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Ilimin kare hakkin dan adam

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Ilimin kare hakkin dan adam
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Ilimi na haƙƙin ɗan Adam (HRE) shine tsarin ilmantarwa wanda ke neman gina ilimi, dabi'u, da ƙwarewa a cikin haƙƙoƙin da kowane mutum ya cancanci. Wannan ilimi yana koya wa ɗalibai su bincika abubuwan da suka faru daga ra'ayi wanda ke ba su damar haɗa waɗannan ra'ayoyin cikin dabi'un su, yanke shawara, da yanayin yau da kullun.[1] A cewar Amnesty International, HRE wata hanya ce ta karfafa mutane, horar da su don haka ƙwarewarsu da halayensu za su inganta mutunci da daidaito a cikin al'ummominsu, da kuma ko'ina cikin duniya.[2]

"Tsarin Tattalin Arziki da 'Yancin Jama'a na Kasa" ya bayyana muhimmancin rashin nuna bambanci a cikin HRE. Dole ne gwamnatoci su tabbatar da cewa ana aiwatar da shi ba tare da nuna bambanci ga launin fata, jinsi, launi, addini, yare, asalin ƙasa ko zamantakewa ba, siyasa ko ra'ayi na mutum, haihuwa, ko kowane matsayi. Dukkanin dalibai, iyaye, da al'ummomi suna da 'yancin shiga cikin yanke shawara da ke shafar makarantun su da kuma' 'yancin ilimi.[3]

Tarihi

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An amince da "Sanarwar 'Yancin Dan Adam ta Duniya" a matsayin takarda mai mahimmanci a tarihin' yancin dan adam. Ya bayyana cewa haƙƙin ɗan adam na asali yana buƙatar kariya kuma kowane mutum yana da 'yanci da' yanci ta hanyarsa. An yi imanin cewa wannan shine takarda mafi tasiri da aka yi amfani da shi don tantance abin da ya cancanci a matsayin haƙƙin ɗan adam da kuma yadda za a aiwatar da waɗannan ra'ayoyin da haƙƙoƙi a rayuwar yau da kullun. An fassara shi cikin harsuna sama da 500, a duk duniya [4] kuma wakilan daga kasashe da yankuna daban-daban ne suka tsara shi tare da ƙwarewar shari'a da al'adu daban-daban. Majalisar Dinkin Duniya ta amince da sanarwar a ranar 10, ga Disamba, 1948, wanda ya sanya wannan Ranar 'Yancin Dan Adam ta shekara-shekara tun daga lokacin.[5] Har zuwa yau, tarin labarin 30, ya tsaya kuma ya bayyana cewa wannan takardar, "ma'auni ne na nasara ga dukkan mutane da dukkan al'ummomi".[6]

An yi magana game da ilimi a kan waɗannan manufofi a cikin 1953, tare da Shirin Makarantu na UNESCO, wanda ya zama "ƙoƙarin farko na koyar da haƙƙin ɗan adam a cikin saitunan makaranta na al'ada".[7] An karfafawa kan ilimantar da tsararraki masu zuwa a cikin 1995, tare da farkon Shekaru goma na HRE="./United_Nations" id="mwJQ" rel="mw:WikiLink" title="United Nations">Majalisar Dinkin Duniya don HRE. Bukatar farko ta musamman duk da haka ta zo ne a cikin labarin UNESCO na 1974, "Sakamako game da Ilimi don Fahimtar Kasa da Kasa, Haɗin Kai da Zaman Lafiya, da Ilimi da ya shafi 'Yancin Dan Adam da' Yancin Tushen". Wadanda suka halarci Taron Kasa da Kasa kan Koyar da 'Yancin Mutum sun haɗu a 1978, don samar da takamaiman ma'anar abin da za a buƙaci a cikin tsarin karatun.[8] Manufofin da Majalisa ta amince da su sun haɗa da ƙarfafa halayen haƙuri tare da mai da hankali kan girmamawa, samar da ilimin haƙƙin ɗan adam a cikin mahallin ƙasashe da na duniya da kuma aiwatarwa, kuma a ƙarshe haɓaka wayar da kan jama'a game da haƙƙin ɗanɗano da ke fassara zuwa gaskiya ko zamantakewa ko siyasa a matakin ƙasa da na duniya.

Ilimi na 'Yancin Dan Adam ya zama damuwa ta kasa da kasa bayan Taron Duniya kan' Yancin Dan Adam a 1993. Wannan taron ya kawo batun koyarwa ta hanyar da ta dace ga kasashe da yawa, kuma a ƙarshe Majalisar Dinkin Duniya, kulawa. A cikin 1995, Majalisar Dinkin Duniya ta amince da Shekaru goma na HRE, wanda ya sake fasalin manufofin aikace-aikacen.[9] Tun daga wannan ci gaban da Majalisar Dinkin Duniya ta yi, an haɓaka shigar da HRE a cikin tsarin karatun makaranta na yau da kullun kuma ya bambanta tare da taimakon kungiyoyi masu zaman kansu, kungiyoyi masu haɗin gwiwa, da mutane da suka sadaukar da kansu don yada batun ta hanyar ilimi na yau da kullum.

Cibiyar Ilimi ta Asiya-Pacific don Fahimtar Kasa da Kasa (APCEIU) da Tasirin Ilimi na Majalisar Dinkin Duniya sun shirya taron Ilimi na Duniya na Majalisar Dattijai na 2018, a hedkwatar Majalisar Dinkinobho a Birnin New York. Wadannan tarurruka suna taimakawa ci gaban HRE ta hanyar kawo mutane tare don samar da sababbin ra'ayoyi da ra'ayoyin don inganta motsi.[10] Masu ba da shawara ga HRE sun yi imanin cewa yana da mahimmanci saboda yana ba da kuma yada ƙamus na haƙƙin ɗan adam kuma yana ba wa ɗalibai damar ɗaukar mahimman ra'ayi game da haƙƙin ɗan ƙasa.

Ci gaba da bunƙasa

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Bukatar HRE ta ci gaba da girma a duniya a cikin 2022, a matsayin Yarjejeniyar Duniya ta Majalisar Dinkin Duniya, [11] tare da hadin gwiwar Ka'idojin Ilimi na Gudanarwa, ta gayyaci kamfanoni su sanya hannu kan wasikar budewa da ke kira ga cibiyoyin ilimi don haɗa batutuwan kasuwanci da haƙƙin ɗan adam a cikin tsarin karatun su.[s]"An fara wannan ne saboda wadannan kungiyoyi sun yi imanin cewa, "cibiyoyin ilimi suna da matsayi mai kyau don shirya shugabannin kasuwanci na gaba don sarrafa tasirin haƙƙin ɗan adam na kamfanonin su. "[12]

Ofishin Babban Kwamishinan 'Yancin Dan Adam (OHCHR) ya ci gaba da inganta HRE ta hanyar tallafawa shirye-shiryen kasa da na gida don HRE a cikin mahallin Shirye-shiryen Haɗin Kai na Fasaha [13] da kuma ta hanyar ACT Project wanda ke tallafawa ayyukan ƙauyuka. [14] ACT ko Mataimakin Al'ummomi Tare shine hadin gwiwa tsakanin OHCHR da Shirin Ci Gaban Majalisar Dinkin Duniya (UNDP) don samar da tallafi ga kungiyoyin farar hula da ke aiwatar da ayyukan kare hakkin dan adam a cikin al'ummomin yankin.[15] OHCHR kuma tana kula da daidaita Shirin Duniya na Ilimi na 'Yancin Dan Adam wanda ke da niyyar, " inganta fahimtar ka'idoji da hanyoyin ilimin' yancin dan adam, don samar da tsari na aiki da kuma karfafa haɗin gwiwa da hadin gwiwa daga matakin kasa da kasa zuwa ga asali. " Wannan shirin ne mai sauyawa, ba kamar na shekaru goma ba. Yana mai da hankali kan wani batu daban-daban a kowane 'yan shekaru kuma yana ƙoƙarin ƙarfafa HRE ta wata hanya daban.[16]

Ilimi

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OHCHR ta haɓaka kayan horar da ilimin haƙƙin ɗan adam da kayan aikin albarkatu kamar Database kan ilimin haƙƙin bil'adama da Horarwa, [17] da Resource Collection on Human Rights Education and Training, [18] da kuma sashin yanar gizo akan Universal Declaration of Human Rights. [4]

HRE kamar yadda aka fara bayarwa a cikin tsarin karatun makaranta. Misali, batutuwa masu alaƙa kamar Tarihi, Siyasa da Citizenship sun haɗa da horar da haƙƙin ɗan adam, amma kuma akwai darussan na musamman, kamar "Human Rights", wanda aka bayar a matsayin wani ɓangare na shirin Baccalaureate na Duniya don ɗaliban makarantar sakandare. Don wuce karatun ana buƙatar ɗalibai suyi karatu na tsawon shekaru biyu, suyi jarrabawar ƙarshe kuma su samar da darussan. A matsayin wani ɓangare na shirin difloma, ɗalibai na iya zaɓar rubuta Extended Essay on Human Rights a cikin nau'in takardar bincike na kalmomi 4000. (Za a iya samun tsarin IB na 'Yancin Dan Adam wanda ya haɗa da ka'idojin kimantawa, da kuma jagora don Ƙungiyar'IB 'Yancin Dan Adam ta Duniya, amma a nan akwai karamin ɓangare: IB Human Rights)

Wasu birane a duniya sun karɓi dokar birni don samun nasarar motsa HRE a makarantun jama'a, a matsayin misali na Shirin Municipal na HRE na birnin São Paulo (Dokar No 57.503, DE 6 DE Dezembro de 2016), a Brazil.[19]

Misalai

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Akwai samfuran guda huɗu da suka fito don taimakawa rarraba HRE a cikin bangarorin ilimi na al'ada da na al'adu: dabi'u da wayar da kan jama'a, lissafi, canji, da zamantakewar zamantakewa. Don taimakawa jagorantar HRE a cikin madaidaiciyar hanya, sun kafa "ƙoƙin, ƙungiyoyin da aka yi niyya da sauran abubuwa masu amfani na shirye-shiryen ilimi, kamar abun ciki da hanyoyin".[20]

1.Daraja da wayar da kan jama'a The Values and Awareness Model yana mai da hankali kan watsa "masu ilimin al'amuran haƙƙin ɗan adam da inganta haɗin kai cikin dabi'un jama'a. " Wannan samfurin shine abin da mutane ke tunani game da lokacin da haƙƙin ɗan Adam ke damuwa da masu sauraro, jama'a gaba ɗaya, fahimtar haƙƙin ɗan'uwan duniya da kuma al'amarin al'adu.[21] Wata hanyar da za a bayyana shi ita ce a ce "wannan samfurin yana mai da hankali kan ilimin batutuwan kare hakkin dan adam da hadewa da dabi'un jama'a".[22]

2.Hakki Tsarin Hakki yana da alaƙa da tsarin shari'a da siyasa ga haƙƙin ɗan adam wanda masu koyo suka riga sun shiga ta hanyar matsayi na ƙwararru. An kafa samfurin ta hanyar horo da sadarwar, wanda ke rufe batutuwa kamar shari'o'in kotu, ka'idojin ɗabi'a, da kuma yadda za a magance kafofin watsa labarai.[23] Wannan samfurin "yana da alaƙa da mutum da aikinsa na sana'a" kuma, "yana da hankali ga shigar da HRE a cikin horar da ma'aikatan gwamnati don taimakawa tabbatar da cewa suna mutunta haƙƙin ɗan adam wajen aiwatar da ayyukansu. "[24]

3.Canji Wannan tsarin ilimi yana mai da hankali kan bangarorin ilimin halayyar dan adam da zamantakewa na haƙƙin ɗan adam. Batutuwan da wannan samfurin yake da tasiri sune wadanda suka hada da mutanen da ke da rauni da mutanen da suka sami abubuwan da suka faru da batun ya haifar, kamar mata da 'yan tsiraru. Misali yana da niyyar karfafa mutum, kamar wadanda ke fama da cin zarafi da rauni. An tsara samfurin ne don fahimtar cin zarafin haƙƙin ɗan adam amma kuma an himmatu ga hana waɗannan cin zarafin.[25] Tsarin canji, "ya nuna karfafawa ga kungiyoyin marasa galihu don shirya gaba ɗaya, ba kawai don aiwatar da gwagwarmayar kare hakkin dan adam ba amma don ci gaba da canjin zamantakewa gaba ɗaya. " Shi ne, "an bayyana shi daidai kamar inganta burin canjin zamantakewar al'umma, ya haɗa da "gwagwarmaya" gami da aikin hadin gwiwa da ci gaban al'umma da kuma aiwatar da ayyukan mutum don rage keta doka a rayuwar mutum da kuma yanayin nan gaba. "[26]

4. Tsarin zamantakewa na Munir na ilimin haƙƙin ɗan adam Wannan samfurin shine tsarin haɗin kai na Munir Moosa Sadruddin game da amfani da HRE ga malamai, malamai da masu koyo. Ya shafi tsarin ilimi na al'ada, na al'adu da na al'umma a kasashe masu tasowa, masu tasowa da na duniya ta uku.

A ra'ayin Munir, ya kamata a rarraba ayyukan ilimin haƙƙin ɗan adam zuwa ilimi na al'ada, na al'adu, da kuma ba na al'umma ba. Ilimi na al'ada shine tushen koyon haƙƙin ɗan adam ga yara da mata waɗanda ke cikin al'ummomin da aka ware, waɗanda ba su da damar samun ilimi na al'adu ko wanda ba na al'umma ba, yayin da ilimi na al-ada da wanda ba na yau da kullun ba shine hanyar koyon haƙƙoƙin ɗan adam ga duk wanda ke da damar samun ilimin ilimi na al al'ada. HRE yana da mahimmanci ga dukansu. Sai dai idan muka karɓi HRE a cikin saitunan ilimi na al'ada, daidai da ilimi na al-ada da na al'adu, mai yiwuwa ne cewa waɗannan matasa za su karkata ga tashin hankali da tsattsauran ra'ayi.

HRE ya kamata ya fara ne ta hanyar kimanta yanayin zamantakewa da al'adu da kuma niyyar siyasa. Menene ayyukan akidar wata ƙasa? Shin akwai karɓar jama'a ga duk dabi'un HR? Waɗanne dabi'un HR ne masu mahimmanci don tattauna? Menene al'adun al'adu a kan dabi'un HR? Bugu da ƙari, ƙuntatawa na ilimi da masu tsatstsauran ra'ayi suka ɗora a sassa da yawa na duniya watakila sun hana masu tsara manufofi daga yada dabi'un HR. Bugu da kari, yawancin kasashe masu tasowa da na duniya ta uku masu karfi suna adawa da dokokin haƙƙin ɗan adam da dabi'u na yamma kuma suna la'akari da shi azaman makami na siyasa don cutar da tsarin darajar al'adu. Saboda haka ya dace a haskaka yanayin zamantakewa da al'adu, dabi'u masu karɓa, da dabi'un da ke rikici.

mataki na gaba shine fahimtar da kimanta ƙarfin yanayin muhalli, watau, haɗuwa da bambancin haƙƙin ɗan adam. Yana kimanta haɗari da damar HRE a matakai da yawa, watau, lafiyar mutum, al'umma, da matakin yin manufofi.

mataki na uku shine matakin ɗabi'a. Tunanin ɗabi'a da mallakar ɗabi'u suna cikin ikonsa.

Mataki na huɗu shine kimanta ilimi da halin da ake ciki game da HR. A matsayin madadin, ethnography na iya aiki. Bayan wucewa matakan farko, ya kamata a yanke shawara game da abun ciki na HRE.

abu mafi mahimmanci shine ƙara ilimin abun ciki na gida akan HRE da kuma tace ilimin HR na duniya wanda ya fi dacewa da yanayin zamantakewa da al'adu na wannan ƙasa. Daidaitawa na iya aiki amma duk albarkatun ya kamata su dace da zamantakewa da al'adu. Ya kamata ya fara da na gida kuma ya sauya zuwa duniya. Na gaba, ƙwarewar ikon kai kamar tunani mai mahimmanci, yanke shawara mai ma'ana, nazarin halin da ake ciki, ƙwarewa ta zamantakewa da na son rai, ilimin dijital, gina zaman lafiya, tattaunawa, da dai sauransu. Na gaba akwai dabi'u, waɗanda ya kamata a tattauna su tare da yanayin al'adu. A ƙarshe, koyar da HRE kadai ba ya tabbatar da cewa za a sami zaman lafiya da hadin kai a duniya. Ainihin gwajin litmus yana faruwa a cikin al'umma ta hanyar nuna halayen da ayyuka a hanyar da aka ɗore wanda sau da yawa ana watsi da shi.[27]

Majalisar Dinkin Duniya

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Babban Kwamishinan Majalisar Dinkin Duniya na Ingantawa da Kare dukkan 'Yancin Dan Adam yana aiki a matsayin mai kula da shirye-shiryen Ilimi da Bayanan Jama'a na Majalisar Dinkinobho a fannin' yancin dan adam.[28]

Babban Taron Majalisar Dinkin Duniya ya ayyana shi a matsayin tsakiya ga cimma hakkokin da aka tsara a cikin Universal Declaration of Human Rights (UDHR): [29]

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

— Article 26.2 of the Universal Declaration of Human Rights

Mataki na 26.2 na UDHR ya bayyana rawar da malamai ke takawa wajen cimma tsarin zamantakewa da sanarwar ta kira:

The World Conference on Human Rights reaffirms that States are duty-bound, as stipulated in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights and in other international human rights instruments, to ensure that education is aimed at strengthening the respect of human rights and fundamental freedoms.

— Paragraph 33, section 1 of the Vienna Declaration and Programme of Action[30]

Mataki na 29 na Yarjejeniyar kan 'Yancin Yara yana buƙatar jihohi su tabbatar da cewa yara suna da damar haɓaka girmamawa ga al'adunsu, yare da dabi'u da al'adu, harshe da dabi'un wasu.[31]

Majalisar Dinkin Duniya ta sake tabbatar da muhimmancin haƙƙin ɗan adam a cikin Sanarwar Vienna da Shirin Aiki na 1993:

States should strive to eradicate illiteracy and should direct education toward the full development of the human personality and to the strengtheng of respect for human rights and fundamental freedoms. The World Conference on Human Rights calls on all States and institutions to include human rights, humanitarian law, democracy and rule of law as subjects in curricula of all learning institutions in formal and non- formal settings. Human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights.

— Paragraph 79 and 80, section 2 of the Vienna Declaration and Programme of Action

Building on the achievements of the United Nations Decade for Human Rights Education (1995-2004), the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots.

— United Nations High Commissioner for Human Rights website[32]

A sakamakon sanarwar Vienna an ayyana shekaru goma daga 1995, zuwa 2004, a matsayin Shekaru goma na Ilimi na 'Yancin Dan Adam na Majalisar Dinkin Duniya.[33][34]

UNESCO tana da alhakin inganta ilimin haƙƙin ɗan adam, kuma ta kasance babban mai shirya Shekaru goma na Majalisar Dinkin Duniya don Ilimin haƙƙin ɗanɗano.[35] UNESCO na ƙoƙarin inganta ilimin haƙƙin ɗan adam ta hanyar: [36]

  • Ci gaban ƙwarewar ƙasa da na gida don ilimin haƙƙin ɗan adam, ta hanyar hadin gwiwa a cikin ayyukan ci gaba da shirye-shirye a matakin ƙasa da na yanki.
  • Shirya kayan ilmantarwa da wallafe-wallafen da fassarar su da daidaitawa a cikin harsuna na ƙasa da na gida.
  • Advocacy da Ayyukan Cibiyar sadarwa.

Bayan Shekaru goma na Ilimi na 'Yancin Dan Adam, a ranar 10, ga Disamba 2004, Babban Taron ya ayyana Shirin Duniya na Ilimi da' Yancin Dan Adam.  

Ƙungiyoyi

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Kungiyar Larabawa don 'Yancin Dan Adam kungiya ce mai zaman kanta mai zaman kanta da ke zaune a Tunisia. An kafa shi a cikin 1989, a kan shirin Ƙungiyar Larabawa don 'Yancin Dan Adam, Ƙungiyar Lauyoyi ta Larabawa, da Ƙungiyar Tunisiya don' Yancin Dan Adam kuma tare da goyon bayan Cibiyar Majalisar Dinkin Duniya don' Yanayin Dan Adam. Cibiyar ta sami lambar yabo ta UNESCO ta Duniya don Ilimi na 'Yancin Dan Adam na shekara ta 1992.Manufofin: Cibiyar Larabawa ta 'Yancin Dan Adam tana da niyyar inganta al'adun' yancin ɗan adam, siyasa, tattalin arziki, zamantakewa da al'adu, kamar yadda aka tsara a cikin Universal Declaration of Human Rights da tarurruka na duniya, da kuma karfafa dabi'un dimokuradiyya da zama ɗan ƙasa.

Kungiyoyi irin su Cibiyar Kare Hakkin Dan Adam ta Indiya, [37] Amnesty International da Human Rights Education Associates (HREA) [38] suna inganta ilimin haƙƙin ɗan adam tare da shirye-shiryen su, [39] suna gaskata "cewa ilmantarwa game da haƙƙin ɗan Adam shine mataki na farko don girmamawa, ingantawa da kare waɗannan haƙƙin".[40]

Kungiyoyin kare hakkin dan adam suna da niyyar kare hakkin dan Adam a matakai daban-daban wasu sun fi takamaiman yankuna, wasu sun dogara ne akan tasirin gwamnati, wasu ba riba ba ne kuma ilimi ne, yayin da wasu musamman suna da niyya don kare wani rukuni na mutane. Wadannan sune kungiyoyi tare da taƙaitaccen bayanin manufofinsu, masu sauraro da aka yi niyya, da kuma alaƙa.

A cewar Ofishin Babban Kwamishinan 'Yancin Dan Adam (OHCHR), ana kimanta kowane gabatarwar ko mai zaman kansa ko na jama'a, gwamnati ko NGO dangane da mahallin da ke biyowa: dacewa, tasiri, asali, sauƙin amfani, daidaitawa, dorewa, kusanci, da haɗin kai. Kowane fasalin da aka yi bayani dalla-dalla a cikin labarin Ilimi na 'Yancin Dan Adam a cikin Tsarin Makaranta na Turai, Asiya ta Tsakiya, da Arewacin Amurka: A Compendium of Good Practice . [41]

Hukumar Afirka kan 'Yancin Dan Adam da Jama'a [42] Wannan hukumar tana da alhakin saka idanu kan kare' yancin dan adam da kuma tabbatar da kariya da inganta wadannan hakkoki. Har ila yau, an ɗora masa alhakin fassara Yarjejeniyar Afirka kan 'Yancin Dan Adam da Jama'a. Wannan kwamiti yana iyakance ga nahiyar Afirka da ƙasashen da ke ciki.

Amnesty International[43] Daya daga cikin manyan kungiyoyin kare hakkin dan Adam, Amnesty International ta hada da mutane miliyan 2.2, daga kasashe sama da 150.  Kungiyar ta shafi bincike da kuma daukar matakai don hanawa da kawo karshen take hakkin dan Adam.  Sun kuma mayar da hankali wajen neman adalci kan laifukan da aka riga aka aikata .

Hukumar Kare Hakkin Dan Adam ta Asiya [44] Manufofin AHRC sune "kariya da inganta haƙƙin ɗan adam ta hanyar saka idanu, bincike, da kuma ba da shawara da ɗaukar matakan hadin kai". Wannan kwamiti yana iyakance ga nahiyar Asiya da ƙasashen da ke ciki.

Asusun Tsaro na Yara yana ƙoƙari ya kirkiro manufofi da shirye-shirye don tabbatar da daidaito ga dukan yara. Suna aiki don rage yawan talauci na yara da kuma kare yara daga cin zarafi da sakaci. Mambobin CDF suna aiki a matsayin masu ba da shawara ga yara don taimakawa tabbatar da cewa ana bi da su daidai kuma suna da 'yancin kulawa da ilimi a nan gaba.

Kwamishinan 'Yancin Dan Adam, Majalisar Turai [45] Hukumar wata hukuma ce mai zaman kanta wacce ke inganta wayar da kan jama'a game da' yancin dan adam a cikin kasashe arba'in da bakwai na Majalisar Turai. Tun da yake yana da irin wannan yanki mai zurfi na damuwa manufarsa ita ce ta fi karfafa gyare-gyare kuma yana ɗaukar "ƙarin farawa bisa tushen amintaccen bayani game da take hakkin dan adam" maimakon yin aiki akan korafe-korafe na mutum.

Mai ba da shawara ga Tarayyar Turai [46] Wannan kungiya ta wanzu don bincika korafe-korafe game da rashin kulawa da ke faruwa a cikin cibiyoyi da hukumomin Tarayyar Tarayyar Yuropa.

Facing History and Ourselves [47] Wannan kungiyar Amurka da ta haɓaka kan layi tana da niyyar samar da bayanai don bincika "yadda al'ummomi ke ƙoƙarin sake ginawa, gyarawa, da kawo ma'anar adalci da tsaro ga 'yan ƙasa bayan rikici da kisan kare dangi". Kamar yadda batutuwan da wannan kungiya ke damuwa da su sun fi girma da hankali fiye da wasu, an tsara wannan shirin ne don dalibai a tsakiya, makarantar sakandare, da kuma matakin jami'a. Tsarin ya tsara shirinsa musamman bisa ga nazarin shari'o'i huɗu: Jamus, Rwanda, Arewacin Ireland, da Afirka ta Kudu. Wannan hanya ta tabbatar da taimako don nazarin yadda mutane, kungiyoyi, da gwamnatoci suka inganta "tsayawa, tsaro, sulhu, zama tare da / ko adalci", dukansu an bayyana su dalla-dalla a shafin yanar gizon kungiyar, www.facinghistory.org.

Human Rights Watch [48] Yana aiki a matsayin wata kungiya ta duniya, Human Rights Watch tana kare haƙƙin ɗan adam ta hanyar bincike, riƙe masu cin zarafin alhakin ayyukansu, da saka idanu da ƙalubalantar gwamnatoci don tabbatar da cewa suna amfani da ikonsu don kawo ƙarshen ayyukan cin zarafi yadda ya kamata kuma cikakke.

Cibiyar John Humphrey ta Zaman Lafiya da 'Yancin Dan Adam Cibiyar John humphrey ta wanzu don inganta ka'idodin Universal Declaration of Peace and Human Rights ta hanyar ilimin' yancin dan adam da ilmantarwa. Kungiyar tana haɓaka tsarin karatu, tana gudanar da horo, tana aiki tare da yara da matasa, kuma tana inganta jawabin jama'a kan batutuwan haƙƙin ɗan adam.

National Association for the Advancement of Color People (NAACP) [49] "Aikin NAACP shine tabbatar da ingancin siyasa, ilimi, zamantakewa, da tattalin arziki na haƙƙin dukkan mutane da kuma kawar da Ƙiyayya ta launin fata da nuna bambancin launin fata".

Kwamitin Afirka kan Ayyukan Al'ada da ke Shafar Lafiyar Mata da Yara[50]

Cibiyar Taimako ta Shari'a ta Namibiya[50]

Mutanen da ke Bukata" Mutanen da suke Bukata sun haɓaka wani aikin da ake kira One World in Schools: Human Rights Documentary Films inda suke ba malamai fina-finai, sama da 260, daga cikinsu suna samuwa, da sauran kayan aikin multimedia don taimakawa wajen iliminsu na haƙƙin ɗan adam a duniya. Manufar bidiyon ita ce ta koya wa ɗalibai, musamman ɗaliban firamare da sakandare a Jamhuriyar Czech, dabi'un haƙuri da girmamawa ta hanyar motsawar sauti da gani.

Ofishin Cibiyoyin Demokradiyya da 'Yancin Dan Adam na Kungiyar Tsaro da Ayyuka a Turai (OSCE) [51] OSCE ta ƙunshi jihohi 56, daga kasashe masu halarta a Turai, Asiya ta Tsakiya, da Arewacin Amurka. Babban abubuwan da OSCE ke mayar da hankali sun hada da 'yancin motsi da addini. Suna sa ido kan rigakafin azabtarwa da fataucin mutane.

Ofishin Babban Kwamishinan Majalisar Dinkin Duniya na 'Yan Gudun Hijira [52] Wannan kungiyar tana da takamaiman masu sauraro na' yan gudun hijira waɗanda take fatan karewa daga keta hakkinsu. Suna da niyyar tabbatar da cewa kowane mutum na iya neman mafaka mai aminci a wani wuri yayin da ya rage don samun zaɓi don komawa gida, haɗuwa a sabon wuri ko sake zama a wuri na uku.

Tostan Tostan kungiya ce mai zaman kanta ta kasa da kasa da ke da hedikwata a Dakar, Senegal, tana aiki a kasashe shida a fadin Afirka ta Yamma. Manufar Tostan ita ce ta karfafa al'ummomin Afirka don kawo ci gaba mai ɗorewa da canjin zamantakewa mai kyau bisa ga girmama haƙƙin ɗan adam. A cikin aikin Tostan shine Shirin Karfafa Al'umma na watanni 30, (CEP), wanda ke ba da ilimin haƙƙin ɗan adam a cikin harsuna na gida ga manya da matasa waɗanda ba su halarci makarantu na yau da kullun ba, da farko a yankuna masu nisa.

Ƙungiyar Ilimi, Kimiyya da Al'adu ta Majalisar Dinkin Duniya (UNESCO) "Manufar UNESCO ita ce gina zaman lafiya a cikin zukatan mutane". Kungiyar na fatan yin aiki a matsayin mai haɓaka don "aiki na yanki, na ƙasa, da na duniya a cikin haƙƙin ɗan adam".

Ofishin Ma'aikatar Harkokin Wajen Amurka na Dimokuradiyya, 'Yancin Dan Adam da Aiki An ƙuntata shi ga Amurka, Ma'auratan suna ƙoƙari su dauki mataki game da cin zarafin' yancin ɗan adam. Kodayake ba su da hannu sosai a cikin binciken, su ne masu aiwatar da doka kuma sun haɗa kai da wasu kungiyoyi da yawa da suka himmatu ga kare haƙƙin ɗan adam.

Amfani a cikin karni na 21

[gyara sashe | gyara masomin]
  • A matsayin dabarun ci gaba (Clarence Dias)
  • A matsayin karfafawa (Garth Meintjes)
  • A matsayin hanyar canji ga 'Yancin mata (Dorota Gierycz)
  • A matsayin mai yiwuwa na shari'a da kuma tilasta bin doka (Edy Kaufman) [53]

Duba kuma

[gyara sashe | gyara masomin]
  • Ilimi na haƙƙin yara
  • Ilimi na dimokuradiyya
  • Ilimi na jin kai
  • Ilimi na zaman lafiya
  • Fasahar ilimi
  • Ilimi don adalci
  • Ilimi don ci gaba mai ɗorewa
  • Ilimi mai ci gaba

Manazarta

[gyara sashe | gyara masomin]
  1. ↑ "WHAT is human rights education?". www.theadvocatesforhumanrights.org. Retrieved 2018-06-22.
  2. ↑ "Human Rights Education". www.amnesty.org (in Turanci). Retrieved 2018-06-22.
  3. ↑ "Join NESRI in supporting people's movements for human rights". www.nesri.org (in Turanci). Archived from the original on 2019-04-20. Retrieved 2018-06-22.
  4. ↑ 4.0 4.1 "Universal Declaration of Human Rights". www.un.org (in Turanci). 2015-10-06. Retrieved 2018-06-22.
  5. ↑ "Humanrightseducation.info".
  6. ↑ "Universal Declaration of Human Rights". United Nations.
  7. ↑ "Human Rights Education History". K12academics. 6 February 2014.
  8. ↑ "UNESCO.org". Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.
  9. ↑ "United Nations Decade for Human Rights Education : resolution / adopted by the General Assembly". United Nations Digital Library. 6 March 1995.
  10. ↑ OmarHernandez (2018-05-09). "2018 United Nations Global Citizenship Education Seminar". academicimpact.un.org (in Turanci). Archived from the original on 2018-11-30. Retrieved 2018-06-22.
  11. ↑ "Make Human Rights Part of Management Education | UN Global Compact". www.unglobalcompact.org. Retrieved 2018-06-22.
  12. ↑ "Principles for Responsible Management Education (PRME) - Center for Responsible Business | Berkeley-Haas". responsiblebusiness.haas.berkeley.edu (in Turanci). Retrieved 2018-06-22.
  13. ↑ "OHCHR | Technical Cooperation Homepage". www.ohchr.org (in Turanci). Retrieved 2018-06-22.
  14. ↑ "OHCHR | ACT Project overview". www.ohchr.org (in Turanci). Retrieved 2018-06-22.
  15. ↑ "United Nations Development Programme (UNDP) | United Nations Educational, Scientific and Cultural Organization". www.unesco.org (in Turanci). Retrieved 2018-06-22.
  16. ↑ "OHCHR | World Programme for Human Rights Education (2005-ongoing)". www.ohchr.org (in Turanci). Retrieved 2018-06-22.
  17. ↑ "Database on human rights education and training". hre.ohchr.org. Retrieved 2018-06-22.
  18. ↑ "OHCHR | Resource Collection on Human Rights Education Training". www.ohchr.org (in Turanci). Retrieved 2018-06-22.
  19. ↑ "Innovation for Strengthening Public Policies on Human Rights Education for the City of São Paulo". UNESCO. 5 October 2021.
  20. ↑ Tibbitts, Felisa (2017). "Revisiting 'Emerging Models of Human Rights Education'". International Journal of Human Rights Education. 1 (1). doi:10.9783/9780812293890-005.
  21. ↑ "Understanding what we do: emerging models for HRE by Felisa Tibbitts International Review of Education volume 48, numbers 3-4, pgs 159-171"
  22. ↑ Dikovic, Marina; Letina, Alena. "INTEGRATION OF VALUES AND AWARENESS MODEL OF HUMAN RIGHTS EDUCATION IN PRIMARY SCHOOL CURRICULA". ResearchGate.
  23. ↑ "Understanding what we do: emerging models for HRE by Felisa Tibbitts International Review of Education volume 48, numbers 3-4, pgs 159-171"
  24. ↑ Tibbitts, Felisa. "Revisiting 'Emerging Models of Human Rights Education'".
  25. ↑ "Understanding what we do: emerging models for HRE by Felisa Tibbitts International Review of Education Volume 48, numbers 3-4, pgs 159-171"
  26. ↑ Tibbitts, Felisa. "Revisiting 'Emerging Models of Human Rights Education'".
  27. ↑ "Munir Moosa Sadruddin - My Global Models". sites.google.com (in Turanci). Archived from the original on 2021-11-13. Retrieved 2021-11-26.
  28. ↑ "A/RES/48/141. High Commissioner for the promotion and protection of all human rights". www.un.org. Retrieved 2018-06-22.
  29. ↑ "Universal Declaration of Human Rights". United Nations General Assembly. 10 December 1948. Archived from the original on 8 December 2014. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories.
  30. ↑ "Vienna Declaration and Programme of Action" (PDF). United Nations. 25 June 1993.
  31. ↑ Murphy, Ruane (2003)
  32. ↑ "World Programme for Human Rights Education". Office of the UN High Commissioner for Human Rights. Archived from the original on 13 October 2007.
  33. ↑ General Assembly resolution 49/184 of 23 December 1994
  34. ↑ "UN Decade of Human Rights Education". United Nations High Commissioner for Human Rights. Archived from the original on 16 December 2007.
  35. ↑ "UN Decade for Human Rights Education". UNESCO. Archived from the original on 28 September 2005. UNESCO is called upon “…to play a central role in the design, implementation and evaluation of projects under the Plan of Action of the UN Decade for Human Rights Education", considering the Organization’s “…long experience in education, educational methodology and human rights and through its network of UNESCO schools, clubs, human rights Chairs and National Commissions".
  36. ↑ "UNESCO's Strategy and Action". Archived from the original on 28 September 2005.
  37. ↑ "INDIAN INSTITUTE OF HUMAN RIGHTS, NEW DELHI". www.rightsedu.net. Retrieved 7 October 2018.
  38. ↑ "HREA - The global human rights education and training centre". www.hrea.org. Retrieved 7 October 2018.
  39. ↑ "HREA Programmes". Human Rights Education Associates (HREA).
  40. ↑ Murphy, Ruane (2003) "Human Rights Education is becoming an essential ingredient to all societies in the world in order to encourage respect and tolerance to those around us and build good citizens for the future."
  41. ↑ "Human Rights Education in the School Systems of Europe, Central Asia, and North America: a Compendium of Good Practice. Warsaw, Poland: OSCE Office for Democratic Institutions and Human Rights (ODIHR), 2009. PDF."
  42. ↑ "African Commission on Human and Peoples' Rights". www.achpr.org. Retrieved 7 October 2018.
  43. ↑ "Amnesty International Home". www.amnesty.org. Retrieved 7 October 2018.
  44. ↑ "Asian Human Rights Commission". www.ahrchk.net. Retrieved 7 October 2018.
  45. ↑ "Council of Europe". www.coe.int. Retrieved 7 October 2018.
  46. ↑ "European Ombudsman". www.ombudsman.europa.eu. Retrieved 7 October 2018.
  47. ↑ "Facing History and Ourselves". Facing History and Ourselves. Retrieved 7 October 2018.
  48. ↑ "Human Rights Watch". Human Rights Watch. Retrieved 7 October 2018.
  49. ↑ "NAACP - Home". NAACP. Retrieved 7 October 2018.
  50. ↑ 50.0 50.1 "Welch, Claude E. Protecting Human Rights in Africa: Roles and Strategies of Non-governmental Organizations. Philadelphia: University of Pennsylvania, 1995. PDF."
  51. ↑ "OSCE Office for Democratic Institutions and Human Rights - OSCE". osce.org. Retrieved 7 October 2018.
  52. ↑ Refugees, United Nations High Commissioner for. "UNHCR - The UN Refugee Agency". www.unhcr.org. Retrieved 7 October 2018.
  53. ↑ "Andreopoulos, George J., and Richard Pierre Claude. Human Rights Education for the Twenty-first Century. Philadelphia, PA: University of Pennsylvania, 1997. PDF."

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