Integration of human rights education into the curriculum and pedagogy

Human rights education (HRE) is a lifelong process aimed at empowering people through fostering knowledge, skills, attitudes and behaviours needed to uphold human rights for all members of society. HRE stands to empower children and others to imbibe fundamental human rights principles such as dignity, equality, and non-discrimination through an embedded learning process - that includes education, training and information.

Percentage of schools and other educational institutions lacking adequate infrastructure facilities as defined by existing laws and/or policies

The infrastructure requirements/standards may vary slightly depending on the culture, weather, geographical location, and domestic norms and standards. However, some of the basic amenities that every educational facility should have consist of :

Existence of laws and/or policies that guarantee adequate infrastructure facilities in schools and other educational institutions

This includes norms, standards, and guidelines set for infrastructure facilities and safety in schools and other educational institutions including ECCE centres, either in the domestic law or by the Ministry of Education or other relevant ministries or by the statutory bodies. This indicator assesses if such norms are set either by law or policies.

Integration of content on gender equality and absence of gender stereotypes in the curriculum and pedagogy

As emphasised by the Convention on the Elimination of All Forms of Discrimination against Women, promoting gender equality perspectives and elimination of any gender-stereotyped concept of the roles of men and women at all levels and in all forms of education is crucial to eliminate structural forms of gender discrimination rooted in prejudices and customary practices. This indicator is to assess if content on gender equality is integrated into the different levels of education and if non-stereotypical educational curricula are developed.

Percentage of children of a specific group, enrolled in education

This indicator examines whether children from a particular marginalised community have equal access to education. Marginalised groups include women and girls, Indigenous peoples and minorities, persons with disabilities, persons with HIV / AIDS, child labourers, persons in detention, migrants, refugees and IDPs, and persons living in poverty.     

Existence of laws and/or policies that guarantee the diversity of teachers and education support personnel

A multiethnic, multicultural, and linguistically representative teaching workforce is desirable to ensure equal and quality inclusive education for children belonging to diverse origins. In order to ensure equal access and quality outcomes for children of minority, multi-ethnic, migrant, indigenous or different home-language backgrounds, recruitment policies and strategies include employment of teachers from diverse origins.

Existence of laws and/or policies that guarantee children’s access to learning and learning material in education in their mother tongue

Research evidence from around the world echoes that learning first in one's mother language leads to better outcomes in the future – for individuals, cultures, and nations. This indicator examines whether provisions in the national laws or policies exist to ensure equal access to education for children belonging to migrants, refugees, asylum seekers or any non-citizens, including provisions for the necessary equipment and support they need to access the learning and learning materials in their mother tongue.

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