals legally responsible for him or her, and, tothis end, shall take all appropriate legislative
and administrative measures.
3. States Parties shall ensure that the institutions, services and facilities responsible
for the care or protection of children shallconform with the standards established bycompetent authorities, particularly in theareas of safety, health, in the number andsuitability of their staff, as well as competentsupervision.

Article 4
The government has a responsibility tomake sure your rights are protected. They
must help your family protect your rights
and create an environment where you cangrow and reach your potential.

Article 4
States Parties shall undertake all appropriate
legislative, administrative, and other measures for the implementation of the rights
recognized in the present Convention.
With regard to economic, social and cultural rights, States Parties shall undertakesuch measures to the maximum extent of
their available resources and, where needed, within the framework of international
co-operation.

Article 5Your family has the responsibility to help you
learn to exercise your rights, and to ensurethat your rights are protected.

Article 5
States Parties shall respect the responsibilities, rights and duties of parents or, whereapplicable, the members of the extended
family or community as provided for by local custom, legal guardians or other persons
legally responsible for the child, to provide,in a manner consistent with the evolving
capacities of the child, appropriate direction and guidance in the exercise by thechild of the rights recognized in the present
Convention.

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Article 6
You have the right to be alive.

Article 6
1. States Parties recognize that every childhas the inherent right to life.
2. States Parties shall ensure to the maximum extent possible the survival and development of the child.

Article 7
You have the right to a name, and thisshould be officially recognized by the government. You have the right to a nationality(to belong to a country).

Article 7
1. The child shall be registered immediately
after birth and shall have the right from birth
to a name, the right to acquire a nationality
and, as far as possible, the right to know andbe cared for by his or her parents.
2. States Parties shall ensure the implementation of these rights in accordance with
their national law and their obligations under the relevant international instruments inthis field, in particular where the child would
otherwise be stateless.

Article 8
You have the right to an identity – an official
record of who you are. No one should takethis away from you.

Article 8
1. States Parties undertake to respect theright of the child to preserve his or her identity, including nationality, name and family
relations as recognized by law without unlawful interference.
2. Where a child is illegally deprived of someor all of the elements of his or her identity,
States Parties shall provide appropriate assistance and protection, with a view to speedily re-establishing his or her identity.

Article 9You have the right to live with your parent(s),unless it is bad for you. You have the rightto live with a family who cares for you.

Article 9
1. States Parties shall ensure that a childshall not be separated from his or her parents against their will, except when competent authorities subject to judicial review
determine, in accordance with applicablelaw and procedures, that such separation isnecessary for the best interests of the child.
Such determination may be necessary in aparticular case such as one involving abuseor neglect of the child by the parents, or one
where the parents are living separately anda decision must be made as to the child’splace of residence.

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2. In any proceedings pursuant to paragraph 1 of the present article, all interested
parties shall be given an opportunity to participate in the proceedings and make theirviews known.
3. States Parties shall respect the right ofthe child who is separated from one or bothparents to maintain personal relations anddirect contact with both parents on a regular basis, except if it is contrary to the child’sbest interests.
4. Where such separation results from any
action initiated by a State Party, such as thedetention, imprisonment, exile, deportation
or death (including death arising from any
cause while the person is in the custody of
the State) of one or both parents or of thechild, that State Party shall, upon request,
provide the parents, the child or, if appropriate, another member of the family with theessential information concerning the whereabouts of the absent member(s) of the family unless the provision of the information
would be detrimental to the well-being of
the child. States Parties shall further ensurethat the submission of such a request shall of
itself entail no adverse consequences for the
person(s) concerned.

Article 10
If you live in a different country than yourparents do, you have the right to be together in the same place.

Article 10
1. In accordance with the obligation ofStates Parties under article 9, paragraph 1,
applications by a child or his or her parents
to enter or leave a State Party for the purpose of family reunification shall be dealt
with by States Parties in a positive, humane
and expeditious manner. States Parties shallfurther ensure that the submission of such arequest shall entail no adverse consequences for the applicants and for the members of
their family.

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2. A child whose parents reside in different States shall have the right to maintainon a regular basis, save in exceptional circumstances personal relations and directcontacts with both parents. Towards thatend and in accordance with the obligationof States Parties under article 9, paragraph
1, States Parties shall respect the right ofthe child and his or her parents to leave any
country, including their own, and to enter
their own country. The right to leave any
country shall be subject only to such restrictions as are prescribed by law and which arenecessary to protect the national security,
public order (ordre public), public health or
morals or the rights and freedoms of others
and are consistent with the other rights recognized in the present Convention.

Article 11
You have the right to be protected fromkidnapping.

Article 11
1. States Parties shall take measures to combat the illicit transfer and non-return of children abroad.
2. To this end, States Parties shall promote the conclusion of bilateral or multilateral agreements or accession to existing
agreements.

Article 12
You have the right to give your opinion, andfor adults to listen and take it seriously.

Article 12
1. States Parties shall assure to the child who
is capable of forming his or her own views
the right to express those views freely in all
matters affecting the child, the views of thechild being given due weight in accordancewith the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard
in any judicial and administrative proceedings affecting the child, either directly, or
through a representative or an appropriate
body, in a manner consistent with the procedural rules of national law.

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Article 13
You have the right to find out things andshare what you think with others, by talking,drawing, writing or in any other way unlessit harms or offends other people.

Article 13
1. The child shall have the right to freedomof expression; this right shall include freedom to seek, receive and impart informationand ideas of all kinds, regardless of frontiers,
either orally, in writing or in print, in theform of art, or through any other media of
the child’s choice.
2. The exercise of this right may be subject
to certain restrictions, but these shall only
be such as are provided by law and arenecessary:(a) For respect of the rights or reputationsof others; or(b) For the protection of national security
or of public order (ordre public), or of publichealth or morals.

Article 14
You have the right to choose your own religion and beliefs. Your parents should help
you decide what is right and wrong andwhat is best for you.

Article 14
1. States Parties shall respect the right of thechild to freedom of thought, conscience andreligion.
2. States Parties shall respect the rights andduties of the parents and, when applicable,
legal guardians, to provide direction to thechild in the exercise of his or her right in amanner consistent with the evolving capacities of the child.
3. Freedom to manifest one’s religion or beliefs may be subject only to such limitations
as are prescribed by law and are necessary
to protect public safety, order, health or
morals, or the fundamental rights and freedoms of others.

Article 15
You have the right to choose your own
friends and join or set up groups, as long as
it isn’t harmful to others.

Article 15
1. States Parties recognize the rights of thechild to freedom of association and to freedom of peaceful assembly.
2. No restrictions may be placed on the exercise of these rights other than those imposed in conformity with the law and which
are necessary in a democratic society in theinterests of national security or public safety,
public order (ordre public), the protection of
public health or morals or the protection of
the rights and freedoms of others.

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Article 16
You have the right to privacy.

Article 16
1. No child shall be subjected to arbitraryor unlawful interference with his or her privacy, family, home or correspondence, nor
to unlawful attacks on his or her honour andreputation.
2. The child has the right to the protection of
the law against such interference or attacks.

Article 17
You have the right to get information thatis important to your well being, from radio,
newspaper, books, computers and othersources. Adults should make sure that the
information you are getting is not harmful
and help you find and understand the information you need.

Article 17
States Parties recognize the important function performed by the mass media and shallensure that the child has access to information and material from a diversity of national
and international sources, especially those
aimed at the promotion of his or her social,
spiritual and moral well-being and physical and mental health. To this end, States
Parties shall:(a) Encourage the mass media to disseminate information and material of social andcultural benefit to the child and in accordance with the spirit of article 29;(b) Encourage international co-operation in
the production, exchange and dissemination of such information and material froma diversity of cultural, national and international sources;(c) Encourage the production and dissemination of children’s books;(d) Encourage the mass media to have particular regard to the linguistic needs of thechild who belongs to a minority group or
who is indigenous;(e) Encourage the development of appropriate guidelines for the protection of the childfrom information and material injurious tohis or her well-being, bearing in mind theprovisions of articles 13 and 18.

Article 18
You have the right to be raised by yourparent(s) if possible.

Article 18
1. States Parties shall use their best efforts
to ensure recognition of the principle thatboth parents have common responsibilities
for the upbringing and development of thechild. Parents or, as the case may be, legal
guardians, have the primary responsibility
for the upbringing and development of thechild. The best interests of the child will betheir basic concern.

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2. For the purpose of guaranteeing andpromoting the rights set forth in the present Convention, States Parties shall renderappropriate assistance to parents and legal guardians in the performance of theirchild‑rearing responsibilities and shall ensure the development of institutions, facilities and services for the care of children.
3. States Parties shall take all appropriate
measures to ensure that children of working
parents have the right to benefit from childcare services and facilities for which they are
eligible.

Article 19
You have the right to be protected from being hurt and mistreated, in body or mind.

Article 19
1. States Parties shall take all appropriate
legislative, administrative, social and educational measures to protect the child from all
forms of physical or mental violence, injury
or abuse, neglect or negligent treatment,
maltreatment or exploitation, including
sexual abuse, while in the care of parent(s),legal guardian(s) or any other person who
has the care of the child.
2. Such protective measures should, as appropriate, include effective procedures forthe establishment of social programmes toprovide necessary support for the child andfor those who have the care of the child, as
well as for other forms of prevention and for
identification, reporting, referral, investigation, treatment and follow-up of instancesof child maltreatment described heretofore,
and, as appropriate, for judicial involvement.

Article 20
You have the right to special care and help if
you cannot live with your parents.

Article 20
1. A child temporarily or permanently deprived of his or her family environment, orin whose own best interests cannot be allowed to remain in that environment, shallbe entitled to special protection and assistance provided by the State.
2. States Parties shall in accordance with
their national laws ensure alternative carefor such a child.

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3. Such care could include, inter alia, foster
placement, kafala of Islamic law, adoption,or if necessary placement in suitable institutions for the care of children. When considering solutions, due regard shall be paid tothe desirability of continuity in a child’s upbringing and to the child’s ethnic, religious,
cultural and linguistic background.

Article 21
You have the right to care and protection if
you are adopted or in foster care.

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Article 21
States Parties that recognize and/or permit
the system of adoption shall ensure that thebest interests of the child shall be the paramount consideration and they shall:(a) Ensure that the adoption of a child is authorized only by competent authorities who
determine, in accordance with applicablelaw and procedures and on the basis of all
pertinent and reliable information, that the
adoption is permissible in view of the child’s
status concerning parents, relatives and legal guardians and that, if required, the persons concerned have given their informed
consent to the adoption on the basis of suchcounselling as may be necessary;(b) Recognize that inter-country adoption
may be considered as an alternative meansof child’s care, if the child cannot be placedin a foster or an adoptive family or cannot
in any suitable manner be cared for in thechild's country of origin;(c) Ensure that the child concerned by intercountry adoption enjoys safeguards andstandards equivalent to those existing in thecase of national adoption;(d) Take all appropriate measures to ensure
that, in intercountry adoption, the placement does not result in improper financial
gain for those involved in it;(e) Promote, where appropriate, the objectives of the present article by concluding bilateral or multilateral arrangements
or agreements, and endeavour, within thisframework, to ensure that the placement of
the child in another country is carried out bycompetent authorities or organs.

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Article 22
You have the right to special protection andhelp if you are a refugee (if you have been
forced to leave your home and live in another country), as well as all the rights in thisConvention.

Article 22
1. States Parties shall take appropriate measures to ensure that a child who is seeking
refugee status or who is considered a refugee in accordance with applicable international or domestic law and procedures shall,whether unaccompanied or accompanied
by his or her parents or by any other person, receive appropriate protection andhumanitarian assistance in the enjoymentof applicable rights set forth in the present
Convention and in other international human rights or humanitarian instruments towhich the said States are Parties.
2. For this purpose, States Parties shall provide, as they consider appropriate, co-operation in any efforts by the United Nations
and other competent intergovernmental organizations or non-governmental organizations co-operating with the United Nations
to protect and assist such a child and to
trace the parents or other members of thefamily of any refugee child in order to obtain information necessary for reunification
with his or her family. In cases where no parents or other members of the family can befound, the child shall be accorded the same
protection as any other child permanently
or temporarily deprived of his or her family
environment for any reason, as set forth in
the present Convention.

Article 23
You have the right to special education andcare if you have a disability, as well as all therights in this Convention, so that you canlive a full life.

Article 23
1. States Parties recognize that a mentallyor physically disabled child should enjoy afull and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in thecommunity.
2. States Parties recognize the right of thedisabled child to special care and shall encourage and ensure the extension, subject
to available resources, to the eligible childand those responsible for his or her care, of
assistance for which application is made andwhich is appropriate to the child’s condition
and to the circumstances of the parents orothers caring for the child.

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3. Recognizing the special needs of a disabled child, assistance extended in accordance with paragraph 2 of the present
article shall be provided free of charge,
whenever possible, taking into account thefinancial resources of the parents or otherscaring for the child, and shall be designed toensure that the disabled child has effective
access to and receives education, training,
health care services, rehabilitation services,
preparation for employment and recreation
opportunities in a manner conducive to thechild’s achieving the fullest possible social
integration and individual development,
including his or her cultural and spiritualdevelopment.
4. States Parties shall promote, in the spirit ofinternational co-operation, the exchange ofappropriate information in the field of preventive health care and of medical, psychological and functional treatment of disabledchildren, including dissemination of and access to information concerning methods ofrehabilitation, education and vocational services, with the aim of enabling States Parties
to improve their capabilities and skills and to
widen their experience in these areas. In thisregard, particular account shall be taken of
the needs of developing countries.

Article 24
You have the right to the best health carepossible, safe water to drink, nutritious food,a clean and safe environment, and information to help you stay well.

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Article 24
1. States Parties recognize the right of thechild to the enjoyment of the highest attainable standard of health and to facilities forthe treatment of illness and rehabilitation ofhealth. States Parties shall strive to ensurethat no child is deprived of his or her rightof access to such health care services.
2. States Parties shall pursue full implementation of this right and, in particular, shalltake appropriate measures:(a) To diminish infant and child mortality;(b) To ensure the provision of necessary
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Original text(c) To combat disease and malnutrition including within the framework of primary
health care, through inter alia the application of readily available technology andthrough the provision of adequate nutritious
foods and clean drinking water, taking into
consideration the dangers and risks of environmental pollution;(d) To ensure appropriate pre-natal andpost-natal health care for mothers;(e) To ensure that all segments of society,in particular parents and children, are informed, have access to education and aresupported in the use of basic knowledge ofchild health and nutrition, the advantages ofbreast-feeding, hygiene and environmental
sanitation and the prevention of accidents;(f) To develop preventive health care, guidance for parents and family planning education and services.
3. States Parties shall take all effective andappropriate measures with a view to abolishing traditional practices prejudicial to thehealth of children.
4. States Parties undertake to promote andencourage international co-operation with aview to achieving progressively the full realization of the right recognized in the present article. In this regard, particular accountshall be taken of the needs of developing
countries.

Article 25
If you live in care or in other situations awayfrom home, you have the right to have theseliving arrangements looked at regularly to
see if they are the most appropriate.

Article 25
States Parties recognize the right of a child
who has been placed by the competent authorities for the purposes of care, protection
or treatment of his or her physical or mental
health, to a periodic review of the treatment
provided to the child and all other circumstances relevant to his or her placement.

Article 26
You have the right to help from the government if you are poor or in need.

Article 26
1. States Parties shall recognize for every
child the right to benefit from social security,
including social insurance, and shall take thenecessary measures to achieve the full realization of this right in accordance with theirnational law.

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Original text
2. The benefits should, where appropriate,
be granted, taking into account the resources and the circumstances of the child andpersons having responsibility for the maintenance of the child, as well as any otherconsideration relevant to an application for
benefits made by or on behalf of the child.

Article 27
You have the right to food, clothing, a safe
place to live and to have your basic needs
met. You should not be disadvantaged sothat you can’t do many of the things otherkids can do.

Article 27
1. States Parties recognize the right of every
child to a standard of living adequate for thechild’s physical, mental, spiritual, moral andsocial development.
2. The parent(s) or others responsible forthe child have the primary responsibility tosecure, within their abilities and financial capacities, the conditions of living necessary
for the child’s development.
3. States Parties, in accordance with national
conditions and within their means, shall takeappropriate measures to assist parents andothers responsible for the child to implement this right and shall in case of need
provide material assistance and support programmes, particularly with regard to nutrition, clothing and housing.
4. States Parties shall take all appropriate
measures to secure the recovery of maintenance for the child from the parents orother persons having financial responsibility
for the child, both within the State Party andfrom abroad. In particular, where the person
having financial responsibility for the childlives in a State different from that of thechild, States Parties shall promote the accession to international agreements or the conclusion of such agreements, as well as themaking of other appropriate arrangements.

Article 28
You have the right to a good quality education. You should be encouraged to go toschool to the highest level you can.

Article 28
1. States Parties recognize the right of thechild to education, and with a view toachieving this right progressively and on
the basis of equal opportunity, they shall, inparticular:(a) Make primary education compulsory
and available free to all;304

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Original text(b) Encourage the development of different forms of secondary education, including general and vocational education, makethem available and accessible to every child,and take appropriate measures such as theintroduction of free education and offering
financial assistance in case of need;(c) Make higher education accessible to allon the basis of capacity by every appropriate means;(d) Make educational and vocational information and guidance available and accessible to all children;(e) Take measures to encourage regular attendance at schools and the reduction ofdrop-out rates.
2. States Parties shall take all appropriate
measures to ensure that school discipline isadministered in a manner consistent withthe child’s human dignity and in conformity
with the present Convention.
3. States Parties shall promote and encourage international co-operation in mattersrelating to education, in particular with aview to contributing to the elimination ofignorance and illiteracy throughout theworld and facilitating access to scientific andtechnical knowledge and modern teaching
methods. In this regard, particular accountshall be taken of the needs of developing
countries.

Article 29
Your education should help you use anddevelop your talents and abilities. It should
also help you learn to live peacefully, protect
the environment and respect other people.

Article 29
1. States Parties agree that the education of
the child shall be directed to:(a) The development of the child’s personality, talents and mental and physical abilities
to their fullest potential;(b) The development of respect for humanrights and fundamental freedoms, and forthe principles enshrined in the Charter of
the United Nations;(c) The development of respect for thechild’s parents, his or her own cultural identity, language and values, for the national
values of the country in which the child isliving, the country from which he or she
may originate, and for civilizations different
from his or her own;

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Original text(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality ofsexes, and friendship among all peoples,
ethnic, national and religious groups andpersons of indigenous origin;(e) The development of respect for the natural environment.
2. No part of the present article or article 28
shall be construed so as to interfere with theliberty of individuals and bodies to establish
and direct educational institutions, subject
always to the observance of the principles
set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conformto such minimum standards as may be laid
down by the State.

Article 30
You have the right to practice your own
culture, language and religion – or any you
choose. Minority and indigenous groups
need special protection of this right.

Article 30
In those States in which ethnic, religious
or linguistic minorities or persons of indigenous origin exist, a child belonging to sucha minority or who is indigenous shall not bedenied the right, in community with othermembers of his or her group, to enjoy his or
her own culture, to profess and practise hisor her own religion, or to use his or her own
language.

Article 31
You have the right to play and rest.

Article 31
1. States Parties recognize the right of thechild to rest and leisure, to engage in play
and recreational activities appropriate to theage of the child and to participate freely incultural life and the arts.
2. States Parties shall respect and promote
the right of the child to participate fully incultural and artistic life and shall encourage
the provision of appropriate and equal opportunities for cultural, artistic, recreational
and leisure activity.

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Article 32
You have the right to protection from workthat harms you, and is bad for your healthand education. If you work, you have theright to be safe and paid fairly.

Article 32
1. States Parties recognize the right of thechild to be protected from economic exploitation and from performing any work thatis likely to be hazardous or to interfere withthe child’s education, or to be harmful tothe child’s health or physical, mental, spiritual, moral or social development.
2. States Parties shall take legislative, administrative, social and educational measures toensure the implementation of the present
article. To this end, and having regard to therelevant provisions of other international instruments, States Parties shall in particular:(a) Provide for a minimum age or minimum
ages for admissions to employment;(b) Provide for appropriate regulation of thehours and conditions of employment;(c) Provide for appropriate penalties or othersanctions to ensure the effective enforcement of the present article.

Article 33
You have the right to protection from harmful drugs and from the drugs trade.

Article 33
States Parties shall take all appropriate measures, including legislative, administrative,social and educational measures, to protect
children from the illicit use of narcotic drugs
and psychotropic substances as defined in
the relevant international treaties, and toprevent the use of children in the illicit production and trafficking of such substances.

Article 34
You have the right to be free from sexual
abuse.

Article 34
States Parties undertake to protect the childfrom all forms of sexual exploitation andsexual abuse. For these purposes, States
Parties shall in particular take all appropriate
national, bilateral and multilateral measures
to prevent:(a) The inducement or coercion of a child toengage in any unlawful sexual activity;(b) The exploitative use of children in prostitution or other unlawful sexual practices;(c) The exploitative use of children in pornographic performances and materials.

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Article 35
No one is allowed to kidnap or sell you.

Article 35
States Parties shall take all appropriate national, bilateral and multilateral measures
to prevent the abduction of, the sale of or
traffic in children for any purpose or in any
form.

Article 36
You have the right to protection from any
kind of exploitation (being taken advantage
of).

Article 36
States Parties shall protect the child against
all other forms of exploitation prejudicial to
any aspects of the child’s welfare.

Article 37
No one is allowed to punish you in a cruelor harmful way.

Article 37
States Parties shall ensure that:(a) No child shall be subjected to torture orother cruel, inhuman or degrading treatment or punishment. Neither capital punishment nor life imprisonment without
possibility of release shall be imposed foroffences committed by persons below 18
years of age;(b) No child shall be deprived of his or her
liberty unlawfully or arbitrarily. The arrest,
detention or imprisonment of a child shallbe in conformity with the law and shall be
used only as a measure of last resort and forthe shortest appropriate period of time;(c) Every child deprived of liberty shall betreated with humanity and respect for theinherent dignity of the human person, andin a manner which takes into account theneeds of persons of his or her age. In particular every child deprived of liberty shall beseparated from adults unless it is consideredin the child’s best interest not to do so andshall have the right to maintain contact withhis or her family through correspondence
and visits, save in exceptional circumstances;(d) Every child deprived of his or her liberty shall have the right to prompt accessto legal and other appropriate assistance, as
well as the right to challenge the legality ofthe deprivation of his or her liberty before acourt or other competent, independent andimpartial authority, and to a prompt decision on any such action.

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Article 38
You have the right to protection and freedom from war. Children under 15 cannot
be forced to go into the army or to take partin war.

Article 38
1. States Parties undertake to respect and toensure respect for rules of international humanitarian law applicable to them in armed
conflicts which are relevant to the child.
2. States Parties shall take all feasible measures to ensure that persons who have notattained the age of 15 years do not take adirect part in hostilities.
3. States Parties shall refrain from recruiting
any person who has not attained the age of
15 years into their armed forces. In recruiting among those persons who have attained
the age of 15 years but who have not attained the age of 18 years, States Parties
shall endeavour to give priority to those who
are oldest.
4. In accordance with their obligations underinternational humanitarian law to protect
the civilian population in armed conflicts,
States Parties shall take all feasible measures
to ensure protection and care of children
who are affected by an armed conflict.

Article 39
You have the right to help if you’ve been
hurt, neglected or badly treated.

Article 39
States Parties shall take all appropriate measures to promote physical and psychologicalrecovery and social reintegration of a childvictim of: any form of neglect, exploitation,or abuse; torture or any other form of cruel,inhuman or degrading treatment or punishment; or armed conflicts. Such recovery andreintegration shall take place in an environment which fosters the health, self-respectand dignity of the child.

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Article 40
You have the right to legal help and fairtreatment in a justice system that respects
your rights.

Article 40
1. States Parties recognize the right of every
child alleged as, accused of, or recognized ashaving infringed the penal law to be treatedin a manner consistent with the promotionof the child’s sense of dignity and worth,which reinforces the child’s respect for thehuman rights and fundamental freedomsof others and which takes into account thechild’s age and the desirability of promoting
the child’s reintegration and the child’s assuming a constructive role in society.
2. To this end, and having regard to the relevant provisions of international instruments,
States Parties shall, in particular, ensure that:(a) No child shall be alleged as, be accusedof, or recognized as having infringed the penal law by reason of acts or omissions thatwere not prohibited by national or international law at the time they were committed;(b) Every child alleged as or accused of having infringed the penal law has at least thefollowing guarantees:(i) To be presumed innocent until provenguilty according to law;(ii) To be informed promptly and directly of
the charges against him or her, and, if appropriate, through his or her parents or legal
guardians, and to have legal or other appropriate assistance in the preparation and presentation of his or her defence;(iii) To have the matter determined without
delay by a competent, independent andimpartial authority or judicial body in a fairhearing according to law, in the presence oflegal or other appropriate assistance and,
unless it is considered not to be in the bestinterest of the child, in particular, taking into
account his or her age or situation, his or her
parents or legal guardians;(iv) Not to be compelled to give testimony
or to confess guilt; to examine or have examined adverse witnesses and to obtain theparticipation and examination of witnesses
on his or her behalf under conditions ofequality;

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Original text(v) If considered to have infringed the penal
law, to have this decision and any measures
imposed in consequence thereof reviewed
by a higher competent, independent andimpartial authority or judicial body according to law;(vi) To have the free assistance of an interpreter if the child cannot understand or
speak the language used;(vii) To have his or her privacy fully respected at all stages of the proceedings.
3. States Parties shall seek to promote theestablishment of laws, procedures, authorities and institutions specifically applicable
to children alleged as, accused of, or recognized as having infringed the penal law, and,in particular:(a) the establishment of a minimum age below which children shall be presumed not tohave the capacity to infringe the penal law;(b) whenever appropriate and desirable,measures for dealing with such children
without resorting to judicial proceedings,
providing that human rights and legal safeguards are fully respected.
4. A variety of dispositions, such as care,guidance and supervision orders; counselling; probation; foster care; education andvocational training programmes and otheralternatives to institutional care shall beavailable to ensure that children are dealt
with in a manner appropriate to their wellbeing and proportionate both to their circumstances and the offence.

Article 41
If the laws of your country provide better
protection of your rights than the articles inthis Convention, those laws should apply.

Article 41
Nothing in the present Convention shallaffect any provisions which are more conducive to the realization of the rights of thechild and which may be contained in:(a) The law of a State Party; or(b) International law in force for that State.

Article 42
You have the right to know your rights!
Adults should know about these rights andhelp you learn about them, too.

Article 42
States Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means,to adults and children alike.

The plain language version of the Convention on the Rights of the Child (including the introductory statement) is a duly permitted reproduction of the text from the website of UNICEFCanada (www.unicef.ca/portal/GetPage.aspx?at=1421).

appendicesthe asia-Pacific Human Rights information center or
HuRigHts osaKa, inspired by the charter of the united
nations and the universal declaration of Human Rights,
formally opened in december 1994. HuRigHts osaKa
aims: 1) to engender popular understanding in osaka of
the international human rights standards; 2) to support
international exchange between osaka and countries
in asia-Pacific through collection and disseminationof information and materials on human rights; and 3)
to promote human rights in asia-Pacific in cooperation
with national and regional institutions and civil society
organizations as well as the united nations.

asia-Pacific Human Rights information center(HuRigHts osaKa)
8F, cE nishihonmachi Bldg.
1-7-7 nishihonmachi, nishi-ku
osaka 550-0005 Japanph (816) 6543-7002
fax (816) 6543-7004
e-mail: webmail@hurights.or.jp
www.hurights.or.jp

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