5th National Training Session on Human Rights & Peace Education
Conducted in English & Hindi
Indian Institute for Peace, Disarmament & Environmental Protection (IIPDEP)
537, Sakkardara Road, Nagpur – 440009 India
Report
EIP India with help from EIP International organized the 5th National Training session on Human Rights & Peace Education. 86 participants mostly teachers and some NGOs from all parts of India attended the seminar.
On the first day, after the registration of outstation delegates, they were taken for a City Tour and the "No More Hiroshima. No More Nagasaki. Peace Museum." At the evening get-together, ideas about the Training session were discussed, which was followed by dinner.
Next day, after breakfast the training session started with ice breaking exercises of introduction of participants to each other.
The inaugural session started at 10.00 AM. Justice K.R. Vyas, Chairperson, Maharashtra Human Rights Commission was chief guest for this function.
Address of the guests and deliberations by experts are given in short.
Dr. Nalini Kurvey:
On behalf of EIP India, EIP International and Indian Institute for Peace, Disarmament & Environmental Protection, welcome address was delivered by Dr. Nalini Kurvey. EIP India started working since 1995 under the guidance of EIP International, which has conducted four National training and five regional training sessions, and many more seminars and workshops for teachers, NGO staff and Government officials in many cities in India. Trained participants from such training sessions are organising seminars and short training sessions in their respective areas of working.
She explained the meaning of EIP, which is a French word meaning World Association for School as an Instrument of Peace. It is an international non-governmental organisation devoted to the teaching of Human Rights and peace. It was founded by Jacques Mulherhaler, who set down the Universal Principles of Civic Education.
Those Universal Principles of Civic Education are as follows:
- The school is at a service of humanity.
- The school paves the way to mutual understanding for all the children of the world.
- The school teaches respect for life.
- The school teaches tolerance, that quality which helps to accept attitudes and behaviour that are different from one's own.
- The school develops sense of responsibility, one of the greatest prerogatives of man. The more his condition improves the greater the responsibility he must assume.
- The school teaches the child to overcome his egoism.
Out of these the first is the most important: the school prepares the child to be a good human being.
Since its creation EIP has been continuously enlarging its peace-spreading activities and the role played by the school, so that today's children, who are future citizens, should live in a peaceful world. EIP has consultative status with international organisations including the UN, UNESCO, ILO and the Council of Europe. EIP can make governments aware of the necessity of peace education and proposes changes for their textbooks and education programmes.
In 1984 EIP created a foundation, the International Training Center on Human Rights and Peace Teaching, called CIFEDHOP, which organises annual international training sessions in Geneva. In Asia, EIP India is organising Human Rights Training sessions at national and state levels.
It is said that if you are planning for the future, educate your children. This is the reason EIP is targeting teachers, who will inculcate Human Rights values in their pupils. If we wish to create a lasting peace we must begin with children. India has one of the largest educational systems of the world with the largest number of primary and secondary schools.
She stressed the necessity for such training sessions, which are to introduce Human Rights ideas and the necessity of interactive learning, to introduce different modules for putting into practice participation and respect of students' rights and opportunity of sharing experiences with each other.
Justice Vyas, Chairperson, Maharashtra Human Rights Commission addressing the delegates. Dr. Balkrishna Kurvey, Dr. Yamini Alsi, Dr. Nalini Kurvey on dais.
Dr. Mrs. Yamini Alsi, noted Gynaecologist and Social Worker:
I am really happy to know the work done by Dr. Kurvey. When the child is born we are the first to hand over the baby to the mother, and the mother is the first Guru/teacher — and the second teacher is you. It is very important to teach the knowledge of human rights. Without knowing their rights, how can a child face the world? The delegates from Jammu & Kashmir to Kerala are attending the training session. The workshop is not only to attend but to follow and impart to our students and society. First we are citizens of India and of the world.
Dr. Balkrishna Kurvey:
Indeed I am happy to see many new faces from all parts of India. Why do we require such type of training? India is moving towards development very fast and is going to become one of the major powers in the world. But until and unless Human Rights are observed, India cannot become a major power. Countries where Human Rights are not observed and are violated, peace is not in the society and community. Human Rights are a pre-requisite for peace and development. Peace and Human Rights are two sides of one coin.
As per the UN maxim: "As war started in the minds of men, peace also must start in the minds of men." The role of teachers is very important in teaching human rights and peace to students. In school days what students learn will be imprinted in their mind and at adult age it will surface. Rightly educated students are important for society and the nation.
EIP India and IIPDEP are working for human rights and peace education for more than 10 years with support and guidance from EIP International. We are thankful to Ms Monique, Secretary of EIP International, her staff and members of EIP International.
Justice K.R. Vyas, Chairperson, Maharashtra Human Rights Commission:
Maharashtra Human Rights Commission is supposed to hear violations of Human Rights and carry out other activities for awareness of Human Rights. Most people are not aware of their human rights. Reading the EIP booklet, I came across the work done by EIP International and EIP India. Dissemination and spread of Human Rights is one of the most important works of the Human Rights Commission. If teachers know about Human Rights, certainly they will give that education to students. In India every citizen enjoys fundamental rights. Certain rights are essential to live with dignity, as mentioned in the Universal Declaration of Human Rights.
In the early 1990s pressure to create a National Human Rights Commission grew. The Human Rights Act was passed in 1994. The purpose of the Act is to provide a mechanism for the Human Rights Commission and better protection of Human Rights. The important work of the Commission is to investigate complaints of violations. The Act also provides for the establishment of State Human Rights Commissions.
Violation of Human Rights is universal: child labour, genocide, slavery, racial discrimination. India also has rights violations — wife beating, discrimination against Dalits, displacement of poor farmers and tribal communities. Police need to be sensitised and their attitudes changed. The Supreme Court of India has given landmark judgments on police. Compensation should be paid to victims by the concerned department.
Training for awareness among police, government officers and the public is essential. Human Rights education should be imparted to students with critical analysis which will help them at the beginning of their careers. I thank Dr. Kurvey and her team for arranging this important National Training session for teachers and NGOs. Such training will help the biggest democracy in the world — India.
Question and Answer: Justice Vyas
After the inauguration speech by Justice Vyas, many delegates asked questions which were answered by Justice Vyas.
Session: UN Convention on Human Rights & Fundamental Rights in the Indian Constitution
Dr. Balkrishna Kurvey, President, Indian Institute for Peace, Disarmament & Environmental Protection, addressed the delegates on the UN Convention of Human Rights and Fundamental Rights in the Indian Constitution. The Universal Declaration of Human Rights was adopted by the United Nations General Assembly on 10 December 1948 at Palais de Chaillot, Paris. The Declaration arose directly from the experience of the Second World War and represents the first global expression of rights to which all human beings are inherently entitled. It consists of 30 articles which have been elaborated in subsequent international treaties, regional human rights instruments, national constitutions and laws.
The International Bill of Human Rights consists of the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights and its two Optional Protocols. In 1966 the General Assembly adopted the two detailed Covenants which complete the International Bill of Human Rights; and in 1976, after the Covenants had been ratified by a sufficient number of individual nations, the Bill took on the force of international law.
The Fundamental Rights embodied in the Indian constitution act as a guarantee that all Indian citizens can and will lead their lives in peace as long as they live in Indian democracy. These civil liberties take precedence over any other law of the land. They include individual rights common to most liberal democracies, such as equality before the law, freedom of speech and expression, freedom of association and peaceful assembly, freedom of religion, and the right to constitutional remedies for the protection of civil rights such as habeas corpus.
In addition, the Fundamental Rights for Indians are aimed at overturning the inequities of past social practices. They have been used to successfully abolish "untouchability"; prohibit discrimination on the grounds of religion, race, caste, sex, or place of birth; and forbid trafficking in human beings and forced labour. They go beyond conventional civil liberties in protecting the cultural and educational rights of minorities by ensuring that minorities may preserve their distinctive languages and establish and administer their own educational institutions.
The six fundamental rights as per the Constitution of India:
- Right to Equality
- Right to Particular Freedom
- Cultural and Educational Rights
- Right to Freedom of Religion
- Right Against Exploitation
- Right to Constitutional Remedies
Many UN Conventions on Human Rights are included in the Fundamental Rights in the Indian Constitution.
Workshop: Questionnaire (UN Convention)
Facilitators: Mr. Fadtare and Chandra Bhushan Pratap Singh
After the speech by Dr. Kurvey the participants were divided into groups and given a questionnaire on Human Rights in general and on the Indian Human Rights Commission. Participants were asked to discuss among themselves and write on the board. After finishing, the group leader was asked to read and explain the answers, while all group members stood beside helping, showing the participation of each member.
Session: Children's Rights
Dr. Nalini Kurvey, President EIP India, said that the United Nations Convention on the Rights of the Child is an international human rights treaty that grants all children and young people (aged 17 and under) a comprehensive set of rights. India signed and ratified the treaty. When a country ratifies the convention it agrees to do everything it can to implement it. The convention gives children and young people over 40 substantive rights, including the right to:
- Special protection measures and assistance
- Access to services such as education and health care
- Develop their personalities, abilities and talents to the fullest potential
- Grow up in an environment of happiness, love and understanding
- Be informed about and participate in achieving their rights in an accessible and active manner
All of the rights in the convention apply to all children and young people without discrimination.
The Child Rights workshop was conducted. Teachers were divided into small groups and asked to discuss and identify which rights were followed in their schools and which were violated. They were also asked to brainstorm how they could rectify situations and make their schools more student-friendly.
Some new ideas were shared by the participants about equal participation and equal dignity for each child regardless of gender, caste or economic status. The teachers were convinced that they must respect the rights of children and act as facilitators.
Discussion among delegates on Child Rights.
Dr. Chandrashekhar Fadnaik was the moderator for this workshop. He asked the teachers to work for inculcating human rights values in their students and to make them aware of their duties so that the students will become responsible citizens when they grow up.
Session: Protection of Human Rights through Development of Emotional Competence
Dr. K. Bhandarkar, Principal, P.P. College of Education, Gondia, Maharashtra, addressed the delegates. Human Rights have to be developed in any person across three dimensions: cognitive, affective and psychological development. Learning to live together is essential. As per UNESCO reports we have to become part of the society wherever we are living.
Human rights education is fundamental. It is essential that citizens are educated on human rights and fundamental freedoms and the commitment to respect such rights and freedoms in domestic legislation and international instruments. More detailed knowledge of the national legislation and the international instruments is rare in the general public.
The promotion of human rights is both an instrument and a goal of development. A development policy strategy based on the denial of any one of these rights is a negation of the concept of development.
Workshop: Human Rights Methodology
Facilitators: Pradip Lande and Prakash Tekade
After deliberation by Dr. Bhandarkar, the participants were divided into small groups and a workshop on different methods and models of teaching was conducted. Different groups used different methods and models such as writings, role plays, dramas, songs and interpretations. After completion of the workshop, participants explained the results using the methods or models allotted to them. After all the groups had finished, participants had practical knowledge of all methods and models and realised how effectively they can teach human rights through writing, interpretation, drama and poems.
Session: Human Rights Literacy
Dr. Kishore Mahabal, Professor of Political Science, Nagpur University, started his session on Human Rights Literacy. He told short stories to the participants based on Human Rights, violations of Human Rights and Human Rights protections. Participants were asked to make groups and discuss these stories one by one and draw some inference. After the discussion was over the participants were assembled in the hall and encouraged to explain the situations and solutions, identifying Human Rights articles and how Human Rights were violated. Dr. Mahabal then deliberated on all the stories.
Ideas and Projects run by Participants
Ms. Indira Rane, Washim, observed Hiroshima Day on 6th August at her school. She organised an essay competition for students after explaining the effects of nuclear weapons and war and the need for total elimination of nuclear weapons. On 10th December the school celebrated Human Rights Day with various activities for students and teachers.
Mr. Shridhar Jaybhaye, teacher from Sind Khed Raja, attended the Regional Training session at Amravati. Since then he has been organising Human Rights awareness activities for fellow teachers and conducting seminars to share the methodology he learned in training.
Mr. Chandra Bhushan Prasad Singh: All the teachers and students observed Hiroshima Day on 6th August and Nagasaki Day on 9th August as historical days. The destruction from the atomic bomb was discussed. Everybody was determined to work for peace and disarmament. Human Rights education seminars were arranged for teachers in 9 schools. On 10th December, Human Rights Day was celebrated with great enthusiasm. Mr. Chandra Bhushan urged teachers and students to go beyond caste, creed, religion and gender and work for humanity.
Many delegates said that retired teachers or School Inspectors, if involved, could give their time and experience in spreading the message of human rights from school to school.
Many participants said EIP has given them both the material and the training, and now it is their duty to convey these human rights ideas to their students and give students the confidence that teachers are their mentors, supporters and facilitators.
One participant narrated the experiences and the human rights projects he is running in his region. He teaches human rights and explains the articles with examples to groups of teachers in monthly teachers' meetings. He had also conducted sessions for police personnel in his area.
All the participants unanimously passed a resolution that EIP training sessions in India are very essential for the largest democracy in the world. Human Rights teaching through trained teachers will strengthen democracy and pave the way for development in India. All the participants requested Ms Monique and EIP International to continue the training sessions in India.
Lastly they congratulated Dr. Nalini and Dr. Balkrishna Kurvey and the team of EIP India for arranging such an important training session.
The concluding session was chaired by Dr. Nalini Kurvey and Mr. Pradip Lande. After distribution of certificates the National Training session was concluded with a vote of thanks by Mrs. Pratibha Dhok.