APPENDICESAPPENDIX A
MALACAÑANG
ManilaEXECUTIVE ORDER NO. 27
EDUCATION TO MAXIMIZE RESPECT FOR HUMAN RIGHTS
WHEREAS, the past regime was characterized by numerous violations ofhuman rights;
WHEREAS, to gain great respect for human rights and to deter viol ations
thereof, there is an urgent need to educate the people about these rights, the serious
consequences of, and the avenues of redress from viol a tions thereof;
WHEREAS, the Presidenti a l Committee on Human Rights, primari l ytasked to assist the President in the discharge of her duty to respect and foster
human rights, has, recommended that the system of formal and informal education
be uti l ized for the aforesa id purposes;
NOW THEREFORE, I, CORAZON C. AQUINO, President of t he
Phi l ippines, do hereby order:
1. The Ministry of Education, Culture and Sports sh a l l include the study andunderstanding of human rights in the curriculum of al l levels of education andtra ining in schools in the country, adapting the scope and treatment of t he
subjects or courses on human rights to the respective educational levels. It sh a l ll ikewise initi a te and mainta in regular programs and specia l projects to provide
venues for information and discussion on human rights including the util izationof informal education and other means to stress the importance of respect
therefore.
2. The Civi l Service Commission sha l l include in the qual ifying examinations forgovernment service basic knowledge on human rights.
3. In the formulation and creation of courses or subjects on human rights to be
included on the school curricula or other educational or training programs to
implement and carry out directives herein including the writing, printing andpublication of textbooks and other reading materia ls rela tive thereto, t heministry or agencies concerned sha l l consult and coordinate with t he
Presidentia l Committee on Human Rights and sha l l at al l times emphasize t hefollowing principles on human rights, and the l a ws and rules governing thesame, to wit:126

Human Rights Education in Philippine Schoolsa ) Al l persons are born with human dignity and inherent rights. No one
loses his dignity and these rights regardless of what he or she may
h ave done no matter wha t his or her politica l convictions may be.
b) Torture, other cruel and degrading treatment or punishment,
unexpla ined or forced disappearances and extra-legal executions(sa lvaging) are crimes, punishable by Phi l ippine laws under any anda l l circumstances.
c) Anyone may, by himself or on beha l f of a person arrested or deta ined,
may question the legal ity of the arrest and detention before t heappropri ate court.
d) The Bi l l of Rights as adopted in toto in the Provisional Constitution
under Proclamation No. 3 dated March 25, 1986 or in the New
Constitution when ratified including the jurisprudentia l ramifications
thereof.
e) Prisoners sha l l be treated with humanity. Juvenile prisoners sha l l be
kept, if the ja i l wil l admit of it, in apartments separate from thosecontaining prisoners of more than eighteen years of age; and t hedifferent sexes sha l l be kept apart. The visits of parents and friends
who desire to exert a moral influence over prisoners sha l l at a l lreasonable times be permitted under proper regulations.
f)Convicted prisoners may be assigned to work suita ble to the ir age, sex
and physical condition.

g) Articles 124 to 131, 235, 245, 267 to 269 of the Revised Penal Code.
h) Republic Act No. 857.
i)

Rules 113 and 126 of the 1985 Rules of Criminal Procedure.

j)

The Rules for the treatment of prisoners as adopted by the Department(now Ministry) of Justice on January 7, 1959; the Ministry of Justice
Manual on the general rules, policies and operating principles adhered
to in the prison service.

4. If found appropria te and practicable by the Ministry of Education, Culture andSports, after considering the needs and capabil i ties of the students in different
educational levels, subjects or courses dea l ing with international conventions,agreements, declarations or covenants on human rights which were rati fied by
the Phi l ippines or to which it is a signatory, sha l l be included in the curricula.

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127

5.

This order sha l l be initi a l ly implemented within the framework of the budgetof the MECS for 1986. As far as practicable, the funds required therefore sh a l l
be drawn from its appropria tions for policy formulation, program planning,
standards development and instructional materia ls development.
The Ministry of Budget and Management, after consultation with the MECS,
sha l l recommend to the President for her approva l the necessary changes ormodifications in the expenditure items in the 1986 budget of the MECS toaccommodate the expenditures to be incurred in the implementation hereof.
Subsequent expenditures in the implementation hereof for the succeeding years
sha l l be accordingly incorporated in the annual budget of the MECS.

6. This Executive Order sha l l take effect immediatel y.
Done in the City of Manila, th is 4 th day of July, in the year of our Lord,
nineteen hundred and eighty-six.

(SGD.) CORAZON C. AQUINO
President of the Phi l ippines
By the President:(SGD.) JOKER P. ARROYO
Executive Secretary128

Human Rights Education in Philippine Schools

APPENDIX B
Republika ng Pilipinas(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
MaynilaJune 9, 1987
DECS ORDER
No. 61, s. 1987
INCLUSION OF THE STUDY OF HUMAN RIGHTS AND ACCOMPANYINGRESPONSIBILITIES IN THE SCHOOL CURRICULA
To:

Bureau Directors
Regional Directors
School Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities
Vocational School Superintendents/Administrators

1. In order for education to develop consciousness among the citizentry of theneed to respect human rights and to help deter violation thereof, Section 1 of
Executive Order No. 27 states:"The Department of Education, Cultures and Sports shall include thestudy and understanding of human rights in the curricula of all levelsof education and training in all schools in the country, adapting thescope and treatment of the subjects or courses on human rights to therespective educational levels.It shall likewise initiate and maintainregular programs and special projects to provide venues for informationand discussions of human rights including the utilization of informal
education and other means of stress the importance of respect for humanrights."
2. In this connection, all schools at all levels including non-formal education andtechnical and vocational education programs shall include in their curricula
the study of human rights, as well as the responsibilities that accompany
them, which is one of the values indicated in the DECS Values Education
Framework.
3. In the elementary and secondary levels, human rights lessons can be
integrated in Civics, Culture, Geography and History and Social Studies
respectively; in the tertiary level, this can be integrated for example in
Political Science or History. Schools are given the option to determine how

Appendices129human rights teaching is appropriately integrated in their subject offerings.
Non-formal education and technical and vocational education programs shallmake provision for studying and emphasizing the importance of respect forhuman rights and their accompanying responsibilities.
4. An Advance copy of a Primer on Human Rights developed by theCommission on Human Rights in coordination with the Department of
Education, Culture and Sports has been made available to each region toprovide basic and initial information which may be useful in the formulationand development of instructional materials.
5. The Bureau of Elementary Education, Secondary Education and Higher
Education, Technical and Vocational Education and Non-formal Education
shall prepare a suggested list of target learnings appropriate for each
grade/level and corresponding prototype teaching-learning materials whichshall serve as basis for regional initiatives in curriculum developement andevaluation.
6. The Regional Director shall provide leadership in the integration of humanrights with the values education programs and appropriate subjects areas,
the development of corresponding instructional materials as well as thetraining of teachers. Further, the Regional Director shall provide leadership inundertaking school-community enhancing activities like slogan and quiz
contest and programs.
7. Immediate dissemination and implementation of this Order is desired.
(SGD.) LOURDES R. QUISUMBING
Secretary
Reference:
MECS Memorandum No. 218, s. 1986
Allotment: 1-2-3-4—(M.O. 1-87)
To be indicated in the Perpetual Index
Under the following subjects:
BUREAUS & OFFICES
Courses of Study, COLLEGIATE
Courses of Study, ELEMENTARY
Courses of Study, SECONDARYCURRICULUMLEGISLATION

130

Human Rights Education in Philippine Schools

NON-FORMAL EDUCATIONOFFICIALSTEHCNICAL EDUCATIONUNIVERSITIES & COLLEGESVOCATIONAL EDUCATION

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131

APPENDIX C
Republic of the Ph ilippines
OFFICE OF THE PRESIDENTCOMMISSION ON HIGHER EDUCATIONCHED MEMORANDUM
NO. 31
Series of 1996
SUBJECT: PROMOTION OF HUMAN RIGHTS EDUCATION (HRE)In accordance with the provisions of Republic Act No. 7722, otherwise known as
the “Higher Education Act of 1994,” and by virtue of Resolution No. 001, Series of 1995,
of the Commission en banc, all Higher Education Institutions (HEIs) and all concerned
officia ls and employees of the Commission are hereby informed and/or enjoined and/or
directed in re, thus:
1. The Commission entered into a Memorandum of Agreement (MOA) on 08 May
1996 with the Commission on Human Rights (CHR), the Amnesty Internationa l
Pilip inas (AIP) and the Department of Education, Culture and Sports (DECS)
with the a im of promoting Human Rights Education (HRE) in the country
through HEIs, among others; a copy of the MOA is attached for easy reference;
2. Consequently, a ll HEIs should conduct HRE and tra ining projects anent thereto,
including, but not limited to, integrating Human Rights (HR) concepts in a l ltheir curricular offerings.
3. Likewise, a ll HEIs should document their HRE accomplishments and submit asemestral/trimestra l written report to the Higher Education Regional Off ice(HERO) concerned.
4. All HEROS should thereafter consolidate the reports of the HEIs with in the ir
respective jurisdictions and submit the same to th is Office Attention: The
Director, Office of Programs and Standard (OPS)].
SO ORDERED.
Pasig City, Ph ilippines, May 16, 1996
(SGD.) ANGEL C. ALCALA
Cha irman
Copy Furnished:
All HEIs
All HERO S
Commission on Human Rights
Amnesty Interna tional Pilipinas

132

Human Rights Education in Philippine Schools

APPENDIX D
Human Rights Awareness Survey Questionnaire
for Secondary School Students
Name: (Optional) __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Age: ___ _ _ _ Sex: __ male _ _femaleSchool:____________________________________________________________________
Province/City: ___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ State/Region:____________Part I - Knowledge and Application of Human Rights Concepts
A.

1. Have you heard of or known human rights?
yes ___
no ___
2. If yes, from what source? Check () one or more
_ _ _ _ family/parents_ _ _ _ government agencies_ _ _ _ media_ _ _ _ neighbors_ _ _ _ newspapers, magazines_ _ _ _ school_ _ _ _ television, radio_ _ _ _ legal documents_ _ _ _ internet, websites_ _ _ _ others, please

specify_________________
3.

W h ich among the sources you have checked in No. 2, h ave been mosthe lpful to you in understanding human rights?
________________________________________

4.

Have you known or heard of the Universa l Declaration of Human Rights
adopted by the United Nations?
yes ___
no ___-

If yes, how did you get to know or hear about it?
_______________________-

If yes, are the human rights mentioned in the Universa l Declara tion of
Human Rights to be observed by_ _ _ _ some countries_ _ _ _ a ll countries

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133

-

If yes, are the human rights mentioned in the Universa l Declara tion of
Human Rights to be enjoyed by_ _ _ _ some people in some countries_ _ _ _ a ll people in some countries_ _ _ _ a ll human beings everywhere in the world

5.

Do you know the Convention on the Rights of the Ch il d adopted by theUnited Nations?
yes ___
no ___- If yes, did you learn it in school?

B.

yes ___ no ___What do you think of the following statements?
Please check ()whether you Agree or Disagree
1.

The government gives us our humanrights.

Agree ___ _Disagree ___ _2.

All human beings are born equal.

Agree ___ _Disagree ___ _3.

Ch ildren and youth h ave rights th a t
must be respected.
Human rights should be the concern ofa ll.

Agree ___ _Disagree ___ _Agree ___ _Disagree ___ _5.

By virtue of being human, we h ave
rights.

Agree ___ _Disagree ___ _6.

Men and women are equal.

Agree ___ _Disagree ___ _7.

Only the state or government canprotect our human rights.

Agree ___ _Disagree ___ _8.

Rich people have more rights th an thepoor.

Agree ___ _Disagree ___ _9.

If you want your rights respected, youmust respect the rights of others.

Agree ___ _Disagree ___ _10. The use of force by the police to stop a
rally is correct.

Agree ___ _Disagree ___ _11. Death penalty is a good way toprevent crime.

Agree ___ _Disagree ___ _12. Indigenous peoples/tribals should only
be governed by the ir customs andtraditions and not by the laws of thestate/country.

Agree ___ _Disagree ___ _

4.

134

Human Rights Education in Philippine Schools

C.

13. Friends and neighbors should dosometh ing if they th ink parents are
beating or injuring their ch ildren.

Agree ___ _Disagree ___ _14. Government officia ls and religious
leaders should be given specia ltreatment because of the ir stature.

Agree ___ _Disagree ___ _15. It is acceptable that immigrants andrefugees be allowed to become citizens ofanother country.

Agree ___ _Disagree ___ _16. Every man and woman should decide
whom to marry.

Agree ___ _Disagree ___ _17. It is the responsibility of the state or
government to provide employment.

Agree ___ _Disagree ___ _18. K ill ing drug lords and terrorists
without being charged in court isnecessary to maintain peace and order.

Agree ___ _Disagree ___ _19. Fa ilure to respect the rights of thephysica lly disabled, and those wit h
intellectual disability is tolerated.

Agree ___ _Disagree ___ _20. Human rights means absolute freedom.

Agree ___ _Disagree ___ _21. The media should be allowed to makecritica lstatements
about
the
government.

Agree ___ _Disagree ___ _Below are situations about human rights. From among the three options,check () the one which you think is correct.
1.

There are suspected drug pushers in the community, what should the loca lgovernment do?
_ _ _ _ _ a. shame them by publish ing their names in the media_ _ _ _ _ b. arrest them and put them to tria l2.

_ _ _ _ _ c. shoot them if caught
A cement factory is employing 12-year old children as workers. W h a tshould be done about th is?
_ _ _ _ _ a. the factory should allow them to work but they should be given time
to study______ b. the parents should not allow their children to work even if they arepoor_ _ _ _ _ c. the factory should h ire the parents instead of the children

Appendices

135

3.

The World Trade Organization should a llow rich countries to continue
giving subsidy/financial support to the ir agricultural industry th a t gives
them advantage over the developing countries_ _ _ _ _ a. yes, because it is for their ('rich countries') own protection_ _ _ _ _ b. yes, because the WTO knows what is best for the economies of thecountries_ _ _ _ _ c. no, because it is unfair to the developing countries

4.

A poor family would like to enrol a ch ild in school. The school refused toaccept the ch ild because of lack of birth registration in the government.
W h a t should be done?
_ _ _ _ _ a. allow the ch ild to enrol even without a birth certif icate becauseof right to education_ _ _ _ _ b. not allow the child to enrol because it is a violation of the schoolrules_ _ _ _ _ c. punish the parents for not registering the birth of the child5.

A logging company started cutting down trees in the ancestra l of an
indigenous/tribal community without its consent. The community asked t hegovernment to stop the logging. Wh a t should the government do?
_ _ _ _ _ a. tell the community to allow the cutting of trees because thelogging company can provide work for the community members_ _ _ _ _ b. tell the logging company to pay the community for cutting trees in
the ancestra l land
_ _ _ _ _ c. respect the right of the community to the ir ancestra l land bystopping the logging activities

6.

A group staged a rally in front of a government-owned corporation to protest
an electricity fee increase. The ra lly is slowing down traffic. A police
squad arrived. Wh at should the police do?
_ _ _ _ _ a. disperse the ra lly because it is causing traffic problem_ _ _ _ _ b. tell the group to hold its ra lly elsewhere_ _ _ _ _ c. allow the group to continue with the ra lly

7.

136

Squatters' sh anties/homeless people's tents are along the route th a t an
important foreign guest (President of another country) will pass. Wh a tshould be done with the shanties/tents?

Human Rights Education in Philippine Schools

_ _ _ _ _ a. demolish them because they are an eyesore_ _ _ _ _ b. relocate them temporarily while the visitor is still in the
country_ _ _ _ _ c. leave them as they are
8.

The government decided to put up road checkpoints for its "anti- terrorism
and peace and order program." Is the government right?
_ _ _ _ _ a. yes, because rights can be limited by threats to peace_ _ _ _ _ b. yes, because it is for the protection of the people_ _ _ _ _ c. no, because the right to freedom of movement cannot be restricted

9.

A police caught someone running away with goods taken from a store.
W h a t should the police do?
_ _ _ _ _ a. let the person go after paying some money_ _ _ _ _ b. bring the person to the police station for questioning_ _ _ _ _ c. beat the person right there and then

10. O is a suspected terrorist. Does she/he have the right to be presumed
innocent of a crime?
_ _ _ _ _ a. no_ _ _ _ _ b. yes_ _ _ _ _ c. it depends on one's opinion

D.

From what you know about human rights, which situations constituteviolations of human rights? Check () yes if the statement is a violation, check() no if it is not a violation.
1. A person is kept in jail for a long period
without any tria l.

Yes ___ _ No ___ _2.

People in a country die because they h ave nomoney to buy food.

Yes ___ _ No ___ _3.

A person is jailed
government.

theYes ___ _ No ___ _4.

Only one politica l party is allowed toparticipate in the elections.

Yes ___ _ No ___ _5.

A large number of children do not go to school
because they have to earn their liveli hood.

Yes ___ _ No ___ _for criticizing

Appendices

137

6.

Teachers beat the children because they arequarrelsome.

Yes ___ _ No ___ _7.

Women are not given jobs because they are formen.

Yes ___ _ No ___ _8.

A house-owner refuses to rent the house to a
familyfromanother
province/region/country.

Yes ___ _ No ___ _9.

Wages are kept low to encourage foreign
investments.

Yes ___ _ No ___ _Part II - Process of Learning, Materials, School Ethos
1.

As a student, have you been taught human rights in school?
yes ___ _ _2.

no ___ _ _If yes, how was it done? Check () one_ _ _ _ _ as a separate subject in school_ _ _ _ _ as part of subjects_ _ _ _ _ as part of extra curricular activities

3.

If part of subject(s), wh ich subject(s) include the teach ing of human rights?
Check () one or more.
_ _ _ _ _ English_ _ _ _ _ Social Studies_ _ _ _ _ Science_ _ _ _ _ Music, Arts, Physica l Education_ _ _ _ _ Mathematics_ _ _ _ _ History_ _ _ _ _ Others (please specify)______________________________________

4.

How often are you taught human rights (either as part of subject [s] or as
separate subject)? Check () one_ _ _ _ _ occasionally (once or twice a year)_ _ _ _ _ frequently (severa l times during the year)_ _ _ _ _ very frequently (a lways discussed in the subject)

5.

138

W h a t activities inside the classroom do you engage in when you are taugh t
human rights? Check () one or more.

Human Rights Education in Philippine Schools

_ _ _ _ _ debates_ _ _ _ _ research/library work

_ _ _ _ _ group work

_ _ _ _ _ games_ _ _ _ _ project_ _ _ _ _ project development_ _ _ _ _ discussion with resource persons
specify)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _6.

___ _ _

others (please

If human rights are taught as part of subjects, wha t materia ls did you use?
Check () one or more.
_ _ _ _ _ textbooks_ _ _ _ _ audio/visual a ids_ _ _ _ _ copies of laws

_ _ _ _ _newspaperclippings, magazine_ _ _ _ _ UN documents _ _ _ _ _ articles/stories
7.

W h a t activities outside the classroom have you participated in regarding
human rights? Check () one or more

_ _ _ _ _ community field work

_ _ _ _ _ celebration of human rights week

_ _ _ _ _ rallies for human rights_ _ _ _ _ joining human rights club

_ _ _ _ _ making news letters,
pamphlets_ _ _ _ _ others (please specify)_________________________________________________________

8.

How often do you participate in the activities regarding human rights? Check() one_ _ _ _ _ once in a while (once or twice a year)_ _ _ _ _ often (several times during the year)_ _ _ _ _ always (many times during the year)

9.

Do you th ink your school accepts th at some students may hold views th at are
different from the views of school authorities? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _10. Do you th ink teach ing human rights to students will make them become
activists in the future? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _11. Do you th ink human rights violations will decrease if students and teachers aretaught about human rights? Check () one

Appendices139never ___ _ _sometimes ___ _ _often ___ _ _12. Do you th ink everyone in school work together to make sure th a t all students
understand human rights and the responsibilities th a t go with them? Check() onenever ___ _ _sometimes ___ _ _often ___ _ _13. Do you th ink students can openly express in school their views about humanrights? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _14. Do you th ink students in your school respect human righ ts? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _15. Do you th ink the rights of students are respected in your school? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _16. Are your school rules promoting human rights? Check () one
never ___ _ _sometimes ___ _ _often ___ _ _17. How are acts of indiscipline dealt with by teachers? Check () one_ _ _ _ _ discussion with students_ _ _ _ _ discussion with parents_ _ _ _ _ punishing the students
18. How are problems among students resolved? Check () one_ _ _ _ _ students resolve problems among themselves_ _ _ _ _ teachers ta lk to students to settle the problems_ _ _ _ _ school conducts investigation and punishes those who caused the
problems
19. W h a t do you th ink h appens when students are taught about human rights?
Check () one_ _ _ _ _ they will invoke their rights to defend themselves_ _ _ _ _ they will abuse their rights_ _ _ _ _ they will exercise the ir rights and responsibilities

140

Human Rights Education in Philippine Schools

20. W h a t can the school do to help young people to understand their rights andresponsibilities?
_ _ _ _ _ integrate human rights teaching in all subjects in the curriculum_ _ _ _ _ make human rights a separate subject_ _ _ _ _ make the school a human rights education laboratory- xxx -

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141

APPENDIX E
Focus Group Discussion Questions for TeachersI.

Law/policy support
a. Is there a specific directive from the Department of Education or
educational authorities to teach human rights?
- If yes, please give some details of the directive- If yes, did you use such directive to teach human rights?
b. Have you received any directions from your principal to teach or conduct
activities on human rights education?
- If yes, did you follow the order of your superior?
•••

Did you give a report of your activities to your superior?
Did you receive any reward for following the order to teach humanrights?
Have you attempted to teach human rights as your own initiative?

II. Support system for teaching human rights
a. Teaching Materials- What materials are you using to teach human rights?
- Where did you get such materials- Do you have reference materials on human rights?
b. Training- How do you prepare to teach human rights?
- Have you had any human rights teaching training?
c. Support from outside the school system- Do you avail of people or institutions outside the school
who/which can help you teach human rights?
III. Problem encountered••

What problems have you encountered in teaching human rights?
How did you address them?

IV. View on value of human rights education•

142

How important is the teaching of human rights to students?

Human Rights Education in Philippine Schools

•
•
•
•

What do you think happens when students are taught about humanrights?
Will human rights violations decrease if students and teachers are taught
about human rights?
Do you think teachers are working together to make sure that all students
understand human, and the responsibilities that go with them?

V. Suggestions for improvement•

What can or should schools do to help young people to understand theirrights and responsibilities?

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143

APPENDIX F
Questions for Focus Group Discussions for Students
1. Describe what you feel about human rights.
2. In a scale of 1 to 10, with 1 as the lowest and 10 as the highest, how doyou rate the observance of human rights in your school? Explain yourrating.
3. Do you have a positive or negative view of human rights? Explain youranswer.
4. What factors inhibit you from exercising your rights in the classroom?
School?
5. What factors help you exercise your rights in the classroom? School?
6. In a scale of 1 to 10 with 1 as the lowest and 10 as the highest, howrespectful of your rights are your teachers? School Administrators?
Explain your answer.
7. Do you think the students in your school are adequately taught abouthuman rights? Explain your answer.
8. Would you recommend that the teaching of human rights be a regularsubject for all students? Explain your answer.
9. Does learning about your rights have any personal effect on your life?
Explain your answer.

144

Human Rights Education in Philippine Schools

APPENDIX G
Sample Letter of Request
February 12, 2004
Mrs. Ma. Victoria Alidio
Principal
Canossa College – High School
San Pablo City
Dear Mrs. Alidio:
The Center for Research and Development in Education (CREDE) of the Philippine Normal
University has been commissioned by the Asia-Pacific Human Rights Information Center based in
Osaka, Japan for a research project on human rights education in secondary schools. In thisconnection, we are pleased to inform you that your institution has been chosen to take part in thisstudy.
In general, the objective of the research is to provide an independent and critical review of theexisting state of human rights education in school programs in several Asian countries, including thePhilippines. Specifically, the study aims a) to clarify governments’ support for human rights
education in school programs; b) to clarify problem areas in implementing human rights education inschool programs, and c) to identify measures for effective human rights education in school programs.
The methodology involves a Field Survey and Focus Group Discussions among 2nd year high school
students and their teachers in secondary public and private schools. The sampling targeted
participating high school comprises of two sophomore classes (80 students average) and 2 teachers.
The durations of the research administration is approximately 1 hr.
In view of this may we request your permission and approval to administer the Survey to twoclasses of 2 nd year high school students and two (2) of their teachers on February 18, 2004 at 1-2
p.m. We would appreciate very much if you can arrange for a venue to accommodate 2 sections of2nd
year High School students. We will share with you the research report as soon as the document has
been accepted by Asia-Pacific Human Rights Information Center.
We look forward to your favorable response. You may contact us at telephone number: 02-5270366.
Thank you.
Very truly yours,
LOLITA H. NAVA
Director

Appendices145