理事会在《联合国人权教育和培训宣言》通过五周年纪念之际举行高级别小组讨论（部分翻译）

日内瓦（2016年9月14日）——人权理事会今天下午在《联合国人权教育和培训宣言》通过五周年纪念之际举行小组讨论，旨在解决落实《宣言》当前面临的问题并明确良好做法与挑战。
 
联合国人权事务副高级专员凯特·吉尔摩（Kate Gilmore）在开场发言中表示，《人权教育和培训宣言》强调了各国根据国际法提供并促进人权教育和培训的义务，重点指出了多方利益攸关方项目的价值以及国际人权机制和国际社会总体需要支持国家工作。人权教育促进了容忍性并承认了高于一切差异的共同人性。
 
联合国教科文组织2030年支持与协作教育司司长乔丹·奈杜（Jordan Naidoo）在主旨发言中表示，国际社会生活在一个充满大量机遇、互联性和创新的世界，但流行的气氛让人从幻想中清醒过来。许多个人和团体被落下了，人权频繁受到侵犯，冲突不断循环往复。人权教育比以往更加必要。联合国教科文组织将人权教育视为全球公民教育概念框架内人权教育的元素之一进行发扬。
 
理事会随后观看了纪录片《尊严之路：人权教育的力量》的五分钟片段，该纪录片专注于解决印度南部的歧视问题及其结果。
 
意大利罗马第三大学国际法学院副教授克里斯蒂安娜·卡莱蒂（Cristiana Carletti）兼小组主持人表示，讨论将旨在强调当前联合国项目中人权教育的作用，探索人权培训和教育在预防暴力极端主义方面的潜力，审议过去五年中人权教育和培训的落实情况，检查鼓励人权教育和培训的区域性和国际工作，并确认在今后的时期进一步促进人权教育和培训的其他机会。
 
哥斯达黎加教育部长索尼亚·玛尔塔·莫拉·埃斯卡兰特（Sonia Marta Mora Escalante）表示，该国取得了巨大的进步，哥斯达黎加将分享国内在核心课程、标准和管理方面所采取的一些策略。重返校园是走向尊严的第一步也是途径，同时进行了改革，禁止任何基于性或性别的歧视。全球公民所面临的挑战需要付出新的努力和调整，以促进在多样化和相互联系的世界中进行充分理解。
 
巴西司法部人权秘书弗莱维娅·皮奥维赞（Flavia Piovesan）表示，2003年，巴西通过了《人权教育国家计划》，作为五个关键专题领域的指导手段，包括基础教育、高等教育、非正规教育、司法系统和执法人员教育及媒体方面的教育。巴西创立了两项国家人权奖励，以嘉奖在保护、促进和打击侵犯人权行为方面突出的个人和机构。
 
摩洛哥国家人权理事会主席德里斯·埃尔·亚扎米（Driss El Yazami）分享了摩洛哥的一些良好做法，它们产生于一项旨在确定摩洛哥社会对人权的理解和表现的调查，以促进摩洛哥公民更好地理解人权文化以及在摩洛哥开展关于人权的知识积累。该研究将使摩洛哥国家人权理事会分析人权处境并确认优先事项，以制定促进和巩固人权的国家策略。
 
加拿大蒙特利尔（魁北克省）防止激进化导致暴力中心（Centre for the Prevention of Radicalization Leading to Violence）执行主任赫尔曼·德帕里斯-欧康姆巴（Herman Deparice-Okomba）表示，中心管理激进人员并对他们及其家人开展工作。这一工作中出现了一些关键的学习点，如选择暴力的决定性因素是人权领域教育的缺乏。打击暴力极端主义必须基于多学科的方式且必须关注所有形式的极端主义。对激进化和暴力极端主义最好的回应就是教育和容忍。
 
在随后的讨论中，发言者分享了他们在促进和落实人权教育和培训以及构建巩固的人权文化方面的国家经验，并强调，在人权教育中纳入全球容忍、耐心和共存文化的发展极为重要。他们询问了如何在实现该目标的同时维持对文化和族裔多样性的尊重、人权教育在打击和根除所有形式种族主义和种族歧视的作用以及在受暴力极端主义影响的国家中促进人权教育的主要挑战。各国应通过国家立法并制定在所有教育领域中包含系统性和综合的人权教育方案的国家政策，从而系统性地监督和审议在这一领域的国家政策和做法。
 
斯洛文尼亚、代表伊斯兰合作组织的巴基斯坦、欧盟、代表拉美及加勒比国家共同体的多米尼加共和国、代表法语国家的摩洛哥、代表葡萄牙语国家共同体的东帝汶、代表海湾合作委员会的沙特阿拉伯、澳大利亚、瑞士、希腊、印度尼西亚、欧洲委员会、波兰、卡塔尔、厄瓜多尔、阿根廷、吉尔吉斯斯坦、泰国、越南、俄罗斯、博茨瓦纳、刚果共和国、玻利维亚、巴拉圭和南非作了发言。
 
国家人权机构全球联盟（Global Alliance of National Human Rights Institutions）和丹麦人权研究所人权研究所以及以下非政府组织也作了发言：促进教育权和教育自由国际组织（International Organization for the Right to Education and Freedom of Education，联合声明）、国际创价学会（Soka Gakkai International）、美洲法学家协会（American Association of Jurists，联合声明）以及挪威难民委员会。
 
人权理事会将于9月15日（周四）上午9点举行全天会议以继续工作。首先，其将总结有关人权事务高级专员口头最新情况介绍的一般性辩论。随后，其将与老年人权利独立专家举行互动对话。
 
Opening Statement
 
KATE GILMORE, United Nations Deputy High Commissioner for Human Rights, said that every day, the world was confronted with the increasing capacity to hate, while the policy responses to violence and terror led to further violence and terror.  Strategies to tackle such issues could not be led by the anger and the will to revenge, nor the short-lived electoral moments.  There was a need to better think though the strategies in order to tackle the world’s challenges.  There would only be progress if the decisions were grounded in the common understanding that all belonged to one human family and that all were equally deserving of dignity, respect and justice.  The task of human rights education was to generate and nurture that understanding, and to open a richer menu of public policies. 
 
Ms. Gilmore stated that the panel discussion marked five years since the adoption by the General Assembly of the United Nations Declaration on Human Rights Education and Training, which emphasized States’ obligations under international law to provide and facilitate human rights education and training and highlighted the value of multi-stakeholder initiatives and the need for support to national efforts by international human rights mechanisms and the international community in general.  Human rights education fostered tolerance and a recognition of a common humanity beyond all the differences.  Human rights education could transform tolerance and inclusion for all.  Never before in human history had there been so many children and adolescents, and so many individuals under the age of 25, said Ms. Gilmore.  That was the Sustainable Development Goal generation and therefore education was the most powerful weapon which could be used to change the world.
 
Keynote Statement
 
JORDAN NAIDOO, Director of the Division for Education 2030 Support and Coordination, United Nations Educational, Scientific and Cultural Organization Headquarters, Education Sector, said that the fifth anniversary of the United Nations Declaration on Human Rights Education and Training could not come at a more momentous time.  The international community lived in a world of enormous opportunities, interconnectedness and innovations, but the prevailing mood was one of disenchantment.  Many individuals and groups were left behind, human rights were constantly violated, and there were cycles of conflict.  More than ever, human rights education was needed.  The United Nations Educational, Scientific and Cultural Organization promoted human rights education as an element of the human right to education within the conceptual framework of Global Citizenship Education.  The 1960 Convention Against Discrimination in Education expressed the fundamental principle of equality of opportunities.  Over the past years, the United Nations Educational, Scientific and Cultural Organization had collected a number of good practices on human rights education and the prevention of violent extremism through education, which had been disseminated. 
 
Statements by the Moderator and the Panellists
 
CHRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, stated that the panel discussion aimed to achieve a number of goals: to highlight the role of human rights education in light of current United Nations initiatives; to explore the potential of human rights training and education in the prevention of violent extremism; to review the implementation of human rights education and training in the past five years; to examine regional and national efforts to encourage human rights education and training; to raise awareness about the topic; to encourage States to make adequate contributions; and to identify opportunities to give a further impetus to human rights education and training in the coming period.  Ms. Carletti then introduced part of a documentary released in 2012 by the Office of the High Commissioner for Human Rights and two civil society organizations, which showed a human rights education programme addressing discrimination in the south of India and its outcomes.  Ms. Carletti summarized the main messages of the video, which was that human rights education and training started from the daily life of learners, engaging them in a critical reflection on the human rights challenges they faced.  Human rights education and training was an empowering process which provided learners with tools, knowledge and skills to address the human rights challenges they faced, and it led to action consistent with human rights principles to further promote and protect human rights. 
 
SONIA MARTA MORA ESCALANTE, Minister of Education of Costa Rica, said that the historic leadership of Costa Rica was cemented in the country’s tradition of peace.  A visionary national agreement had earmarked funds for education.  The image of a homogeneous Costa Rica was a fiction, and civil society organizations had expressed their concern.  A specific programme mainstreaming initiatives which were more experiential was important.  Costa Rica would like to share some strategies it was using in terms of core curricula, standards and management.  A comprehensive approach was part of the 2030 Agenda, and curricula transformation was a substantial change in that regard.  Going back to school was the first step and the road to dignity, while the services operated through a human rights approach.  Reforms established the prohibition of any discrimination based on sex or gender.  Processes for capacity-building were also being created.  The challenges facing global citizens required new efforts and adaptation to promote a full understanding in a diverse and interconnected world.  Ms. Escalante invited the Human Rights Council to encourage a lively international discussion on most effective strategies on education on human rights, which would have to be a joint endeavour with diverse stakeholders. 
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, noted that in December 2003, Brazil had launched the National Plan for Human Rights Education, and asked about the impact it had had nationally, the achievements, and the challenges and lessons to share.
 
FLAVIA PIOVESAN, Secretary for Human Rights at the Ministry of Justice of Brazil, said that human rights education policies in Brazil had emerged in the 1980s, and in 2003 Brazil had adopted its National Plan for Human Rights Education, which served as a guiding tool in five key thematic areas, including basic education, higher education, informal education, education for justice system and law enforcement officials and education for the media.  In 2009, Brazil had adopted the second National Plan, which contained objectives in six key thematic areas, and in 2012 it had adopted National Guidelines for Human Rights Education to regulate the use of knowledge concerning human rights education in basic and higher education curricula.  It was based on the principles of human dignity, equality of rights, recognition and appreciation of diversity, secularity of the State, democracy and education, and social and environmental sustainability.  Brazil had instituted in 2008 a human rights education national prize awarded to individuals and institutions for educational experiences which promoted the culture of human rights, while the Human Rights Prize, instituted in 1995, was the highest award granted by the Government to people and institutions that stood out in the field of protection, promotion and fight against human rights violations.
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, noted that national human rights institutions could play an important role in mobilizing relevant public and private actors for human rights education and coordination.  How could national human rights institutions further ensure the implementation of human rights education nationally?
 
DRISS EL YAZAMI, Chair of the National Human Rights Council of Morocco, shared several good practices in Morocco based on a survey to determine the perceptions and representations of human rights in the Moroccan society, to contribute to better understanding of the culture of human rights by Moroccan citizens, and to initiate accumulation of knowledge about human rights in Morocco.  The study would allow the National Human Rights Council of Morocco to analyse the situation of human rights and to identify priorities in order to elaborate a national strategy for the promotion and consolidation of human rights.  The results of the study should inform public policies, notably in the field of education and training.  In 2015, the National Human Rights Council of Morocco had instituted the National Institute for Human Rights Education with a goal to develop education in different human rights areas, to ensure education for trainers, to initiate and contribute to the evaluation of the existing education at the national level, to implement modules of education which would continue to benefit various institutional and private actors, and to support expertise in the relevant field.  Thanks to a joint initiative of UNESCO and the National Human Rights Council of Morocco a guidebook for the education of youth had been elaborated, with a focus on citizenship and human rights.  Despite those efforts, challenges still persisted, notably there was a need to adapt to the needs of a changing society, make human rights education accessible to different segments of the Moroccan society, and to institutionalize human rights education. 
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, asked about the experience in using human rights education to fight violent extremism and about the approaches, methodologies, and content to use.
 
HERMAN DEPARICE-OKOMBA, Executive Director at the Centre for the Prevention of Radicalization Leading to Violence, Montréal (Québec), Canada, said that the Centre took charge of radicalized people and worked with them and their families.  From this work, several key learning points had emerged, including that the determining factor in choosing violence was a lack of education in the area of human rights.  The fight against violent extremism must be based on a multi-disciplinary approach and must be focused on all forms of extremism, otherwise, some groups or communities would be stigmatised.  Above all, there was a need to work with communities and civil society which had a remarkable level of expertise, and to ensure that the fight against violent extremism was well thought out and well justified.  The Centre developed training and awareness programmes on tolerance, and on encouraging people to recognize and report discriminatory behaviour.  It was not in favour of de-radicalization as an approach, but was rather using the approach of integration, and developing critical thinking in individuals.  Security approaches were not very successful in addressing violent extremism, and there was a need to strengthen preventive approaches and address deep rooted causes of violence.  The best response to radicalization and violent extremism was education and tolerance.
 
Discussion
 
Slovenia said that it had launched a human rights educational programme which had been translated into 23 languages, adding that refugee and migrant children should not be forgotten.  Pakistan, speaking on behalf of the Organization of Islamic Cooperation, said that it was important to include the development of a global culture of tolerance, patience and coexistence in human rights education, asking the speakers to illuminate how to achieve this while preserving respect for cultural and ethnic diversity.  European Union asked the panellists what their vision would be for concrete measures to enhance the implementation of the World Programme for Human Rights Education. Dominican Republic, speaking on behalf of the Community of Latin American and Caribbean States, said that the international community had underscored the need to develop a culture of human rights so all individuals were aware of their rights, asking the panellists to share good practices and challenges.
 
Morocco, speaking on behalf of the Groupe Francophone, said French-speaking countries had a constant commitment to supporting education in human rights, noting declarations on that topic which had been adopted in recent years.  Timor-Leste, speaking on behalf of the Community of Portuguese Speaking Countries, asked the panellists for their considerations regarding the promotion of human rights education and training through technical cooperation at the regional and international levels, and for their views on how human rights education could combat and eradicate all forms of racism and racial discrimination.  Saudi Arabia, speaking on behalf of the Gulf Cooperation Council, affirmed that human rights education was highly important for the promotion and protection of human rights, adding that Gulf Cooperation Council countries had played an international leadership role when it came to human rights education in several areas.  Australia said that its own national human rights institution, the Australian Human Rights Commission, promoted and provided education and training that sought to build a human rights culture.

Switzerland asked the panellists about key actors outside schools who could ensure that all school children acquired competences in order to promote sustainable development, and about the main challenges in the promotion of human rights education in countries affected by violent extremism.  Greece urged all States to take full advantage of the World Programme for Human Rights Education, noting that it was extremely important to integrate human rights in the public sector.  Indonesia asked the panellists about the best ways to increase the impact of education and training on the better promotion and protection of human rights on the ground.  Council of Europe stated that it had adopted instruments on education for democratic citizenship, and expressed hope that it would continue to exchange information with the Human Rights Council. 
 
Global Alliance of National Human Rights Institutions encouraged States to invite national human rights institutions to support the advancement of the implementation of human rights education in the formal education sector, and have them act as independent advisers to parliaments. 
 
International Organization for the Right to Education and Freedom of Education (OIDEL), on behalf of severals NGOs1, noted that human rights education was part of international law and stressed that States should include human rights education in all their reports to the United Nations human rights treaty bodies and agencies.  Soka Gakkai International called on States to adopt domestic legislation and develop national policies which integrated systemic and comprehensive programmes on human rights education in all educational sectors, and for the systematic monitoring and review of national policies and practices in that domain.
 
Responses from the Moderator and Panellists
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, asked the panellists to enumerate challenges to be surmounted in the years to come, with reference to the framework of the World Programme for human rights education.
 
SONIA MARTA MORA ESCALANTE, Minister of Education of Costa Rica, said her country had been a pioneering country, and that one of the most important challenges was to overcome fragmentation.  Regarding the media, Costa Rica had made use of virtual space when it launched a campaign against bullying.
 
FLAVIA PIOVESAN, Secretary for Human Rights at the Ministry of Justice of Brazil, said that an open, participatory and transparent process was crucial.  The process of creating a national plan could have a catalytic effect in intensifying a public debate on the key challenges.  As a number of interventions had mentioned, accountability and monitoring were key concepts.  
 
DRISS EL YAZAMI, Chair of the National Human Rights Council of Morocco, said that the position of national human rights institutions needed to be strengthened in each country and in international networks as well.  All States should support this.  One important issue in the future was the human rights education and training relative to human rights of refugees and migrants, including new forms of migrants, such as climate migrants and refugees.  Further, more coherence would be needed, not only in the implementation of the Sustainable Development Goals but also in the implementation of the Paris Climate Agreement, which would be relevant for environmental education.

HERMAN DEPARICE-OKOMBA, Executive Director at the Centre for the Prevention of Radicalization Leading to Violence, Montréal (Québec), Canada, said that promoting human rights education should go beyond schools.  There was a need to ensure that people on the frontline and in the street had the tools and knowledge to talk about human rights in a proper manner and to correct wrong concepts among people.  Young people tended to simplify highly complicated international and political issues and the media had an extremely important role to play in promoting human rights.  The process of violent radicalization required face-to-face meetings where simplistic questions were provided to highly complex questions; the youth would then turn to the Internet for further search.  Studies showed that radicalization could not occur solely through the Internet.
 
Discussion
 
Poland believed that education was an indispensable element for the implementation of all Sustainable Development Goals.  In 2015, Poland had finalized a civil library project, which was hoped to be of use to educators, students and others, especially in emerging democracies.  Qatar highlighted the importance that the leaders of Qatar were giving to human rights.  The human rights culture was disseminated through educational initiatives and internships. The Ministry for the Interior provided training for law enforcement officials.  Ecuador was pleased to say that human rights education played an important role in the country.  Ecuador had invested significant resources to teaching human rights.  Hundreds of justice practitioners had been trained in human rights, and human rights had been included in curricula at all levels. 
 
Argentina said it helped develop public policies to provide free training tools, including child-friendly materials for children and adolescents so that they could learn about their rights.  Argentina believed that education and training in human rights contributed to the promotion of tolerant and inclusive societies.  Kyrgyzstan stated that human rights were a fundamental principle in Kyrgyzstan.  Comprehensive education in human rights provided skills necessary for their promotion and protection in everyday life.  An introduction to human rights was mandatory in the field of higher professional education.  Thailand said that its experience in implementing a human rights education programme offered valuable lessons.  Universities now offered more courses on human rights, and human rights training for civil servants and journalists had also been prioritized.  Partnerships among all stakeholders ought to be strengthened.  

Viet Nam integrated human rights education and training in schools, particularly at the tertiary levels, and also in the media and community channels, and was working on strengthening the integration of human rights education as a regular component of academic curricula at various levels.  Outreach on human rights was one of the most important elements in developing civil society in Russia; there were various programmes tailored to younger and older generations, which addressed concepts of rights, freedoms and obligations.  Botswana asked how the financial constraints of States in the provision of training could be overcome in the implementation of the next phase of the World Programme on Human Rights. 
 
Republic of the Congo said it was implementing capacity-building programmes for uniformed agents of the State, as well as in primary schools, and thanked all its partners for their support in those endeavours.  Bolivia said it valued human rights education and training in the complementarity of civilizations and cultures and felt the need to promote teaching and local initiatives that were well adapted to local conditions.  Education was considered a fundamental right in Paraguay, which deemed that access to education must go hand in hand with policies and initiatives to ensure quality in education.  South Africa, speaking on behalf of the African Group, acknowledged that human rights education provided people with adequate tools to develop a sense of responsibility to defend their own rights and those of others.  The African Group also recognized the role of human rights education in the promotion of dignity.  
 
Danish Institute for Human Rights shared good practices and current opportunities on national implementation.  It acted as a key advisor to the Ministry of Education on education reform, curricula development and human rights education.  All States were called on to invite their national human rights institutions on board.
 
American Association of Jurists, speaking on behalf of eight organizations, emphasized the contrast between the lowering of education budgets and the continuous augmentation of military spending.  Even the United Nations dedicated only two per cent of its budget to education.  Norwegian Refugee Council drew attention to the right to education of the Palestinians, which suffered because of the Israeli occupation.  Negative effects included the destruction of schools and restriction of movement, including that of children, who could not go to school.
 
Concluding Remarks
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, asked the panellists about efforts that were needed to mainstream human rights education across the Sustainable Development Goals and also as a stand-alone goal.
 
SONIA MARTA MORA ESCALANTE, Minister of Education of Costa Rica, said that the 2030 Agenda was a renewed opportunity to achieve sustainable development and it was very important that the issue of funding was raised in the discussion today.  The international community should deploy maximum efforts to fully finance action in the human rights arena, in a manner commensurate with the dimension of challenges societies faced today.  Today, more than ever, there was a need for innovative processes to achieve the Sustainable Development Goals and to find methods to support critical learning and critical thinking by students, and educating planetary citizens, for which rallying of a multiplicity of stakeholders was needed.
 
FLAVIA PIOVESAN, Secretary for Human Rights at the Ministry of Justice of Brazil, stressed that human rights education played a central role in the implementation of the 2030 Agenda, especially as it pledged not to leave anyone behind, and to promote inclusive and just societies.  Human rights education was a cross-cutting right, especially in the Sustainable Development Goal 7 on education and life-long learning.  Human rights education was a key component in achieving sustainable development.  International cooperation was a key element in fostering dialogue between global, regional and local levels.  A culture of rights was essential to democracy, rule of law and development, and human rights education was crucial to a culture of rights.
 
DRISS EL YAZAMI, Chair of the National Human Rights Council of Morocco, stated that three manuals had been developed in Morocco, and other panellists had mentioned the existence of a wide variety of other tools.  The Internet was not enough to radicalize people, but could be used in the battle to promote certain values.  Pluralism was a peaceful process, stressed Mr. El Yazami.
 
HERMAN DEPARICE-OKOMBA, Executive Director at the Centre for the Prevention of Radicalization Leading to Violence, Montréal (Québec), Canada, said that young people who were radicalized were those who dreamt of equality.  Those young people needed to be given hope and an opportunity to succeed.  For that to happen, work had to be done in an integrated manner, with the inclusion of the private sector.
 
CRISTIANA CARLETTI, Associate Professor of International Law at the University of Roma Tre in Italy and Panel Moderator, said that there had been an extraordinary advancement since the adoption of the Declaration.  Education’s catalytic role was recognized.  As expressly recalled in the Declaration, human rights education was integrated in the Sustainable Development Agenda.  It was clear that there was broad commitment to the attainment of the Sustainable Development Goal 4 and its target 7.  
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1. Joint statement: International Organization for the Right to Education and Freedom of Education (OIDEL); Associazione Comunita Papa Giovanni XXIII; Company of the Daughters of Charity of St. Vincent de Paul; Foundation for GAIA; Global Eco-Village Network, The; Instituto de Desenvolvimento e Direitos Humanos – IDDH; International Catholic Child Bureau; International Movement Against All Forms of Discrimination and Racism (IMADR); International Organization for the Elimination of All Forms of Racial Discrimination; Lazarus Union; Make Mothers Matter – MMM; ONG Hope International; Planetary Association for Clean Energy, Inc., The; Soroptimist International; Sovereign Military Order of the Temple of Jerusalem (OSMTH); Teresian Association; and International Organization for the Elimination of All Forms of Racial Discrimination.

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