Celebrate Human Rights Day – 10th December 2011

Human Rights Day is celebrated annually across the world on 10 December.

Check this site: Celebrate Human Rights Day

The date was chosen to honor the United Nations General Assembly‘s adoption and proclamation, on 10 December 1948, of the Universal Declaration of Human Rights (UDHR), the first global enunciation of human rights. The formal establishment of Human Rights Day occurred at the 317th Plenary Meeting of the General Assembly on 4 December 1950, when the General Assembly declared resolution 423(V), inviting all member states and any other interested organizations to celebrate the day as they saw fit.

The day is a high point in the calendar of UN headquarters in New York City, United States, and is normally marked by both high-level political conferences and meetings and by cultural events and exhibitions dealing with human rights issues. In addition, it is traditionally on 10 December that the five-yearly United Nations Prize in the Field of Human Rights and Nobel Peace Prize are awarded. Many governmental and nongovernmental organizations active in the human rights field also schedule special events to commemorate the day, as do many civil and social-cause organisations.

Want do some something on Human Rights Day?


Pledge to join thousands of others writing their letters as part of Write for Rights Day on 10 December. You can pledge to write a letter, come along to one of our events or hold your own with friends and family. Whatever you plan to do, we’ll send you a reminder so you don’t forget! Take the Pledge now | Find an event near you

Send a message of solidarity

Sending a card with a simple, personal greeting is a powerful way to show support for someone facing human rights abuse.

Every card matters. For prisoners of conscience, for families whose relatives have disappeared, for people in danger for defending human rights, the cards bring comfort and hope; they offer encouragement and support, and raise spirits. But they also show the authorities – prison officers and politicians – that the world is watching. Find out more and send a card.

If you are organising a letter writing event at school, with some friends or as part of a Local Group we have made all of this year’s case sheets, address labels, appeal template letters and translated messages available to download. Download resources

INEE have added their weight to Human Rights Day

Celebrating the Right to Education

INEE is grounded in the fundamental principle that education is a human right. Education promotes individual freedom and empowerment and is essential for the exercise of other human rights. To mark International Human Rights Day, we want to lift up Articles in the United Nations Universal Declaration of Human Rights and in the Convention on the Rights of the Child, which provide that grounding.

Human rights do not cease during disaster or conflict; slavery and servitude are unacceptable in non-emergency and in emergency contexts alike. The right to freedom of thought, conscience and religion do not stop when a flood or earthquake occurs, nor does the right to a nationality or peaceful assembly. It is the same for education-or at least, it should be.  Millions of children and youth are, today, being denied their human right to education because they live in a conflict zone, or their community has been impacted by a natural disaster. This lack of education is unacceptable. Beyond being recognized as a fundamental human right, education must be protected and supported with strong legal frameworks, adequate resources and political support.

The Universal Declaration of Human Rights, 1948

Article 26

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) 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.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.

The Convention on the Rights of the Child, 1989

Article 28

1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:

(a) Make primary education compulsory and available free to all;

(b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;

(c) Make higher education accessible to all on the basis of capacity by every appropriate means;

(d) Make educational and vocational information and guidance available and accessible to all children;

(e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.

2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention.

3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.

Article 29

1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;

(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

(e) The development of respect for the natural environment.

2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

For more information on the right to education and on UNESCO’s work in this area see UNESCO and Education: Everyone has the Right to Education, UNESCO, 2011.

HREA would also like to celebrate HRD 2011

Human Rights Day 2011 is even memorable for those involved in human rights education. The UN General Assembly is expected to adopt the Declaration on Human Rights Education and Training on this day. This landmark document recognises the right of every one of the planet’s seven billion people to have access to human rights education, a lifelong process involving all ages, all parts of society, and every kind of education, formal and informal. The Declaration specifies not simply what one should learn about human rights, but also how (“through human rights, which includes learning and teaching in a way that respects the rights of both educators and learners”) and also why (“for human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others”). The adoption of this new Declaration also offers educators and policy makers an occasion to reassess state and national policies and priorities in the light of international standards.


HUMAN RIGHTS EDUCATION – new links and resources – May 2011

New resources have been added to the Human Rights Education Association (HREA) online library:
A Humanitarian Practitioner’s Guide to International Human Rights Law by William G. O’Neill (Providence: The Thomas J. Watson Jr. Institute for International Studies, 1999). Language(s): English. Keywords: guide, humanitarian workers, NGO staff, civil and political rights, internally displaced persons, international humanitarian law, refugee law, refugees, International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR). URL:

Basic Introduction to Human Rights and Rights-Based Programming (CARE Human Rights Initiative, 2001). Language(s): English. Keywords: manual, student text, teacher guide, development workers, humanitarian workers, human rights-based approach (HRBA) to programming, International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR), Universal Declaration of Human Rights (UDHR). URL:

Kid’s Talk: Freedom of Expression and the UN Convention on the Rights of the Child by Linda Kirschke (London: Article 19, 1999). Language(s): English. Keywords: report, access to information, children’s rights, civil and political rights, freedom of expression, freedom of religion, rights of the child, Convention on the Rights of the Child (CRC), International Covenant on Civil and Political Rights (ICCPR), Committee on the Rights of the Child, Sierra Leone, South Africa, Uganda. URL:

Professional Training Series No.4: National Human Rights Institutions: A Handbook for the Establishment and Strengthening of National Institutions for the Promotion and Protection of Human Rights (Geneva: United Nations Centre for Human Rights, 1995). Language(s): Arabic, Chinese, English, French, Russian. Keywords: handbook, government officials, public officials, training of professional groups, national human rights institutions, Principles relating to the status of national institutions (“Paris Principles”). URL:

Promoting Rights in Schools: providing quality public education (Johannesburg: Right to Education Project and ActionAid, 2006). Language(s): English, French. Keywords: NGO staff, pupils, school administrators, students, teachers, children’s rights, right to education, rights of the child, African Charter on the Rights and Welfare of the Child, Convention on the Elimination of All Discrimination Against Women (CEDAW), Convention on the Rights of the Child (CRC), International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR), Universal Declaration of Human Rights (UDHR), Africa. URL:

and some new links for further country information:





Human Rights Education – Rights of the Child -e course

The Human Rights Education Association have published some news of courses and new resources:

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 and enroll: http://www.hrea.org/child-rights


New documents added to the library :

Detention Monitoring Briefing N°1: Making Effective Recommendations (Geneva: Association for the Prevention of Torture, 2008). Language(s): English, French, Georgian, Polish, Portuguese, Romanian, Spanish. Keywords: guidelines, NGO staff, human rights monitoring, human rights reporting, inhuman or degrading treatment, pre-trial detention, prison conditions, prisoners’ rights, torture. URL:

Detention Monitoring Briefing N°2: The Selection of Persons to Interview in the Context of Preventive Detention Monitoring (Geneva: Association for the Prevention of Torture, 2009). Language(s): English, French, Georgian, Polish, Spanish. Keywords: guidelines, NGO staff, human rights monitoring, human rights reporting, inhuman or degrading treatment, pre-trial detention, prison conditions, prisoners’ rights, torture. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5598&category_id=9&category_type=3

Excursion to the past-teaching for the future: Handbook for teachers (Vienna: European Union Agency for Fundamental Rights, 2010). Language(s): English. Keywords: handbook, teacher guide, teachers, secondary school, teacher training, genocide, Holocaust, war crimes, Universal Declaration of Human Rights (UDHR), European Union, Europe. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5590&category_id=18&category_type=3

Guidelines on Indigenous Peoples’ Issues (New York and Geneva: Inter-Agency Support Group on Indigenous Issues, 2009). Language(s): English, French, Spanish. Keywords: guidelines, development workers, staff of international organisations, cultural rights, economic and social rights, human rights-based approach (HRBA) to programming, indigenous peoples, Convention on the Elimination of all forms of Racial Discrimination (CERD), Convention on the Rights of the Child (CRC), Convention on the Worst Forms of Child Labour (ILO Convention N° 182), ILO Convention N° 182, Indigenous and Tribal Peoples Convention (ILO Convention n° 169), International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR). URL:

Parliament & Human Rights by Arif Azad (Islamabad: United Nations Development Programme Pakistan and Strengthening Democracy through Parliamentary Development, n.d.). Language(s): English. Keywords: brochure, parliamentarians, public officials, democracy, Pakistan. URL:

Review of Human Rights Education and Training in the Criminal Justice System in Nepal by Ben Saul, David Kinley and Yubaraj Sangroula (Kathmandu and Sydney: Kathmandu School of Law and Sydney Centre for International Law/Faculty of Law/The University of Sydney, 2009). Language(s): English. Keywords: guidelines, research study, law enforcement officials, in-service training, pre-service training, training of professional groups, appropriate use of force, arbitrary detention, criminal justice, freedom of assembly and association, inhuman or degrading treatment, non-discrimination, pre-trial detention, privacy, Nepal. URL:http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5594&category_id=12&category_type=3

Visiting places of detention: What role for physicians and other health professionals? (Geneva: Association for the Prevention of Torture, 2008). Language(s): Arabic, English, French, Georgian, Polish, Spanish. guide, health professionals, human rights monitors, human rights monitoring, pre-trial detention, prison conditions, prisoners’ rights, torture, Optional Protocol to the UN Convention against Torture (OPCAT). URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5599&category_id=14&category_type=3

Human Rights Education – new resources

Human Rights Education Association (HREA) have listed some new resources:

A Practical Guide to the United Nations’ Universal Periodic Review (UPR) by Tatiana Bejar (New York: Human Rights Project at the Urban Justice Center, 2010). Language(s): English. Keywords: human rights monitors, NGO staff, universal periodic review (UPR), Human Rights Council, United Kingdom, USA. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5514&category_id=21&category_type=3

Children’s Rights Education for Adults (Berlin: Democracy and Human Rights Education in Europe (DARE) Network, 2010). Language(s): English. Keywords: lessons learned, report, NGO staff, training of professional groups, adult education, children’s rights, human rights education, right to education, rights of the child, Convention on the Rights of the Child (CRC), World Programme for Human Rights Education, European Union, Austria, Belgium, Bulgaria, Europe, Germany, Hungary, Netherlands, Slovenia. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5508&category_id=21&category_type=3

Education in human rights in international law: Foundations, assessment, and perspectives by Ramdane Babadji (Geneva: CIFEDHOP, 2006). Language(s): English, French. Keywords: article, human rights education, Convention Against Torture and Other Cruel and Degrading Treatment (CAT), Convention on the Elimination of All Discrimination Against Women (CEDAW), Convention on the Elimination of all forms of Racial Discrimination (CERD), Convention on the Rights of the Child (CRC), International Covenant on Economic, Social and Cultural Rights (ICESCR), UNESCO Convention Against Discrimination in Education, Human Rights Council, UN Special Rapporteur on the right to education. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5503&category_id=43&category_type=3

Gender and Rights: A Resource Guide by Maitrayee Mukhopadhyay, Chris Hunter, and Kirsty Milward (Amsterdam: Royal Tropical Institute and Gendernet, n.d.). Language(s): English. Keywords: guide, NGO staff, staff of international organisations, gender equality, gender mainstreaming, human rights-based approach (HRBA) to programming, women’s human rights. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5490&category_id=23&category_type=3

Human rights and humanitarian law in professional policing concepts. Highlights from the book To Serve and Protect (Geneva: International Committee of the Red Cross, 2007). Language(s): English. Keywords: law enforcement officials, appropriate use of force, criminal justice, equality before the law, international humanitarian law, juvenile justice, violence against women, International Committee of the Red Cross/Crescent (ICRC). URL:http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5500&category_id=12&category_type=3

Human rights education in non-formal settings: Lessons learned from the Rights Education Action Programme (London: Amnesty International, 2010). Language(s): Arabic, English, French, Malay, Polish, Romanian, Russian, Slovenian, Spanish, Turkish. Keywords: brochure, evaluation, lessons learned, NGO staff, youth, non-formal education, human rights education. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5516&category_id=4&category_type=3

Resources for Human Rights Education 2: Using Games, Films and Role-Playing: A Practical Guide from the EMHRN Summer School 2008 by Nour Hemici, Monica Grunfeld Rius, Hiba Heneini, Issa Amro (Copenhagen: Euro-Mediterranean Human Rights Network, 2010). Language(s): English. Keywords: lesson activities, students, trainers, youth, informal education, non-formal education, training of trainers, conflict resolution, tolerance education, conflict transformation, human rights education, methodology. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5495&category_id=20&category_type=3

The ICRC and universities: Working together to promote international humanitarian law (Geneva: International Committee of the Red Cross, 2008). Language(s): English. Keywords: professors, students, higher education, international humanitarian law, International Committee of the Red Cross/Crescent (ICRC). URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5499&category_id=7&category_type=3

Training Resources on Penal Reform and Gender by Agneta M. Johannsen (Geneva: The Geneva Centre for the Democratic Control of Armed Forces, 2010). Language(s): English. Keywords: training manual, prison officials, training of trainers, criminal justice, gender equality, gender mainstreaming, prisoners’ rights, sexual violence, violence against women. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5488&category_id=15&category_type=3

Human Rights Education – new documents

The Human Rights Education Association have updated their resource library with some new documents , listed below with their respective links

## LIBRARY: http://www.hrea.org/erc/Library ##

New documents added:

A Human Rights-Based Approach to Programming (United Nations Population Fund and Harvard School of Public Health, 2010). Language(s): English. Keywords: manual, health professionals, humanitarian workers, staff of international organisations, training of professional groups, gender equality, human rights-based approach (HRBA) to programming, reproductive health, right to health, United Nations Population Fund (UNFPA). URL:

Child Labour: A textbook for university students (Geneva: International Labour Organization, 2004). Language(s): English. Keywords: textbook, students, graduate, higher education, undergraduate, child labour, international labour standards, 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). URL:

Gender and SSR Toolkit: Justice Reform and Gender by Shelby Quast (Geneva: Geneva Centre for the Democratic Control of Armed Forces, Office for Democratic Institutions and Human Rights, 2008). Language(s): English, French. Keywords: government officials, judges, lawyers, parliamentarians, public officials, equality before the law, gender equality, gender mainstreaming, international humanitarian law, non-discrimination, violence against women, Convention on the Elimination of All Discrimination Against Women (CEDAW), Committee on the Elimination of All forms of Discrimination Against Women. URL:

Human Rights Education Core Competencies (HREA, 2010). Language(s): English. Keywords: professors, school administrators, teachers, trainers, formal education, higher education, non-formal education, training of professional groups, curriculum development, human rights education. URL:

Integrating Internal Displacement in Peace Processes and Agreements by Gerard McHugh (Washington, D.C.: Endowment of the United States Institute of Peace and Brookings Institution, 2010). Language(s): English. Keywords: reference, internally displaced persons, peace, Guiding Principles on Internal Displacement. URL:

International Human Rights Law Outreach Program: Project Evaluation Report by Hany Ibrahim (Cairo: School of Continuing Education/American University in Cairo, 2009). Language(s): English. Keywords: evaluation, professors, higher education, human rights education, Egypt. URL:

Materials to explore issues of intercultural understanding and community cohesion for ages 11-18: Teachers’ notes by Don Rowe, Will Ross and Ted Huddleston (London: British Council, 2009). Language(s): English. Keywords: esson unit(s), teachers, trainers, formal education, secondary school, citizenship education, migrant workers, minority rights. URL:

Protecting Ourselves and Each Other (Bantwana Initiative and FXB – Uganda, Kampala, 2010). Language(s): English. Keywords: pupils, social workers, students, youth, informal education, primary school, child labour, children’s rights, right to education, rights of the child, Uganda. URL:

Refugees: A Canadian Perspective—Teacher’s Guide (Ottawa: United Nations Association of Canada, 2001). Language(s): English. Keywords: teacher guide, teachers, formal education, primary school, secondary school, refugees, Canada. URL: http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5432&category_id=18&category_type=3

Sierra Leone’s Truth & Reconciliation Commission and Special Court: A Citizen’s Handbook by Paul James-Allen, Sheku B.S. Lahai, and Jamie O’Connell (Freetown and New York: National Forum for Human Rights and International Centre for Transitional Justice, 2003). Language(s): English. Keywords: handbook, community leaders, NGO staff, religious leaders, conflict transformation, criminal justice, equality before the law, impunity, independence of judiciary, rule of law, torture, Special Court for Sierra Leone, Sierra Leone. URL:

Teaching and Dissemination of Human Rights Instruments on the Protection of Refugees (Paris: UNESCO, 1978). Language(s): English. Keywords: report, public officials, higher education, human rights education, internally displaced persons, refugees, UN High Commissioner for Refugees (UNHCR). URL:

Human Rights Education – Crimes of War

Demobilised Child Soldiers DRC. Time


We have a duty to build capacity in people so that they know what their basic human rights are, how to find support for protection of these rights and to understand how they can take action to protect other people’s human rights.


Check out UNICEF’s Voice of Youth site for more information about children’s rights.

twogirls unicef
Unicef -Sudan


Instead of heeding lessons of the past, we seem to be reading more and more in the news about child soldiers, sexual violence being perpetrated as a weapon of war, civilians being injured, tortured, killed as a way of ‘undermining governments’ policies’ and as a general threat to innocent civilians. This is also in the context of a wide availability of more sophisticated weapons in the poorest of countries and a general plundering of natural resources , particularly minerals such as diamonds leading to a wider range of conflicts.




The next generation will already be receiving this situation, handed down by their parents -education of the next two generations is necessary to get a real change in attitudes and behaviour and and for all children , no matter where they live, have their basic rights protected and enforced.


The text below comes from  the HREA Quarterly Newsletter (  July-September 2009)

The Office for Democratic Institutions and Human Rights of the Organization for Security and Cooperation in Europe (OSCE/ODIHR), the Council of Europe, the Office of the United Nations High Commissioner for Human Rights (OHCHR) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have jointly published Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice. HREA was retained to develop the Compendium under the guidance of these partners.


Designed for primary and secondary schools, teacher training institutions and other learning settings, the new tool, which collects 101 exemplary practices from Central Asia, Europe and North America, is a valuable resource for teachers and education policymakers.

It provides resource materials relevant to key elements for successful human rights education, including 1) laws, guidelines and standards; 2) learning environment; 3) teaching and learning tools; 4) professional development for educators, and 5) evaluation.

The collection demonstrates creative approaches to human rights education and aims to facilitate networking and exchange of experience among education professionals. The practices can be adapted to local conditions anywhere in the world.

Below is an example of a good practice included in the Compendium:

Crimes of War – What the Public Should Know: Educator’s Guide


Intended Audience: Upper secondary school and university students (ages 16-22) and their teachers.

: The Educator’s Guide was developed to make the reality of war crimes more accessible to youth, young adults and future decision makers in a classroom learning environment.

The assumption is that if students and their teachers know the depth of the horrors of war – the same wars that are often described in mainstream media as “precise”, “modern”, or “just” – they would take a more active role in deciding when, where and why to go to war, and in influencing the way those wars are fought.

Description: The Educator’s Guide accompanies the second edition of Crimes of War: What the Public Should Know, composed of case studies written by prominent field journalists. The Educator’s Guide was developed in co-operation with the Crimes of War Project (publisher of the second edition) and the United States Institute of Peace.

In the Educator’s Guide, there are eight thematic chapters: weapons, violence against civilians, child soldiers, sexual violence, terrorism and torture, genocide, international courts and tribunals, and humanitarian intervention. Each of the thematic chapters is linked to case studies contained in the second edition of Crimes of War, as well as United States national education standards. The chapters include the following elements:
• an essential question;
• learning objectives;
• methodology;
• background information on the theme;
• discussion questions (organized from simplest to most complex);
• extension activities (that can be used for additional class work or homework);
• ways that learners can take action; and
• additional film, Web and print resources for the classroom.

In addition to thematic, case study chapters, the Educator’s Guide contains a Glossary of Terms and a “Background and Key Concepts” section that presents the history of international humanitarian law and key concepts of the Geneva Conventions and its Additional Protocols.

UGANDA Artwork 01AI
Child Soldiers.Uganda.Amnesty International

In order to strengthen students’ sense that they can do something positive in addressing crimes of war, each chapter provides an “action” section with practical activities, such as participating in awareness raising and action campaigns. Furthermore, two of the chapters address justice mechanisms for addressing crimes of war: courts and humanitarian intervention.


Strengths: The Educator’s Guide supports educators in addressing the themes of crimes of war and international humanitarian law, which are rarely addressed in school settings. While making use of journalistic case studies to engage students, the lessons also provide historical and technical backgrounds necessary for understanding the themes.

The resource is designed for flexible use by teachers. For each thematic issue, educators can choose from a range of related case studies in the second edition of Crimes of War. The discussion questions are organised from simplest to most complex thinking so that those most suitable for the students can be selected. The reference section of each chapter links teachers with original sources and multi-media tools that can be used to enhance the lesson.

drawing 09 (3 fighters & cut hand)AI
Child Soldiers.Uganda. Amnesty International

Adaptability: The Educator’s Guide is intended for use in cross-national settings and was written to be culturally nonspecific, with regional examples from Europe, Africa and Asia. The second edition of Crimes of War is available in English and Arabic, and a French edition, as well as additional translations, are forthcoming.

Availability: The Educator’s Guide can be downloaded at http://www.hrea.org/crimesofwar. Two sample chapters, “Weapons” and “Violence Against Civilians: Sieges and Sanctions”, are included in the Compendium Annex. The main text, Crimes of War: What the Public Should Know (second edition), can be found on-line in English and Arabic at http://www.crimesofwar.org/thebook/book.html.


E-learning  – online capacity building


HREA is offering fourteen e-learning courses in the first trimester of 2010 (1 February-20 April), including courses on child rights programming, gender mainstreaming, human rights-based programming, human rights litigation, human rights of migrants and migrant workers, introduction to human rights education, monitoring children’s rights (in French), national human rights institutions, and the UN Human Rights Council. Find out more about these and other upcoming e-learning opportunities.