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93

Human Rights Education andTransformation Through the Arts
Sierra JamesT

he children laugh as a skit about conflict resolution comes to an end. As I
look around the room I realize that a dream of mine is coming true. Children
are processing their negative experiences of conflict, learning to interact in amore positive fashion and are doing so while having fun!
The tropical rain pounds on the tin roof ofan orphanage in Timor-Leste (East Timor). Its
pulse mesmerizes the entire classroom. It surges
and fades and surges again. Finally, as the rainslows, the noise dies down and we can hear eachother once again.

blaring pop music, stuffed animals and stickers
on the windows.

Beginning of the program
At that time the Transformative Arts andHuman Rights Education (TAHRE) program
was just beginning to take shape. Our implementation of workshops at the Santa Bakhita
Orphanage in Dili, Timor-Leste in 2004 was
the first pilot of our TAHRE curriculum thathas now been used with more than 10,000
children and youth in schools, orphanages,
prisons, internally displaced person camps
and community centers across Timor-Leste.
The objective of these workshops is to educate
young people about human rights and conflict
resolution while helping them to recover fromtrauma caused by conflict. There are fourteen
lessons in all, that we generally enact two to
three days a week until they are finished.
Based on the success of the pilot we built anorganization, called Ba Futuru, meaning “Forthe future”, through which to implement the
TAHRE program. Ba Futuru has come a longway over the last three years. We began withjust a few volunteers doing direct implementa-

We pick up where we left off, Human
Rights, Lesson II. The advertisement posters
that the children are creating have taken form,
each one representing a different article of the
Universal Declaration of Human Rights or theConvention on the Rights of the Child: “theright to education, the right to health…” Olderchildren, thirteen through eighteen, are pairedwith younger children, eight through twelve,so that they can help each other.
The lesson gets back underway and thepitter-patter of rain resumes. So after hours ofartistic educational activities, short lectures andinteractive learning, we decide to call it a day.
Some of the children follow us to Santa Bakhita
orphanage’s oversized front door placing kisses
on our cheeks to thank us on our way out.
We make our way down the trail, which has
become a stream, and finally out of the winding
pathway of roads to the main street where wecan catch a Timor-style taxicab, decked out with93

94  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

tion with children in orphanages, then addedteacher trainings on the TAHRE curriculumthat were combined with positive discipline
workshops to help stop the use of violence as
discipline in schools. Now we have twenty staff
and two regional offices, and have expanded ourprogramming to community leaders, as they
make the decisions that affect the entire community through the traditional justice system.
The situation on the ground in Timor-Leste haschanged since three years ago when the program
began, now more than 10,000 people are living
in hastily constructed internally displaced people(IDP) camps due to the ongoing unrest. Today
Ba Futuru focuses on the most at-risk populations, those living in high-conflict areas, IDP
camps, prisons and high-conflict areas.

Partici patory method
Learning comes both through the way that
activities are facilitated in the TAHRE program(the participatory method used is very different
from Timor-Leste’s traditional patriarchic education system), as well as from the content of thelessons. Moreover, the participants learn fromeach other. We wanted to incorporate extensive
artistic programming, as we both knew fromour experience that positive shifts could takeplace when altered states of consciousness are activated through artistic expression. Painting anddrawing provide a safe place where feelings andmemories are released in much the same way
as they are in therapeutic sessions. Exploration
and research led to the TAHRE program’s innovative melding of art, conflict resolution andhuman rights pedagogies. Through providing
participants with a venue for processing theirtraumatic past, the program helps them arrive
at better understanding of themselves and theirrole in their society – this works well for peopleof all ages.

Need for peace education
Sadly, with the rise of conflict within states
the number of children affected by conflict isskyrocketing. However, thoughtful and community-involved programming can help thoseaffected by violence overcome trauma andactively participate in creating a better world.
This will make conflict prevention and peacebuilding more feasible over the long run.
Timor-Leste’s history of conflict and repression traces back to when it was a colony
of Portugal for more than four hundred years,
followed by the Japanese occupation of large
areas of the island during World War II, andthen its brutal annexation by its closest neighbor, Indonesia, between 1975 and 1999. As theworld’s newest country, Timor-Leste emerged
from decades of violence and centuries of cultural repression on 20 May 2002.
Six years after independence, Timor-Lesteremains one of the poorest countries in Asiaand has been experiencing civil and politicalunrest since April 2006. Some of the causes of
the current conflict are lack of adequate education, unmet expectations, unemployment andthe extremely high population of young people
who are not in school or employed. Civil strife
has caused anxiety and distress, creating an immediate need for psychosocial interventions inorder to provide educational opportunities, create a sense of normalcy and recovery, promote
peace building.
During the twenty-four years of Indonesian
occupation, it is estimated that as many as
200,000 people, nearly a quarter of the population, died from violence, hunger and disease.1
Endemic social trauma in Timor-Leste broughtwith it a widespread lack of self-confidence,
stifling creativity and entrepreneurship, andperpetuating a cycle of violence and victimization.2
Timor-Leste’s history has left a legacy thattoday manifests itself not only in civil unrest
but also in pervasive domestic violence, sexual

Human Rights Education and Transformation Through the Arts  95

violence against women, jealousy born out of
extreme poverty, shame and a general sense of
disempowerment. Trauma experienced in conflict has lasting negative consequences, creating
a deficiency in human capacity for reconstruction just at the time when good leadership isessential. Despite the need for programmingthat addresses societal trauma and peace education, there was almost no programming of thiskind taking place in Timor-Leste prior to the2006 reemergence of violence and today there
is still a serious dearth of this type of programming underway.

Rationale Behind the TAHRE Programa) Psychosocial Approach
Psychological healing of those living in difficult circumstances is essential. This project
aims to empower people to take an active role indetermining the path of their lives. The knowledge and language of self worth that is provided
through the curriculum from the TAHRE
Guide3 fosters people’s ability to create peacein their lives and in their communities.
The psychosocial approach looks at the relationship between psychological and social, andthe aspects of each that continually influence
the other. By using a psychosocial approach thisproject attempts to help support the individual
participant in their process of coping with difficult circumstances as well as support healthysocial relationships that are conducive to building community support for healthy minds andbodies. This project aims to help participants tocome to terms with their feelings (fear, anxiety,loss, anger, etc.) and provide opportunities forthem to learn how to express their feelings inpositive ways (painting, drawing, open discussions, role-plays, etc.). So one component of thisproject works to help the participants better copewith their feeling through providing workshops
for them directly (from the internal mind of theindividual moving outward), while another partof the program helps the community to bettersupport for the participant by providing skillbuilding on conflict resolution (from the outercommunity level moving inward).

b) Art as a Means of Transformation
The curriculum in the TAHRE Guide uses
creative therapeutic techniques as they are often
a more accessible and less threatening means of
exploring issues than verbal mediums. Artistic
expression is useful tools for those who havedifficulty discussing their feelings or experiences in words. Moreover, creative techniques
provide an avenue for participants to express
negative emotions, such as anger, pain, and fearin more positive ways. Self-expression throughthe drawing, painting, music and movement
activities provided during the implementation of the TAHRE Guide, helps to provide
emotional catharsis and also impart skills andvalues that can guide children who are living
in difficult circumstances with positive models
of behavior.

c) Human Rights Education
With the aid of the Universal Declarationof Human Rights and the Convention on the
Rights of the Child, discussions about how
rights and their corresponding responsibilities
are relevant to the participants’ lives, leaves theparticipants with more encouraging visions forthemselves and their futures.
Due to the lack of an assessable and wellfunctioning national legal system much of the
dispute resolution in Timor-Leste is done at the
local level. This puts the onus for establishingjustice on the community leaders. Knowledgeof human rights is essential to empowerment,
especially as many community leaders have yet
to develop their understanding of human rights.
The TAHRE Guide curriculum’s explorationof the concepts of human worth and dignity
creates a venue to discuss difficult questions
around applying human rights standards at the96  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

community level and helps to develop the skills,
knowledge and attitudes of community leadersand youth to empower them to create a cultureof peace. This can help improve community
leaders’ ability to make decisions at the local
level that are more in conjunction with humanrights standards, improving their lives and thelives of others, and to use human rights as thebasis for resolving potential conflict.

d) Conflict Resolution Education
This project uses interactive conflict resolution activities, such as role-plays and trust
exercises, to equip participants with the skills
to build a positive and peaceful future forthemselves, their families, and their communities. Participants learn how to resolve problems
peacefully, developing essential conflict resolution skills.
The TAHRE Guide includes group problem-solving activities (such as linking hands
and working together to unwind the circle),
providing a physical, visual way of showing thebenefits of a cooperative—rather than competitive—approach to problem solving. Participants
explore different means of conflict resolution
through role-plays in which they act out common disputes and creative, non-violent meansof resolving them. By practicing their responses
this way, in a supported environment, participants are able to build the confidence to makepositive changes to their behavior in everyday
situations.
After participating in Ba Futuru’s TAHRE
training, Inocencio de Jesus Xavier, a 25-year
old youth living in Becora, said, “I learned manythings in this program such as human rights,
child rights, how to overcome feelings of fearand sadness, as well as respecting others’ rights
to create peace in my family, neighborhood andcommunity. I feel that the most important thingthat I learned is conflict resolution including
how to resolve problems peacefully and creatively as well as how to be a good mediatorthat is impartial.”e) Community Capacity Development
This project will use interactive dialogue withyouth and community leaders, to strengthen local support for building peace in communities.
This project aims to foster a more cohesive andpeaceful family and community life.
Chefe de Sucos and Chefe de Aldeias (village
and sub-village leaders), have a large impact on
the well-being of women, children and othermembers of their communities. Due to the predominate use of the traditional justice system,
these community leaders make decisions that
impact the lives of people everyday. Studies on
the traditional justice system in Timor-Leste
have concluded that many decisions made go
against human rights principles. This projectwill work with community leaders to strengthen
support for enhanced understanding of humanrights and needs, and the importance of notusing violence.
Each community has elected community
leaders as well as those that are natural leadersand command the respect of the community. It
is important that these individuals are brought
together and equipped with conflict resolution
skills and have an understanding of humanrights. The TAHRE training will bring these
individuals together and provide capacity development that will allow for ongoing peacebuilding work.
Laurindo R. Fernandes, community leader
from Same District, after participating in a Ba
Futuru Training of Trainers on the TAHRE
Guide reported
I feel very happy with this training because I
learned a lot from it, specifically about conflict resolution at the Win/Win approach. Thismethod of conflict resolution will enable me toresolve problems, whereby one person doesn’t
have to win while the other feels that they’ve lost,
but both are satisfied with the solution. So, I will
implement this method in my village. If possible
I would like Ba Futuru to come to my village toprovide this training.

Human Rights Education and Transformation Through the Arts  97

Since then Ba Futuru staff have gone toSame District and worked with a group of
more than thirty community leaders, providing training and a venue for practicing conflict
resolution skills.

Training Materials
During the implementation of the TAHRE
program various training materials are used.
The children receive journals, and the childcare workers, teachers or community leaders
receive TAHRE Guides and Positive Discipline
manuals. Other materials that are used for theworkshops include: guitars, drawing books,
notebooks, pencils, crayons, paint, brushes,tape, paper and newspapers, as well as copies of
the Convention on the Rights of the Child andthe Universal Declaration of Human Rights.
The methods used to implement this curriculum
include participatory lectures, role-plays anddiscussions based on human rights and conflict
resolution as well as various play activities including the use of art, physical activities, songand drama.

a) TAHRE Guide for use with children
Each adult and youth participant in orphanages, schools and community centers received a
TAHRE Guide detailing facilitation suggestions(including sections on preparation, facilitation,role plays and difficult issues) and fourteen lessons for facilitating psychosocial programmingwith children. Lessons I & II are designed to
introduce the facilitators and the students andto establish ground rules that will set up a safe
environment for the children to share theirexperiences and ideas. These lessons include
activities about cooperation and communication. Lessons III, IV and V are an introduction
to human rights and the rights of the child.
Lesson VI, VII and VIII are on conflict resolution, and lessons IX, X are on overcoming thenegative affects of conflict. Lessons XI and XII

deal with the convergence of human rights andconflict resolution. The closing lessons XIII and
XIV look to the future and discuss peacefulinteraction. They also include an assessment
survey to gauge children’s progress and review
what they have learned over the entirety of the
TAHRE program.
The TAHRE Guide has been successfully
used as a teaching manual as it details methodology, curriculum and implementation procedures, along with information on effective
interactive artistic methods of working withchildren around the negative effects of conflict,human rights and conflict resolution. The
TAHRE Guide has been continually revised
and additional activities have been added toaugment what was developed for the first andsecond pilot programs. These changes and additions are based on lessons learned and feedback
from staff and participants.
The curriculum also includes group problem-solving activities (such as linking hands
and working together to ‘unwind the circle’),providing a physical, visual way of showing thebenefits of a cooperative rather than competitive approach to problem solving. Children also
explore different means of conflict resolution
through role-plays in which they act out common disputes and alternative means of resolving
them. By practicing their responses this way ina supported environment, children are able tobuild the confidence to make positive changes
to their behavior in everyday real-life situations.
Similarly, working through the Universal Declaration on Human Rights and discussing how
rights and corresponding responsibilities are
relevant to their lives brings new understanding to the children’s visions for themselves andtheir future.

b) TAHRE Guide for use with youth andadultsDuring 2007 Ba Futuru developed a newversion of the TAHRE Guide for use withadults. This manual is based on the previous98  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLSTAHRE Guide for children but also includes
new activities on mediation, non-violent socialchange, decision making, peace education,
child abuse, trauma and counseling. Ba Futuru
has encountered positive results using this new
training manual with youth, NGO workers, andcommunity leaders and plans to continue providing trainings based on this manual throughout the years to come.

c) Positive Discipline Manual
In Timor-Leste where the use of physicaldiscipline is extremely prevalent, the facilitation of dialogue about healthy interpersonal
relationships between children and those whocare for children can significantly help to protect
children from all forms of violence and abuse.
The 2002 joint report of UNICEF and Plan
International on Timor-Leste called “Speak
Nicely To Me,” cites the use of physical punishment by teachers:
Two-thirds of children (67 per cent) reported
teachers beating them with a stick and almost fourout of every ten children (38.7 per cent) reported
teachers slapping them in the face.4

In order to help reduce the prevalenceof violent discipline practices Ba Futuru has
developed a training curriculum and resource
materials on positive discipline. This initiative
was taken after childcare center staff in orphanages expressed a need for more information on
non-violent ways to discipline children. The
Positive Discipline manual and corresponding
training modules are used in attempt to reduce
the use of physical discipline as well as provide
positive discipline strategies.
The Positive Discipline manual cites thereasons why physical punishment with children
as disciplinary measure is not correct:• It teaches children to react with violence• It is not productive to create behavioral
change• It reinforces negative behavior• It is an abuse• It can cause long-term psychosocial damage• It hinders education• It disregards more effective discipline methods.
The ideas from this manual and the corresponding trainings have been remarkably
well-received. Teachers feel that these discussions provide important new information thatthey had not been exposed to before and they
showed enthusiasm about wanting to stop using
physical discipline after realizing that it can havenegative impacts on children.
One training participant, Graciela do Rosario, said that, “The Positive Discipline training
is very important because through sharing thisinformation we can help to decrease the violence
that is happening in our daily lives.”
Another participant, Elias da Cruz, said that,“The training on Positive Discipline has value
because I can now better understand not to use
physical punishment with children.”This type of training for adults is instrumental to stopping the cycle of violence in homes,
schools and communities. Hence, positive discipline trainings have become an integral way
for Ba Futuru to achieve its mission of peacebuilding in Timor-Leste.

Outcomes of the TAHRE Program
Hundreds of at-risk children and youth
have:• Enhanced their conflict resolution and peacebuilding skills• Processed loss and grief through physical andartistic activities•	Engaged in psychosocial activities for coping
with, and overcoming, their experiences ofviolent conflict• Practiced problem solving in groups• Been equipped with the language of humanrights and self-worth•	Learned to better respect the rights of others.

Human Rights Education and Transformation Through the Arts  99

Hundreds of teachers, community leaders,
youth and other child caregivers have:• Learned that using physical discipline andviolence with children can have both longand short term negative impacts•		Been equipped with positive discipline strategies•		Learned participatory education techniques•		Developed plans for enhanced child protection in their communities•		Learned to better respect the rights of children•		Developed mediation and conflict resolution
skills.

dren bounce back from the trauma caused byviolence. The research of Angela Pirisi laid out inher article “Healing the Minds of War Exposed
Children” states that, “children showed a 70
percent improvement in concentration at school
after four weeks of a school-based program that
integrated educational and emotional needs,
using storytelling, drawing, drama, writing,music and games.”6
During the implementation of the TAHRE
program we have found an increased ability ofchildren to articulate their interests and needs,
and built self-confidence and awareness about
their role in creating a better world. The children and youth that Ba Futuru has worked withhave shown appreciation for the time Ba Futuru
staff have spent sharing new ideas and activities
with them.
At the last lesson of each set of workshops,
we asked participants to do an exercise based onwhat they studied during the TAHRE program.
In the exercise we ask their opinion of the values
we sought to develop and what they felt they
had learned.

When the TAHRE program began it wasafter the 1999 devastation of Timor-Leste but
prior to the current civil strife that has beenongoing since the crisis in April and May of2006. At the time we began we worked primarily with children who had lost one or both oftheir parents during the Indonesian occupationof Timor-Leste. The TAHRE curriculum draws
on the experience of similar programming donein Kosovo, which found that organizing
creative activities for children in post- Quotes from children regarding what they learned fromconflict areas contributes substantially to the TAHRE program:their well-being. This type of psychosocial
programming offers participants the chance “I would like to live my life like this: We should respect
to be children, regain their self-confidence each other; we should find love together; we shouldn't fightand joy, in order to help them look to the together.”
future.5
The curriculum breaks down into seg- “Before I liked fighting with friends and my brothers, but now
ments of five-, ten-, fifteen-, twenty- and I don’t want to fight any more.”
thirty-minute activities. In one activity, staff“In the past I cried a lot, but I do not cry as often now.”
engage children in creating life-size sketchesof children and drawing or writing the char“When faced conflict in my daily life, I now ask what isacteristics that they would like the child to happening or I will try to find out what the conflict is about.
have when they are adults. Then children I try to find a way to solve the conflict by not using violence
add pictures of the things that they believe but to solve the conflict by using words.”
children need now in order to becomecompetent adults. This activity leads into a “Human rights are the things that everyone has from thediscussion on child rights and the Conven- time of birth and others have no right to take away from us.
tion on the Rights of the Child.
Also, human rights are for everyone, of all races, religions,
Recent research shows that this type of nationalities and ages.”
psychosocial programming can help chil-100  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

Using personal and group transformation
activities the program constructs a safe environment for children to face and process theirtrauma from the threat of violence, humanrights abuse and death of loved ones.
“In the short term, the children have a respite from boredom and devastation, and areable to participate in otherwise unavailable funand educational activities,” said Danielle Lelani
Ujvari, the program’s co-founder.
Those who care for children have also repeatedly reported positive changes in children’s
behavior due to the TAHRE program’s implementation, a great example was at Santa Rafaela
center in Oedebe Bebonuk, Dili.
There were thirty-four young children that
attended TAHRE program in Santa Rafaela-Oedebe Bebonuk: eighteen boys and sixteen girls.
The implementation of TAHRE program forthe children at Santa Rafaela-Oedebe Bebonuk
started on 3 February 2006, with twice-weekly
sessions. The program finished on 27 March2006.
According to research done by Dr. Phyllis
Ferguson, a previous Ba Futuru Advisor andTrainer, a significant number of the children in
Bebonuk have parents from different districts.
These children represent every district of TimorLeste; some have parents from Flores and Aloras well. They are living in a mixed neighborhood, which was settled along the river asfamilies of refugees returned from West Timorin 1999. Many of these families moved intoburned out abandoned houses. The village has
been the scene of frequent fights and violence
due the mix of people and the economic andsocial deprivation of these settlers; many of theadult men are illiterate and unemployed. Some
women work arduously crushing rocks, others
are kiosk traders and vegetable sellers.
Sister Monica from Bebonuk said that due
to the TAHRE program the children havechanged, with significant improvements intheir behavior. Before when they would gather
the young children together for activities, thechildren were very wild and undisciplined but

now they are much more respectful of each otherand to the sisters. Parents of the children in Bebonuk said that after the TAHRE program was
implemented, their children can better manage
their time to study, better respect each other andare more diligent in school.
Dr. Ferguson reported that the children at
Bebonuk were clearly very attached to the facilitators and to the program. Dr. Ferguson said:

The children made special efforts to be clean
and well dressed, taking pride in their personal
appearances. They were eager to participate,also showing much greater peer respect than I
have witnessed in government primary schools
across East Timor. They responded positively toparticipatory activities and worked cooperatively
in small groups. Due to their reported prior bad
behavior and to the difficulties in the community
in which they live, it was particularly heartening
to observe the respect and tolerance the children
have come to practice with each other throughlearning and sharing the TAHRE principles.

Working with youth is also integral to transforming communities, especially in Timor-Leste
where young people make up such a large partof the population. More than sixty percent of
the population is under age eighteen, and theunemployment rate of young urban males isforty three percent.7
Ba Futuru also runs the Youth Integration
and Development Initiative in conjunction with
Edge-ucate.org (an international NGO withgang engagement experience) and the government of Timor-Leste to actively and positively
engage youth, by providing outlets and activities
that afford them opportunities to enhance theirpersonal and social development. This project
combines training programs, like the TAHRE
program, with personal development and selfesteem building activities to prepare youth for
integration into the economy in order to create
a long-term peace-building mechanism that willkeep Timorese youth off the street and engaged
in positive activities while processing the negative impacts of conflict.

Human Rights Education and Transformation Through the Arts  101

As part of this initiative Ba Futuru has
done training with youth across Dili and haswith the help of Edge-ucate.org establishedSeroja Youth Center in a high-conflict area in
Rai Kotu, Comoro near the Dili International
Airport. The Seroja Center has skill building
courses as well as community built spaces for
sports (skateboarding park, basketball courtsand volleyball court) dance, art, music, yoga andpeace education. This center provides a positive,
self-esteem enhancing, educational environment
in which individual independence and collective
interdependence can be learned.
Amelia da Costa a 17-year old in BecoraDalan Klot said: “Now my behavior is different
from before because I have learned about humanrights, and with this knowledge my friends andI have learnt to better respect each other.”
Juvita Pereira Faria, age 14, in St. Bakhita
Orphanage said: “I will implement the knowledge from Ba Futuru in the orphanage where
I live; specifically I want to become a good
mediator and counselor for the other children
here.”
Sustainability of the TAHRE program will
come through the increased understanding bychildren, youth, child caregivers, community
leaders and Ba Futuru staff through the trainings
received. Their knowledge of peace building,conflict resolution and human rights as well ascivil education will inform their lives and workin the future. Ba Futuru will continue to widen
the impact of the TAHRE program in 2008.
If enough funding becomes available we willcontinue in Dili and Baucau while also expanding into new districts including Lautem, Cova
Lima, Ermera, Oecusse and Ainaro.
The TAHRE Program provides critical
momentum toward the peace, reconciliationand nation-building process by fostering a positive attitude toward human rights in Timoresechildren and through building local capacity for
conflict prevention. TAHRE programming isa step toward the implementation of the international human rights instruments that TimorLeste has signed (including the International

Covenant on Civil and Political Rights, theConvention on the Rights of the Child and theConvention on the Elimination of All Forms ofDiscrimination Against Women).
By facilitating healing among those affected by the conflict, raising knowledge ofinternational human rights standards and theirrelevance in day-to-day living and by encouraging creative expression and co-operation, theTAHRE program will help to break the cycleof violence in East Timor and contribute to astrong, democratic and human-rights-basedsociety.

Endnotes

1
Dunn, J. 2001 (February 14). Crimes Against
Humanity in East Timor, January to October 1999: Their
Nature and Causes. Retrieved from http://www.etan.
org/news/2001a/dunn1.htm.
2
Ujvari, D. 2004. Social impact assessment: thelikely social impacts of Ba Futuru’s Transformative Artsand Human Rights Education program. Melbourne
University.
3
The TAHRE Guide can downloaded at thisaddress: http://bafuturu.homestead.com/Publications.
html
4
UNICEF and Plan International. 2006. Speak
Nicely to Me. Timor-Leste.
5
WarChild. 1999. Children’s Buses in Kosovo.
WarChild Netherlands. Retrieved from http://www.
warchild.com/projects/kinderbus.html.
6
Pirisi, A. 2001. “Healing the Minds of War
Exposed Children” in The Journal of Addiction and
Mental Health, 4, 6, 2-3.
7
UNICEF. 2007. The State of the World’s Children
Report. Retrieved from http://www.unicef.org/
infobycountry/Timorleste.html.

102  HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS