1. Assesment of the regional development of Human Rights Education in the last decade An applied research study: The Inter-American Report on HRE Inter-American Institute of Human Rights

2. The IIHR is developing a methodology oriented to measure progresses (or absence of them) in the fullfillment of human rights, using as reference the main international instruments which consagrate human rights and define the State obligations to make them effective. We are constructing a system to assist in an objective and continous human rights monitoring, which would facilitate the elaboration of periodic reports –complementary to those produced by other specialized organizations. Our approach is neither to report violations, nor to describe a “situation state” of human rights at a given moment. We focus on processes of change and improvement in the respect of human rights. To do so, we construct and apply a system of progress indicators.

3. First experience (2000-2002): Trial of an initial system about 3 rights or groups of rights which constitute IIHR´s institutional strategy: Access to justice Political participation Human rights education Elaboration of “progress maps” for 6 pilot countries. Ongoing experience (from 2002 on): Elaboration of a study on the progress of HRE in the region: the Inter-American Report on Human Rights Education

4. Goals: To provide inputs to the Inter-American organs for human rights promotion and protection in the manner of an independent, friendly report. Its progressive nature coincides with the progessive reports which States that are parts of the San Salvador Protocol are obliged to submit (Art. 19). To offer objective elements of judgement to the competent national public institutions, civic society organizations, and the international human rights community, in order to promote a debate on the progresses on HRE, its successes and limitations, and the pending tasks. To develop and provide local organizations a working tool for the research and assessment of human rights progress in their countries.

5. The Report explores the variations produced during the period 1990-2002(03/04) concerning the incorporation of HRE in formal and non formal education, in the 19 countries that signed the “Additional Protocol to the American Convention on Human Rights in the area of Economic, Social and Cultural Rights”, or “Protocol of San Salvador” (1988). They are: ARGENTINA – BOLIVIA – BRASIL – COLOMBIA COSTA RICA – CHILE - DOMINICAN REPUBLIC - ECUADOR - EL SALVADOR GUATEMALA – HAITI MEXICO - NICARAGUA - PANAMA - PARAGUAY – PERU – SURINAM - URUGUAY - VENEZUELA

6. The Report is legally supported on the commitmment of the States Parties of the “Protocolo of San Salvador”. Art. 13 of the Protocol states: 1.Everyone has the right to education. 2.The States Parties to this Protocol agree that education should be directed towards the full development of the human personality and human dignity and should strengthen respect for human rights, ideological pluralism, fundamental freedoms, justice and peace. They further agree that education ought to enable everyone to participate effectively in a democratic and pluralistic society and achieve a decent existence and should foster understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups and promote activities for the maintenance of peace.

7. It is a mid-term project in 4 stages: I Report (2002): Examines the variations in the norms, both national and international, in educational public policies, and in the process of educational reform. II Report (2003): Examines the variations in the guidelines of the educational curriculum, in the contents of study plans and programs at the elementary and high school level, and in the contents and presentation of school texts. III Reports (2004): Examines the variations in teachers training, both in-service (current) teachers, and in-training (future) teachers. IV Report (2005): Examines the variations in the adoption and implementation of “National Plans for HRE” –as part of the internationally proclaimed “HRE Decade” (1995-2004).

8. Methodologically, within the thematic field of HRE, this research defines: Research domains Variables Indicators Means of verification (information sources) These cathegories conform a matrix to gather and organize information, which is later processed and analized. Information is collected by local researchers in the countries under study. Processing and analysis is in charge of the Applied Research Unit and the Pedagogical Unit at IIHD-IIHR.

9. Matrix of I Inter-American Report on HRE: Normative Development 2002

10. Domain: EDUCATIONAL NORMATIVE VariablesIndicators Adoption of norms about HRE Ratification of international instruments Incorporation of HRE in national laws Adoption of public policies Incorporation of HRE in Decrees, Resolutions and other instruments of public administration. Incorporation of HRE in official documents (e.g., Educational Reform) and National Education Plans.

11. Institutional Development Existence of government offices specialized on HRE. Existence of specialized government programs on HRE. Right to education (as context for the study of HRE) Constitutional norms Constitutional percentage of national budget destined to education Whether education is mandatory or not School enrollment

12. Matrix of II Inter-American Report on HRE: Development of School Curricula and Textbooks 2003

13. Domain 1: CURRICULAR REGIME Incorporation of HRE into the official document that sets the objectives and content of the curriculum Contents which refer explicitly to human rights and constitutional guarantees Contents which refer explicitly to justice, State institutions and the rule of law Contents which refer explicitly to democracy, voting rights, elections, political and ideological pluralism Contents which refer explicitly to values education (solidarity, human dignity, peace, tolerance and understanding among nations)

14. Incorporation of HRE contents into the official course programs for 5th, 8th and 11th grades Contents which refer explicitly to human rights and constitutional guarantees Contents which refer explicitly to justice, State institutions and the rule of law Contents which refer explicitly to democracy, voting rights, elections, political and ideological pluralism Contents which refer explicitly to values education (solidarity, human dignity, peace, tolerance and understanding among nations)

15. Domain 2: SCHOOL TEXTBOOKS Incorporation of HRE contents into educational textbooks for 5th, 8th and 11th grades Contents which refer explicitly to human rights and constitutional guarantees Contents which refer explicitly to justice, State institutions and the rule of law Contents which refer explicitly to democracy, voting rights, elections, political and ideological pluralism Contents which refer explicitly to values education (solidarity, human dignity, peace, tolerance and understanding among nations)

16. Domain 3: CROSS-CUTTING PERSPECTIVES Gender Equity Contents addressing gender equity in: 1) Official document setting the objectives and contents of the curriculum 2) Course programs 3) Textbooks Language used in textbooks Roles in which women are depicted in textbook illustrations Number of women in relation to men in textbook illustrations

17. Ethnic Diversity Contents addressing ethnic diversity in: 1) Official document setting the objectives and contents of the curriculum 2) Course programs 3) Textbooks Roles in which indigenous and afro-descendant peoples are depicted in textbooks illustrations. Number of indigenous and afro-descendant peoples in textbook illustrations Existence of auxiliary or complementary bibliography on intercultural issues and bilingualism

18. Interaction between civil society and the State Role of civil society in the process of designing the school curriculum Contents of course programs and textbooks that promote knowledge and/or participation of civil society in different governmental and non- governmental organizations.

19. Matrix of III Inter-American Report on HRE: Development in Teachers Training 2004

20. Domain 1: TEACHERS FORMATION AND TRAINING IN THE NORMS AND INSTITUTIONS Contents of the laws in relation to teachers formation and training Chapter or section about teachers formation and training Norms establishing teaching-learning of skills and knowledge for HRE Contents of National Education Plans Chapter or section about teachers formation and training Guidelines about teaching-learning of knowledge and skills for HRE

21. Structure of the Ministry of Education in relation to HRE training Department/Unit in charge of teachers training in HRE Department/Unit which provides pedagogical guidelines for teachers training in Normal Schools and Terciary Institutes Pedagogical guidelines for HRE in Normal Schools and Terciary Institutes

22. Domain 2: BASIC or INITIAL TRAINING Contents in the study plans of Normal Schools Course on Human Rights Course on the methodology of HRE Research studies, thesis, and papers on HRE Contents in the study plans of other higher education institutions which form teachers Course on Human Rights Course on the methodology of HRE Research studies, thesis, and papers on HRE

23. Domain 3: IN-SERVICE TEACHERS TRAINING Courses, workshops and other activities for teachers organized by the Ministry of Education Courses, workshops or seminars on HRE Cooperation agreements between the Ministry and other institutions Didactic materials for HRE Courses, workshops and other activities for teachers organized by the Ombudsman Office Courses, workshops or seminars on HRE Cooperation agreements between the Ministry and other institutions Didactic materials for HRE

24. Domain 4: CROSS-CUTTING PERSPECTIVES Gender equity Norms establishing the learning of skills and knowledge for teaching gender equity. Guidelines about learning of skills and knowledge for teaching gender equity. Course with contents or pedagogical guidelines about gender equity in the Study Program Research studies, thesis and papers about teaching gender equity. Extra-curricular activities within teacher training institutions related to the teaching of gender equity. In-service training courses about gender equity. Didactic materials about teaching gender equity.

25. Domain 4: CROSS-CUTTING PERSPECTIVES Ethnic and cultural diversity Norms establishing the learning of skills and knowledge for teaching ethnic and cultural diversity. Guidelines about learning of skills and knowledge for teaching ethnic and cultural diversity. Course with contents or pedagogical guidelines about ethnic and cultural diversity in the Study Program. Research studies, thesis and papers about teaching ethnic and cultural diversity. Extra-curricular activities within teacher training institutions related to the teaching of ethnic and cultural diversity. In-service training courses about ethnic and cultural diversity. Didactic materials about teaching ethnic and cultural diversity.