Report submitted by Tunisia

Part of Tunisia's report deals with progress made in diffusing a culture of Human Rights.

43. In accordance with the objectives laid down in international human rights instruments, human rights education has been introduced as widely as possible while appropriate programmes for the revision of all school curricula, including all textbooks without exception, have been implemented at the various levels of primary and secondary education. Human rights education has also been extended to all higher education bachelor’s or master’s degrees, in the form of compulsory cross-cutting modules.

44. Efforts in this regard have been aimed, in particular, at rooting out all forms of indoctrination from curricula and restoring the core mission of schools and the various educational institutions in accordance with the 1991 Act on the education system, namely:

  • “To prepare young people for a life that leaves no room for any form of discrimination or segregation based on sex, social origin, race or religion”  
  • “To offer pupils the right to develop their personality and help them to achieve their own maturity in such a way that they become educated in the values of tolerance and moderation”.

These strategic guidelines were reaffirmed and strengthened in 2002 in the context of the education system reform aimed at enabling schools to provide education based on the promotion of human rights, the rejection of discrimination, extremism and all forms of fanaticism.

45. By way of illustration, Tunisian religious instruction manuals, in particular those intended for upper secondary school pupils, place emphasis, inter alia, on the following themes: “the need to avoid religious conflict”, “knowledge as a bulwark against fanaticism”, “education as a factor of freedom and harmonization of religion and modernity”, “education as the enemy of dictatorship”, “the Age of Enlightenment in Europe”, “the importance of consultation, tolerance and dialogue”.

46. These same guidelines are applied in higher education where human rights education, in accordance with Tunisian legislation and international instruments, and in the context of the implementation of the new Bachelor’s/Master’s/Doctorate reform, is a compulsory cross-cutting module in all bachelor’s and master’s degrees.

47. A culture of human rights is also spread through the training and retraining programmes of a number of occupational groups, notably judges, lawyers, law-enforcement officials, prison personnel, health workers including psychologists, and social workers. Thus, two decisions of the Ministry of Justice and Human Rights dated 26 June 1993 introduced this subject into the training programmes implemented by the Higher Institute of the Judiciary for serving judges, junior magistrates and judicial officials acting as a public officer. Other institutions are participating in these programmes, such as the Centre for Legal and Judicial Studies (established in 1992) and the Prisons and Rehabilitation Training School (established in 1996).

48. In the context of its commitment to the United Nations Decade for Human Rights Education (1995-2004) and of the implementation of the first phase of its new programme (2005-2007), the Government supported organizations and associations in such activities as studies, training courses, seminars and other events for awareness-raising, teaching and dissemination of human rights values and rules.


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