Session 3, Human Rights and Human Rights Education



Basic Topics
  1. Human rights
  2. Human dignity
  3. Human rights education
  4. Children’s rights
  5. Right to education
  6. Rights and responsibilities
  7. Critical pedagogy
  8. Human rights-based approach to education

The duration of the session is 9 hours (3 reading + 3 learning + 3 working/practicing)


The Objectives of this session are:

  • Support students in developing a basic, critical understanding of the history and philosophy of human rights.
  • Familiarize students with the aims and definition of human rights education -- as part of quality education – as established by the United Nations.
  • Support students in identifying human rights values and human rights standards to integrate into their teaching.
  • Introduce ‘critical pedagogy’ – with analysis, reflection and taking action – as the praxis for human rights education.
  • Guide students in applying a human rights-based approach to all aspects of school life.
  • Develop students’ confidence to learn more about human rights – including online resources - and the relevance of human rights for everyday life.
  • Familiarise students with key tools on EDC-HRE including the EDC-HRE teaching resource series.
Learning outcomes

After completion of the session students will:

  1. Understand the origins and history of human rights and the links between human rights values and democratic governance;
  2. Have ideas about how human rights values and standards can be incorporated into teaching and learning processes, and the school environment overall.
  3. Reflect on the aforementioned in developing methods for their own classrooms that promote the development of competences for democratic culture.
Outcomes and CDC
  • Knowledge and critical understanding
    • Including politics, law, human rights, cultures, religion, etc.
      • 117: Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities (basic)
      • 118: Can explain why everybody has a responsibility to protect the human rights of others (basic)
      • 124: Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world (intermediate)
      • 123: Can explain the universal, inalienable and indivisible nature of human rights (intermediate)
      • 131: Can reflect critically on the evolving nature of the human rights framework (advanced)
  • Values
    • Valuing human dignity and human rights 
      • 101: Argues that human rights should always be protected and respected  (basic)
      • 102: Argues that specific rights of children should be respected and protected by society (basic0
      • 103: Argues that everyone should recognise the fundamental freedoms of each human being (basic)
      • 105: Argues that all public institutions should respect, protect and implement human rights  (intermediate)
      • 106: Defends the view that human rights are required for every human being to be able to live with dignity (intermediate)
      • 108: Expresses the view that all laws should be consistent with international human rights norms and standards (advanced)
  • Attitudes
    • Respect
      • 502: Expresses respect for other people as equal human beings (basic)
      • 503: Expresses respect for different opinions, world views and ways of life unless they violate human rights (basic)
      • 507: Expresses respect for different opinions or ideas unless they violate human rights (intermediate)
      • 509: Expresses respect for others based on the recognition of the dignity of all persons and of their human rights (intermediate)
    • Civic Mindedness
      • 603: Expresses readiness to contribute to improving the situation of other people in the community (basic)
      • 605: Expresses commitment to not being a bystander when the dignity and rights of others are violated (intermediate)
      • 610: Expresses commitment to sustaining and safeguarding the human rights of other people (intermediate)
  • Skills
    • Analytical and Critical Thinking Skills
      • 1101: Can identify similarities and differences between new information and what is already known (basic)
      • 1110: Can make evaluations on the basis of evidence and experience (basic/intermediate)
      • 1111: Can analyse alternative points of view (basic/intermediate)
      • 1136: Can evaluate critically the actions of those who have responsibilities to respect, promote and realise human rights (intermediate/advanced)
    • Empathy
      • 1302: Expresses sympathy for the bad things that he/she has seen happen to other people (basic)
      • 1303: Expresses compassion for people who are being treated unfairly  (intermediate)
      • 1320: Expresses sympathy for people who are less fortunate than himself/herself (intermediate)
      • 1325: Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows (advanced)


A series of resources that the student teacher must study in this session and a series of additional resources for further study.

A full paper and additional e-lessons on the topics of the session and additional interactive presentation of the materials, for the student teachers to study all the materials in a row.

A series of authentic, up to date and relevant activities with their accompanying materials, which deliver the intended learning outcomes of the session and are carried out face to face or E-learning with groups of student teachers.

Several types of questions to evaluate how much the student teachers have learned throughout the session (reading material, learning material and workshop).