e-course on the Rights of the Child and other human rights education resources

On the Human Rights Education Association (HREA) website there are many resources and links to resources, for example this e-course on the Rights of the Child:

Rights of the Child

This introductory e-course gives an overview of the institutions and mechanisms that serve to protect and guarantee children’s rights. The course combines text with rich multimedia, including videos and podcasts. Knowledge checks and quizzes engage the learner and reinforce the knowledge learned. To learn more at and enroll: http://www.hrea.org/child-rights

In this month’s newsletter there are several new resources identified and it would be worth looking at the new resources to do with the Convention on the Rights of Persons with Disabilities:

Action Guide: A Human Rights Resource Manual for Secondary Schools (Ottawa: United Nations Association in Canada, 1998). Language(s): English, French. Keywords: manual, students, teachers, secondary school, Universal Declaration of Human Rights (UDHR), Canada. URL:http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5582&category_id=6&category_type=3

Convention on the Rights of Persons with Disabilities: A guide by the Commonwealth Secretariat Human Rights Unit (London: Commonwealth Secretariat, 2010). Language(s): English. Keywords: guide, discrimination, equality before the law, non-discrimination, rights of persons with disabilities, Convention on the Rights of Persons with Disabilities, Commonwealth. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5576&category_id=23&category_type=3

From the Outside Looking In: Changing New York City’s Education through the Human Rights Approach by Katarina Tomaševski (New York: National Economic and Social Rights Initiative, 2002). Language(s): English. Keywords: report, NGO staff, school administrators, teachers, formal education, primary school, secondary school, children’s rights, discrimination, human rights-based approach (HRBA) to programming, right to education, rights of the child, UN Commission on Human Rights, UN Special Rapporteur on the right to education, USA. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5584&category_id=4&category_type=3

Gender and Governance Training Manual (Nairobi: United Nations Development Fund for Women East and Horn of Africa Regional Office, 2007). Language(s): English. Keywords: training manual, community leaders, parliamentarians, democracy, gender equality, gender mainstreaming, political participation, women’s human rights, United Nations Fund for Women (UNIFEM). URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5585&category_id=16&category_type=3

Raising One Voice: A Training Manual for Advocates on the Rights of Child Domestic Workers (Bangkok: Child Workers in Asia, Bangkok, 2005). Language(s): English. Keywords: training manual, NGO staff, trainers, advocacy, child labour, children’s rights, rights of the child, Convention concerning Minimum Age for Admission to Employment (ILO Convention N° 138), Convention on the Rights of the Child (CRC), Convention on the Worst Forms of Child Labour (ILO Convention N° 182), ILO Convention N° 182, Asia. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5577&category_id=21&category_type=3

Resource Book for Law Enforcement Officers on Good Practices in Combating Child Trafficking (Vienna: International Organization for Migration and Austrian Federal Ministry of the Interior, 2006). Language(s): English. Keywords: good practices, reference, law enforcement officials, training of professional groups, children’s rights, rights of the child, Convention on the Rights of the Child (CRC), European Union, International Organization for Migration (IOM), Europe. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5580&category_id=12&category_type=3

Understanding The UN Convention On The Rights Of Persons With Disabilities: A handbook on the human rights of persons with disabilities by Marianne Schulze (New York City: Handicap International, 2010). Language(s): English. Keywords: handbook, discrimination, equality before the law, non-discrimination, right to education, right to health, right to life, rights of persons with disabilities, women’s human rights, Convention on the Rights of Persons with Disabilities, Optional Protocol to the Convention on the Rights of Persons with Disabilities, United Nations. URL:http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5575&category_id=23&category_type=3

Peacebuilding and Civic Education – a report

Having worked in post conflict contexts it is still amazng to see how ‘uncivilised’ people have become and how the level of conflict has increased. What is more disturbing are the attacks on children , teachers and schools as well as other civilian targets which now seem much easier than traditional military targets. As an optimist I still believe it is worth working with the next generation to build a more peaceful future through providing young people opportunities to take more repsonsibility within their communities, so as to build skills of peaceful conflict resolution. 

Some examples of peacebuilding initiatives have been provided by INEE

Civic Education and Peacebuilding: Examples from Iraq and Sudan

(United States Institute of Peace)
Between 2006 and 2010, the United States Institute of Peace developed several civic education programs for Iraq and Sudan as part of broader efforts to promote postconflict stability and development and help prevent a return to violence. This report describes those programs after first examining the conceptual bases for civic education and how they differ from and overlap with human rights. It also discusses various challenges civic education programs face in postconflict environments and suggests several ways to overcome these challenges, as illustrated in the cases of Iraq and Sudan. 

To download the full report, and learn more about the civic education and peacebuliding initatives in Iraq and Sudan, visit the website here.


If you are a teacher and an activist -take a look here:

PROFESSIONAL DEVELOPMENT: Peace Education Teacher Professional Development Program

(Teachers Without Borders)

Teachers Without Borders will soon be launching it’s teacher professional development program in peace education. It will be available free online, and will also be introduced through workshops, the first one set to take place in Jos, Nigeria.


The Teachers Without Borders Peace Education Teacher Development Program supports teachers in expanding their peacemaking capacities by giving them an easy-to-use, practical guide to peace education. Through peace education, teachers play an important role in creating a world where peace, equality, diversity, and unity prevail. Very simply, peace education is teaching peace – the knowledge, skills, attitudes, values, and behaviors that are necessary to promote peace and nonviolence in society.


For more information on the curriculum, click here.

World Food Day – time to reflect on hunger and obesity


While opening wordpress to post this blog I noticed a post from ‘childhood obesity news’ -such is the situation  on World Food Day.In 2009, the critical threshold of one billion hungry people in the world was reached in part due to soaring food prices and the financial crisis, a “tragic achievement in these modern days”, according to FAO Director-General Jacques Diouf. One billion people hungry yet consider the rise and effects of childhood obesity through over-eating:

The cases of child obesity are increasing day by day. There are proven research results to ratify this statement. According to one survey, the number of obese children has doubled during the period of last three decades. Being overweight does not only mean to be over in size but it has certain complications attached to it. The succeeding information will make you understand the facts of Childhood obesity.

  • There is alarming increase in the number of children and adolescents developing Type-2 Diabetes (also termed as adult-onset diabetes) due to being overweight.
  • The high levels of cholesterol and high blood pressure, that are some of the main risk factors for development of heart diseases, are found in most of the obese children.
  • Sleep Apnea (interruption of breath while sleeping) is considered as the most severe problem faced by obese children.  In rare cases, this sleep apnea may lead to other problems like difficulty in learning and memory.
  • Obese children are on higher risk of developing, liver diseases, orthopedic problems and asthma.
  • More than 70% obese adolescents retain their overweight and obese condition even during their adulthood.

Lets get back to the billion going hungry today:

State of Food Insecurity in the World

Food and Agriculture Organization, UN)

Following more than a decade of seemingly inexorable increases in the number of undernourished people, estimates for 2010 presented in this edition of The State of Food Insecurity in the Worldshow a slight glimmer of hope, with the first fall since 1995. But that still leaves nearly a billion people going hungry, and it is too early to know if this is the beginning of a downward trend or merely a momentary dip in the number of undernourished.This year, The State of Food Insecurity in the World focuses on countries in protracted crisis, where levels of undernourishment are estimated to be at almost 40 percent. In these settings, FAO and WFP call for official assistance to refocus attention on longer-term solutions by aiming to achieve sustained improvements in the productive capacity of vulnerable countries and strengthening their resilience to shocks, whilst continuing to support life saving and livelihoods protection activities.

To read a summary of the report, click here.


Celebrate World Teacher’s Day! Events, Tools and Resources

Celebrate World Teacher’s Day!
October 5th is World Teacher’s Day and being a teacher myself I am more than happy to extol the vital place of teachers in society. As this year’s focus is on teachers who work in emergency or post crisis contexts I reflect on those teachers I have worked with in places such as Chad,  Colombia, Timor Leste and Les Comores. In Chad teachers for nomadic students often had to put up with violence from sedentary agriculturalists or even be threatened by mines laid during the civil war, as they crossed the desert. In Colombia passionate teachers risked their lives teaching in communities sandwiched between the FARC and the military. I asked why they put their life at risk?  They answered, without thinking -‘because we love the children‘. In Timor Leste rice farmers volunteered to become teachers so that schools could operate soon after the devastation following the independence vote which left all schools smouldering and few trained teachers left to teach. They had few materials ,little training and often just four walls -no windows, doors or roof. It was important to open the schools so that children could ‘get back to some sort of normality’. In Comores teachers often do not get paid for six months or more due to the fragility of the economy and political instability. So it is time to celebrate the brave efforts of teachers worldwide.

World Teachers’ Day is held annually to commemorate the anniversary of the signing in 1966 of the UNESCO/ILO Recommendation Concerning the Status of Teachers.

INEE has put together a list of resources that can be accessed easily from their site.

This year’s World Teachers’ Day is paying special homage to teachers who work in emergency and post-crises contexts. In times of disaster and crisis, teachers play a crucial role in bringing stability and recovery to a community. They provide life-sustaining and life-saving information to children, youth and their families, and help provide a safe, protected environment where learners can begin healing from the effects of a crisis. Teachers themselves often face many personal difficulties in emergency situations or during transition and recovery, and show great resilience in championing education in challenging environments.


Along with structures, supplies, curricula and furniture, appropriately qualified teachers are critical for the provision of quality, relevant and protective education Yet to meet the internationally agreed education targets by 2015, 1.3 million new teachers need to be recruited each year (of which approximately 276,000 correspond to post creations) and the areas most desperately in need of teachers are those affected by or recovering from crisis, fragility and displacement.  A global projected total of 9.1 million teachers need to be recruited between 2008 and 2015 (UIS, 2010). (for more information, click here).

The International Task Force on Teachers for EFA is dedicated to addressing this critical gap. Click here to read their most recent update.

INEE Blog Conversation: Focus on Teachers In anticipation of World Teachers’ Day, INEE, UNESCO and the Task Force on Teachers for EFA invited INEE Members to comment on either or all of the following questions:

  • What is the most important thing you’ve learned from a teacher?
  • What are the biggest challenges that teachers face in crisis settings and how can we best support them?
  • How should we support governments in reducing the teacher gap and upholding EFA commitments in crisis contexts?

Click here for a summary of the comments.

Click here to read the discussion and join in! Contributions already shared will be used to guide discussion during tomorrow’s World Teachers’ Day events in New York and Paris.

Human Rights Watch Case Study on INEE Blog: Separatist attacks on teachers and the government’s use of schools as military bases are greatly harming the education of children in Thailand’s southern border provinces. Human Rights Watch has therefore determined Southern Thailand to be one of the most dangerous places to be a teacher. To read more about this case study, visit the INEE blog here.

Good Practices for Teaching and Learning
The recently launched INEE Guidance Notes on Teaching and Learning articulate good practice on issues of curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes.
The Teachers’ User Guide (Appendix 8 in the Guidance Notes on Teaching and Learning) offers practical tips for teachers to keep in mind when planning and supporting classes in crisis settings.

  • Download the Guidance Notes; to request a hardcopy, email materials@ineesite.org
  • Download the one-page User’s Guide for the Guidance Notes
  • Access the Resource Pack, which offers implementation tools, teaching materials and case studies on Teaching and Learning.
  • Read Case Studies on Teaching and Learning submitted by INEE members
  • Download 30 and 90 minute orientation guides and related PowerPoint presentation

Learn more at www.ineesite.org/teachinglearning


World Teachers’ Day 2010 – UNESCO calling for stories about heroic teachers

To celebrate World Teachers’ Day (WTD) on October 5, UNESCO is inviting the public to send in stories, photos and videos that pay homage to teachers involved in their country’s recovery from natural disaster, conflict and other crises. Selected content (sent to stories@unesco.org) will be published on the UNESCO website.

With the theme “Recovery begins with teachers”, World Teachers’ Day 2010 is a tribute to teachers’ vital role in social, economic and intellectual rebuilding.

On October 5, teachers from Haiti, Israel, Lesotho, Mali, Lao PDR and France will share their experiences dealing with crisis at a discussion organized at UNESCO in Paris.  A presentation of the latest statistics on the global teacher shortage and the opening of a photo exhibition on teachers who work in particularly daunting conditions are among other highlights of UNESCO’s celebration of the Day.

“Teachers provide continuity and reassurance…. By giving hope for the future and providing structure and a sense of normalcy, they help to mitigate the effects of conflict, disaster and displacement.…. Supporting teachers in post-crisis situations is an investment in peace and development,” says the joint statement for the Day signed by UNESCO Director-General Irina Bokova and the chief executives of the United Nations Children’s Fund (UNICEF), the United Nations Development Programme (UNDP), the International Labour Organisation (ILO) and Education International (EI).


“Teachers are peace builders,” added Ms Bokova. “They pave the way to living together, by promoting values of respect, tolerance, mutual understanding and solidarity. This mission is more vital than ever in our increasingly connected and multicultural societies.”

World Teachers’ Day is an occasion to celebrate teachers, but also to draw attention to their status, employment conditions and the needs of countries where teacher recruitment is not keeping pace with increases in student enrolment. According to the latest projections by UNESCO’s Institute for Statistics (UIS), 9.1 million more teachers will need to be recruited over seven years (2008-2015) to meet the Education For All goal of universal primary education by 2015.

UNESCO is organizing an all-day celebration on October 5. Ms Bokova will open the photo exhibition as well as the afternoon session, chaired by Qian Tang, UNESCO’s Assistant Director-General for Education. In addition to teachers’ testimonies about supporting recovery from natural disasters, HIV/AIDS, conflict and violence, other presentations will cover such topics as promoting excellence in teaching, the International Task Force on Teachers for Education For All and accelerating teacher development through new technologies.

World Teachers’ Day, held annually on 5 October since 1994, commemorates the anniversary of the signing in 1966 of the UNESCO/ILO Recommendation Concerning the Status of Teachers.

As part of UNESCO’s ongoing support of education in emergency and post-crisis situations, the International Institute of Educational Planning (IEPP) will issue on 5 November the second edition of its Guidebook for planning education in emergencies and reconstruction, aimed primarily at ministries of education. The revised edition contains five volumes and an interactive CD-Rom.

More information about Teachers’ Da

Education and the Millennium Development Goals

Last week  (20-22 September 2010) there was a summit on the Millenium Development Goals which  concluded with the adoption of a global action plan to achieve the eight anti-poverty goals by their 2015 target date and the announcement of major new commitments for women’s and children’s health and other initiatives against poverty, hunger and disease. Visit the Summit website!

From INEE is a focus on the education MDG:

In 2000, representatives of every country agreed to work together to help the billions of people who still live with poverty, hunger, disease and illiteracy. They established the Millennium Development Goals (MDG), a set of concrete targets to be reached by 2015. With only five years to go to the deadline, the leaders met in New York and discussed how education can make a crucial difference across the global development agenda.
Education is critical to achieving all the MDG goals. With 69 million children still not enrolled in school, and only five years remaining until the MDG deadline, the State of Qatar, Save the Children, UNESCO and UNICEF hosted a round table luncheon on ‘The Central Role of Education in the Millennium Development Goals’ and the importance of placing education, particularly for the most marginalized, higher on the global agenda.
For more information on this particular meeting, click here.

For more information on the MDG summit and the importance of education, click here. To listen to a podcast moderated by Amy Costello, on the steps needed to achieve the global education goals by 2015, click here.

States of fragility: stabilisation and its implications for humanitarian action

Quite often following a disaster, the media has to focus its attention on something new and the follow on and needs for stabilisation may be forgotten. This new theme issue has a particular focus on the aftermath of disasters in terms of stabilisation.

Disasters -new theme issue

States of fragility: stabilisation and its implications for humanitarian action

The international policy context and circumstances of humanitarian action have seen some significant changes over the past decade. Relief and development agencies are operating in an increasingly diverse array of war-affected and difficult contexts, and there is growing donor and national government interest and engagement in ‘stabilising’ countries affected by conflict and fragility.

This special issue of Disasters considers the implications of stabilisation for international humanitarian action. The diversity, evolution and wide geographical scope of these agendas is captured in case studies on Afghanistan, Colombia, Haiti, Pakistan, Somalia, Sri Lanka and Timor-Leste. The issue also includes an additional contribution analysing the historical antecedents of stabilisation, and an overarching editorial that captures key trends in approaches to stabilisation and associated challenges for humanitarian action.

Table of contents:

To launch this special issue, the Overseas Development Institute is holding an event series, Stabilisation, development and humanitarian action, which starts on 22 October 2010. To register to attend this event or to watch live online, visit the ODI website.

Disasters is published in association with Wiley-Blackwell Publishing. To submit an article or subscribe to the journal, visit the Wiley-Blackwell site.

Other recent HPG publications

All HPG publications and further information  available online at: www.odi.org.uk/hpg