228 HUMAN RicuIS man rights violations. Probably, the best example of NGO in this respect is the International Committee on Red Cross, which provides equipment and supplies, clothing and shelter to human rights victims. For said work, the International Committee of Red Cross has received the support of some governments. The World Council of Churches, CARE, Catholic Relief Services are some of the International NGOs that pro- vide training and development and/or assistance to families of prisoners. Some NGOs assist in tracing disappeared persons, visiting detainees in prisons, securing better conditions of detained persons and providing material assistance to their fami Legal Assistance to Human Rights Victims Legal representation of persons arbitrarily ar- rested, preparation of documents to prove the inno- cence of persons unjustly accused, petitions for the release of detainees and the utilization of the com- plaints procedure. The United Nations “1503” proce- dure in cases of consistent pattern of gross violation of human rights and the “Optional protocol” procedure in cases of individual violations of civil and political right are examples of NGO legal assistance. NGOs in the Philippines -governmental organiza human rights have their national sectigns in . There are more than thirty (30) NGOs many JHE ROLF OF NON-GOVERNMENTALORGANIZATIONSIN, 229 ‘THE PROMOTION AND PROTECTION OF HUMAN RIGHTS on human rights in the Philippines, collaborating with the Commission on Human Rights and other relevant government agencies, actively working for the pro- motion and protection of human rights. A partial list of the NGOs contributing to the promotion and pro- tection of human rights in the Philippines are the fol- lowing: 1. Stop Trafficking of Filipinos (STOP) 2. Christian Children’s Fund (CCF) 3. National Council of Churches in the Philip- pines (NCCP) 4. Philippine Alliance of Human Rights Advo- cates (PAHRA) 5, Samahan ng mga Ex-Detainees Laban sa De- tensyon at Para sa Amnestiva (SELDA) —______— 6. Kapisanan Para sa Pagpapalaya at Amnes- tiya ng mga Bilanggong Pulitikal sa Pilipinas (KA- PATID) E _ 7. Commission on Women’s Political Rights (GABRIELA) 8. Medical Action Group (MAG) = 9. Task Force. Detainees -ofthe - Philippines (TFDP) 10. Integrated Bar of the Philippines (IBP) 11. Ecumenical Conimission for Displaced Fa- milies and Communities (ECDFC)230 _—— ~ Human Ricurs 12. Ecumenical Movement for Justice and Peace (EMJP) 13. Coalition for Peace 14. Families of Victims of Involuntary Disap- pearance (FIND) 15. Asian Women Human Rights Council (AWHRC) 16. Trade Union Congress of the Philippines (rucP) 17. Labor Advisory and Consultative Council (LACC) 18. Salinlahi 19. Human Rights Watch _20. Philippine Migrant. Workers’ Watch (PMWW) -21. Amnesty International 22. Center for Protection of Children’s Rights (CPCR) 23. Kapisanan ng mga Kamag-anak ng Migran- teng Manggagawang Pilipino, Inc. (KAKAMMPI) 24. Free Legal Assistance Group (FLAG) 25. Movement of Attorneys for Brotherhood, In- tegrity, and Nationalism (MABINI) 26. Women Lawyers Association of the Phi pines (WLAPI) GOVERNMENTAL ORGAMM™=ATIONSIN 231 AND PROTECTION OF HUMAN RIGHTS 27. Women Lawyers Circle (WILOCI) 28. Justice, Peace and Integrity of Creation Com- mission (JPICC) 29. League of Filipino Students (LFS) 30. Kasama sa Kalikasan (Friends of the Earth) 31. International Commission of Jurists (Rhilip- pine Section) Of special mention is the Ateneo de Manila Human Rights Center, which conducts scholarly studies on the promotion of human rights in Asia. This Center has a continuing program for the formulation of an Asian or ASEAN Declaration on human rights with the support of the Law Association of Asia (LA- WASIA) Assistance to the Monitoring Function of the Philippine Commission on Human Rights Art. XIII, Sec. 18, par. 7 of the Philippine Consti- tution mandates the Commission on Human Rights (CHR) to monitor the Philippine Government's com- pliance with international treaty obligation on human rights. The Philippines is a'signatory to about twenty- two (22) international instruments on human rights and is, therefore, duty-bound to comply with the pro- visions of said instruments. The NGOs volunteer vital information obtained by their group on violation of human rights to the Commission on Human Rights. The NGOs, in many aspects are, in a better position ofHyaan. RIChTS ying violations on human rights committed by any branch of the Philippine Government. Ma. Victoria Repuyan-Bafiez, a ranking official in the CHR legal office, in her study entitled, “Steering CHR-GO-NGO Collaboration Towards Monitoring Philippine Government's Compliance with Interna- tional Treaty Obligations on Human Rights (Develop- ment Academy of the Phils., Pasig City, 1996).” classified the monitoring functions of the Commission on Hu- man the NGOs and GOs according to human rights instruments, to specific human rights, and to vulnerable sectors. Rosette C. Librea, Director of Planning and Management Divi- sion of the Commission on Human Rights, also sub- mitted, a thesis for a Masteral degree in Public Man- agement to the Development Academy of the Philip- pines~(Devetopmemt Academy of the Philippines, 1995) entitled “An analysis of the Collaboration of the Gov- ernmental Organizations with Non-governmental Organizations on Human Rights.” Director Librea, in her thesis, states that there is much to be desired in the coordination of the governmental and non- governmental organizations with respect to the moni- toring. of international instruments on human rights. While the governmental organizations like the Com- ission on Human Rights are primarily responsible for the monitoring of human rights violations, she suggests that the Commission on Human Rights play a catalytic role in enhancing GO-NGO collaboration. ‘TE ROLE OF NON-GOVERNMENTAL ORGANIZATIONSN 253 THE PROMOTION AND PROTECTION OF HUMAN RIGHTS In her thesis, Lawyer Repuyan-Bafiez concluded that the International Covenant on Economic, Social, and Cultural Rights (ECOSOC) ranks first in priority given by the respondents GO and NGO. It shows that the people now recognize the economic, social and cultural rights as the most important rights that should be complied with. The International Covenant on Civil and Political Rights (ICCPR) ranks only sec- ond in the order of priority. This conclusion confirms the discussion in Chapters IV & V of this book. The Filipino people, after suffering from violations of their civil and political rights especially under the authori- tarian regime of President Ferdinand E. Marcos, feel that what they need most now is the improvement of their economic, social and cultural status. The enjoy- ment of civil and political rights is meaningless if the people_at_large-do-not-meet-theirbasie—economie — needs like food, shelter, and clothing. Their struggle for civil and political rights was most acute when martial law was declared by President Ferdinand E. Marcos in 1972, when about 70,000 were arrested, in- cluding the -respectable intellectual leaders of the country. But the Filipino people now experience dep- tivation of food, clothing and shelter, brought about by colonial exploitation and the dominance of colonial culture. Development Aggression After experiencing the and political rights violations during the repressive regime of PresidentMarcos, new forms of violations are categorized un- der the economic, social and cultural rights. Closely related are the repression of economic development of people due to industrialization and construction of infrastructures, displacing large group of people from their homes. The NGOs categorize these as “deve- lopment aggression.” Prevalent in several areas is the displacement of communities to give way to the conversion of agri- cultural lands into industrial estates. The destruction of the environment is one severe result. The Ecumeni- cal Commission for Displaced Fa nities (ECDFC) and other human rights NGOs have reported that about 38,000 fa s were displaced in 1995. Families were driven away from their homes to make way for infrastructure projects. ‘An outstanding NGO in monitoring civil and po- al rights is the Amnesty International (Ph pines), citing instances such as: extrajudicial execu- tions; forced disappearances; abuse of persois under detention; undug delay in the trial of detained per- sons; and, false accusation of political prisoners for ordinary crimes to keep then under detention. The Convention on the Rights of the Children (CRC) ranks third in priority. Foremost among the NGOs in monitoring Philippine Government's com- pliance are the Christian Children’s Fund (CCF) and the Center for the Protection of Children’s Rights. THE ROLE OP Noi? GOVERNMENTAL ORGANIZATIONSIN. 235 THE PROMOTION AND PROTECTION OF HUMAN RIGHTS The Convention Against Torture and Other Cruel, Inhuman, Degrading Treatment and Punishment (CAT) ranks fourth in priority. The Philippine Alli- ance of Human Rights Advocates (PAHRA), the Samahan ng mga Ex-Detainees Laban sa Detensyon Para sa Amnestiya (SELDA), the Kapisanan para sa Pagpapalaya at Amnestiya ng mga Bilanggong Puliti- kal sa Pilipinas (KAPATID), and the Task Force De- tainees of the Philippines (TFDP) are some of the NGOs monitoring these types of violations. One of the NGOs promoting and protecting many aspects of human rights is the Justice, Peace and In- tegrity of Creation Commission (PIC). This NGO had its early beginnings in 1980 when the Association of Major Religious Superiors of Men in the Philip- pines (AMRSMP) formed a two-member Justice and Peace Committee fo respond to all matters in- volving justice and human rights. The JPICC, which draws its membership from religious congregation of men and women, have mustered and culled the in- justices or violations of human rights committed by the government adversely affected the ecological in- tegrity and environment. The Rights of the Migrant Workers and the mem- bers of the families is fifth in priority. Monitoring the human rights violations of overseas workers is the Kapisanan ng mga Kamag-anak ng Migranteng Manggagawang, Pilipino, Inc. (KAKAMMPI), in- forming the Commission on Human Rights on vari- ous problems of Filipino Migrant Workers. The Asian226 HUMAN RIGHTS: Women Human Rights Council (AWHRC) and the Trade Union Congress of the Philippines (TUCP) are also active, in reporting human rights violations. Seventh in rank of priority is the Convention on the Elimination of All Forms of Discrimination ‘Against Women (CEDAW). The NGOs playing role on this activity are the Commission on Women’s Political Rights (GABRIELA) and the Asian Women Human Rights Council (AWHRC). The Women’s As- sociation of the Philippines (WLAPI) and the Women Lawyers Circle (WILOCI) were responsible in re- pealing or amending of new laws discriminatory pro- visions against women in the Civil Code of the Phil- ippines. Some of these amendments are now provided in the Family Code which took effect in 1988. _ Ranked eighth in the order of priority is the Con- Vention for the Suppression of the Tra Persons and of the Exploitation of the Prostitution of Others, The Stop Trafficking of Filipinos (STOP) and the Asian Women Human Rights Counc’ (AWHRC) are active in this area of human rights. The International Convention on the Elimination of All Forms of Racial Discris ation ranked ninth in priority while Convention Relating to the Status of Refugees was eleventh in priority. On monitoring specific rights, the study of Atty. Repuyan-Bafez found the following in the order of priori I ‘THE PROMOTION AND PROTECTION OF HUMAN RIGHTS The Right to Life The Right not to be Arbitrarily Arrested The Right not to be Tortured The Right to a Fair Trial The Right to Food and Clothing The Right not to be Discriminated Against The Right to Education The Right to Fair Working Conditions The Right to Health Care 10. The Right to Political Participation 11. The Right to Freedom of Association ee $8183 BU The widespread violation of civil and ‘rights during the authoritarian government of Presi- dent Ferdinand E. Marcos prompted individuals to form non-governmental organizatins to resist the dictatorial administration. Most of the members of the NGOs were in fact the victims themselves of the hu- man rights violations. During the early part of the administration of President Corazon C. Aquino, which was supposed to have restored-the enjoyment of civil liberties; violations of civil and political rights still occurred. With the freedom of the press and speech restored, NGOs freely exposed instances of violations of human rights, calling the attention of the Commission on Human Rights, then newly-organi- zed. The realization of the importance of achieving238 HUMAN RIGHTS. — economic, social and cultural rights involves a longer period of time, as it needs a more in-depth study. The studies made by the Institute of Human Rights of the UP Law Center and the Ateneo Human Rights Center focus on the economic, social and cultural rights which affect the bigger number of the population who live in poverty and are socially and culturally disad- vantaged. The actual status of economic, social and cultural rights is more pronounced in the rural areas and the depressed sections in urban centers. Moreo- ver, the Commission on Human Rights, during its early existence, had concerned itself only on civil and political rights due to the constitutional provision that it has the power to investigate upon complaint or on its initiative, human rights violation “involving civil and political rights. Not ontrightiy-perceived-as-a more ‘massive and lasting violation of human rights is the gradual de- struction .of natural resources, depriving the poor people in urban areas dependent on natural resources - such as farming and fishing. The Legal Rights and Natural Resources Center—Kasama sa Kalikasan (LRC—KSK/Friends of the Earth—Philippines) is an NGO concerned with the protection of peoples de- pendent on natural resources. The mining operations, of plants and infrastructures along ion on the envi- construc! waters rich in fisheries, causing pol ronment, certainly deprive great masses of people of their livelihood : THE ROLE OF NON-GOVERNMINT. ‘THE PROMOTION AND PROTECTION OF HUMAN RIGHTS Protection of the Rights of Indigenous Tribes Government and non-government human rights workers have not given much importance to the hu- man rights abuses against indigenous cultural com- munities living in distant, mountainous regions. De- spite of the constitutional guarantee for the respect of ancestral lands (Art. XII], Sec. 2, Philippine Constitu- tion), indigenous tribes are gradually being deprived of the natural wealth and resources they have pos- sessed since time immemorial. The land and the envi- ronment constitute their heritage. To take the land from them means depriving them of the right to sur- vive as a people. Rosette C. Librea, in her thesis, states that there is much to be desired in the coordination of the gov- emmental and non-governmental-orgenizations-with—— respect to the monitoring of international instruments of human rights. She suggests a developed network reliance between the governmental and non- governmental organizations, and more importantly, the people’s organizations in the grassroots areas."A National Action Plan on human rights should be drawn to involve governmental, non-governmental and people's organizations, and volunteer express to the promotion of the respect for human rights. While the governmental organizations like the Commission on Human Rights are primarily responsible for the monitoring of human rights violations, she suggests SANIZATIONSIN. 2390™~ =~240 Ricets that the Commission play a catalytic role in enhancing GO-NGO collaboration. Legal Assistance and Services More than merely monitoring, NGOs composed of volunteer lawyers have been rendering free legal assistance and services to human rights victims. One of the functions of the Commission on Human Rights is to provide appropriate legal measures for the pro- tection of human rights of all persons within the Philippines, as well as Filipinos residing abroad, and provide for preventive measures and legal aid service to the underprivileged whose human rights have been violated or need protection. As a newly-organized office with the lack of qualified personnel, the Com- mission on Human Rights has hardly complied with the aforesaid function as it is undermanned with qualified lawyers. The volunteer NGO lawyers have filleti this gap. The Free Legal Assistance Group FLAG), originally organized by former Vice Presi- dent Salvador Laurel, Movement of Attorneys for Brotherhood, Integrity and Nationalism (MABINI), headed by former Senator Rene Saguisag, free legal aid of Integrated Bar of the Philippines (IBP), Women Lawyers Association the Phil. (WLAPI) and Women Lawyers Circle (WILOCI), and the Interna- tional Commission of Jurists pine Section) headed by Retired Justice Ca Quiason, among others, have been rendering pro bono legal Services to human rights v ‘THE ROLE OF NON-GOVERNMENTAL ORGANIZATIONS ~ 241 THE PROMOTION AND PROTECTION OF HUMAN RIGHTS der advisory opinions or publish position papers or proposed legal actions on activities which might ad- versely affect the enjoyment of human rights. QUESTIONS FOR DISCUSSION, 1. What do you understand by Non-Govern- mental Organizations (NGOs) on Human Rights? 2. In what way are they recognized by the United Nations? 3. Mention some international NGOs and state activities they are engaged in on human rights. 4. What do you mean by NGOs as Ombuds- men? 5. Mention some of the NGOs in the Philippines eee real : ‘ : moting human rights. 6. In what way or ways‘do they help the Com- mission on Human Rights on its monitoring func- tions? 7. What do you understand by “Development Aggression”? 8. In what way or ways does “Development Aggression” violate human rights?Chapter IX EDUCATING FILIPINOS ON HUMAN RIGHTS “EDUCATION FOR HUMAN RIGHTS IS LEARNING ONE'S OWN RIGHTS AND ALSO BUILDS RESPONSIBILITY FOR THE RIGHTS OF OTHERS AND PAVES THE WAY FOR A MORE TOLERANT, JUST AND FREE SOCIETY.” Why Human Rights Education? The development of protective laws and the en- forcement mechanisms to implement the laws are not sufficient to achieve full realization of human rights. The protection and enjoyment of human rights de- pend on people knowing about the rights to which they are entitled and the mechanisms which are avail- able to enforce those rights. Know your human rights. This simple message from the United Nations is addressed to all peoples of the world because human rights are the same for all, 242 Eewcxtt¢ FIUFINOS ON HUMAN RIGHTS 243 regardless of race, color, sex, language or religion. People who are aware of their human rights stand the best chance of defending themselves against the dan- ger that these rights will be trampled on. Learning about one’s own rights also builds responsibility for the rights of others and paves the way to more toler- ant peaceful societies. All members of society should be aware of their own potentials both to violate and to protect human rights. They should also be aware of the duties which they owe to others. Vast numbers of people today are still unaware of their rights as human beings. Many suffer as a result of this lack of basic knowledge of human rights and the existing laws and institutions—national and inter- national—could in many cases protect them. But peo- ple must first know what their rights are and where theymaytumtoforkelp. —~S~C<7C;«SC«S*# The United Nations, for all these reasons, has launched ‘a World Public Information Campaign for Human Rights. This is a campaign of awareness, of * information and of education. The campaign reaches out to the public in every country of the world. It aims to make everyone more conscious of human rights and fundamental freedoms, better equipped to stand up for them. At the same time, the campaign spreads knowledge of the means which exist to promote and protect human rights and fundamental freedoms. The campaign will also show what the United Nations is doing to promote human rights all over the world.244 tan “RIGHTS The respect for human rights is the building of a free, just and peaceful society Human Rights Education Defined “Human Rights Education” is defined as training, dissemination and information efforts aimed at the building of universal culture of human rights. It is the imparting of knowledge and skills on the molding of attitudes which are directed towards strengthening the people's respect for human rights. Education pro- vides the understanding, tolerance, gender equality and friendship among nations, indigenous peoples and racial, national, ethnic, religious, and linguistic groups. It enables a person to participate effectively in a free society ‘The International Instruments as Basis of Human Rights Education The basic international instrument on human rights education is Article 26, par. 2 of the Universal Declaration of Human Rights-which provides that education should be directed to the strengthening of respect for human rights and fundamental freedoms. Education should promote understanding, tolerance, and friendship among all nations or racial or religious groups, and further the maintenance of peace. Like- wise, Article 13 of the International Covenant on Eco- nomic, Si Parties shal recognize the right of everyone to educa- 1 and Cultural Rights provides that State - EDUCATING FILIPINOS ON HUM 245 tion. That education shall be directed to the full de- velopment of human personality and the sense of dignity and shall promote the respect for human rights, Article 29 of the Convention on the Rights of the Child obliges State Parties to recognize that edu- cation of the child shall be directed, among others, to the development of respect for human rights and fundamental freedoms. Article 10 of the Convention on the Elimination of All Forms of Discrimination Against Women provides that States Parties shall take appropriate measures to assure to all women equal rights with men in the field of education. Article 7 of the Convention on the Elimination of All Forms of Racial Discrimination also obliges States Parties to adopt measures particularly in fields of teaching, edu- cation, culture and information in order to combat prejudices. Build-Up of Universal Culture of Human Rights The Vienna Declaration Program of Action in 1993 proclaimed that the human rights education, training and public information were essential for the promotion and achievement of stable and harmonious relations among communities-and-for-fostering-mu- tual-understanding, tolerance and peace. All States must strive to eradicate illiteracy and should direct education towards the full development of the human personality and strengthening of respect for human rights and fundamental freeddms. It called on all States and institutions to include human rights, hu-246 HUMAN RIGHTS manitarian law, democracy and rule of law as subjects in the curricula of all learning institutions in formal and non-formal settings The United Nations General Assembly forthwith adopted Resolution 49/184 of 23 December 1994, pro- claiming the ten-year period beginning on 1 January 1995 the United Nations Decade for Human Rights Education, and welcomed the Plan of Action for the Decade contained in the report of the Secretary- General. | governments were invited to take steps to eradicate illiteracy and to direct education towards the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms. _The UN. General Assembly further called-upon all governmental organizations and others to increase their involvement in formal and non-formal education on human rights, and requested the existing human rights monitoring bodies to place emphasis on the implementation by Member States of their interna- tional obligation to promote human rights education. The General Assembly and the U.N. Commission on Human Rights called upon international, regional and national non-governmental organizations and the media, to increase their involvement in formal and non-formal education in human rights and to cooper- ate with the Centre for Human Rights in carrying out ‘on HUMAN RIGHTS 3s the activities of the United Nations Decade for Hu- man Rights Education. All these initiatives on human rights should be carried out in a concerted fashion to ensure the devel- opment of values and attitudes necessary for the full enjoyment of these rights and the development of culture, in which knowledge of these rights is rein- forced by a determination to transform it into practi- cal reality. The Constitutional Mandate of the Philippine Commission on Human Rights on Education One of the constitutional functions of the Com- mission on Human Rights of the Philippines is “to establish a continuing program of research, education, _and information to enhance respect for the primacy of — human rights.” (Art. XIII, Sec. 18[5], Philippine Consti- tution) This constitutional mandate assumes that hu- man rights education should cover all sectors of the society. Initially recognizing the sectors that are most prone to violation of human rights are the military personnel, police officers and other law enforcement agencies; the Commission on Human Rights initiated a program of human rights education for these groups. A sixteen-hour module on the study of hu- man rights was formulated for the military and police personnel. Training courses on the basic civil and po- litical rights were followed by the information on the International Humanitarian Law and The Rights of248 *e the Child under the Convention on the Rights of the Child. From the instructive mode of teaching there evolved the experimental approach with case studies. ‘Also included in the training are informal dialogues between the participants with the Non-Governmental Organization human rights workers to expose both sides to one another in a non-confrontational atmos- phere. Trainings, seminars and other forms of education and information activities are regularly conducted on value orientation where participants were trained with the vision of an ideal society. This method fo- cuses the proper attitude of the military towards the civilian population. The learning modules also in- cluded the provision of the most basic international human rights instruments, like the Universal Decla~ ration of Human Rights; international Convention-on cal Rights, and the Economic, Social and Cultural Rights. Lectures on decisions of the Su- preme Court applying the provisions on Civil and 1 Rights enumerated in the Bill of Rights of the warrants and conduct of the police investigations are emphasized without judic during custodi Seminars/Trainings From 1994 to 1998, the Commission conducted 2,350 seminars/trainings nationwide. Based on the records, 1995 had the most number of activities with a e Constitution. Rules on the arrest of persons EDUCATING 29 SON Huan total of 168 seminars/trainings undertaken. The training programs are classified as follows: advocacy courses on human rights and international humani- farian law (HR-IHL); curricula for the police /jail per- sonnel and correction officers; Regional Trainors’ Training on HR-IHL which covers a more extensive training course for members of the Armed Forces of the Philippines, Philippine National Police and 'Bu- reau of Jail Management and Penology; and HR ori- entation seminar designed for the priority sectors to provide basic course on human rights. Aside from seminars /trainings, the Commission also conducted lectures/talks as part of the human rights education programs. A total of 1,693 activities were undertaken with the various sectors. Among the sectors trained are public officials/government em- groups. Development, Production and Dissemination of Human Rights Information and Communication Materials From 1994-1998, various types of printed materi- als were produced: These-are newsletters, journals, handbooks, flyers, booklets and posters. CHR has a bi-annual publication—the Human Rights Journal; and the quarterly newsletter since 1995, Batingaw. The booklet on the Universal Declaration of Human Rights’ was printed in 4 dialects: Tagalog, Kapang- * pangan, Hokano and Cebuano. Handbooks on pro- cause-oriented2501 HuMAN Rights grams and projects cover the following: BHRAO and BHRAC Handbook with 4 editions; Handbook for the PHRP Plan; Compendium of Laws, Treaties. and Deci- ions on Human Rights; A Resource Book on the Rights of Filipino Women and Other Empowerment Tools with 1,000 copies are circulated; Educator's Human Rights Handbook; and the Human Rights Kit for the Police/Military. Flyers include the original and the revised Flyer on Women’s Rights with 10,000 copies on the latter; the Rights of OFW’s; the Rights of ICC; the Rights of the Child with 25,000 each on its English and Tagalog versions; the CRC flyer also with 25,000 each on its English and Tagalog versions; and the Revised CHR Flyer with its English and Tagalog versions. In addition to the posters produced on the CHR and its program, there were also posters for the vulnerable sectors, like the Indigenous Cultural Com- munities and the Children and poster for the elder Aside from.these printed materials, audio-visual TEC materials for the promotion of human rights. Human Rights in General, Karapatan Mo: Tungkulin Ko! (Your Rights: My Responsibility!) CHR Institu- tional Video, and a video on the Rights of the Indige- nous Cultural Communities have been produced. Mass Media Exposure on Human Rights Media coverage of issues and concerns on human rights were initiated by # ent modes of communication pa ‘Commission using differ- mos on HUMAN RIGHTS a broadcast in heightening human rights awareness as well as disseminating to the general public necessary information on the services it provides. The feature stories of CHR’s accomplishments and relevant news were published in major weekly magazines, newspapers and tabloids. TV plugs of the CHR Institutional Video, BHRAO Convention and Testimonial Video were continuously aired in TV sta- tions as well as cable stations during the Human Rights Week. Other special projects include the reproduction of Human Rights Stickers—“HR Protector Sticker” sponsored by the AFP/PNP for the military and po- lice. Materials featuring current human rights issues, and Creative Dance Workshop for Children to facili- tate their experience of dance is a medium of discov- __ ering and offering themselves to the full realization of their rights. Human Rights Research Studies In the absence of a research unit in the CHR, the Commission has instituted tie-ups with academic and research organizations through _CHR _ scholars. Through this mechanisms,_the-CHR has produced research studies with both academic value and insti- tutional use without having to undertake massive expenditures for research work. Foremost of these studies were conducted with the Development Acad- emy of the Philippines such as: CHR Catalyzing for252 HUMAN.RIGHTS Collective Action: Enhancing GO-NGO Collaboration; ‘A Framework for Legislative Advocacy: Building Al- liance for Human Rights Legislation; Human Rights- Social Reform for the Disadvantaged Sectors: Man- aging the Design of a Training Program for Multi- ‘Agency Service Providers Working with Disadvan- taged Migrant Workers; The Independent Status of the Philippine National Institution of Human Rights; Feeling and Filling the Gap; Enhancing CHR’s Role in Promoting and Protecting Economic, Social, and Cultural Rights; Unionized Dispute Resolution in the Public Sector: The Union Perspective; Baseline Study on the People’s Level of Human Rights Awareness and Development of Communication Plan that would Further Improve Human Rights Advocacy among the Filipino People; Steering CHR-GO-NGO Collabora- tion Towards Monitoring Philippine Government's ‘Compliance with International Treaty Obligations on Human Rights. Impact of Education and Information Initiatives The improved human rights condition in the country today is a function of the increasing level of human rights awareness by the citizenry. This human rights consciousness is of course the result of the sin- cere and enduring stance of the Commission on Hu- man Rights in carrying out its information, research and education programs which cover @ training and information, dissemination of human rights issues and developments. Through these pro- grams, it has raised the public's awareness, knowl- edge and understanding of the principles and con- cepts of human rights. It also, more importantly, inculcated public par- ticipation in the advocacy for human rights. The pub- began not only to understand and protect their basic human rights but also to be vanguards of other's human rights. From 1996 to 1998, the Commission achieved re- markable progress in its operation by the adoption of innovative methods and projects such as the Barangay Human Rights Action Centers (BHRAC). With 11,665 BHRAC's manned by Barangay Human Rights Action Officers, the CHR has gotten a stronghold of the vil- lage people. BHRACs serve as complaints processing, referral, information and education centers. In regions I, Vand X, the increase in the number of complaints has been attributed to the establishment of BHRACs which carry out information campaigns. ‘ The multiplier effects of an increased awareness of human rights are manifold. At the National Capital Region, the study of human rights has become so widespread that educational institutions have taken the lead in requiring the students to. conduct fora on human rights. Many non-government organizations which are not strictly human rights organizations have established partnerships for the promotion of human rights. Notable among them is the Sorop- tomist International which entered a Memorandum ofAgreement with CHR for the conduct of training for BHRAO's, schoolwide human rights information activities and barangay seminars. ‘An indicator of an increased human rights aware- ness cited by Region VI and shared by other regions is the coordination being made by agencies of the na- tional government and by non-governmental organi- zations with the CHR on matters affecting their major dientele, namely: children, women, prisoners or de- tainees, indigenous people, migrant workers, informal labor sector, disabled persons. The street level aware- ness of the people in the Region speaks of a Commis- sion on Human Rights that is a constitutional body, not left-leaning or pro-communist but an organization which tries to address the gamut of human rights con- cerns with objectivity and independence, at the same time, working for peace and development. Public condemnation of human rights abuses like- speaks of a human rights conscious people. In Region IX, human rights abuses are exposed through the tri-media. Media practitioners, thus are also into human rights advocacy. Local columnists, radio/tv commentators discuss human rights issues in their programs, while radio dramas portray human rights ies and carry human rights themes. Achievement on Education of the Military and Police Becoming aware of the values of human rights, the hostile attitude to the military and police towards EDUCATING IILPINUSON HUMAN RIGHTS 255 human rights greatly reduced human rights viola- tions. One indirect result of this educational program is the growing openness of the Armed Forces to learn the basic human rights. The military and police, and other law enforcement agencies became aware of their proper role as promoters and protectors of human rights. The Commission on Human Rights was con- ferred in 1994 the UNESCO in recognition of the CHR’s innovative and pioneering program for edu- cating and training the Philippine Armed Forces and police on human rights and international humanitar- ian law. (M. Contreras, The Commission on Human Rights Education and Information Program, X Foreign Relations Journal 80 [1995]). __In 1997, the United Nations cited the Philippine Government for educating the law enforcers espe- cially the military and the police on human rights ad- vocacy which resulted in decreasing human rights violatiéns in the country. The UN also took cogni- ” zance of the efforts of the Commission on Human Rights (CHR) in its active promotion and protection of human rights by conducting a series of seminars for the military, police and other sectors of society in sev- eral far-flung towns and provinces. In a statement, the UN said that human rights violations have decreased in recent years in the Philippines due to the programs of the CHR in educating law enforcers on human rights advocacy. The CHR has credited the decreasing trend of human rights violations in the country256 HUMAN RIGHTS largely to the Philippine Human Rights Plan (PHRP), which it drafted years back upon the prodding of the UN. The PHRP extended the coverage as mandated by the Constitution of the human rights body to in- clude the economic, social and the cultural rights of the people. The Children’s Rights in Armed Conflicts In response to the growing number of child vic- tims in armed conflicts, the Commission on Human Rights developed a special module on the handling of children in situations of armed conflict in cooperation with the Council for the Welfare of Children and the Children’s Rehabilitation Center, an NGO. The UNI- CEF-funded project has raised the level of awareness of the Philippine military and police on the provisions of -the-Secort-Protocol-to~Geneva’ Conventions on Warfare and the United Nations Convention on the Rights of the Child on the special care that must be. given to children adversely affected during internal armed conflicts. Children are generally powerless to defend themselves. ‘Incapable of protecting them- selves, children who live in areas where legal protec- nn is hardly available are very vulnerable to human rights violation. Separated from their parents or eld- ers, warring parties in armed conflicts are called upon to see to it that children do not take part in hostilities. Children are supposed to be “Zones of Peace,” that is, they should not be the object of attack (R.A. No. 7610). EDUCATING FIPINOS ON HUMAN Ri rs 27 In the Children in Situations of Armed Conflicts (CSAC) module, participants -discuss the situation of children, of their physical and psychosocial effects of violence on their young lives. Soldiers and p. go through role-playing exercises where, taking on the role of child victims, they realize what it feels like to be lost, helpless and afraid. The module includes lectures on the proper treatment and handling of child victims and non-combatants. Graduated Human Rights Education for Uniformed Men, Prosecution Officers and Correctional Officers In a Memorandum of Agreement among the Commission on Human Rights, the Department of Interior and Local Government, the Department of Justice and the Department of National Defense in 1998; the Nationa-inter=Agency Chamber of Human Rights was created. This body formulated an educa- tional human rights curricula ‘for the Philippine Na- tional Police (PNP). Briefly, the graduated curricula is summarized as follows. Philippine National Police A three-month course of PNP officers with the rank of inspector involved in community affairs; a one-month course for senior officers in counter- intelligence operations; a micro-computer course to provide computer literacy for PNP personnel; a basic nursing procedure for wardsmen and nursing atten-258 - Human RIGHTS dants; a traffic accident investigator's course; a basic security guard’s course for watchers or security guards and other police auxiliary, it includes investi- gation functions. Armed Forces Personnel ‘The Armed Forces education program is based on a philosophy that the armed forces personnel become professional citizen soldiers embued with proper val- ues and relevant expertise. This program is addressed to the Philippine Army, the Philippine Air Force and the Philippine Navy. Department of Justice ‘The graduated human rights curriculum is ad- dressed particularly to the prosecution division of the Department of Justice. Subjects such as the human rights conscientization, foundations of human rights the international humanitarian law and human rights principles on preliminary investigation of the accused and the rights of the accused during pre-trial and trial. The Board of Pardons and Parole and Parole and Probation Administration Under the Department of Justice is the Board of Pardons and Parole and the Parole and Probation ‘Administration. The human rights training program of the personnel also consists the human rights con- scientization course, the basic human rights instru- EDUCATING Fri tmncon HUMAN RIGHTS 259 Enea in exercise of their function for recommenda- tion of pardon, parole, and probation of convicted persons. The Bureau of Corrections Also under the Department of Justice is the Bu- reau of Corrections, formerly known as the Bureau of Prisons. The philosophy of the penal system in the Philippines is basically not to inflict punishment but to reform the prisoner convicted of a crime. The hu- man rights training program, therefore, for the per- sonnel of the Bureau of Corrections is to develop their custodial profession focused on character build-up and discipline based on human rights principles. Philippine Public Safety College The Philippine Public Safety College, which is under the Department of Interior and Local Govern- ment, consists of uniformed members of the Philip- pine National Police, the Bureau of Jail Management and Penology,.and the Bureau of Fire Protection. The human rights training program for the participants is to focus on_core values-of human rights such as hu- man dignity, freedom, justice, peace and equality. The general objective of the module is to enable the par- ticipants to acquire knowledge regarding the Philip- pine Human Rights System.260 HUMAN RicHTS Educating the Barangay Officials on Human Rights The flagship program of the Commission on Hu- man Rights is the establishment of Barangay Human Rights Action Center (BHRAC) in all the barangays throughout the country to create a culture of human rights in the local communities on the grassroots level. ‘The Secretary of the Department of Interior and Local Government issued memorandum Circular No. 94- 194, institutionalizing the Barangay Human Rights ‘Action Centers. The Commission on Human Rights formulated a training system to educate the officials of the barangay centers and the local government offi- cials. Barangay and local government officials are in- formed of the basic provisions of the international instruments on human rights as well as the constitu tional provisions. Barangay officials must have knowledge of human rights which will enable them to promoté and protect human rights in their respective conimunities. Through the Barangay Human Rights ‘Action Center, complaints on violations of human rights may be filed. The barangay officials have the duty to settle local disputes amicably. If no satisfac- tory solution is arrived at, they may refer the matter to the Regional Director on human rights of the local- ity who will decide on the action to be taken hence, Barangay offi s must therefore be informed of the basic human rights to identify situations on whether * human rights have been violated. Instructional mate- rials had been formulated by the Commission on EDUCATING FILIPINOS ON HUMAN Zor Human Rights such as the “Local Government Hand- book” and the “Guidelines and Policies for Local Government Units.” Seminars and workshops are then conducted among the barangay officials in the country. It is important to stress to the military and the police that the authority to receive complaints and a local disputes on human rights is delegated to em. To widen the scope of the education program, a Memorandum Agreement was entered into by the Comrgission on Human Rights (CHR), the Depart- ment of Interior and Local Government (DILG) and the Liga ng mga Barangay on 20 June 1996 for the joint cooperation to realize the common goals of pro- moting the human rights. Under the Agreement, the CHR has undertaken the task of conducting training programs and seminars on human rights education among barangays and local government officials. Human Rights Education in Schools The most effective means to achieve the widest coverage is to include the subject of human rights in all public and private schools. It might be too late at this stage to educate the adults such as the military and the police or other personnel of other law en- forcement agencies to educate them on human rights. The law enforcement personnel are used to the tradi- tional authoritative posture. They are reluctant in giving up their usual dominant powers. The military262 Human RIGHTS: or the police and law enforcers, usually armed and obsessed with authority, have become the violators instead of protectors of human rights of the people. The children and the youth in their innocence can be the most receptive to the education on human rights. ‘A Declaration of Undertaking between the De- partment of Education, Culture and Sports (DECS) with the Commission on Human Rights (CHR) for the integration of human rights subjects at all levels of education was made. Seminar-workshops for cur- riculum development and teacher training were con- ducted for all education levels. The Human Rights Teaching Exemplars The period between 1998-2008 has been declared as the Philippine Decade for Human Rights Educa- tion. The Commission on Human Rights and the De- partment of Education, Culture, and Sports formu- lated the Human Rights Education teaching exem- plars for the elementary and secondary levels. The objective is to bring down all human rights efforts to the classroom to benefit most especially young school children. These teaching exemplars are the most meaningful materials along human rights education. The human rights teaching exemplars do not merely make children aware of their rights as children but convey the message of respect the dignity of person regardless of race, gender, status, relig- ion and physical attributes. These exemplars will have EDUCATING FIUPINOS ON TiUMAN RIGHTS 268 some significant impact on teachers as well as learn- ers. Children are aware of the situations and condi- tions that lead to exploitation and violation of their rights by developing their vigilance and assertiveness without being aggressive. Children will become protectors and defenders of other people's rights and welfare The human rights education program of the De- partment of Education, Culture and Sports has gone beyond the advocacy level to make sure that children take part actively in the development of citizenry. Human rights education is a process of developing enlightened individuals and the formation of values that promote respect, fair treatment and justness. Un- derstanding human rights is understanding what it means to be human. Without the knowledge and right attitude to-human fights promotion, the necessary ingredients of what it means to be human cannot be achieved. - How to Communicate the Human Rights Message in Schools The teacher is the key person to bring the mes- sage of human rights to the students. First of all, he must inspire confidence and trust among the stu- dents. Teaching about what is human rights is not enough. He should be teaching for human rights. He should not, therefore, be preaching as actions .are better than words. He must set an example to his stu-264 Human RIGHTS dents especially on the respect of the rights of others, When the lesson is on the freedom of expression and opinion, he must allow students to speak out their minds to inspire confidence. The class can be con- verted into a small community with “free-wheeling” discussions. Brainstorming on actual examples on violations of human rights might be beneficial. The authoritarian posture of the teacher will be in conflict with the respect for the human rights of others. Simplified Form of Teaching the Universal Declaration of Human Rights The Universal Declaration of Human Rights is generally couched on legal language and may not be fully understood by the high school or even young college students. The United Nations has suggested a method of understanding and analyzing each provir sion of the Universal Declaration of Human Rights. On the left side of the page, is the simple and plain language of the legal articles as provided for in the Universal Declaration of Human Rights. (See Teach- ing of Human Rights, U.N. Publi i Teaching Suggestions on the Basic Human Rights Issues To inculcate on the students the human rights is- sues, the teacher may select one or two basic human rights issues in, the local commu: uch as protec- tion of human life or discrimination. On the protec~ Epue. ING FILIPINOS ON HUMA™ RISHTS 263 tion of the life of the individual, the teacher must ex- plain and discuss among the students the concept of what is being “human.” While an individual lives in a society and has his own personality, he must know how to live with others. The teacher may ask a ques- tion of “what am I?” or “what are we?” to provide an opportunity for students to realize that they are hu- man beings, with “what is” rights. By defining what is A discussion on “where does life begin” and whether it could be taken away by anyone may be made. Take a hypothetical case, for example, of a stu- dent acivist, who was very vocal in criticizing the abuses of the military or high government officials, has disappeared. No one in the community knows the whereabouts of the student. The students may be asked on what rights of the student have been vi lated. Take another case of a man suspected to have committed robbery who was apprehended by the po- lice for questioning without any judicial warrant of _ arrest. During his interrogation, he-was tortured to force him to admit his guilt. The students may discuss what human rights have been violated. A sample of a prototype human rights module formulated by the Commission on Human Rights and6 Homan RicuTs the Department of Education Culture and Sports is as follows: Title : The Gates of Respect for Human Rights Year 2 Subject: English Concept: Every individual has the rights to be respected and be loved by his fellow- men. Time Allotment: 40 minutes (1 session) 1. OBJECTIVES 1. Paraphrase, analyze and synthesize ideas and information explicitly stated in the reading material (DLC IB Comprehension Skills 4.1) “2. Explain that love and respect for others lead to respect for human rights. CONTENT : A. Topic: Respect for Human Rights B. Materials: + Casette Recorder/Player + Copies/Lyrics of the song “Come World” + Poem: “I Will Greet This Day With Love In My Heart” by Og Mandino {LIPINOS GN HUMAN RIGHTS 26 I. PROCEDURE A. Activities 1. Say: People have different ways of communi- cating messages. Some write long letters to convey fully their thoughts and feelings. Others create poems and compose songs to express deep emotions. In this session, we shall look into these vehicles of expression and determine how well we draw from these media the real meaning hidden in beautiful. and well-chosen words. 2. Post the song on the board and lead the class in singing it. Say: Let us sing “Come Fill My World.” (Note If you are not familiar with the song, play the tape and the class may sing along.) ——____— 3. After singing ask the following questions: What is the mood of the song? Is the writer happy? Lonely? How do you know? Cite a line or lines showing the feeling of the author/singer. What message /messages is/are being expressed in the song? Focus answer on: + Need for love and care + Sharing of love and care 4, Say: Let us now look at another means of ex- pressing feelings and try to compare it with the song we just discussed.20 Human-Rickrs a. One way of coming up with the main idea or message of what you read is by synthesizing the whole poem, putting to- gether every de tail, and categorizing and g the ideas into one main thought. b. Paraphrasing is the ability to explain ma- in one’s own words. 2. Enrich the discussion by relating love and re- spect; the idea that when someone loves somebody he/she respects not only the person but also his rights and when you respect someone's rights you are ex- pressing or manifesting your love for that person. 3. Lead studen recognizing that by re- specting the person and his rights we are expressing our love for them. We promote respect for human rights by-Joving and respecting one another 4. Give lecturette on: Everyone has the right to berty and security. life, D. Application Answer the following in your notebook, 1. Have I been respectful of the rights of my classmates? my teachers? my friends? my brothers and sisters? How? What specific rights of other pers ten take for granted? violated? need to do to improve on this area? two (2) or three (3) students to share their answers. s do I of- EDUCATING FILIMINOs ON HUMAN RIGHTS at IV. EVALUATION Direction: Paraphrase this. All human beings are born free and equal in dig- nity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. V. ASSIGNMENT Make a poster depicting love and respect for oth- ers. COME FILL MY WORLD Refrain: Come fill my world Come fill my life ame take my-hand-—___—§— And walk with me (2x) Without clouds the rain won't come * Without rain the grass won't grow - Without sun the flowers die Without God we cannot be (Repeat Refrain) Without eyes we cannot see Without hands we cannot touch Without hearts we cannot love Without God we cannot be (Repeat Refrain)