Education is one of the basic rights of every human being and as this ancient system denied some

sections an access to education. Again it was a violation of human rights.

Present Scenario of Human Rights Education in India: Over the period of time the nature of Indian Education System has changed tremendously. New National Education Policy also gave very much importance to value base education system and education about human rights at all level of education. Many educational organisations like UGC, NCERT, and NCTE are taking initiative for human rights education. During the year 1997-98 University Grand Commission framed ―UGC IX th Five Year Plan Approach for the promotion of Human Rights Education in colleges and universities. Main objectives of plan were to promote human rights education through universities and colleges and spread awareness about human rights among students and teachers. In 1980, UGC constituted Sikri committee to take review of Human Rights education and to consider ways and means of promoting human rights education in India. Sikri committee advocated holistic approach for human rights education at all level of education including school level education. Committee suggested that every discipline should include some topics on human rights applicable to their discipline. As per the blue print, UGC decided to take concrete steps for promotion of human rights teaching and research, at level of education and introduction of new courses. To fulfil the above objectives the commission constituted Curriculum Development Committee and started courses like Foundation and certificate Courses on Human Rights, under graduate degree, post graduate diploma courses, Post graduate degree courses M.A, LLM. in Human Rights. About thirty universities introduced these courses namely University of Mumbai, Andhra University, JNU, Nagpur University, Manipur University , IGNOU, and many more.UGC also provides financial support to the universities and colleges for these courses and for the organisation of seminar, workshops and symposia.UGC also took initiative for encouragement of research work in the field of human right education with interdisciplinary approach. An initiative taken by UGC at higher level of education is remarkable. National Council for Educational Research and Training (NCERT) and National Council for Teacher Education (NCTE) have taken initiative for endorsement of human rights education at school level. The NCERT has reviewed the existing school level textbooks and eradicated the content which was hostile to human rights. Considering teacher as chief exponent for human rights education NCERT prepared source book as a guide and various modules, handbook for school teachers. Same source books have been translated in many regional languages. All these initiatives by NCERT endorsed the human rights education at school level. NCERT was also engaged in devising National Curriculum Framework for Primary and Secondary Education and included ten core values reflecting human rights values and principles. As per the directives given by NCERT, every year 10th December is celebrated as human rights day at school level to create awareness among school community. Another effective initiative taken by NCERT are support for conducting international research project for human rights education, inclusion of Human rights education subject in teacher training programme, organisation of training programmes and orientation programmes for key resource personnel like administrators, teachers, officers etc.

For Better Prospect of Human Rights Education: Human Rights Education concept has got worldwide recognition. Initiatives have been taken at international as well as national level for creating the awareness about human right education and its importance. National and international level organizations like UNO, NCERT, NCTE have put remarkable efforts for human rights education. Still some more steps are required for better and effective implementation of human rights education at all levels. Shikri committee recommended holistic approach for human rights education. NCERT reforms the curriculum for human rights education but the concept of human rights is in abstract form the concept of human rights are scattered in whole curriculum. It needs to keep in

NATIONAL SEMINAR ON HUMAN RIGHTS EDUCATION

concrete form so that teacher can understand it easily and can give proper stress on that. It should be taught as separate subject in schools curriculum. Teacher training on human rights should be organised in adequate amount. Taking initiatives only informal education system is not sufficient as a number of ratio of illiteracy is high in our country. To make aware illiterates as well as school student‘s media should play an important role. It should make programmes accordingly to create awareness for human rights in society. Various competitions like poster making, elocution should be organise in schools for human rights education. Human rights protection cells should be form in schools to develop a culture of human rights in schools. Above efforts will definitely bring positive result in promotion of Human Rights Education.

Conclusion: Human rights are the rights which belong to every individual because of the quality of taken birth as human. To enlighten the life and to improve the quality of life, Human Rights Education is very much required. Human rights values and principals are observed in our ancient scripture, along with some loophole in practical life. In modern era, organisations like UNO has played very crucial role in the effective implementation of Human right education in the all corners of the world. At domestic level, many organisations like UGC, NCERT, and NCTE have put efforts for the same. For the purpose of effective implementation of national and international level policies for human right education promotion, following steps have been suggested.

1. Human Rights content should be in concrete form in curriculum.

2. Merely giving knowledge is not sufficient to develop attitude and skill adopting practical based teaching methods are require.

3. Increasing the number of trainings, workshops, seminars, for teachers are required. 4. Development of human rights cell in each and every school is necessary.

References

Ansari, Iqbal I.A., 1998, Human Rights Education in India, (As Continued in), Human Rights Today, Vol. 1,

No.1, New Delhi.

Baxi,Upendra.(1986),Human Rights Education: The Promise of Third Millennium?. India International quarterly.

C.Naseema.(2008), Human Rights Education Theory and Practices, Shipra Publications, Dehli. Goel, Aruna and S.L.Goel.(2006),Encyclopaedia of Higher Education in the 21st Century. Mahapatra,Nibedita.(2012),Role Of Education In Promotion And Protection Of Human Rights. J.V.Patel. (2010).Human Rights Education, Edutracks ,Neelkamal Publisher Vol.9, No.7.

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