Compendium of good practices in human rights education in the school system, including citizenship education and education for mutual respect and understanding

Examples of areas of good practice -
human rights education, citizenship education and education for mutual respect and understanding (HRE/CE/EMRU)[*] [en français]

(a) Policies and curricula (e.g., policy statements, national action plans, legislation and curricula)

Principles of human rights present in educational law and/or educational policies at the national, regional and municipal levels

National curriculum and educational standards for HRE/CE/EMRU

National human rights plans, national action plans against racism, racial discrimination, xenophobia and related intolerance, and national poverty reduction strategies with a strong human rights education component

Guidelines for revising textbooks so that they are line with human rights principles

Government policies that promote an inclusive learning environment

Policies to promote balanced and impartial teaching about religions and beliefs

A comprehensive training policy on HRE/CE/EMRU

Policies respectful of the rights of students to be educated in their mother tongue

Mechanisms to ensure consistent policy implementation, such as coordination mechanisms and resource centres for collecting and disseminating initiatives and information on HRE/CE/EMRU at the national level.

(b) The learning environment (e.g., whole school approaches, school governance)

A human rights-based approach to school governance, management, discipline procedures, inclusion policies and other regulations and practices affecting the school culture

Opportunities for students to participate in decision-making, in accordance with their age and evolving capacity

Non-discrimination policies that protect all members of the school community

Charter on students' and teachers' rights and responsibilities

Extracurricular student activities, especially those initiated by students themselves

Involvement of parents in HRE/CE/EMRU initiatives and projects

Dual immersion language initiatives

Interactions between the school, local government and the wider community.

(c) Teaching and learning practices and tools (e.g., methodology, resources)

Learner outcomes that give equal weight to cognitive knowledge and skills and social/affective values, attitudes, and behaviors

Incorporation of the daily lives and concerns of students within teaching and learning

Learner-centered methods and approaches that empower students and encourage their active participation, cooperative learning, and a sense of solidarity, creativity and self-esteem

Experience-based learning methods that allow students to learn by doing and to put human rights values into practice

Textbooks that include multiple perspectives on key historical events, especially those involving national minorities

The availability of teaching materials in sufficient numbers and in appropriate languages

On-line discussion groups that enable students and teachers to discuss and collaborate with each other locally, nationally and internationally on topics related to HRE/CE/EMRU.

(d) Professional development for teachers and other educational personnel

Pre-service and in-service teacher education programs that help to develop knowledge about, commitment to and motivation for teaching HRE/CE/EMRU

Multiple actors, such as the Ministry of Education, universities, human rights institutes, teacher training institutions, unions, NGOs and international and regional intergovernmental organizations, involved in the design and organization of appropriate education and professional development.

Professional development for teachers involving educators from diverse backgrounds, including groups that have been historically in conflict with one another

Materials and resources that promote participatory, interactive, cooperative and experience-based methods of learning

International and national exchange programs and networking in order to share best practice.

(e) Evaluation and assessment approaches and tools

Indicators for evaluating and measuring the processes, outcomes and impact of HRE/CE/EMRU

Human rights principles applied to the assessment process, including transparency, equality and fairness

Peer review evaluation strategies

Action research projects for teachers that help them reflect on their teaching practice

Critical incident methods that help teachers examine how they deal with inter-group problems

Invitation | Submissions | Compendium concept paper | français

[*] This list is non-exhaustive and intended only to suggest general areas where examples of good practice may be found. Further examples can be found in the Appendix to the Plan of Action for the first phase of the World Programme for Human Rights Education.

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