Group items tagged

My experience is that a number of governments have not given sufficient priority to human rights education in schools. The allocated time is limited and the pedagogic methods unsuitable. The emphasis has been on preparing the pupils for the labour market rather than developing life skills which would incorporate human rights values. More worryingly, it seems that some governments fear that a human rights approach in the schools could breed unwanted criticism and even undermine government policies. This is an undemocratic and short-sighted attitude. Educating citizens in their human rights creates an informed society which in turn strengthens democracy. For the Council of Europe, therefore, human rights education is crucially important.

School curricula, education materials, pedagogic methods and the training of teachers have to be in conformity with such ambitions. At the same time, it is crucial that life in schools benefits from a human rights atmosphere. ! There should be both 'human rights through education' and 'human rights in education'.

The school itself must demonstrate that it takes human rights seriously. Pupils should be welcome to express their views and to participate in the running of the school as much as possible. The atmosphere in school should be characterized by mutual understanding, respect and responsibility between all actors. I have seen such schools and noticed that they tend to function much better than those run on an authoritarian model. Pupils learn social and other life skills, not only facts.

The classrooms were cold and draughty. There were 45-60 children per class. Many were sitting two-to-a-desk. The teaching followed strictly behaviourist principles, with lots of call-and-response. With no text books and precious few learning materials, it was hard to think of alternative approaches.

The government had identified that few of the children in the poorer schools could afford lunch and had introduced a feeding scheme. Schools were provided with soup and a budget for bread and peanut butter.

What I will say, however, is that, while we are debating whether or not to continue using printed text books in our comfortable first world, there are teachers in schools where there is no alternative to text books – and I think they may well be in the majority. Many of them have never seen a computer and there is no electricity to run one, even if they had. The text books they do have are in short supply, outdated and in poor repair. We took some of our surplus text books to that school and the teachers wept, while the children sang, danced and clapped their thanks to us. “Die tannies het boeke gebring, julle!” (the aunties have brought books, you lot!). That moment changed me.