The RCE Framework is the civil society implementation of a proposal from the World Programme for Human Rights Education (First Phase 2005-2007) approved by the UN General Assembly to 10 (x) Establish a rights-based quality assurance system (including school self-evaluation and development planning, school inspection, etc.) for education in general and create specific quality assurance mechanisms for human rights education;
This includes also
- 15 (b) (iv) Mechanisms for sharing good practices, including networking of human rights educators at local, national and international levels; - those who commit to the framework will be sharing good practices and support others in implementing them
- 15 (a) (ii) A code of conduct for a school free of violence, sexual abuse, harassment and corporal punishments, including procedures for resolving conflicts and dealing with violence and bullying; - this is explicitly quoted in pledge to join the framework, but "school" expanded
- 15 (c) Students in a rights-based school will have:
- (i) Opportunities for self-expression, responsibilities and participation in decision-making, in accordance with their age and evolving capacity; - also quoted in pledge, but for Children in all environments, not just Students in schools
- (ii) Opportunities for organizing their own activities, for representing, mediating and advocating their interests; - also quoted in Pledge, but for Children in all environments, not just Students in schools
- 12. To this end, it is essential to ensure that human rights teaching and learning happen in a human rights-based learning environment. It is essential to ensure that educational objectives, practices and the organization of the schools are consistent with human rights values and principles. Likewise, it is important that the culture and the community within and beyond the school are also embedding those principles. - the middle part is quoted in the Declaration
- 10 (vi) Identify and support a resource centre for collecting and disseminating initiatives and information (good practices from diverse contexts and countries, educational materials, events) on human rights education at the national level; - RCE can function as such a resource center internationally, supporting national level efforts
- 10 (vii) Support and promote research, for example, on the knowledge of human rights, practices of human rights education in schools, students’ learning outcomes and the impact of human rights education; - the reports published at RCE will support research - e.g. to understand key issues in different countries/demographies, to understand key challenges, etc.
- 10 (viii) Encourage research in human rights education by academic centres specifically devoted to human rights education, as well as through cooperation between schools, research institutes and university faculties; - As a decentralised network, RCE probably would not be an "academic centre" but RCE can support their work.
- 10 (ix) Participate in international surveys and comparative studies; - The reports published on RCE can be used for comparative studies
- 10 (xi) Involve learners and educators directly in carrying out monitoring and evaluation processes so as to promote empowerment and self-reflection. As much as possible all participants (including also parents of children exercising their right to guide and direct children on the exercise of their rights) should participate in the reporting.
- 11. Human rights education goes beyond cognitive learning and includes the social and emotional development of all those involved in the learning and teaching process. It aims at developing a culture of human rights, where human rights are practised and lived within the school community and through interaction with the wider surrounding community. - We see RCE as a key mechanism to ensure "human rights are practiced and lived"
- 13. A rights-based school is characterized by mutual understanding, respect and responsibility. It fosters equal opportunities, a sense of belonging, autonomy, dignity and self-esteem for all members of the school community. It is a school that is childcentred, relevant and meaningful, where human rights are identified, explicitly and distinctively, for everybody as learning objectives and as the school philosophy/ethos Yes, but extended to all educational environments, not only schools
- 14. A rights-based school is the responsibility of all members of the school community, with the school leadership having the primary responsibility to create favourable and enabling conditions to reach these aims. - Yes! Yes! Yes! Anyone with a leadership role in a school must take leadership for realizing human rights in that school.