The State of Human Rights Education in Northeast Asian School Systems:
Obstacles, Challenges, Opportunities

A Decade of Human Rights Educationin Public Schools in Taiwan
Ruyu Hung

Human rights education in Taiwan’s
primary and secondary schools during
the last decade came about as a result of thehuman rights movement that arose earlier.
Despite numerous initiatives that have been
undertaken, human rights education in
Taiwan’s school system still faces significant
challenges.

Although these four demands were notdirectly related to human rights education,
the ideas implied were consonant witheducation about and for human rights. For
example, the demand to reduce the numberof students per class or the number ofclasses in schools was based on the view that
smaller classes or less crowded schools
provided better learning experience, more
attention from teachers, and more learningspace. The demand for the expansion ofpostcompulsory education was aimed atproviding greater educational opportunities
for more students, and the lessening ofintense competition among students inpassing university entrance examinations.

Brief Historical Background
Advocacy for human rights and human rights
education has a short history in Taiwan.
Close to forty years of martial law
19491987 preoccupied people with fear of
the “white terror” euphemism for martial
law. After the lifting of martial law in late1980s, the Taiwanese society became more
open and a wide range of social and politicalmovements demanding human rights arose.
In a broad sense, the emergence of thedi erent social and political movements
enhanced the human rights awareness of thepeople. The education reform movement
appeared as one of these social movements
a t t h a t t i m e . In 1 9 9 4 , a l a r g e  s c a l edemonstration demanding education reform
took place. Four main demands were
proposed to improve the education system:1 reduction of the number of classes inschools as well as that of students per class;2 increase in the number of secondary
schools and universities; 3 modernization of
the education system and its institutions;and 4 drafting of the Fundamental Law of
Education.

The social and political movements in the
1980s and 1990s evoked in many people theneed to pay attention and critique theestablished education system and practices.
T h e t r a d i t i o n a l o v e r e m p h a s i s o ncredentialism, intellectualistic education or
cognitive education and rote learning inschools were spotlighted and put underreview. As a result, the established national
curriculum, education system andinstitutions were reviewed and examined. In
the succeeding years, education andcurricular reform that took place paved theway for the implementation of human rights
education in the school system.
Education Reform
The education reform measures during the
1990s can be summarized into the following
seven points:
90

Human Rights Education in Northeast Asian School Systems

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 compulsor y
education; equal opportunity tohigher education; promotion ofrespect for human rights andfundamental liberties of individuals;
enhancement of understanding
between various nations, ethnicities
and religious groups; the prior rightof parents to decide on how to
educate their children; and positive
discriminatory care and measures forchildren with special needs.

years. Regretfully, this measure so far
has never been fulfilled due tobudgetary problem.
7 Raising the quality of education byincreasing budget for education.
Hwang, 2000
This education reform in some sense built anenvironment where human rights education
could take its root. In spite of this, learning
about and for human rights in the school
system for the Taiwanese remains a shorthistory. Human rights education is on the listof seven important issues of the Taiwanesenational curriculum guidelinesGrade 19Curriculum Guidelines G 19 CG,1 which
can be seen as an outcome of education andcurricular reform Ministry of Education
MOE, 2003. Until the G19CG was
implemented in 2001 human rights
education has never been introduced
f o r m a l l y i n s c h o o l . Ho w e v e r, t h eimplementation of the new curriculum
guidelines does not guarantee the success ofhuman rights education in schools. Since
G19CG 1 provides that important issues
should be taught in crosscurricular way, notas an independent subject, there was aconcern that some of these important issues
including human rightswould be ignoredand disappear. Especially under the pressureof credentialism, students were driven to put
their efforts and concentration on thelearning of ‘basic subjects’, e.g., literacy,
numeracy, natural science and social studies.

2 Improvement of the educational
opportunities of the disadvantaged or
the minorities and deregulation 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, andpeople with distinct dialects.
3 Raising of the percentage of students
going to school at every level.
4 Adjustment in the ratio of thenumber of students going tocomprehensive schools to that ofstudents going to vocational schools.
In other words, al lowing more
students to be able to go tocomprehensive schools anduniversities.

Gover nment Suppor t for Human
Rights Education

5 Change and increase in access tohigher education, in addition to the
traditional way of entrance
examinations. Students are able toaccess higher education throughmore flexible ways rather than theconventional single channeltaking
examination. In this way, they may
enjoy happier life in schools.

The achievement of promoting human rights
education in schools during 20012009
period was inconspicuous. Very few teachers
voluntarily facilitated the learning abouthuman rights in class since many teachers
saw teaching about human rights as anexcessive work. The government supported asignificant number of projects to promote
human rights education, as shown in thefollowing chronological table.

6 Planning to extend the compulsory
education from nine years to twelve
91

A Decade of Human Rights Education in Taiwan

Table 1. Significant Events Promoting Human Rights Education
Time
1997

1998

2000

April 2001

April 2001

Significant Events
Workshops on Developing Human Rights Education Materials2 and Workshops of Human
Rights Educators3 undertaken collaboratively by MOE and non-governmental organizations(NGOs).
As a new item in education, human rights education considered as part of the new curriculum
guidelines at the initial stage of their formation. Eight half-day workshops held from March toJune 1998 under the Workshop on Developing Curriculum and Materials for Human Rights
Education.4 Twenty-five in-service teachers took part in the workshops. (Tang, 2005)
Seed Teachers’ Workshops on Human Rights Education5 held in Taipei, Kaoshung andKimen, with a total of one hundred fifty participants.
The MOE commissioned the Human Rights Education Committee (HREC)6 to conduct a
series of activities to enhance human rights education, including funding of related researchand studies, collection of case studies as models for practitioners, and awarding of excellent
teaching plans.
The MOE started to implement the Project on Human Rights Education (PHRE)7 and called
for proposals on Content Analysis of Textbooks8, Project on Collection of and Comparison
between Issues related to Human Rights,9 Comparative Research on Human Rights
Education in Different Countries,10 Survey on Human Rights Consciousness of K1–12,11International Conference on Human Rights Education,12 and Seminar in Human Rights
Education Policy.13

2003

Human Rights Education Information Center issued the electronic news on human rights
education14 with support from the Department of Elementary Education of MOE.

2005

Human Rights Education Committee (HREC) reorganized and replaced by the Human Rights
Education Advisory Group (HREAG).15

HREAG collaborated with the National Institute for Compilation and Translation16 to
implement two projects on publication of original works or translations of excellent human2005
rights education materials.
A three-year Project on Friendly Campus Human Rights Education Model School17 was
implemented in 2005, 2006 and 2007. In 2005, forty-six schools were selected as model
2005–2007 schools, fifty-six in 2006, and thirty-six in 2007. After a process of review and assessment,
schools were awarded first, second and third places. Their video documentaries and records
were left as valuable data for more studies and as models for other schools to follow.
The Fundamental Law on Education18 was amended to prohibit corporal punishment in2006
school.
Human Rights Education Information Center and Human Rights Resource and Advisory
Center combined into Human Rights Education Advisory and Resources Center.19 This centerhas four goals: 1) To undertake study on policies and curriculums related to human rights
2007
education; 2) To collect human-rights-education-related documents and materials; 3) To
provide advice on human rights education affairs; and 4) To enhance and improve humanrights education.
The Advisory and Counselling Group on Human Rights Curriculum and Pedagogy
20
February (ACGHRCP) was organized with the assistance of the Department of Elementary Education
21of MOE. ACGHRCP aims to provide advice to human rights educators in schools and to2008
build a bridge between policy-makers in the central office and educators in the local areas.
(Huang, 2002, 2008; Lin, 2009; Tang, 2005)
92

Human Rights Education in Northeast Asian School Systems

The Advisory and Counselling Group on
Human Rights Curriculum and Pedagogy
ACGHRCP is still active in promoting
human rights education and plays animportant role as the bridge between thecentral o ce and the local educators. The
leader of ACGHRCP, Professor ChiaFan
Lin, recruited around twenty members fromdi erent universities, schools and NGOs tojoin this group. ACGHRCP aims to help
schoolteachers integrate human rights
knowledge and skills into the curriculum andpeda gogy. ACGHRCP undertakes thefollowing activities:

5 Providing training for the leaders of
the working team in every county;
6 Providing training for members of
the working team in each county.
ACGHRCP also translates international
teaching materials such as ABCTeaching
Human Rights: Practical Activities for Primaryand Secondary Schools, and The Human Rights
Education Series published by Minnesota
University. In February 2009, the MOE
recruited primary and secondary school
22 organize the Professional
teachers to
Community of Human Rights Educators
PCHRE in ever y county under theguidance of ACGHRCP. This measure insome sense e ectively put human rights
education into practice. Thirtysevenprofessional communities in twentyfivecounties around Taiwan are organized under
the guidance of the local educational bureau.
Table 2 shows the allocation of the PCHRE
in every county, the present state and thetotal number of members.

1 Hosting of panel discussions indi erent areas;2 O ering counsel and advice tohuman rights teachers;3 Hosting annual conferences;
4 O r g a n i z i n g i n  s e r v i c e t e a c h e r
training events, such as readinggroups, workshops, panel discussions
or seminars;

Table 2. PCHREs in Taiwan
Code

City
CountySecondary school
teachers as Team
Members

Primary school
teachers as Team
Members

Secondary andprimary school
teachers as Team
Members

Total number ofmembers in eachteam

A

Taipei

n/a

1

n/a

13

B

Taichung

1

1

n/a

7

C

Keelung

1

1

n/a

15

D

Tainan

n/a

n/a

1

10

E

Kaoshung

1

1

n/a

12

F

Taipei

1

1

n/a

14

G

Yilang

1

n/a

n/a

6

H

Tauyuang

1

1

n/a

21

I

Chiayi

1

1

n/a

11

J

Hsinchung

1

1

n/a

8

K

Miaoli

n/a

1

n/a

10

93

A Decade of Human Rights Education in Taiwan

Code

City
CountySecondary school
teachers as Team
Members

Primary school
teachers as Team
Members

Secondary andprimary school
teachers as Team
Members

Total number ofmembers in eachteam

L

Taichung

1

1

n/a

18

M

Nanto

n/a

n/a

1

12

N

Changhua

n/a

1

n/a

13

O

Hisnchu

1

1

n/a

16

P

Yunlin

1

1

n/a

16

Q

Chiyi

n/a

n/a

1

7

R

Tainan

n/a

n/a

1

9

S

Kaushung

n/a

n/a

1

8

T

Pindung

1

1

n/a

13

U

Hualiang

n/a

n/a

1

8

V

Taidung

1

1

n/a

13

W

Kimen

n/a

n/a

1

5

X

Penhu

1

1

n/a

6

Y

Lienjiang

n/a

n/a

n/a

n/a

Total

25

14

16

7

271

The PCHREs aim to promote human rights
education through a bottomup approach,although ironically they were established in a
topdown manner. These teams have five
fundamental tasks:

groups, lectures, or seminars toachieve the above tasks.
The PCHREs are just starting their work
since they have been existing for only two
and a half years. They have been facing
di culties such as the following:1 Prepare the members to becomecompetent human rights educators

1 T h e P C H R E m e m b e r s a r e i ndesperate need of gaining knowledge
on human rights. Most inservice
teachers including
PCHRE
membersknow very little abouthuman rights education since theirprevious teacher training lacked
related courses. The PCHRE
members have much to learn before
becoming competent facilitators ofhuman rights education.

2 Prepare other teachers in their area of
responsibility county to also become
human rights educators
3 Develop human rights materials andpedagogy
4 Facilitate the development of ahuman rights culture in the campus
5 Organize appropriate activities andevents such as workshops, reading94

Human Rights Education in Northeast Asian School Systems

2 Following the first point, inservice
teachers lack knowledge on humanrights in order to be able to teachstudents about human rights. They
need to learn, for instance, thefundamental concept of humanrights, related teaching skills, and theability to design appropriate humanrights lesson plans.

Responsibility and Justic, published by theCenter for Civic Education CCE,23 andpromoted their translated version in schools
through workshops. The Foundations of
Democracy series consist of curricularmaterials for students from kindergarten
through twelfth grade on four concepts
fundamental to an understanding of politics
a n d g o v e r n m e n t : Au t h o r i t y, Pr i v a c y,
Responsibility, and Justice. By December
2006, one of the outcomes of the PSLRET
project included the translation andpublication of the K3 and Grades 46versions of the Foundations of Democracy
series.

3 T h e y a l s o n e e d h u m a n r i g h t s
education resources. Material ordigital resources e.g., teachingmaterials, handbooks, documentation
centers, financial support, lists ofexperts or counsellors, instruments,
and tools at the national as well as
the local levels have to be developed.


Two hundred forty eight lawyers
helped familiarize teachers with the K3version until 2007. By the same year, twentynine schools and twelve district educational
authorities had become partners of theeducation center, and three thousand four
hundred ninety school teachers had been
trained on how to teach the Foundations of
Democracy series. In addition, with theassistance of the National Institute of
Educational Resource and Research,24 theeducation center produced videos focusing
on the concepts of privacy and justice of theK3 version as teaching resources forteachers. Many lawyers took par t inworkshops held by the education center as
trainers and inservice teachers joined thetraining activities. The number ofparticipants increased from year to year. The
education center held longerterm and bigger
adaptations to replace American laws andcases with the Taiwanese ones. As a result,versions for the Grades 79 and 1012 of theseries were published by 2009.

Disparate Initiatives
In addition to government supported
initiatives on human rights education,teachers, schools and nongovernmentalorganizations undertake human rights
education on their own initiative. Following
are s o m e con crete ex amp les o f suc h
disparate yet useful initiatives including one
NGO’s promotion of learning materials andthe exemplification of an awarded lesson
plan.
Foundations of Democracy Series
Lawyers, schoolteachers and legal academics
organized in 1995 a nongovernmentalo r g a n i z a t i o n c a l l e d Ju d i c i a l Re f o r mFoundation JRF to enhance judicial justice,democracy and human rights as its goal. In
order to achieve this goal, Chung Hwa
Rotary Education Foundation, the Taipei Bar
Association and the JRF, jointly organized alawrelated education center that worked ona project called ‘Planting Seeds of Law
Related Education in Taiwan’ PSLRET
since May 2003.


The translation and promotion of theFoundations of Democracy Series won highpraise nationally and internationally. The
Chinese translations were awarded as
excellent publications on human rights by
the National Institute for Compilation andTranslation in 2005 volume suited for K5,2006 volume suited for Grades 59 and2008 volume suited for Grades 1012. In

Under the PSLRET project, theeducation center translated in 2003 theFoundations of Democracy: Authority, Privacy,95

A Decade of Human Rights Education in Taiwan

2007 and 2008, there were exchange visits
between CCE and JRF.

across Taiwan, facilitating the understandingof the series in teachers. In addition, thecomplete series composed of three volumes
is disposed to PCHREs by ACGHRCP by
this year.

With regard to educational practice,
this series may be the best prepared andmost widely used material for teaching
human rights in the Taiwanese schools atpresent. It is highly valued by teachers andp a r e n t s w h o h a v e r e a d i t c a r e f u l l y.
Nonetheless, these people might still be
minority compared with the number ofother teachers and parents who are not yet
involved. Thus JRF is still striving topromote the series by holding workshops,
giving lectures or holding competitions oflesson plans related to the Foundations of
Democracy Series for inservice teachers
every year. For instance, in April 2010 there
were fifteen sessions held in di erent schools

Lesson Plan on Distributive JusticThe lesson plan entitled “Who is in thepriority group taking the N1H1 vaccine? On
the distributive justice” won the first prize inthe competition of lesson plans on humanrights 2009 held by ACGHRCP.
Four school teachers from Chin Shuei
Primary School in Taipei County prepared
the lesson plan with the aim of teaching fifth
graders about distributive justice. Based on
the Foundations of Democracy series

TV commercial film watching and thinking: Is it fair forsumo players to play football?

Reading picture book The Gentle and Passionate Lightin Gondar.
96

Discussing the concept of distributive justicepresented in the Foundations of Democracy
series, Grades 5–9 version.

Reading picture book Tops & Bottoms.

Human Rights Education in Northeast Asian School Systems

Learning about N1H1 influenza and vaccine on theinternet.

Using INTEL VISUAL Ranking thinking tool via
website.

Collaborating on an assignment: Deciding the order oftaking vaccine.

Sharing ideas.

Grades 59, this lesson plan took the N1H1
influenza issue to interest students and toactivate them to deliberate upon the orderto get the vaccine. The lesson plan lead
students to think critically and gain theunderstanding of distributive justice bye ective combination of plural media andinstruments including the INTEL Visual
Ranking thinking tool, picture books Th
Gentle and Passionate Light in Gondar byNanami Nanami and Tops & Bottoms by Janet
Stevens, a TV commercial film and theFoundations of Democracy series Grades
59 version. Following are some photos anddescriptions of the process of implementing
this lesson plan.

Lesson Plan ‘You and Me’
In 2009, the Center for Human Rights
Education a liated with Taipei Municipal
University of Education was established withProfessor Jauwei Dan as the first director.
The Center hosted a competition on lessonplans for human rights in May 2010. The
theme of the competition is focused on
elimination of discrimination andenhancement of multiculturalism. Fourteen
teams composed of inservice teachers havebeen chosen in the final run. The third
example introduces one of the chosen lessonplans entitled “You and Me.”Three teachers from the Louchen Primary
School in Changhua County prepared the97

A Decade of Human Rights Education in Taiwan“You and Me” lesson plan. One of theteachers, Chen, is enrolled under the PhD
program in the National Chiayi University.
During her study, Human Rights Lesson Plans
For Southeast Asian Schools, published by the
AsiaPacific Human Rights Information
Center, was discussed. This piece of work
inspired Chen and her col lea gues tocollaborate on a lesson plan focusing on therelationship between Taiwanese and theSoutheast Asian immigrants including
immigrant workers and spouses.
Demonstration of photos and videos of immigrant
workers in Taiwan.

The goal of the lesson plan is to help thethird grade students to gain more
understanding about di erent cultures
especially those of Southeast Asiaandbecome more openminded and notstereotype others. Three main activities are
introduced in class:1 Demonstration of photos and videos
o f i m m i g r a n t w o r ke r s . T h e s ematerials aim to present thecontribution done by the immigrant
workers to the socioeconomic
development of Taiwan.
2 Interviews of the immigrant spouses
in class or paying visits to those in theneighborhood. The interactions
b e t we e n p u p i l s a n d i m m i g r a n t
spouses aim to enhance the mutual
understanding and eliminate thediscriminative stereotypes.

Free artistic creation with different colors ofbeans, which represent people with different skincolors.
rights education is seen as teaching students
to fight or strive solely for their own good.
As a result, some teachers mistakenly see
human rights education as education on
selfishness or selfcentered education.

3 Learners’ artistic creation to express
their feelings and respect fordifferent people and different
cultures.

Second, the issue of human rights in schoolsin Taiwan is often oversimplified and madesynonymous with the prohibition of corporalpunishment. Not a few teachers feel ill atease about this. They are reluctant to treat
corporal punishment itself as a violation ofhuman rights; rather, under the traditional
Confucian culture, corporal punishment isfirmly accepted as an e ective means for
adults to control and discipline children’s
behavior. Many teachers see the prohibitionof corporal punishment in school under the

Following are photos of the class
Challenges
The promotion of human rights education in
the school system in Taiwan faces a numberof challenges.
First, there is a popular misunderstanding in
Taiwan of human rights as equivalent tobenefits or advantages. In this sense, human98Human Rights Education in Northeast Asian School Systems

Fundamental Law of Education as a negative
factor in correcting students’ misbehavior inschool.

im por ta ntl y, in Ta iw a n, m ost pe opl e
extremely believe that intellectualistic
learning i.e., emphasis on cognitive learning
is the only way for students to obtain higher
education. Hence, students are asked byparents and teachers to put their e orts onlearning ‘basics’literacy, numeracy, naturalscience and social studies. Many adults insome sense see learning about and for humanrights as a distraction from learning and evenas a burden.

Related to this is the third obstacle: humanrights education is seen as synonymous withlawrelated education. There are two issues
on this. On one hand, many teachers areworried that they might break the law if they
control children’s misbehavior. On the other
hand, they consider the result of humanrights education to be antieducational sinceteachers cannot do anything to control orinterrupt the students’ misbehavior. The
antieducational effect stifles teachers’
enthusiasm for teaching and makes themindi erent teaching machines.

The final obstacle to promoting humanrights education in the school system is thathuman rights education is often
misunderstood as well as oversimplified bysome as political indoctrination, or in more
rigorous terms, indoctrination on politicalconvictions of a particular political party.
This is obviously a misunderstanding sincehuman rights education advocates andprotects the human rights of all humanbeings, no matter which political party theindividual belongs to or prefers. This might
be related to the history of Taiwan, martial
law rule from 1949 to 1987. The lifting ofmartial law caused a misconception among
the public that human rights problems had
been solved once and for all through politicalliberation. This misconception is indeed asubconscious misunderstanding of humanrights as consisting only of political and civilrights. This misunderstanding shows theimportance of implementing human rights
education in Taiwan.

The fourth barrier flows from the above: anunderpinning traditional and cultural
ideology in the form of the strong tendency
toward authoritarianism, bureaucratism, andpaternalism implied from the Confucian
doctrine. This tendency is not easy tochange. Many schoolteachers are used toplaying authoritarian and patronizing roles inschool. The values implied in human rights
education, such as equality between humanbeings, between teachers and students, seemto c h a l l e n g e t h e i r t a ke n  f o r g r a n te dConfucian beliefs and deprive them of theirprivileged status as the “commander” andalso a patron in front of the students.
The fifth obstacle refers to the deficiency ofcourses related to human rights in theteachers’ training program. Universities
rarely provide a teachers’ training programthat o ers such courses; and the very few
courses on o er are optional. An increase in
the number of preservice and inservice
teachers with sufficient knowledge andteaching tools for human rights education isurgent and crucial in strengthening
Taiwanese human rights education.

Conclusion
Overall, this article provides a brief overview
of the de velopment of human rights
education in public schools in Taiwan inrelation to the national curriculum reformd u r i n g t h e l a s t d e c a d e . S o f a r, t h eimportance of human rights education has
gradually gained approval from parents andteachers. However, there are still obstacles toovercome. In addition to the obstacles
mentioned, there are new challenges forhuman rights educators in schools in Taiwan.
For example, the increasing number of

The sixth barrier is probably the deep
rooted myth of credentialismpeople
obtain higher social status and achievementa s they gain higher education. More99

A Decade of Human Rights Education in Taiwan

international marriages in Taiwan led tohuman rights and education problems forthe immigrant spouses and their children.
According to the Department of Statistics
2010, there were more than four hundred
thousand international marriages from 2001
to t h e e n d o f Fe b r u a r y 2 0 1 0. T h e s eimmigrant spouses come from China andSoutheast Asia. Spouses from Southeast Asia
have more difficulties regarding
accommodation, adaptation and parenting
than those from China. However, paying
heed to the education of immigrant spouses
and their children has been one of theurgent tasks and responsibilities of thegovernment at present. This issue may not
be directly the subject matter of humanrights education in schools but can be
human rights issues related to the present
educational policy and practice in Taiwan.

Ministry of Education MOE. 2003. General
guidelines of g rades 19 curriculum ofelementary and junior high school educatio.
Retrieved 6 April 2010 online: http://
ceag.phc.edu.tw/~lang/en93/jun/www/s2/
d i r 1 / E n g l i s h 20curriculum20outline.doc http://140.117.11.91/
edu_resource/01/01.doc
Tang, M. Y. 2005. “Teachers’ training on
humanrightseducation:accomplishments and difficulties” inJournal of Taipei Municipal Teachers Coeg
361, 189212. Original text in ChineseEndnotes
1 Grade 19 Curriculum Guidelines, 九年一貫
課程綱要。
2 Workshop on Developing Human Rights
Education Materials, 人權教育教材編輯工

References

作坊。

Department of Statistics. 2010. Importan
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Huang, M. 2002. “The present and thefuture of human rights education in
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Huang, M., 2008. “Taiwan’s human rights
j o u r n e y ” i n Ta i w a n Fo u n d a t i o n f o r
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6 Human Rights Education Committee
HREC. 人權教育委員會。
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PHRE, 教育部人權教育實施方案。

Hwang, JJ. 2000. “On Taiwan’s education
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Educational Policy Foru 3 1, 2653
Original text in Chinese

8 Content Analysis of Textbooks, 教科書人權
教育內容分析。
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L i n , C . F. 2 0 0 9 . “ T h e p r o b l e m s a n ddevelopment of human rights education
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Original text in Chinese權相關議題資料彙整計畫。
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100

Human Rights Education in Northeast Asian School Systems

11 Survey on Human Rights Consciousness of
K112, 高中職以下人權意識調研究。
12 International Conference on Human Rights
Education, 人權教育國際研討會。
13 Seminar in Human Rights Education Policy,
人權教育政策研究研討會。
14 Human Rights Education Information
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15 Human Rights Education Advisory GroupHREAG, 人權教育諮詢小組。
16 National Institute for Compilation andTranslation, 國立編譯館。
17 The Project of Friendly Campus Human
Rights Education Example School, 友善校園
人權教育示範學校計劃。
18 Fundamental Law on Education, 教育部人權教育資源諮詢中心。
19 Human Rights Education Advisory andResources Center, 教育部人權教育課程與教學輔導諮詢小組。
20 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。
21 Department of Elementary Education of
MOE, 教育部國民教育司。
22 Professional Community of Human Rights
Educators PCHRE, 人權教育輔導團。
23 The nonprofit Center for Civic Education,
based in Calabasas, California, aims topromote an enlightened, competent, andresponsible citizenr y. Its goals are topr om ote in crea sed un d erstand ing of
constitutional democracy and its
fundamental values and principles; develop
the skills necessar y to participate as
informed, e ective, and responsible citizens;and increase the willingness to use
democratic procedures when making
decisions and managing conflicts. Source:
Partnership Case Studies, available inw w w. i a w g . g o v / r a w m e d i a . . . /a96977e0_8545_4a4c_9a54_887013027ca4.
24 National Institute of Educational Resource
and Research, 國立教育資料館。

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About the Authors

ChoijooAltangerel is the Child and Youth Participation O cer in UNICEF Mongolia
O ce in Ulaanbaatar, Mongolia. Prior to this position, he was Education O cer in the
National Human Rights Commission of Mongolia NHRCM, and the first Coordinator of the
Human Rights Education Center at the Mongolian State University of Education.
Yiukwon Chong is the Chairperson of Hong Kong Human Rights Monitor HKHRM and,as Teaching Fellow at the Hong Kong Institute of Education, teaches courses likeunderstanding human rights, social justice and discrimination.
Hiuchung Kwok is the Senior Project and Education O cer of the Hong Kong Human
Rights Monitor HKHRM.
Ae Kyoung Jeong is teaching at the Seoul Global High School and the Director of The
Global Civic Education Institute in Seoul, South Korea.
Yukkai Law is the Director of the Hong Kong Human Rights Monitor HKHRM
Ruyu Hung is Professor in the Department of Education, National Chiayi University in
Taiwan.

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