Human Rights in Teaching Practices

By Zankar and Pandya

Human Rights are the basic rights which one gets being human. These are inherent rights which are received since inception. Knowing and valuing the Human Rights is the best practice to prevent the violation in any form. When an individual learns about ones rights it builds respect for the right of other which helps in constructing more tolerant and peaceful citizens ultimately leading to peaceful civil societies. All Human Rights for All ascertains the universality, indivisibility and interrelationship of all human rights. The fact of unchangeable nature of Human Rights is essential for human existence
Human rights in Teaching Practices" is a book for students, teacher educators, teachers as well as researchers in the field of Education and Human Rights Education who intends to know about Human Rights and how to impart them to their students. The main objective of this book is to share knowledge and skills to generate awareness and develop attitude towards Human Rights Education amongst student teachers. It provides an indepth description of concepts of Human Rights, Human Rights Education and strategies for teaching Human Rights in B.Ed course. The book is divided mainly in three parts: first part deals with concept of human rights, Human Rights Education, the policy perspective of Human Rights, the concept of human rights awareness and attitude towards human rights. This section describes the theoretical underpinnings of human rights from different approaches, Universal Declaration of Human Rights and how and where human rights are reflected in Indian Constitution. The concept of human rights Education and its policy perspectives in Indian Education system. Human Rights Education at different levels of school and at Teacher Education are described in detail from Indian Education policy perspective. Researchers at National and International level are studied with respect to human rights of different persons in the society such as- children, women and other vulnerable groups.
Second part deals with the analysis of various components of human rights education programme for teacher education. Following areas are included in the present module of Human Rights Education. Concept, Foundation, and History of Human Rights, Gender Discrimination and Equality, Rights of the Child, Secularism and Education, Environmental Protection and Human Rights, The Right to Education, Egalitarianism and Education, Protection of Human rights in India. The Human Rights Education programme for student teachers of Bachelor in Education course was developed and its effectiveness was studied. This part explains different teaching strategies for imparting Human Rights Education. The constructivist and experiential learning approaches were used to inculcate the human rights culture among student teachers awareness about human rights and their attitude towards human rights.
Third part deals with the research work and findings. Experimental research on student teachers was done and the effectiveness of the programme was tested. The Human Rights Education programme for generating awareness about Human Rights and attitude towards human rights was ascertained by considering various moderator variables. The research findings have manifold uses for school teachers, student teachers, curriculum planners in teacher education, all stakeholders of Education and human rights education so as to contribute directly or indirectly creating a peaceful and progressive society.

• Language: English
• Publisher: Partridge Publishing India
• Release date: Mar 10, 2016
• ISBN: 9781482871821

Zankar

Dr. Vaishali D. Zankar is currently working as Principal, Gurukrupa College of Education and research, Kalyan, Dist. Thane, Maharashtra, India. The college is affiliated to University of Mumbai. Prior to this assignment she had worked in University of Mumbai as Assistant Registrar for one year and 5 months. She has teaching experience in school and college of teacher education for more than ten years. She is B.A. in English and History from Yashawantrao Chavan Open University, Nashik and University of Mumbai. M.A with Education and M.Ed from Sawitribai Phule Pune University and Ph.D. in Education from University of Mumbai. After her M.Ed she was selected to Attended Exchange Student Progrmme, Intercultural Teacher Course at HLK, SCHOOL OF EDUCATION AND COMMUNICATION, Jonkoping University, Sweden. This was a Programme between Sawitribai Phule Pune University India and Jonkoping University, Sweden. She has also passed her NET and SLET in Education. She has taught Educational sociology, Educational psychology and Research Methodology for more than ten years and has more than five years of administrative experience. She has attended many regional, state, national and international level seminars and presented papers as well. Also had organized and conducted Workshops and seminars at state and national level. She has done different nature of works since years. In Academic she was Teaching of various school subjects at primary level and teacher education at Under Graduate and Post Graduate level in University of Mumbai and University of Pune.Teaching of different subjects viz: Educational Psychology, School Management, Environmental Education, Research Methodology at B. Ed. Teaching of Advanced Educational Psychology, Educational Management, Research Methodology at M.Ed leve. She also has Research experience in which she has guided many Action Researches at B.Ed level and Dissertations at M.Ed Level.she has also a part of M.Ed Syllabus revision Committee for the Paper - E – learning in University of Mumbai. Aswell as part of B.Ed Syllabus revision Committee for the Papers Educational Psychology, Environmental Education, English Method in University of Mumbai. She is also appointed as Subject Expert in Education at State Child Rights Commission, Government of Maharashtra April 2012 till date. Also engaged in different social activities for upliftment of society’s different sectors like; women, children and SC/ST’s, minority groups. Actively working for protecting basic Human Rights of human beings in the society.

Book preview

HUMAN RIGHTS IN

TEACHING PRACTICES

Dr. Vaishali D. Zankar,

Dr. Shefali R. Pandya

Thesis submitted to the

University of Mumbai for the Degree of Doctor of Philosophy in Education

47857.png

Copyright © 2016 by Dr. Vaishali D. Zankar, Dr. Shefali R. Pandya.

ISBN:      Softcover      978-1-4828-7183-8

                eBook          978-1-4828-7182-1

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

Partridge India

000 800 10062 62

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Contents

List of Tables

List of Figures

Acknowledgement

List Of Abbreviations

About The Book

Chapter I Introduction

Introduction

Present Scenario

Concept Of Human Rights

Meaning Of Human Rights

Conceptual Definitions Of Human Rights

Divergent Conceptualisations Of Human Rights

Characteristics Of Human Rights

Foundation Of Human Rights

Theoretical Underpinnings Of Human Rights

(I) Philosophical Approach

(II) Pragmatic Approach

Distinction Between Fundamental Human Rights And Other Human Rights

Classification Of Human Rights

I. General Classification:

II. Sohn’s Classification:

III. Classification Of Human Rights Based On Different Aspects Of Human Life

IV. Classification Of Human Rights According To Universal Declaration Of Human Rights

Indian Constitution And Universal Declaration Of Human Rights

Concept Of Human Rights Education

Human Rights Education: Strategic Viewpoints

Steps Of Human Rights Education

Goals Of Human Rights Education

Components Of Human Rights Education In The Present Study

Principles Of Imparting Human Rights Education In The Present Study

Strategies For Teaching

Concept Of Human Rights Awareness

Concept Of Attitude Towards Human Rights

Types Of Attitude

Need Of The Study

Statement Of The Problem

Variables Of The Study

Operational Definition Of The Terms

Aims Of The Study

Objectives Of The Study

Null Hypotheses Of The Study

Scope And Delimitations Of The Study

Significance Of The Study

Chapter II Review Of The Related Literature

Need Of Review Of Related Literature

(I) Researches Conducted In India

(A) Researches On Human Rights In India

(B) Researches Related To Children

(C) Rights Of Women

(D) Rights Of Other Vulnerable Groups

(II) Researches Generated Abroad

Epilogue

Chapter III Research Design

Research: Its Meaning

Meaning Of Research Design

Types Of Research Methods

Experimental Research

Methodology Of The Present Study

Experimental Design In The Present Research

Factorial Design

Variables Of The Study

(A) Independent Variables

(B) Dependent Variables

(C) Moderator Variables

Confounding Variables

Controlling Intervening Variables

Controlling Extraneous Variables

Experimental Validity

Threats To Internal Experimental Validity

Threats To External Experimental Validity

Sample

Tools Of Research

Chapter IV Development Of Instructional Material

Step I Identifying The Components Of The Human Rights Education Programme

Objectives Of The Human Rights Education Programme In The Present Research

Step II Designing The Modules Of The Human Rights Education Programme

Lesson Plan I Origin And Development Of Human Rights

Lesson Plan 2 Gender Discrimination And Equality

Lesson Plan 3 Rights Of The Child

Lesson Plan 4 Secularism And Education

Lesson Plan 5 Environmental Protection And Human Rights

Lesson Plan 6 The Right To An Education.

Lesson Plan 7 Egalitarianism And Education

Lesson Plan 8 Protection Of Human Rights In India

Chapter V Descriptive Analysis Of Data

Need For The Description Of Data

Descriptive Analysis Of The Hrawt And Hrats Of Eg

Descriptive Analysis Of The Hraws And Hrats Of Cg

Chapter VI Inferential Analysis Of The Data

Null Hypothesis

Testing Of Hypotheses

Testing Of Hypothesis (1)

Testing Of Hypothesis (2)

Testing Of Hypothesis (3)

Testing Of Hypothesis (4)

Testing Of Hypothesis (5)

Testing Of Hypothesis (6)

Testing Of Hypothesis (7)

Testing Of Hypothesis (8)

Testing Of Hypothesis (9)

Testing Of Hypothesis (10)

Testing Of Hypothesis (11)

Testing Of Hypothesis (12)

Testing Of Hypothesis (13)

Testing Of Hypothesis (14)

Testing Of Hypothesis (15)

Testing Of Hypothesis (16)

Testing Of Hypothesis (17)

Testing Of Hypothesis (18)

Testing Of Hypothesis (19)

Testing Of Hypothesis (20)

Effect Size Of The Treatment

Chapter VII Conclusions, Discussions And Suggestions

Bibliography

Appendix ‘A’ List Of Experts

Appendix ‘B’ Personal Data Sheet

Appendix ‘C’ Human Rights Awareness Test

Appendix ‘D’ Attitude Towards Human Rights Scale

Appendix ‘E’ Socio - Economic Status Inventory By Patel-1997

Appendix ‘F’ Emotional Intelligence Scale (Waghmare 2002)

Notes

List of Tables

Table 1.1

Comparative Chart Showing Human Rights As Stated In Udhr And Indian Constitution

Table 1.2

A Comparative Chart Of Human Rights

Table 3.1

Final Sample Size

Table 3.2

Distribution Of Sample Size By Treatment

Table 3.3

Distribution Of Sample Size By Gender

Table 3.4

Number Of Items In Human Rights Awareness Test In The Final Form

Table 3.5

Draft Form Of Human Rights Awareness Test

Table 3.6

Reliability Coefficients Of Human Rights Awareness Test

Table 3.7

Number Of Items In Attitude Towards Human Rights Scale

Table 3.8

Draft Form Of Attitude Towards Human Rights Scale

Table 3.9

Reliability Coefficient Of Human Rights Attitude Scale

Table 3.10

Response Categories And Scoring Pattern Of Hratsc.

Table 3.11

Reliability Coefficient Of Sesi

Table 3.12

Reliability Coefficient Of Eis

Table 3.13

Topic Wise And Technique Wise Distribution Of Experimental Lessons

Table 4.1

Description Of The Modules In Human Rights Education In Oresent Study

Table 5.1

Descriptive Statistics Of The Hraws And Hrats Of Eg

Table 5.2

The Se And Fl Of Mean And Sd Of Hraws And Hrats Of Eg

Table 5.3

Descriptive Statistics Of The Hraws And Hrats Of Cg

Table 5.4

The Se And Fl Of Mean And Sd Of Hraws And Hrats Of Eg

Table 6.1

Magnitude Of The Effect Size Of Treatment

Table 6.2

Relevant Statistics Of The Hraws Of Student-Teachers Of Eg And Cg

Table 6.3

Relevant Statistics Of The Hrats Of Student-Teachers Of Eg And Cg

Table 6.4

Relevant Statistics Of The Post-Test Hraws Of Student-Teachers Of Eg And Cg

Table 6.5

Relevant Statistics Of The Post Hrats Of Student-Teachers Of Eg And Cg

Table 6.6

Relevant Statistics Of The Retention-Test Hraws Of Student-Teachers Of Eg And Cg

Table 6.7

Relevant Statistics Of The Retention Hrats Of Student-Teachers Of Eg And Cg

Table 6.8

Relevant Statistics Of The Pre-Test And Post-Test Hraws Of Student-Teachers Of Eg And Cg

Table 6.9

Relevant Statistics Of The Pre-Test And Post-Test Hrats Of Student-Teachers Of Eg And Cg

Table 6.10

Relavant Statistics Of The Hraws Of Ss By Levels Of Emotional Intelligence

Table 6.11

Analysis Of Variance Of Hraws Of Ss By Levels Of Ei And Groups

Table 6.12

Relavant Statistics Of The Hrats Of Ss By Levels Of Emotional Intelligence

Table 6.13

Analysis Of Variance Of Hrats Of Sss By Levels Of Ei And Groups

Table 6.14

Significance Of Mean Difference Of Hrats Of Student Teachers By Levels Of Ei And Groups

Table 6.15

Relavant Statistics Of The Hraws Of Ss By Levels Of Prior Academic Achievement

Table 6.16

Analysis Of Variance Of Hraws Of Sss By Levels Of Paa And Groups

Table 6.17

Mean Differences In Hraws Of Student-Teachers By Paa And Treatment

Table 6.18

Relavant Statistics Of The Hrats Of Ss By Levels Of Prior Academic Achievement

Table 6.19

Analysis Of Variance Of Hrats Of Sss By Levels Of Paa And Groups

Table 6.20

Mean Differences In Hrats Of Student-Teachers By Paa And Treatment

Table 6.21

Relavant Statistics Of The Hraws Of Ss By Faculty At Graduation

Table 6.22

Analysis Of Variance Of Hraws Of Sss By Different Faculties At Graduation

Table 6.23

Relavant Statistics Of The Hrats Of Ss By Faculty At Graduation

Table 6.24

Analysis Of Variance Of Hrats Of Sss By Different Faculties At Graduation

Table 6.25

Relavant Statistics Of The Hraws Of Ss By Levels Of Socio-Economic Status

Table 6.26

Analysis Of Variance Of Hraws Of Sss By Levels Of Socio-Economic Status And Groups

Table 6.27

Mean Differences In Hraws Of Student-Teachers By Ses And Treatment

Table 6.28

Relavant Statistics Of The Hrats Of Ss By Levels Of Ses

Table 6.29

Analysis Of Variance Of Hrats Of Sss By Levels Of Ses And Groups

Table 6.30

Mean Differences In Hrats Of Student-Teachers By Ses And Treatment

Table 6.31

Relavant Statistics Of The Hraws Of Ss By Gender

Table 6.32

Analysis Of Variance Of Hraws Of Sss By Levels Of Gender And Groups

Table 6.33

Relavant Statistics Of The Hrats Of Ss By Gender

Table 6.34

Analysis Of Variance Of Hrats Of Sss By Levels Of Gender And Groups

Table 6.35

Relavant Statistics Of The Hraws Of Ss By Different Categories

Table 6.36

Analysis Of Variance Of Hraws Of Sss By Categories And Groups

Table 6.37

Relavant Statistics Of The Hrats Of Ss By Category

Table 6.38

Analysis Of Variance Of Hrats Of Sss By Different Categories And Groups

Table 6.39

Mean Differences In Hrats Of Student-Teachers By Category And Treatment

Table 6.40

Magnitude Of Effect Size Of Hraws And Hrats

List of Figures

Figure 1.1

Development Of Human Rights Awareness

Figure 3.1

Sample Size By Treatment

Figure 3.2

Sample Size By Gender

Figure 4.1

The Multidisciplinary Roles Of Woman

Figure 4.2

Rights Of The Child

Figure 6.1

Pre-Test Mean Hraws Of Eg And Cg

Figure 6.2

Pre-Test Mean Hrats Of Eg And Cg

Figure 6.3

Post-Test Mean Hraws Of Eg And Cg

Figure 6.4

Post-Test Mean Hrats Of Eg And Cg

Figure 6.5

Retention-Test Mean Hraws Of Eg And Cg

Figure 6.6

Retention-Test Mean Hrats Of Eg And Cg

Figure 6.7

Pre-Test And Post-Test Hraws Of Student-Teachers Of Eg And Cg

Figure 6.8

Pre-Test And Post-Test Means Of Hrats Of Student-Teachers Of Eg And Cg

Figure 6.9

Leves Of Ei And Mean Hrats Differences Of Eg And Cg

Figure 6.10

Leves Of Paa And Mean Hraws Differences Of Eg And Cg

Figure 6.11

Levels Of Paa And Mean Hrats Differences Of Eg And Cg

Figure 6.12

Levels Of Ses And Mean Hraws Differences Of Eg And Cg

Figure 6.13

Levels Of Ses And Mean Hrats Differences Of Eg And Cg

Figure 6.14

Different Categories And Mean Hrats Difference Of Eg And Cg

Acknowledgement

I wish to thank the Almighty for creating this world with many good people. It is because of them that this world is a better place to live in.

First of all, I would like to thank Dr. Shefali Pandya, whom she is indebted to for her expert guidance, invaluable assistance and moral support at all stages of the research. I wish to express her whole hearted gratitude to her without whose guidance this work would not have been possible.

I wish to thank the Management and the Principal of Gurukrupa College of Education and Research, Kalyan for their co-operation extended to her during the time of data collection.

I wish to thank the Principals of National College of Education, Ulhasnagar and Shivala College of Education, Murbad for giving permission to establish the reliability of the tools. Thanks also to the students of these colleges.

I would like to extend gratitude to the panel of experts for their suggestions.

I am grateful to the Principal, Staff, and students of Gurukrupa College of Education and Research, Kalyan and R.B.T. College of Education, Dombivali for their co-operation extended while the treatment was being meted out and during the administration of the tests.

The research is indebted to the authors whose books have helped directly or indirectly in writing this thesis. These books have enriched me with ideas which have clarified the concepts.

Further, I would like to thank my parents, husband- Shri. Pankaj Veer, Daughter - Amruta and son-Shaurya and all family members and friends who have given moral support and without whose blessings this work would not have seen the light of the day.

There are number of good people, who in ways big and small have enabled me to complete my research project successfully.

Last but not the least, I am deeply indebted to APH Publishing Coperation for publishing this book.

Dr. Vaishali Zankar,

Principal,

Gurukrupa College of Education

and Research, Kalyan(W),

Dist. Thane, Maharashtra.

List of Abbreviations

About the Book

Human Rights Education for Teacher’s is a book for students, teachers, teacher educators as well as researcher in the field of Education and Human Rights Education who intends to know about human rights and how to impart it to their students. The main objective of this book is to impart knowledge and skills to generate awareness and attitude towards human Rights education amongst student teachers. It provides an in depth description of concepts of Human Rights, Human Rights Education and strategies for teaching Human Rights in B.Ed course.

Human Rights are the basic rights which one get being human. These are inherent rights which are receives since inception knowing and valuing the Human Rights is the best practice so as to prevent the violation in any form. When an individual learns about ones rights it builds respect for the right of other which helps in constructing more tolerant and peaceful citizens ultimately leading to peaceful civil societies. Human rights education can be defined as education, training and information aimed at building a universal culture of human rights.

The book includes Concept and Meaning of Human Rights, Characteristics of Human Rights, Foundation of Human Rights, Theoretical Background of Human Rights Distinction between Fundamental Human Rights and Other Human Rights, Indian Constitution and Universal Declaration of Human Rights, Concept of Human Rights Education, Goals of Human Rights Education, Role of Teacher, Concept of Human Rights Awareness, Concept of Attitude towards Human Rights, Strategies and principals for Teaching Human Rights. Development of instructional material - Origin and Development of Human rights, Gender Discrimination and Equality, Rights of the child, Secularism and Education, Environmental protection and Human Rights, The Right to an Education, Egalitarianism and education and Protection of Human rights in India.

This book is a research work done by Dr. Vaishali Zankar under the guidance of Prof.Dr. Shefali Pandya on the topic Development of Human Rights Education Programme for B.Ed. Students and its effectiveness.

This book provides details of the Human Rights Education programme for student-teachers and various topics for teaching and learning about Human Rights.

In short the author has made an attempt towards the professional development of the teachers and teacher educators who are contributing towards the objective of bringing human rights education in the mainstream of education.

CHAPTER I

INTRODUCTION

Introduction

Indian values regarding human rights have the earliest pedigree. The Rig-Veda, which is regarded as one of the oldest document, declares that all human being are equal and they are all brothers. According to Arthrava Veda, All human being have equal rights over food and water (natural resources)¹. The Vedas including Upanishads were primordial source of Dharma, a compendious term for all human rights and duties, the observance of which was regarded as essential for securing peace and happiness to individuals as well as society. Atharva Veda pronounces that, Man is not an individual, he is a social organism. His glory lies in being a member of a big family. Man is expected to develop his craft, sciences and technology and lead society from poverty to prosperity, with the aim of having a happy today and bringing a happier tomorrow. Therefore, it is clear that in India, right from ancient times, there is a mandate for men to observe duties of taking society from poverty to prosperity. Hindu texts say, ‘Manur Bhava’ in Sanskrit, meaning, become a human being. Similarly, Islamic texts refer to the greatness a man can achieve by becoming a Momin. Momin is a person who loves other persons. The text says that no one can be given a higher place by virtue of his wealth or power. All are equal. Thus the very concept of ‘Man’ implies no disparity between two men about dignity. All are created equal; hence all are entitled to justice, democracy and peaceful co-existence.

In recent times, the threats to the peaceful living of human beings are increasing due to many reasons. There is a global risk to everybody’s life. Often, people in the society are inhaling the air of violence. Inter-group conflicts are on the rise. In this situation, every mind is raked with the million dollar question- What is the root cause of this violence? How can this fear of violence be cleared? How long would this state continue? The simple answer is, as a volcano will only yield fire, so a violent mind can only think of war. The remedy to war is only a change of mass mind. Minds of the masses can only be changed through education. Education is the most important and effective tool for empowerment and human development. Human Rights Education must emphasise obligations towards others so that the blend of rights and duties shall do well in bringing harmony in the society respecting human rights.

According to Gandhiji, I learned from my illiterate but wise mother that all rights to be deserved and preserved come from duty well done. Thus, the very right to live accrues to us when we do duty of citizenship of the world. For this one fundamental statement, perhaps it is easy enough to define duties of man and woman and correlate every right to some corresponding duty to be first performed.²

Teachers could play an important role in instilling in students whose minds are young and impressionable the right values that would go a long way in ultimately creating a society that peaceful to live in. Teachers can play the role of a friend, philosopher and guide. They can be a catalytic agent in running the process through which the concept of rights and duties can be implanted in the minds of children. The teacher should also know, understand and practice protecting human rights and discharge duties. The teacher should nurture to protect and abide by the principles of human rights.

Present Scenario

According to United Nations High Commissioner for Human Rights, Robinson, "Human Rights are inscribed in the hearts of people; they were there before lawmakers drafted their first proclamation".³

The theme of All Human Rights for All highlights the universality, indivisibility and the interrelationship of all human rights; it recognises the unchangeable nature of human rights for human existence. Human Rights are violated to a large extent in developing and underdeveloped countries. Most of the times, violations are seen in the form of the violation of rights of women, violation of child rights, human rights of differently-abled persons and human rights related to environmental peril.

Following are a few alarming human rights issues in the Indian context:

1. Women and Human Rights: Different types of gender violence through out the life cycle of women is seen as follows:

• Prenatal sex selection and abortion, battering during pregnancy.

• Foeticide. In certain geographical areas in the country, female infanticide is endemic. The increasing instances of foeticide, employing modern tools of medical technology raise vital questions.

• Infancy. Female infanticide, emotional and physical abuse, differential access to food and medical care.

• Childhood. Child labour, child marriage, child abuse and child prostitution.

• Adolescence. Drug abuse, dating and courtship, violence, eve testing, harassment and abuse at work place trafficking in women and forced prostitution.

• Reproductive stage. Dowry abuse, psychological abuse, wife battering, frequent pregnancies.

• Old age. Elder abuse and abuse of widows.

2. Poverty: The poverty of a country like India is unlike that of any other. Earlier, poverty was the result of natural scarcity of essential things. However, in recent times, it is occurring on account of a set of priorities imposed upon the rest of the world by the rich. Consequently, the modern poor are not pitied, but written off as trash. The twentieth-century consumer economy has produced the first culture for which a beggar is a reminder of nothing.

Article 25 (1) of Universal Declaration of Human Rights states that everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability and widowhood, old age or other lack of livelihood in circumstances beyond his control⁴.

According to Lincoln, Whenever there is a conflict between human rights and property rights, human rights must prevail.

Poverty has become a major obstacle in achieving sustainable development- one that meets the needs of the present generation without affecting the abilities of future generations to meet their own needs. It is due to this fact poverty is said to be the Cause and Effect of environmental degradation. Poverty anywhere is a threat to prosperity every where. So the World Bank recently committed itself to the creation of A World Free from Poverty.

According to Sen⁵, "The concept of poverty should be changed from ‘commodities’ to ‘capabilities’ to overcome these non-income deprivations. Hence, the institutional capacity of the poor should be built up in such a way that they are able to reap the benefits from economic growth. From the poor’s perspective, poverty has multiple, interlocking dimensions, which combine to create and sustain powerlessness, a lack of freedom, choice and action. Each dimension of poverty causes or reinforces the others to keep the poor in a vicious circle. The psychological experience of multiple deprivations is more intense and painful. The Poor are often powerless to influence the policies which affect their lives and unable to reap the benefits of the economic growth resulting from the market-driven economy.

3. Environmental Issues and Human Rights: Major environmental problems in India include air and water pollution, besides deforestation, discharge of hazardous wastes by industries and land degradation. These problems result in respiratory diseases, lung cancer, etc. Protection of environment, access to pure water, air and so on has been viewed in India as a part of human rights especially since the 1990s. Though the government and people in general are yet to become aware of this issue, the Judiciary and NGOs have been championing the issue. Living in a safe and healthy environment includes human right of the highest attainable standard of health, ecologically sustainable development, an adequate standard of living, including access to safe food and water, to live in an environment appropriate for physical and mental development, safe working conditions, including adequate safeguards for pregnant women and share in the benefits of scientific progress.

4. Violence against Children- Child Labour and Abuse: According to the 1991 census estimates, some 11.3 million children out of 200 million between ages 5 to 14 are engaged in child labour. The latest census was taken in 2001, but till now there has been no official report on the issue. These children work in various spheres, from agriculture to mining. The practice continues despite a ban and a series of court verdicts. There are at least three types of child labour. First, there is domestic labour, which is non-monetary; girl children, in this case, do most of the domestic work, second, there is monetary labour, which is non-domestic. Here, children are employed as wage labourers in organised and unorganised sectors, both in rural and urban areas. Third, there is bonded labour, where children are pledged by their parents. Most of the child labourers are employed primarily in agricultural sector as workers. Besides, they also work in industries including leather factories, hosiery units, carpet factories, glass factories, textile units and plastics industries. Some work as servants in private homes. Worse, some work as bonded labourers and sex workers. According to UNDP position paper and Child Labour, India accounts for the largest number of child workers in the world.

5. Terrorism and Human Rights: Terrorism in some form and intensity or the other has become a global phenomenon. It is manifested mainly in terrorist violence against the state and affects the common populations. Terrorism results in the destruction of all Human Rights of large segments of the populations. The primary objective or the strategies to combat and control terrorist activities is the protection and maintenance of liberal democracy and the rule of law. Human Rights are value judgements which constitute the sounding board of domestic laws. But a balance has to be struck between security of the state on the one hand and the individual freedom on the other.

Eradication of violation of Human Rights calls for combination of strategies, enactment and enforcement of laws and availability of services for survivors and victims of violence. The masses think that human right is a matter of law or police. But still the root or source of all the trouble is not understood. The trouble lies at the root of the mind which is stuffed with matters that are quickly inflammable. Thus training of mind is necessary and it is only the teachers who can do it successfully.

Today, the matters of human rights education are mixed up with rights of tribal and deprived sections, rights of prisoners and rights of thousand of others. In fact, human rights education is a subject in itself. It is the education of moral values and education for living and leading a human life. If human beings do not learn to live together with their fellow beings then they cannot become social. The fact is that the root of all the preceding process lies in a peaceful mind. The mind needs to be nurtured with the concept of dignity. Human beings need to be ultimately happy and peaceful. Man is yet to attain this stage. Indians are yet to realise the need of awareness and practice of human rights and duties. This necessitates a detailed description of the concept of human rights.

Concept of Human Rights

According to Roosevelt, "where after all do universal rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the factory, farm of office where he works. Such are the places where every man, woman and child seeks equal justice, equal opportunity equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerned citizen action to uphold them close to home, we shall look in vain for progress in the larger world"⁶

All men and women are equal partners in a society. They live and grow up here. Members of a society depend upon one another. All activities of men and women, big or small, revolve round this societal system. As a matter of fact, all human beings are members of the same species. They are equal in so far as their rights and dignity are concerned. They are motivated with reason and conscience. The concept of human rights has emerged out of mankind’s reasoning and conscience.

Everyone has the right to life, liberty and security of person. This implies that everyone has the right to live and to live in freedom and safety. The societies are governed by political systems which exercise control over the actions of its members, institutions, and organisations, both formal and informal. Chosen members of society constitute a government. A government functions according to the laws passed by the society. A law is a general rule of external human action enforced by an authority or government and human rights are no exception to it.

The responsibility of every government is to ensure and protect the human rights of its citizens. Since the rights to life, liberty and security of a person are the fundamental rights of human beings, a government must ensure these rights for all citizens irrespective of their religion, caste, creed, colour, sex, race, and place of birth. Hence, all persons have the right to legal help and protection. No one can be imprisoned or punished without the due process of law.

Human beings differ amongst themselves, but the concept of human rights implies that all human beings are equal and have to be treated alike irrespective of their religion, caste, creed, colour, sex, race, place of birth and