1. Human Rights Education in Schools in Mauritius Commonwealth Secretariat Human Rights Education Associates (HREA) www.hrea.org www.hrea.org Paul McAdams, Senior Program Associate p.mcadams@hrea.org p.mcadams@hrea.org December 2 2011

2. Overview Purpose of the Project Outputs Initial Observations Human Rights Education (HRE) World Programme for HRE So What? Next Steps

3. Why? Why is human rights education important?

4. Purpose of the Project Integrate human rights into secondary schools curricula and teaching. Influence the adoption of new approaches to human rights education (HRE) in schools.

5. Outputs 1.Desk review of (educational policies, curricula, learning materials/textbooks): The current status of HRE in secondary education. The needs of the sector. Guidelines for the integration of HRE in secondary education. How to integrate models developed in other jurisdictions, into Mauritius schools. 2.Document extra-curricular values based work. 3.Take cognisance of previous work done in this area by the MoE, other development partners, and the Commonwealth. 4.Prepare a report which includes the work documented as outlined and recommendations.

6. Initial Observations Human rights values of respect, tolerance, peace identified as cross-cutting domains of learning in pre- primary, primary, and secondary. Principles of the Convention of the Rights of the Child stated in guiding the pre-primary NCF. In primary NCF, reference to rights and responsibilities.

7. Initial Observations In secondary: learning area of “Rights and Responsibilities” under Health and Physical Education. Level descriptors from Form I to Form V Personal and societal attitudes and values Interpersonal skills and conflict resolution Rights and responsibilities Interest in HRE, but must work within existing system: Training of teachers, improving school environment, making HRE “more explicit” in curricula and in practice

8. HRE Encompasses… Knowledge and skills — learning about human rights and mechanisms, as well as acquiring skills to apply them in a practical way in daily life. Values, attitudes and behaviour — developing values and reinforcing attitudes and behaviour which uphold human rights. Action — taking action to defend and promote human rights.

9. World Programme for Human Rights Education

10. World Programme for HRE Follow up to UN Decade for HRE (1995-2004). Covers all members of society but is being implemented in stages. Intended for States but recognizes roles of civil society. Implemented in stages. First phase (2005-2009): formal schooling sector. Phase 2 (2010-2014): higher education including professional training institutions.

11. Objectives of the World Programme for HRE To promote the development of a culture of human rights. To promote a common understanding, based on international instruments, of basic principles and methodologies for HRE. To ensure a focus on HRE at the national, regional and international levels.

12. Objectives of the World Programme for HRE (cont.) To provide a common collective framework for action by all relevant actors. To enhance partnership and cooperation at all levels. To survey, evaluate and support existing HRE programmes, to highlight successful practices, and to provide an incentive to continue and/or expand them and to develop new ones.

13. Components of Success

14. 5 Key components of success Policy Policy Implementation Learning Environment Teaching and Learning Educational and Professional Development of School Personnel

15. So what? 1.What already exists in our secondary education system that contains elements of or reflects HRE? (learning environment, teaching and learning, professional development of education staff, evaluation…) 2.What do we want: For the students? For teachers? For parents? For ourselves?

16. Next: The Commonwealth Secretariat Will… Compile a report on the situation of HRE in schools in Mauritius, making recommendations to the GoM. Present a report to the GoM for their inputs and approval of recommendations. Assist the GoM with model curricula for schools as well as curricula for the training of teachers. Assist the GoM in building the capacity of teachers and other key stakeholders in implementing the model curricula.

17. Merci!