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Economic crisis

Post  Nina on Thu Mar 12, 2009 9:09 pm

Already the World Conference on Human Rights in Vienna and the Vienna Declaration and Programme of Action recognized human rights education, training and public information as crucial in promoting and achieving stable and harmonious relations among communities, fostering mutual understanding, tolerance and peace. The advice given to all countries at that time was to strive for eradication of illiteracy and direct education. Contrary, countries were encouraged to promote full development of the human personality and to strengthen the respect for human rights and fundamental freedoms. Moreover, the Conference and the Declaration called on all states and institutions to include human rights, humanitarian law, democracy and the rule of law as subjects in the curricula of all learning institutions in formal and non-formal settings.

Responding to a suggestion of the World Conference, the General Assembly proclaimed the period between 1995 and 2005 as the decade for Human Rights Education and welcomed the Draft Plan of Action for the decade. The Draft Plan of Action defined human rights education as training, and dissemination of information. It must be directed towards the strengthening of human rights and fundamental freedoms; the full development of the human personality and the sense of its dignity; the promotion of understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups; the enabling of all people to participate effectively in a free society; the furtherance of the activities of the United Nations for the maintenance of peace. The Decade for Human Rights Education encompassed a broad scope of sectors and levels. It strived for strengthening international, national, regional and local programmes and capacities and tried to strengthen the role of mass media. But the General Assembly's effort did not finish there. In 2004 the World Programme for Human Rights Education was proclaimed, which was supposed to advance the implementation of human rights education programmes in all sectors. The World Programme was built on the achievements of the United Nations Decade for Human Rights Education and seeks to promote a common understanding of the basic principles and methodologies of human rights education. Moreover, it strives to provide a concrete framework for action and to strengthen partnership and cooperation from the international level down to the grass roots.

Respect and education of human rights in an individual country is especially uncertain in the post-war time. The task of SiMUN delegates therefore will be to examine the role of human rights education in the post-war time countries. What influence does human rights education have on stability, peace and democracy in those countries? Is it possible to talk about the real and effective human rights education in those countries? In which levels should it take place? Who should establish it? What can the United Nations do in post-war areas, how can they accelerate human rights education and consequently the guarantee of human rights in practice?


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