HRE Guidelines

The following text was taken from Bulletin EIP-info no. 3 of the World Association of School as an Instrument of Peace:





Appropriate Guidelines for Human Rights Education

Devising effective guidelines for human rights education enables experts to measure the extent to which States have carried out their obligations. Quantitative as well as qualitative instruments allow them to evaluate the competence level of educators and the compatibility of educational values with those covering all forms of education within international instruments.

Here is a summary of guidelines that we deem well-adapted to evaluating human rights education, particularly with respect to accessibility, acceptability, adaptability and admissibility.

Accessibility is tied to the principle of non-discrimination, especially with regard to the socio-economic condition of learners, equal opportunities for male and female pupils, a sufficient number of support structures as well as costs associated with education.

Acceptability refers to high-quality and balanced pedagogical approaches and content.

Adaptability is a criterion that specifies that education should be flexible enough to adapt to the needs of a changing society while still meeting the best interests of the child.

Accountability means that governments, institutions and personnel in charge of HRE are held accountable for their action with respect to promoting and carrying out this educational aspect.