GUIDE ON HUMAN RIGHTS EDUCATION CURRICULUM DEVELOPMENT - FURTHERING SDG TARGET 4.7 IN PRIMARY AND SECONDARY SCHOOLS
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GUIDE ON HUMAN RIGHTS EDUCATION CURRICULUM DEVELOPMENT FURTHERING SDG TARGET 4.7 IN PRIMARY AND SECONDARY SCHOOLS
GUIDE ON HUMAN RIGHTS EDUCATION
CURRICULUM DEVELOPMENT
FURTHERING SDG TARGET 4.7 IN PRIMARY
AND SECONDARY SCHOOLS
Authors:
Cecilia Decara, Carol Rask and Felisa Tibbitts
e-ISBN: 978-87-7570-035-6
Photo: All Photos are from unsplash.com:
Ben-Mullins, Jeswin Thomas, Alexis Brown,
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Phillippe Bout, Annie Spratt.
Layout: Bo Sørensen
© 2021 The Danish Institute for Human Rights
Denmark’s National Human Rights Institution
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2PREFACE
How do we move human rights from paper to In this Guide, we take you step-by-step
practice and from debates in meeting rooms through the different phases of curriculum
in New York and Geneva to the classrooms? We development and suggest sample curricula
need to translate the international standards on human rights for four subjects across pre-
on human rights education into both action primary and lower primary, upper primary, lower
and concrete learning outcomes in school secondary, and upper secondary level.
curriculum, adjusting content to age, subject,
and context. We hope to inspire you to develop context
adjusted and explicit human rights education
A momentum and platform has been created curricula with a clear linkage to the international
with the 2030 Agenda for Sustainable human rights system, while also remaining
Development and the 17 Sustainable practical, participatory, and relevant for pupils
Development Goals (SDGs). The Agenda states and their context.
that the SDGs "seek to realise the human
rights of all" and should be implemented We also hope to bring conceptual clarity
in accordance with states' human rights on human rights education and curriculum
obligations. Human Rights Education (HRE) development and provide concrete suggestions
is thus a key enabler for realising the human on how to build human rights curricula fit for
rights obligations that underpin the entire 21st century human rights challenges, while
Agenda. contributing to the realisation of the SDG goals
and targets set by the international community.
Moreover, SDG target 4.7 focuses on the
knowledge and skills needed by learners to
promote sustainable development, including
human rights education. One of the key means
to achieve this is to mainstream human rights in
school curriculum.
3TABLE OF CONTENT
PREFACE 3 INTEGRATING HRE IN THE CURRICULUM
STEP-BY-STEP 26
INTRODUCTION 5 Know the human rights obligations your state
1.1 International framework for HRE has in relation to human rights education
Curriculum Development . . . . . . . . . . . . . . .5 and understand your national curriculum
1.2 Why this Guide? . . . . . . . . . . . . . . . . . . . . . . .6 framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
1.3 Who is this guide for?. . . . . . . . . . . . . . . . . . .6 Identify the key Processes and Stakeholders for
1.4 How to use this guide?. . . . . . . . . . . . . . . . . .6 Curriculum Development . . . . . . . . . . . . . . . . . 29
Determine the current integration of HRE in the
KEY CONCEPTS 9 Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2.1. Human Rights Education . . . . . . . . . . . . . . .9 Develop HRE Curricula . . . . . . . . . . . . . . . . . . . 38
2.2 What is a Curriculum . . . . . . . . . . . . . . . . . . 10 Plan for Regular Monitoring and Evaluation . 41
2.3 Outcome-Based versus Content-Based
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 ADDITIONAL RESOURCES 44
2.4 Levels in Outcome-Based Curriculum . . 13
2.5 Mandatory versus Optional Subjects . . . . 15 ENDNOTES 45
2.6 Binding versus Indicative Curriculum . . . 15
2.7 Explicit versus Implicit HRE Curriculum 17
2.8 Instructional Methods . . . . . . . . . . . . . . . . . 18
SAMPLE HRE CURRICULA 20
3.1 Aims of Education. . . . . . . . . . . . . . . . . . . . 20
3.2 HRE Content Areas and Learning
Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4CHAPTER 1
INTRODUCTION
Human rights education (HRE) is a driver for States have obligations under a range of
building peaceful and just societies. If future human rights instruments to ensure that
generations are to support this aim and foster national education is aimed at strengthening
a universal culture of human rights, it is crucial respect for human rights and fundamental
that human rights education is embedded in freedoms. They are held accountable for these
national education policies and mainstreamed obligations through institutionalised human
in school curricula. rights monitoring mechanisms and processes.
1.1 INTERNATIONAL FRAMEWORK FOR
HRE CURRICULUM DEVELOPMENT
KNOWLEDGE, SKILLS AND ATTITUDE HRE is called for in a range of international
standards. The International Covenant on
(...) by providing persons with knowledge, Economic, Social, and Cultural Rights stresses
skills and understanding and developing that the right to education should further
their attitudes and behaviours, to empower "respect for human rights and fundamental
them to contribute to the building and freedoms". Furthermore, the UN Declaration
promotion of a universal culture of human on Human Rights Education and Training states
rights. that all persons should have access to human
rights education (Article 1).
UN General Assembly (2011).
Declaration on Human Rights The UN Committee on the Rights of the Child
Education and Training, Article 2, para (CRC), General Comment 1, para. 15, indicates
1. that “children should learn about human
rights by seeing human rights implemented
in practice”, including in schools. In addition,
its General Comment 5, para. 68, emphasizes
A strong HRE school curriculum is key for “incorporating learning about the Convention,
ensuring that future generations understand and human rights in general, into the school
their rights and respect and uphold the rights curriculum at all stages.”
of others. Children and youth need to gain the
appropriate knowledge, skills and attitudes The World Programme for Human Rights
towards human rights, and teachers need to Education was proclaimed at the UN General
drive the learning based on a HRE curriculum Assembly in 2004. Its first phase (2005-2009)
which supports the development of a human focused on human rights education in the
rights language characterised by respect, primary and secondary school systems. Its
dignity, and practical relevance. Revised Draft Plan of Action specifically called
for including HRE in school curriculum and
provides important guidance in this regard.
5Sustainable Development Goal 4 (SDG 4) and the integration of HRE in national curriculum
the associated Education 2030 Framework development processes in keeping with both
for Action are focused on inclusive and human rights and SDG commitments.
equitable quality education. SDG target 4.7
specifically calls for HRE and its indicator, SDG 1.3 WHO IS THIS GUIDE FOR?
4.7.1, measures its integration in (a) national This Guide is particularly designed for NHRIs.
education policies, (b) curricula, (c) teacher With their unique position and in-depth
education, and (d) student assessment.1 knowledge of the human rights situation in
their countries, NHRIs are well suited to take
1.2 WHY THIS GUIDE? the lead in supporting education actors in
With SDG target 4.7, NHRIs have an defining a nationally relevant approach to HRE
important platform for furthering national in curricula.2
implementation of human rights education
within the education sector. SDG 4.7.1, the Many NHRIs already dedicate considerable
global SDG indicator for this target, has efforts towards promoting HRE in their
explicitly identified the curriculum as one countries. With their mandate on human
of the means for measuring progress in the rights education, as established by the Paris
integration of human rights education within Principles relating to the status of national
national frameworks. institutions, NHRIs are well-placed to act
as data providers on national progress in
This guide aims at supporting the work of human rights education. Moreover, NHRIs
national human rights institutions to effectively can use their mandate to advise governments
make use of this leverage to further HRE on the effective integration of HRE in
curriculum development within their national school curriculum, as a prerequisite for the
contexts. establishment of a quality education.
It will do so by providing step-by-step guidance
with concrete examples on how to strengthen
SDG TARGET 4.7
By 2030 ensure all learners acquire knowledge and
skills needed to promote sustainable development,
including among others through education
for sustainable development and sustainable
lifestyles, human rights, gender equality, promotion
of a culture of peace and non-violence, global
citizenship, and appreciation of cultural diversity
and of culture’s contribution to sustainable
development.
6This page has been intentionally left blank.
71.4 HOW TO USE THIS GUIDE? SDG TARGET 4.7/HUMAN RIGHTS
This first introductory chapter presents the EDUCATION MONITORING TOOL
rationale, aims and intended users for this
guide. The SDG 4.7 / Human Rights Education
Monitoring Tool enables national human
The second chapter offers an introduction to rights institutions and/or state parties
key human rights education and curriculum to monitor the implementation of the
development concepts. This will be particularly human rights education element of global
useful for NHRIs who have no previous SDG target 4.7 and related human rights
experience in curriculum development and, provisions
specifically, on adapting the international
framework on HRE into concrete and relevant https://sdg47-hre.humanrights.dk/
learning outcomes in school curricula.
The third chapter of this Guide presents sample
educational aims, content and competence
areas, as well as HRE learning outcomes for the
subjects of Citizenship/Social Studies, History,
Religion, and Environmental Sciences. The
sample HRE learning outcomes will particularly
illustrate how HRE can be integrated across
pre-primary and lower primary, upper primary,
and lower secondary and upper secondary
levels.
The fourth and final chapter details the specific
steps in curriculum development, beginning
with an analysis of curriculum traditions in
one’s own national context, through the
curriculum elaboration stage, the mapping
of HRE through the SDG 4.7/Human Rights
Education Monitoring Tool or a HRE mapping
study, the development of concrete curricula
strategies, and a collection of guiding principles
on HRE curriculum development. The guiding
principles serve as a set of reminders about
good practices that NHRIs can use when
promoting HRE in formal education. Finally,
there are reflections on further monitoring and
evaluation of HRE.
8CHAPTER 2
KEY CONCEPTS
When working with curriculum development EDUCATION ABOUT, THROUGH AND
and wanting to influence HRE curriculum FOR HUMAN RIGHTS
in schools, it is essential to have a clear
understanding of human rights education and a. Education about human rights, which
curriculum concepts, together with the types includes providing knowledge and
of documents which regulate a curriculum in understanding of human rights norms
formal education. and principles, the values that underpin
them and the mechanisms for their
2.1. HUMAN RIGHTS EDUCATION protection.
The Declaration on Human Rights Education b. Education through human rights, which
and Training (2011) describes human rights includes learning and teaching in a way
education as all types of education, training, that respects the rights of both educators
information and learning activities that and learners.
contribute to the prevention of human rights c. Education for human rights, which
violations and abuses. It further recognises that includes empowering persons to enjoy
HRE encompasses education about, for and and exercise their rights and to respect
through human rights.3 and uphold the rights of others.
A comprehensive education in human rights UN General Assembly (2011). Declaration
not only provides knowledge about human on Human Rights Education and Training,
rights and the mechanisms that protect them, Article 2, para 2.
but also imparts the skills needed to promote,
defend and apply human rights in daily life.4
Research has shown that such dispositions
are fostered through participatory, learner When it comes to international reporting and
centered, and democratic processes in the HRE examination by human rights monitoring
classroom.5 bodies, the focus is primarily on the presence
of HRE in formal education. SDG target 4.7
reinforces state human rights obligations
to ensure HRE in formal education and,
by measuring its progress, states are held
accountable for their obligations to further
human rights education.
NHRIs can also have the most sustainable
impact if we succeed in integrating HRE in the
national education curriculum and in formal
education. In this way, securing HRE in the
9classroom is not dependent on the NHRI’s to teach at, for example, primary school level
presence in the classroom and their delivery in formal education. This largely corresponds
of HRE. It is the state that has the obligation to all four dimensions in SDG indicator 4.7.1,
through, inter alia, its schools and teachers, to covering educational policies, curricula,
provide HRE for all pupils and all students. teacher education, and student assessment.
This broad sense curriculum also includes
policies and guidance around teaching and
learning processes that support the learning
FORMAL, NON-FORMAL AND environment, particularly in relation to human
INFORMAL EDUCATION rights education.
Formal education –programming carried
out by schools or educational institutions
with a structured curriculum, typically WHAT IS A CURRICULUM?
resulting in a degree or diploma that is
recognised by the government. Examples: In the simplest terms, ‘curriculum’ is a
Primary school, secondary school. description of what, why, how and how well
students should learn in a systematic and
Non-formal education –programming intentional way.
carried out by community groups and
other organisations with a structured or UNESCO International Bureau of
sometimes loosely structured curriculum Education
but that does not result in a credential. http://www.ibe.unesco.org/sites/default/
Examples: Adult education classes offered files/resources/ibe-glossary-curriculum.
in community centers, community youth pdf
workshops.
Informal education – learning that takes
place randomly, not through curriculum In most countries, the curriculum is highly
but through exposure to family, friends, centralised at the national level. In these
the media, etc. Examples: digital news, systems, the Ministry of Education has direct
conversations with peers. control or oversight of the curriculum. For
example, Kazakhstan has a centralised
Inspired by UNESCO International education system with extensive central
Standard of Classification ISCED 2011. planning and a detailed system of learning
outcomes. The Ministry of Education and
Science is the competent central authority
on education and regulates curriculum
2.2 WHAT IS A CURRICULUM development. On the other hand, Mexico
Curriculum definitions vary. In a broad sense, has a decentralised sub-national education
the term, "curriculum" includes a range of system in which 31 states have autonomy over
elements necessary for students to learn in a their education systems and the operation of
systematic and intentional way. basic education services (pre-primary, primary,
secondary and initial teacher education) within
Official Curriculum are the state guidelines or their territories. Within the Secretary of Public
the sub-national guidelines for what and how Education (SEP), the General Department of
10Curriculum Development (Direccion Generalde
Desarrollo Curricular - DGDC) is in charge of
issuing guidelines for the curriculum. However,
the specificity of how these are met are
determined by the 31 states.
The following table provides an overview of
the most common documents constituting an
official curriculum in formal education in the
broad sense, as explained above.
11OVERVIEW OF MOST COMMON DOCUMENTS CONSTITUTING A BROAD-SENSE OFFICIAL CURRICULUM
Purpose Review Frequency Mandated Institution Contents Mandatory
↓ ↓ ↓ ↓ ↓
Document: Basic Education Law
Regulates key aspects Typically reviewed every Ministry of Education or Aims of education and, Yes
of public school opera- 10-15 years Prime Minister’s Office. sometimes, learning
tion and management Negotiated politically methods and learn-
ing outcomes for each
level or subject education
levels. Sometimes also
includes descriptions of
subjects and allocated
hours per week
Document: Learning Outcomes Framework
Describes progressive Typically reviewed every Ministry of Education. Repeats some of the Yes, although parts
competences or content 10 years Often negotiated politi- information in the Ba- of the framework can
to be taught for each cally. Includes sections sic Education Law but is include optional curricu-
subject, across grades in the curriculum that more detailed in terms of lum, such as learning
and school levels can be developed by progressive learning out- outcomes for optional
sub-national education comes and sequencing of subjects
authorities if the system is content. Can also contain
decentralised specific learning meth-
odologies and student
assessment frameworks
Document: Other Centralised or Decentralised Regional School Policies
Presents in greater Ongoing Ministry of Education or Can address aspects of Yes
detail or supplements other sub-national educa- school life related to a hu-
aspects of school oper- tion authority and typical- man rights culture, such
ation not detailed in the ly negotiated politically as the learning environ-
Basic Education Law ment, budget transpar-
ency, requirements for
anti-bullying policies,
relations with parents and
the community, discipline
policies and complaint
mechanisms
Document: Guidance notes for Teachers
Explains the learning Ongoing Prepared by Ministry of Contains syllabus and Most of it will be man-
outcomes to the teacher Education, a curriculum additional background datory. Some of it may
institute associated with information for teachers be guiding
the Ministry, or drafting as well as methodological
group appointed by the suggestions for the deliv-
Ministry. In decentralised ery of lessons. May also
education systems, these contain diagnostic, for-
bodies may be sub-na- mative and assessment
tional (e.g. carried out at strategies
the provincial level)
Document: State authorised textbooks or resources
Materials for teachers to Ongoing Usually prepared by Syllabus in the form of, Some resources may be
use in delivering lessons. Ministry of Education or for instance, lesson plans, mandatory, while some
These resources are a curriculum institute. which typically include: may be guiding
often linked to learning Sometimes prepared by content to be covered;
outcomes and the national university specialists, NGOs the timed sequencing of
curriculum framework or textbook publishers and activities to be carried out
approved for use
12 by the with students; discussion
Ministry of Education or questions; handouts;
sub-national educational suggested assessments and
authorities homeworkCurriculum in a narrow sense covers what of teaching methodologies that will allow all
the students are expected to learn. That is, learners to succeed.
the general aims of education, competence
or content areas, and learning outcomes. It Outcome-based curriculum has a focus on
may also include syllabus, teacher guidelines learning outcomes. It recognises that learning
and content descriptions. An example of this outcomes should include the domains of
narrow sense curriculum is the sample HRE knowledge, skills and attitudes. It has a stronger
curricula in Chapter 3 of this guide. It will be orientation towards the “how” of learning and,
this latter and “narrow” definition of curriculum thus, the use of teaching methodologies that
that this Guide will use. This we suggest in will allow all learners to achieve the expected
efforts to operationalise in more concrete terms outcomes. It calls for curriculum developers to
the "curriculum" dimension in SDG indicator find a balance between understanding content
4.7.1. and developing skills, such as critical reasoning
and communication. Social-emotional learning
2.3 OUTCOME-BASED VERSUS also finds a home in the outcome-based
CONTENT-BASED CURRICULUM approach.
Official curriculum in formal education can be
either outcome-based or content-based. Traditional content-based curriculum and
outcome-based curriculum are easy to
In the traditional content-based curriculum, distinguish on paper. An outcome-based
curriculum content consists of a listing of curriculum will be organised along knowledge,
required and optional subjects for each grade skills and attitudes domains, or something
and school level; the number of hours that quite similar. However, NHRIs should be aware
the classes would meet, or "contact hours"; that even with outcome-based curriculum,
and a list of themes to be addressed. The teaching might remain ‘traditional’ in approach.
focus is on the “what” of learning and not so Curriculum is easier to change than the
much on the “how”. In societies where the “philosophical ideas, cultural norms, and
national curriculum framework is a traditional ideological discourses underpinning them”.6
content-based one, classroom teaching is both
textbook-centred and teacher-directed. 2.4 LEVELS IN OUTCOME-BASED
CURRICULUM
The traditional, content-based approach Outcome-based curriculum can typically be
to curriculum is, however, becoming less divided into four levels: aims of education,
common. In the context of globalisation content- or competence area, learning
and international development, there is outcomes, and syllabus. All of these levels
a growing convergence among Ministries are regulated in policies and frameworks. The
of Education to organise their curriculum following figure shows these levels in a narrow-
according to outcome-based education. This sense curriculum understanding.
is a shift from "input governance", focusing
on resources invested in education, to
"outcome measurement" and achievement
testing for determing if schooling has been
successful. Outcome-based education’s focus
on achievement also brings a much greater
focus on the “how” of learning and the use
13THE FOUR LEVELS: AIMS OF EDUCATION, CONTENT- OR COMPETENCE AREA,
LEARNING OUTCOMES, AND SYLLABUS
Aims of education which include the
overall purpose of education and
reflect norms and values related to an
educational operational culture.
Aims Content- or competence area which is a brief description
of Education of the overall theme to which the learning outcomes refer.
In an outcome-based curriculum, this level can either be
Content or formulated as content description or as key competences.
Competence Area
Learning Outcomes which
Learning cover the overall competences,
Outcomes including knowledge and skills,
that the pupil or student is
expected to achieve in each
subject at different levels.
Syllabus
Syllabus A document which often includes the above-mentioned aims and
learning outcomes but provides more details in terms of selection and sequence
of contents to be covered, mode of delivery, materials to be used, learning tasks
and activities, and assessment/evaluation schemes for the specific course, unit of
study or teaching subject.
14An extension of the curriculum being organised 2.5 MANDATORY VERSUS OPTIONAL
around learning outcomes is the idea of SUBJECTS
learner competences. Key competences are Some subjects in the curriculum are
like a composite of different, discrete learning mandatory, meaning that schools have an
outcomes that, when put together, result obligation to teach these subjects. This is the
in the development of capabilities in the case with ‘core subjects’, including those that
learner. For example, in HRE, let us consider may be assessed through national tests. The
one competence: "Being able to analyse and curriculum can also include optional subjects.
address a human rights problem in one’s In addition, in some country contexts, space is
community". This competence would be based given in the curriculum for regional authorities
on knowledge about different categories of to develop subjects of special importance to
human rights, skills in identifying a problem the local community.
in, for instance, the school and developing
a strategy to address it, and an attitude of In terms of optional subjects, schools may
responsibility and wanting to make a positive be encouraged to offer a subject or integrate
difference. a core theme, such as human rights, but it is
up to the school to decide. Many systems and
HRE learning outcomes might be relevant authorities adopt flexible approaches, allowing
for individual subjects by grade level, across schools some autonomy in deciding how
several years of a subject, or perhaps across much time should be allocated, in addition to
many subjects. choosing which optional subjects or themes to
offer to students.
The learning outcomes contain important
information and guidance for educators. 2.6 BINDING VERSUS INDICATIVE
However, they do not provide them with CURRICULUM
detailed information for the day-to-day Some curricula contain both a binding part and
planning of their classroom activities. This is an indicative part. The binding part constitutes
the function of the documents at the syllabus the obligatory part of the teaching, i.e. the part
level, which includes teacher guidelines, of the teaching in a subject that the teacher can
content descriptions, and other state-endorsed be held responsible for having taught.
teaching materials and pupil textbooks. These
documents provide educators with resources
and ideas to translate the learning outcomes
into interesting and effective teaching plans
and activities.
Syllabus and curriculum are sometimes used
synonymously. However, the term, syllabus, is
mostly used to describe, in detail, what should
be taught in a specific subject. At a minimum,
a syllabus will contain specific content or
themes to be addressed in the subject over the
course of the year, organised in a coherent and
sequential manner. However, this does vary
from country to country.
15IMAGINED CURRICULUM In some education systems, textbooks and
resources are binding: educators are required
An imagined curriculum is a term that to use them in their teaching. In other systems,
can be used to describe the discrepancy schools and educators have some freedom
between what one imagines is taught and in deciding syllabus and the resources to
the teaching that takes place. An example use in teaching. There might, however, be a
of an imagined curriculum concerns the recommended list of resources from which
teaching of human rights in the Danish teachers can select. Teachers may also have
public school. The imagination is that the freedom to use additional resources, for
human rights ‘permeates’ nearly all example, from the NGO sector. However,
teaching in the Danish public school, and in many countries, these still need to be
that human rights are taught in almost "approved for use" by government authorities.
all subjects. This is not in fact the case,
according to studies.7 It will be in an NHRI's interest to further HRE in
the binding part of the curriculum, particularly
if the status of HRE in the binding part of the
curriculum is weak.
The indicative part of the curricula, on the other
hand, serves as an aid to the teacher in relation
to how the binding part can unfold.
162.7 EXPLICIT VERSUS IMPLICIT HRE ASSESS IF HRE IS EXPLICITLY
CURRICULUM INTEGRATED INTO THE CURRICULUM
In some contexts, "explicit" and "implicit" HRE
curriculum are used synonymously with "direct" You can assess this by asking the following
and "indirect" curriculum, respectively. Explicit questions:
HRE curriculum means that the word "human
rights" appears in, for example, a learning • Is there a reference to the Universal
outcome. An implicit HRE curriculum for a Declaration of Human Rights and/or
subject can be a curriculum where the closest other international and regional human
to HRE is a content area or learning outcome rights standards?
that deals with, for example, "citizenship" or • Is there any mention of international
"democracy". These content areas or learning or regional human rights monitoring
outcomes may imply that the teacher includes mechanisms (e.g. UN Committee on the
human rights as a dimension in the teaching. Rights of the Child, Universal Periodic
Review, Inter-American Commission
However, for effectively furthering human rights of Human Rights ) and the way in
education, there must be an explicit focus which human rights are protected and
and reference in education policies, curricula, promoted at national level (constitution,
and teaching resources on the human rights courts, national human rights
enshrined in international or regional human institutions)?
rights instruments. • Are specific human rights and freedoms
enshrined in international and regional
treaties addressed in the curriculum
(e.g. freedom of religion, freedom of
expression, right to education)?
• Does the curriculum include teaching
and learning on human rights principles
drawing on international human rights
standards (e.g. participation, non-
discrimination, equality)?
The goal for NHRIs is to increase the explicit
integration of HRE in school curriculum. The
sample HRE curricula in Chapter Three in this
Guide includes examples of explicit HRE in the
aims of education, content areas, and learning
outcomes.
Other education fields, also mentioned in
SDG target 4.7, are education for sustainable
development and sustainable lifestyles,
peace and non-violence, global citizenship,
17and appreciation of cultural diversity and "higher-order" learning that involves, for
of culture’s contribution to sustainable example, critical thinking, creative thinking, and
development. These fields can be viewed the application of learning. Many curriculum
as interconnected in their educational aims developers refer to Bloom’s taxonomy when
and approaches to HRE and may provide an developing learning outcomes, as a reminder
opportunity for the individual teacher to include to work progressively towards more complex
HRE as a dimension in his/her teaching. learning tasks. HRE curriculum should include
However, there is no guarantee that this will experiences that work towards critical thinking
happen. and the ability to act. In other words, an HRE
curriculum should not only be focused on
NHRIs should work towards holding states learning about human rights standards, but
accountable for the incorporation of explicit also on analysing human rights issues and how
HRE into the curriculum so that it is not left to human rights can be applied in everyday life.
chance whether students will be exposed or not
to HRE. HRE uses different kinds of instructional
methods, especially those that promote
2.8 INSTRUCTIONAL METHODS critical thinking, open dialogue, and
Outcome-based education has been influenced participatory processes in the classroom.
by Bloom’s taxonomy of learning outcomes These reflect the “through” human rights of
which distinguishes between "lower-order" HRE. This methodology enables learners
kinds of learning, such as memorisation, and to achieve human rights competencies by
BLOOM’S TAXONOMY
Produce new or original work: Design, assemble, construct,
conjecture, develop, formulate, author, investigate
Justify a stand or decision: Appraise, argue, defend,
judge, select, support, value, critique, weigh
Create
Evaluate Draw connections among ideas: Differentiate, organise, relate,
compare, contrast distinguish, examine, experiment, question, test
Analyze
Apply Use information in new situations: execute, implement, solve,
use, demonstrate, interpret, operate, scedule, sketch
Understand
Remember Explain ideas or concepts
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate
Recall facts and basic concepts
define, duplicate, list, memorise, repeat, state
18being practical in orientation and providing Some outcome-based curricula explicitly refer
students with opportunities to practise human to learning methodologies while others do
rights competencies in their educational not. If the formal curriculum in your context
environment and community. HRE uses includes an integrated description of learning
learner-centred methods and approaches that methodologies, you may therefore have the
empower students and encourage their active possibility to have a structural impact on the
participation, co-operative learning, sense of learning methodologies.
solidarity, creativity, dignity and self-esteem.
HRE should be practical in relating human
rights to participants’ real-life experiences
and take place in learning environments that
respect the human rights of all participants.
LEARNER CENTREDNESS
An approach to organising teaching,
learning and assessment based on the
learner’s personal characteristics, needs
and interests.
International Bureau of Education (2013)
19CHAPTER 3
SAMPLE HRE CURRICULA
In this chapter, we introduce you to sample 3.1 AIMS OF EDUCATION
aims of education, content areas and learning On the next page you will find examples of
outcomes. This is a narrow sense curriculum existing aims of education in two national
focusing on the specific knowledge and education policies from South Africa and
skills students are expected to achieve and Denmark, respectively.
responding to the curriculum dimension in SDG
indicator 4.7.1.
20Example 1 • Extract of South Africa National Example 2 • Extract of Denmark Folkeskole/
Education Policy, 1996 Public School Act,
“4. […] (a) the advancement and protection “§ 1. The primary and lower secondary school
of the fundamental rights of every person must, in collaboration with the parents,
guaranteed in terms of Chapter 3 of the provide the pupils with knowledge and skills
Constitution, and in terms of international which prepare them for further education and
conventions ratified by Parliament, and in make them want to learn more, make them
particular the right- familiar with Danish culture and history, give
them an understanding of other countries and
i. of every person to be protected against cultures, contribute to their understanding of
unfair discrimination within or by an human interaction with nature and further the
education department or education individual student’s all round development.
institution on any ground whatsoever;
ii. of every person to basic education and Para. 2. The primary and lower secondary
equal access to education institutions; school must develop working methods and
iii. of a parent or guardian in respect of the create a framework for experience, immersion
education of his or her child or ward; and desire for action so that the pupils develop
iv. of every child in respect of his or her cognition and imagination and gain confidence
education; in their own possibilities and grounds for taking
v. of every student to be instructed in the a stand and acting.
language of his or her choice where this is
reasonably practicable; Para. 3. The primary school must prepare the
vi. of every person to the freedoms of students for participation, co-responsibility,
conscience, religion, thought, belief, rights and duties in a society with freedom and
opinion, expression and association within democracy. The school’s functioning must
education institutions; therefore be characterised by intellectual
vii. of every person to establish, where freedom, equality, and democracy.”9
practicable, education institutions based
on a common language, culture or religion,
as long as there is no discrimination on the
ground of race;
viii. of every person to use the language and
participate in the cultural life of his or her
choice within an education institution;”8
213.2 HRE CONTENT AREAS AND LEARNING OUTCOMES
The following sample HRE curricula are meant to serve as inspiration
when proposing recommendations for curriculum development on
explicit HRE in your own context. The content areas and learning
outcomes are formulated for four different subjects, using progressive
taxonomies across four levels: pre-primary and lower primary, upper
primary, lower secondary, and upper secondary, according to the division
in the International Standard Classification of Education (ISCED). The
subjects covered are History, Citizenship/Social Science, Religion, and
Environmental Studies.
HUMAN RIGHTS EDUCATION CONTENT AREAS AND LEARNING OUTCOMES FOR THE SUBJECT, HISTORY
PRE-PRIMARY AND LOWER PRIMARY UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY
(5-9 YEARS) ↓ (9 12 YEARS) - (12 15 YEARS) - (15 18+ YEARS) -
↓ ↓ ↓
CONTENT AREAS: Origins of human rights in x country and internationally
Can recognise the concept of Can paraphrase how the notion Can discuss the role of social Can discuss the extent to which
rights and duties and how this of human rights has evolved over and political movements for the collective action and changes in
relates to their basic needs as a time, for example, in relation to development of human rights in national laws over the years have
student in the class and school women, persons with disabilities, the 19th and 20th centuries in the furthered human rights from the
Can tell about basic needs as a children, indigenous peoples, country and internationally post WWII war period to today
student in school and recognise refugees Can analyse the factors that have Can apply human rights standards
equivalent rights and duties that Can illustrate different views on influenced the integration of in assessing a historical challenge,
the individual has in the class and the origins of human rights specific rights in the development both in one’s own country and
school of the constitution in country x. other countries
CONTENT AREAS: Development of human rights for groups of individuals in need of special protection
Can recall that children have rights Can explain about children’s rights Can describe the historical Can discuss the historical and
and duties related to family life and duties before and now in their challenges faced by specific current status of human rights for
Can tell about children’s rights in local community/country groups for the recognition of rights vulnerable groups in the national
the family before and now Can illustrate the key at the national level constitution and laws
developments in children’s rights Can assess the factors which Can critique how global
in their community and society have supported or hindered developments in human rights
before and now developments for increased for groups in need of special
human rights protection for protection has impacted the
specific groups protection of human rights in their
country before and now
CONTENT AREAS: Human Rights and Peace
Can recognise that the human Can recall the facts about the Can discuss the rationale for the Can talk about genocides that took
rights principle of equality can Enlightenment in the 18th century, establishment of the UN and the place in the 21st century and their
prevent conflict in everyday life in engendering human rights and international human rights system, origins
family and school ideas of equality following WWII and its efforts to Can critique efforts to secure
Can tell about situations in family Can demonstrate how respecting maintain peace peace and justice at the
and school where inequality has human rights and the human rights Can assess the root causes international level, both historically
led to conflict principle of equality has promoted of human rights violations, (e.g. Nuremberg trial) and
peace both in the past and the including the role of stereotypes currently (e.g. the International
present in their country and prejudice in processes that Criminal Court)
historically have led to human
rights abuses, both nationally and
internationally
22HUMAN RIGHTS EDUCATION CONTENT AREAS AND LEARNING OUTCOMES FOR THE SUBJECT, RELIGION
PRE-PRIMARY AND LOWER PRIMARY (5-9 UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY
YEARS) (9-12 YEARS) (12-15 YEARS) (15-18+ YEARS)
↓ ↓ ↓ ↓
CONTENT AREAS: Freedom of religion or belief
Can recall that people have different Can recall key aspects of the Can recognise the permissible Can discuss national and global
religions, beliefs and worldviews right to freedom of religion or limitations to freedom of religion developments impacting on
protected by human rights belief or belief freedom of religion or belief
Can state that having and practising Can explain that it is a human Can explain the importance of Can identify factors that promote
a religion or belief is a human right right to have, adopt, change or freedom of religion or belief for or inhibit freedom of religion or
(including not to have or practise a leave a religion or belief democracy and pluralism belief (including laws and social
religion or belief) Can talk about their own and Can differentiate between the norms)
Can list examples of how one can other people’s religion, beliefs right of the individual to freedom Can analyse the challenges to
respect other people’s right to and worldviews in a human of religion or belief, and the freedom of religion or belief in
freedom of religion or belief, in class, rights-respecting manner that protection of religions their own community/country
school or community is non-biased and without using Can exemplify the relationship
stereotypes or derogatory between freedom of religion or
language belief and other rights, including
freedom of expression and
women’s rights
CONTENT AREAS: Religion and human rights
Can repeat that different religions Can tell about teachings from Can discuss the ways in which Can exemplify how the
and worldviews exist and that these other religions, beliefs or religion can encourage, inspire, relationship between religion and
are protected by human rights worldviews that align with human and support fulfilment of human human rights is complex
Can talk about equality and non- rights principles rights Can analyse texts, traditions and
discrimination from the perspective Can identify concrete examples Can critique the extent to which values within their own religion,
of their own worldview, religion or of individuals and groups religion can be an obstacle to the belief or worldview that align with
belief who have defended human enjoyment of human rights human rights principles of dignity,
rights from a religious/belief equality and non-discrimination
perspective Can evaluate the different roles
that religion plays in supporting or
hindering human rights nationally,
regionally and/or globally
23HUMAN RIGHTS EDUCATION CONTENT AREAS AND LEARNING OUTCOMES FOR THE SUBJECT, ENVIRONMENTAL STUDIES
PRE-PRIMARY AND LOWER PRIMARY (5-9 UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY
YEARS) (9-12 YEARS) (12-15 YEARS) (15-18+ YEARS)
↓ ↓ ↓ ↓
CONTENT AREAS: The Environment and Human Rights
Can recall how a safe, clean and Can describe in own words how Can tell about specific human rights Can describe the root causes of
healthy environment is linked to the the right to health, the right to obligations of the government environmental crises and the human
child’s right to health life and other human rights are which are linked to a safe, clean and rights implications of these crises
Can identify actions that can be linked to a safe, clean and healthy healthy environment Can develop ideas and proposals
taken in their class to support that environment Can demonstrate how the health of for furthering a safe, clean, healthy
the school promotes the right to Can tell about groups and the environment can affect human and sustainable environment while
health for a safe, clean and healthy organisations who promote human rights of certain groups in the respecting human rights
environment rights related to a safe, clean and community, for example indigenous
healthy environment peoples and children
Can illustrate how the right to be
heard is linked to the protection of
the environment
CONTENT AREAS: Sustainable Development and Human Rights
Can recall that human rights are Can exemplify how human rights Can tell about the human rights Can explain the barriers to
linked to sustainable development are linked to the three dimensions obligations of government related to sustainable development in their
Can recognise that the earth’s of sustainable development sustainable development context and the extent to which
resources are limited and that not all Can articulate ways in which Can discuss whether discrimination human rights can help address them
people have equal access to these different actors in society and inequalities are an obstacle for Can discuss trade-offs in
resources have an impact on sustainable sustainable development in their government decisions related to
development and human rights country sustainable development and the
Can analyse how certain groups role that human rights can play
globally have unequal access to Can question the impact of different
resources and services and relate development models on the
this to human rights enjoyment of human rightsHUMAN RIGHTS EDUCATION CONTENT AREAS AND LEARNING OUTCOME FOR THE SUBJECT, CITIZENSHIP AND SOCIAL STUDIES
PRE-PRIMARY AND LOWER PRIMARY UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY
(5-9 YEARS) (9-12 YEARS) (12-15 YEARS) (15-18+ YEARS)
↓ ↓ ↓ ↓
CONTENT AREAS: Children’s Rights and Human Rights
Can recall that all children have Can explain the links between Can repeat key features and Can explain the evolving nature of
rights and why there is a need for human rights and human rights differences between regional human rights
rights obligations and international human rights Can draw connections between a
Can recall specific children’s rights Can explain why certain groups standards topical issue in their community
in the UN Convention on the Rights are in need of special human Can explain how regional and and human rights e.g. related
of the Child rights protection, including international human rights are to social media platforms, the
children, women and girls, and protected in their national systems environment, gender etc.
other vulnerable groups in context e.g. in their Constitution Can develop arguments to resolve
Can identify human rights in the Can examine critical human rights situations where different human
Universal Declaration of Human challenges in their community and rights seem to compete or conflict
Rights society and factors contributing to with each other
Can illustrate important human supporting or undermining human
rights issues in relation to key rights and children’s rights
areas of life for themselves and
others (e.g. school, family and
community)
CONTENT AREAS: National and International Systems of Human Rights Protection
Can tell about the basic concept of Can recall what makes rules just Can recall how international Can discuss the workings of the
rights and duties with reference to or unjust according to human human rights systems interact with international human rights system
human rights rights values national systems Can examine different justice
Can describe how to use Can assess the root causes of systems at the local, national and
complaint mechanisms for the major human rights issues at the global levels and evaluate if and
protection of their own rights in local, national and global levels how they support or inhibit human
the family, school, or community Can explain the human rights rights
Can explain how the protection values of transparency and Can produce an analysis of the
of human rights for children has accountability for the rule of law status of a human rights issue in
evolved over time in their national Can discuss how one can raise a their country and the way in which
systems human rights issue in their national national and international factors
system have an impact
CONTENT AREAS: Equality and Non-Discrimination
Can recall that all children have Can explain the unjust when Can explain in own words the key Can discuss how international
equal rights some groups of children are content of non- discrimination standards on equality and non-
Can discuss why not all children treated differently solely because treaties, such as CEDAW, CERD discrimination are included in
enjoy rights in the same way of their characteristics and CRPD national constitutions or laws
Can explain gender equality as a Can give examples of grounds of Can give examples of Can assess a current national
human right discrimination as per international discriminatory behaviour and situation against international
human rights standards practices in their community that or regional standards on non-
Can identify the basic human are not in keeping with human discrimination and equality
right of equality and non- rights Can produce an analysis of
discrimination Can analyse the factors in their measures that need to be taken
Can apply the principle of equality context that cause or reinforce in their community to address
and non-discrimination to gender discriminatory practices discrimination and further equal
and gender identity in school opportunities
25CHAPTER 4
INTEGRATING HRE IN THE CURRICULUM STEP-BY-STEP
In this chapter, we take you Step-by-Step through the curriculum development process.
STEP 1: In Step 1, we introduce the first measures to be taken to ascertain your state's human
rights obligations in relation to human rights education and the nature of your national
curriculum.
STEP 2: In Step 2, we explore the key processes and stakeholders in curriculum development.
STEP 3: In Step 3, we introduce two tools for mapping and determining the status of HRE in the
curriculum, as the basis for a data-driven dialogue with national education stakeholders.
STEP 4: In Step 4, we provide guidance on some of the questions that can help inform different
HRE curricula strategies.
STEP 5: In Step 5, we develop HRE learning outcomes.
STEP 6: In Step 6, we introduce some considerations for strengthening monitoring and evaluation
of human rights education at the national level.
26STEP 1: The information collected under this step
KNOW THE HUMAN RIGHTS provides you as an NHRI with a good starting
OBLIGATIONS YOUR STATE HAS point for deciding on your HRE curricula
IN RELATION TO HUMAN RIGHTS strategy based on applicable human rights
EDUCATION AND UNDERSTAND YOUR standards. It also provides some first
NATIONAL CURRICULUM FRAMEWORK. indications as to which part of the national
The first step in the HRE curriculum curriculum you might aim to change to best
development process or assessment is integrate HRE. For instance, you might want to
to understand your state's international propose changes in the mandatory and binding
obligations in relation to HRE and the part of the national curriculum and ensure that
manner in which your national curriculum is explicit HRE is strengthened in this part of the
constructed. curriculum. This could be, for example, instead
of suggesting changes in the indicative part of
The following are some of the important the curriculum in a proportionally small region
aspects to explore. with a decentralised curriculum.
• What are the applicable human rights
provisions/obligations regarding HRE for
your country? THE HUMAN RIGHTS GUIDE TO THE
• How do teachers learn about the subject- SUSTAINABLE DEVELOPMENT GOALS
specific curriculum? Is it through text books (SDGS)
or syllabi from which they create or adapt
lessson? The Human Rights Guide to the SDGs is a
• Is the curriculum content-based or outcome- multilingual database connecting specific
based? provisions of more than 50 global and
• Is the curriculum centralised or decentralised regional human rights instruments to the
with regional differences? SDGs.
• How is the curriculum built up? Is there
a binding and an indicative part of the You can use it to identify the specific
curriculum? human rights obligations your country has
• What are the content areas and learning in relation to human rights education.
outcomes for each stage of schooling?
• What are the subjects associated with each Just search SDG 4, Target 4.7 and your
grade level? Which are mandatory? Which country
are optional? How many hours a week are the
classes supposed to meet? You can find it her http://sdg.
• How is subject-specific curriculum conveyed? humanrights.dk/
Are there learning outcomes organised by
school level and/or by subject across grade
levels?
• How do teachers learn about the subject-
specific curriculum? Is it through text books
or syllabi from which they create or adapt
lesssons?
27UNDERSTANDING THE OVERALL STEP 2:
STRUCTURE OF YOUR NATIONAL IDENTIFY THE KEY PROCESSES AND
EDUCATION SYSTEM STAKEHOLDERS FOR CURRICULUM
DEVELOPMENT
If you are not familiar with the overall Planned curriculum reviews are natural
structure of your national education system opportunities to integrate HRE in the national
for primary and secondary schools, you school curriculum. It is thus important to
may want to familiarise yourself with basic familiarise yourself with these processes in your
information such as: country, including gaining an overview of the
authorities and stakeholders that are engaged in
• the governance structure at the national, these processes. Data collection and mapping
regional and local levels; activities on the degree of integration of human
• long-term, mid-term and short-term rights education in national curriculum may
education planning instruments (including also offer important opportunities for dialogue
national social and economic development and stakeholder engagement outside of these
plans); structured processes that could be a catalyst for
• required years of schooling; change.
• numbers of schools and students;
• participation and graduation levels, taking
into account gender and vulnerable
groups; WHAT IS A CURRICULUM REVIEW CYCLE?
• the proportion of public and private
schools and how national curriculum A systematic approach to evaluating,
standards are applied in the private sector; reviewing and revising curriculum within a
• any national assessments or exams specific timeframe which aims to identify
administered to students; gaps and weaknesses with a view to
• the statistics that are regularly collected by increasing curriculum effectiveness and
schools and the Ministry of Education. continually improving student learning
experiences. Normally it involves several
This information should be available on the phases including: research and selection;
website of the Ministry of Education. Some revision and development; implementation;
of the information can also be accessed in and evaluation and monitoring.
UNESCO Education Policy Reviews or the
OECD's Educaton Policy Outlook-Country Source: International Bureau of Education
Profiles. http://www.ibe.unesco.org/en/glossary-
curriculum-terminology/c/curriculum-
review-cycle
Either way it is important to identify the national
body that has the official mandate to develop
school curriculum. In some countries, there
may be a specialised department in the Ministry
of Education responsible for issuing national
curriculum standards. In other contexts,
28there may be autonomous bodies that have and then decide to strategise towards having
important advisory roles in this regard. an impact on the common levels in order to
maximise impact and get the most out of
your efforts. However, even in decentralised
education systems, the Ministry of Education
is responsible for establishing standards and
In Singapore’s highly centralised NHRIs will want to engage with them.
education system, the Ministry of
Education’s Curriculum Planning and What are the Processes for Curriculum
Development Division is responsible for Review?
designing formal curricula, including A full review of the national curriculum does
learning outcomes; developing teaching not happen very often, typically every ten
approaches and assessment strategies; years. However, reviews of subject syllabi and
and formulating instructional resources to associated learning supports, such as pupil
support curriculum implementation.10 textbooks, might take place more frequently,
depending upon the capacity of the Ministry of
Hong Kong has a Curriculum Development Education.
Council, a freestanding advisory body
appointed by the government to develop Curriculum review processes often include the
curriculum and work with the territory’s following:
Student Examinations and Assessment
Authority (HKEAA). • Curriculum Review Team, including subject
specialists from or appointed by the Ministry
In Australia, the Australian Curriculum of Education. This team might include staff
Assessment and Reporting Authority from higher education faculties and school
and the Board of Studies, Teaching and teachers
Educational Standards in the Australian • Curriculum Writing Team, with the same
State of New South Wales are autonomous specialist composition as the Review Team
advisory bodies that bring together • Technical Reference Group, representing
stakeholders to develop both curriculum different stakeholder groups such as
and national or state-wide student teachers, teacher trainers, and school
assessments.11 administrators
In more transparent curriculum development
processes, teachers, NGOs, NHRIs, and rights-
In countries with a decentralised education holders (indigenous peoples, persons with
system, state or provincial governments have disabilities, ethnic minorities etc.) are given the
control on creating all or part of the curriculum opportunity to comment on draft curriculum
for their geographical region. In these through public comments, workshops,
instances, NHRIs may need to engage with websites, and social media.
educational stakeholders at the sub-national
level and with specific groups of rights-holders,
whose rights should be reflected in the
curricula (e.g. indigenous peoples and persons
with disabilities). It might be worth considering
what are the common factors in the curriculum
29You can also read
