Asia Pacific Journal of Research Vol: I.

Issue XXXVI, February 2016

ISSN: 2320-5504, E-ISSN-2347-4793

HUMAN RIGHTS EDUCATION IN INDIA: IMPORTANCE, PRESENT

STATUS AND FUTURE ACTIONS

Dr.T. Thilagavathy
Associate Professor,Department of Education
Annamalai University, Annamalai Nagar, Tamil Nadu, India

Mr. Sheeraz Ayoub Kuchy

Ph.D Research Scholar, Department of Education
Annamalai University, Annamalai Nagar, Tamil Nadu, India

ABSTRACT

India, the largest democracy in the world, is a big country with a lot of human rights challenges. If human
rights are violated in India, the largest democracy in the world will be in danger. For the sake of democracy
and sustainable development in India, human rights education in India is essential because knowledge of
human rights is the best defence against their violation. The present paper highlights the importance of
human rights education in India for effectively discharging the duty imposed on all Indian citizens by the
various articles embodied in our constitution. The present paper focuses on the initiatives taken by the
educational organisations in India like UGC, NCERT, NCTE etc for promoting human rights education in
India and the challenges these organisations face in the successful completion of this great work. The paper
concludes with some suggestive measures that should be taken as a part of educational programmes for
making education an effective tool for elimination of human rights violations.

Introduction:
Article 1 of the Universal Declaration of Human Rights states, “All human beings are born free and equal in
dignity and rights”. Human rights are basic fundamental rights that a person cannot be denied by any
individual or any government simply because he or she is a human being. They are universal and same for
everyone. After the second world war, United Nations founded two main objectives; (i) To prevent war in
future & (ii) To protect and promote human rights. In order to educate and make people aware of those
rights (human rights), United Nations declared a decade from 1995 to 2004 “decade for human rights
education”. The objectives of the decade for human rights education include:
→The building and strengthening of programmes and capacities for HRE at the international, regional,
national and local levels,
→The assessment of needs and the formulation of effective strategies for the furtherance of HRE at school
levels, in vocational training and formal as well as non-formal learning,
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→The coordinated development of HRE materials,
→ The strengthening of the role and capacity of the mass media in the furtherance of HRE.
The UN human rights initiatives have led to the worldwide human rights movement. The high level bodies
of UN namely the International Human Rights Commission and the office of High Commissioner for
Human Rights are working in coordination with UN specialized agencies like UNESCO, UNICEF,WHO
and International Non-Government Organisations. Almost all the national constitutions recognise and
protect these universal human rights. National level and local non-government organisations have also
emerged in the battle towards achieving a future where people live together in harmony, tolerance and
mutual respect. Indian constitution 1950 embodies the human rights values. For the dissemination of HRE,
the government of India constituted a committee under the chairmanship of home secretary comprising the
secretaries of other ministers and department. When the National Human Rights Commission (NHRC) was
setup in sep/oct 1993, the coordination committee requested it to draft a national plan of action for human
rights education. The task was over in 2001, when the national plan of action for HRE was finalized. The
plan focussed on strategies for human rights awareness-raising and sensitizing specific target groups such as
students, officers in the administration of justice etc. Civil society as well as the NHRC is involved in the
implementation of human rights education programmes. It is also reported that the secondary as well as
higher education sector have undertaken certain activities relates to HRE which includes the preparation of
curriculum, revision of text books and development of a number of training modules for teachers in English,
Hindi and local languages by the National Council of Teacher Education (NCTE).

WHAT IS HUMAN RIGHTS EDUCATION?

“Human rights education is all learning that develops the knowledge, skills, and values of human rights.”
As per provisions with in universal declaration of human rights and other international documents and
treaties, human rights education can be defined as education, training and information aiming at building a
universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of
attitudes directed to:
(a) The strengthening of respect for human rights and fundamental freedoms;
(b) The full development of the human personality and the sense of its dignity;
(c) The promotion of understanding, tolerance, gender equality and friendship
Among all nations, indigenous peoples and racial, national, ethnic, religious
And linguistic groups;
(d) The enabling of all persons to participate effectively in a free and democratic
Society governed by the rule of law;
(e) The building and maintenance of peace;
(f) The promotion of people-centred sustainable development and social justice.
There are three dimensions to the promotion of human rights education:
→ Knowledge--- providing information about human rights and the mechanisms that exist to protect those
rights;
→ Values, beliefs and attitudes----promoting a human rights culture through the development of these
processes; and
→ Action---encouraging people to defend human rights and prevent human rights abuses.

The Indian Constitution and Human Rights:

The Constitution shapes the country's concept of human rights. The Preamble, Fundamental Rights,
Fundamental Duties, and Directive Principles of the State policy are concrete steps toward the
realization of human rights. Whereas basic objectives have been defined in the Preamble, the
protection of human freedom and liberties are emphasized in Fundamental Rights and Directive
Principles of State Policy. The rights of the child have been given the greatest priority. Since rights
and duties are inseparable, Fundamental Duties (Article 51) are also imperative. These provisions
epitomize the collective will and aspiration of all Indians.
The following provisions in Constitution safeguard human rights:
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ISSN: 2320-5504, E-ISSN-2347-4793

 equality before the law (Article 14);

 non-discrimination on ground of religion, race, caste, sex, and place of birth (Article 15);
 equality of opportunity (Article 16);
 freedom of speech, expression, assembly, association, movement, residence, acquisition, and
disposition of property, practice of any profession, carrying out any occupation, trade, or business
(Article 19);
 prohibition of traffic in human beings and forced labor (Article 23);
 prohibition of labor in case of children below 14 years (Article 24);
 freedom of religion (Article 25);
 no provision for religious instruction in any educational institution wholly maintained out of State
funds (Article 28);
 conservation of language, scripts, and culture (Article 29 [1]);
 right of minorities to administer educational institutions (Article 30);
 State guarantee of social order (Article 38 [1], Directive Principles of State Policy);
 adequate means of livelihood, equal pay for equal work for both men and women, non-abuse of
health of the worker, opportunity for children to develop in a healthy manner and in conditions of
freedom and dignity (Article 39, Directive Principles of State Policy);
 right to work, education, and public assistance in specific cases (Article 41, Directive Principles of
State Policy);
 provision for free and compulsory education of children up to 14 years of age (Article 45, Directive
Principles of State Policy); and
 ensuring education and economic development of scheduled castes, scheduled tribes, and other
weaker sections of society (Article 46, Directive Principles of State Policy).

Human rights education in India –need and importance:

Human rights are a prerequisite for peace, development and democracy. India is the largest democracy in
the world. It is also a big country with lot of human rights challenges. The major population of India resides
in villages which do not get sufficient education support. About 35% of the population is illiterate. Problems
like trafficking, exploitation of women commercially and sexually, religious violations, caste related issues
are some examples leading to human rights violations. Moreover, many prisoners in India are also denied
their human rights. If human rights are violated in India the biggest democracy in the world will be in
danger. For the sake of democracy and sustainable development in India, HRE is essential.

Knowledge of human rights is the best defence against their violation. Learning about one‟s rights builds
respect for the rights of other and points the way to be more tolerant and peaceful societies. The need of
promoting & protecting all human rights is important in order to secure full & universal enjoyment of these
rights cannot be fulfilled without mass awareness and sensitivity to human rights issues. The grand agenda
of global peace & prosperity is possible only with people understanding & imbibing the human rights
values. Awareness is important in order to resolve the human right conflicts. This matured participation can
be achieved only with human rights education. Education imparts the skills needed to promote, defend and
apply human rights in daily life. Education is a tool for creating the real idea of human rights and making
people know its importance in their daily life .An educated civilization can only know its rights and hence
the knowledge to protect it. According to Kofi Annan, the former secretary General of United Nations
“Without education, we cannot see beyond ourselves and our narrow surroundings to the reality of global -
interdependence. Without education, we cannot realize how peoples of other races and religions share the
same dreams, the same hopes. Without education, we cannot recognize the universality of human aims and
aspirations”.

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Asia Pacific Journal of Research Vol: I. Issue XXXVI, February 2016
ISSN: 2320-5504, E-ISSN-2347-4793
Article 51A (1) of the Indian Constitution 1950, imposes a duty on all citizens to develop scientific temper,
humanism and the spirit of inquiry and reform. The effective discharge of this duty will require HRE to give
people enhanced awareness and greater openness.

HUMAN RIGHTS EDUCATION IN INDIA-PRESENT SCENARIO:

To consider and report on the different ways and means for promoting HRE in India, University grants
commission appointed Sikri committee in 1980. At school level, the committee suggested inculcating values
without marks weightage. At college level it was felt that all disciplines should be including human rights
topics at least which are directly relevant to their disciplines. Now HRE is a part of many university
programmes. Interestingly certificates, diplomas, post graduate diploma and even master‟s programmes in
HR are available today. At the undergraduate level, human rights education is generally conducted as
international law and Indian constitutional law (fundamental rights). Only the National Law school of India
in Bangalore offers a full course on human rights for the Bachelor of Laws (LL.B). In political science
departments, HRE is still a limited part of the course on the constitutional and political development of India
(fundamental rights) and international politics (United Nations).In some universities HRE is a part of
sociology, economics, and modern Indian history. At the masters level specialized HRE is given in some
departments of law as an optional course. No university offers a master of laws (LL.M.) degree exclusively
in human rights law. In political science departments, human rights are taught as part of one or two courses
only .Recently, Central University, Hyderabad, and the National Law School of India University
(Bangalore) introduced a master‟s course on human rights using distance education. A few universities are
also introducing a one-year postgraduate diploma course in human rights. IGNOU also included HR as a
subject in its curriculum. Only a few doctoral dissertations have been written on human rights. More
advanced- degree theses have been written on constitutionally guaranteed fundamental rights, their judicial
interpretations and enforcement. Only at the Nacent centre for the Promotion of Human Rights Education
and Research, Jawaharlal Nehru University, there is full course on human rights devoted exclusively to
human rights studies. The UGC also made provisions of financial assistance to universities and colleges for
the development of specific Courses in human rights. Recently the following amounts per annum have been
made available for human rights by the UGC:

Introduction of course US$ 7,500.000

Seminars and workshops in universities 6,000,000
Seminars and workshops in colleges 1,500,000
Total US$ 15,000,000

This funding can support the introduction of a master‟s degree course in 10 universities, a diploma course in
2-5, and a certificate course in 5. But for countrywide human rights education initiatives, these amounts are
inadequate.

In 1975, the National Council of Educational Research and Training (NCRT) formulated the first National
Curriculum Framework which states:”The awakening of social consciousness, the development of
democratic values and of a feeling for social injustice and national integration are extremely
important....All subjects should be taught in such a manner so as to foster the spirit of scientific
humanism.”The National Curriculum Framework for primary and secondary education (NCERT 1988)
identifies and addresses some of these concerns such as promoting values of democracy, secularism,
equality, egalitarianism, removal of social barrier and creating a sense of common citizenship. National
Curriculum Framework for School Educatio(NCERT 2000) reaffirms the 10 core components identified in
the National Policy on Education (1986):

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 The history of India‟s freedom movement;
 Constitutional obligations;
 The content essential to nurture national identity;
 India‟s common cultural heritage;
 Egalitarianism;
 Democracy and secularism;
 Equality of sexes;
 Protection of the environment;
 Removal of social barriers;
 observance

To include the fundamental duties as laid down in Article 51 A of the constitution as core components of the
curriculum was also emphasized by NFC (2000). But „Human Rights‟ is not treated as a separate subject in
the curricula. It has felt by NCERT that all contemporary concerns and issues cannot be included in the
curriculum as a separate subject. It is disappointing to observe that the NFC 2005 has failed in identifying
the content of the HRE in schools.

Conclusion:
There is no doubt that some initiative have been taken by educational organisations like UGC, NCERT and
NCTE for promoting human rights education in India. But these initiatives are directed towards formal
education on human rights. But in a country like India where less than half of the population is illiterate.
Hence, HRE must not be linked to formal schooling only. Such people have every right to know their rights.
Therefore such programmes should be developed that accommodate their Needs and situations. The
techniques of popular education music, street theatre, documentary films, cosmic books, alternative media,
and itinerant story tellers can help much more for making them aware of their rights. In formal schooling
teaching students about human rights in their own mother language will make them more prompt about their
values and ways to use them in their day to day life. A human rights cell or centre should be set up in the
UGC to create a reference database on human rights education, disseminate information, oversee execution
of programs and projects, and organise workshops and other meetings. More funds should be made
available to universities and colleges for the development of specific courses in human rights. HRE should
find its rightful place in the school curriculum, teacher training course−pre- and in-service, textbooks,
supplementary reading materials, educational policies, and school curriculum. Students can be motivated to
write poetry, drama and essays on human rights. Poster making competition, elocution or contests, debates
etc. Can be held on similar themes. The schools can celebrate the „ World Human Rights Day‟ which can go
a long way to create wariness among students, parents and the neighbourhood community. Initiatives should
be taken to enrich the school library and personal collection with books and materials on human rights. All
of this suggests that the time is ripe for the HRE to come to the forefront of international consciousness, and
to fulfil its intended role as a preventive tool i,e a tool for the elimination of human rights violations.

Refrences:

[1] MAHAPARTA, N. (2012, SEPTEMBER ). ROLE OF EDUC ATION IN PROMOTION AND

PROTCTION OF HUAMAN RIGHTS. ODHISHA REWIEW , pp. 26-30.
[2] C.K, PATHAK, ' HUMAN RIGHTS EDUCATION', RAJPOT PUBLICATION, NEW DEHLI, 2004.
[3] SONU TRIVEDI,' HUMAN RIGHTS AND DEMOCRACY', MAINSTREM, VOL.XLI.NO. 52, NEW
DELHI, DECEMBER, 2003.

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ISSN: 2320-5504, E-ISSN-2347-4793
[4] BAJAJ,M. (2011). HUMAN RIGHTS EDUCATION :IDEOLOGY, LOCATION, AND
APPRTOACHES. HUMAN RIGHTS QUARTERLY. 33, 481-508.
[5] NATIONAL HUMAN RIGHTS COMISSOION, FARIDKOT HOUSE, COPERNICUS MARG, NEW
DELHI, INDIA.
[6] SHARMA, M.C. 2002. HUMAN RIGHTS EDUCATION IN INDIAN UNIVERSITIES AND
COLLEDES. VOL. V
[7] PANDA, P. 2001. HUMAN RIGHTS EDUCATION IN INDIAN SCHOOLS: CURRICULUM
DEVELOPMENT. VOL. IV.
[8] KURVEY, B. 1999. HUMAN RIGHTS EDUCATION IN INDIA : NEEDS AND FUTURE ACTIONS.
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