Human Rights Law

University of Technology Jamaica

The Value of Human Rights in the Jamaican Education Sector

Student: Kimberly Nain

ID #: 0900916
Lecturer/Supervisor: Mr. Harold Malcolm
 CONTENT PAGE
The Value of Human Rights in the Jamaican Education Sector..........................................3
Abstract................................................................................................................................................. 3
Rationale.............................................................................................................................................. 4
Introduction........................................................................................................................................ 4
How should Human Rights Education be integrated in the curriculum?.......................8
Human Rights Education and Society...................................................................................... 10
Human Rights Education in other countries.........................................................................14
Impact of Current Curriculum on Students............................................................................16
Just Vision 2030 Jamaica: Goal 2................................................................................................19
Conclusion......................................................................................................................................... 22
Methodology..................................................................................................................................... 27
REFERENCES........................................................................................................................... 30
APPENDIX.......................................................................................................................................... 31

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

The Value of Human Rights in the Jamaican Education Sector

Abstract

Human rights are rights inherent to all human beings, whatever our nationality,
place of residence, sex, national or ethnic origin, color, religion, language, or any other
status. We are all equally entitled to our human rights without discrimination. These
rights are all interrelated, interdependent and indivisible. Universal human rights are
often expressed and guaranteed by law, in the forms of treaties, customary international
law, general principles and other sources of international law. International human rights
law lays down obligations of Governments to act in certain ways or to refrain from
certain acts, in order to promote and protect human rights and fundamental freedoms of
individuals or groups1.
The Commonwealth Human Rights Initiative London office monitors Human
Rights in the Commonwealth member states in the Western hemisphere; this includes the
United Kingdom, Canada, Belize, Guyana and the Caribbean (Antigua and Barbuda,
Bahamas, Barbados, Dominica, Grenada, Jamaica, St. Kitts and Nevis, St. Lucia, St.
Vincent and the Grenadines, and Trinidad and Tobago). The aim of CHRI London is to
monitor and promote human rights throughout the Caribbean. To achieve this they
publicize, provide information and report on human rights issues in the Caribbean to
other organizations, including human rights groups, Non-Governmental Organizations,
Civil Society Organizations and the media. There are many overlapping issues that affect
all of the 12 Commonwealth Caribbean and Latin American states that lead to common
human rights problems2.
Theoretically, Jamaica has come a far way with Human Rights, however the
respect and value of such appears to remain stagnant among the Jamaican people. The
purpose of this research paper is to identify the cause of this issue and to provide thus a
policy concept paper that may help alleviate the situation and create a solution to the
problem with focus on the education sector.
1
What are Human Rights? (n.d.). Retrieved June 10, 2015.
2
Humanrightsinitiative.org. (n.d.). Retrieved June 1, 2015.

3
Rationale
The purpose of this research paper is to acknowledge and analyze the current Human
Rights Education methods and its outcome in the Jamaican Education Sector; identify its
deficiencies; and provide possible solutions to alleviate Human Rights issues in society
through education. The methods used to conduct this research-involved interview with
relevant personas; online and physical research for articles, documents, books, and past
research papers/thesis on relevant topics as well as the analysis of the general
syllabus/curricula provided by the Jamaican Ministry of Education. Some relevant
research sources included the Ministry of Education, Amnesty International, Jamaica
Association for children with Learning Disabilities, United Nations Human Rights World
Programme for Human Rights Education and many others. The hope for this paper is to
provide a detailed look-in on the Human Rights awareness of members of the Jamaican
Education sector and provide for future references.

Introduction
Currently Jamaica is a signatory to a number of Human Rights conventions and
teaties however, the country still falls short internationally where public respect of human
rights is concerned. This study will focus all attention on the education sector that is
believed to be the most direct source to the solving of this problem. Jamaica is in dire
need to re-emphasize the value of Human Rights in the education sector. The foundation
of any good educational policy must emphasize social decency, respect for law and order
and most importantly respect for the rights of others to promote a hamonious society;
education without the emphasis on human rights is base-less.
The United Nation General Assembly adopted the Universal Declaration of
Human Rights in December 1948. It was the first legal document protecting Universal
Human Rights. Together with the International Covenant on Civil and Political Rights
and the International Covenant on Economic, Social and Cultural Rights, the three
instruments form the so-called International Bill of Human Rights. A series of
international Human Rights treaties and other instruments adopted since 1945 have
expanded the body of international human rights law3. The Universal Declaration of
3
Protect Human Rights | United Nations. (n.d.). Retrieved June 1, 2015.

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

Human Rights was the result of the experience of the Second World War. With the end of
that war, and the creation of the United Nations (UN), the international community
vowed never again to allow atrocities like those of that conflict to happen again. World
leaders decided to complement the UN Charter with a road map to guarantee the rights of
every individual everywhere. The document they considered, and which would later
become the Universal Declaration of Human Rights, was taken up at the first session of
the General Assembly in 19464. Jamaica became a member to the United Nations on
September 18, 1962. One of the UN's primary purposes is "promoting and encouraging
respect for human rights and for fundamental freedoms for all without distinction as to
race, sex, language, or religion", and member states pledge to undertake ‘joint and
separate action’ to protect these rights.5
As a result of the obligations that poured out of this relationship with the United
Nations, years later came the birth of the Charter of Fundamental Rights and Freedom in
2011 embedding itself in the Jamaican Constitution replacing Chapter III. The act opens
with a clear statement of declaratory obligation on the part of the State to "promote
universal respect for, and observance of, human rights and freedoms." The charter retains
those rights and freedoms which were contained in the old Chapter III such as the right to
life, liberty and the security of the person, freedom of thought, conscience, belief and
observance of religious and political doctrines, freedom of expression, freedom of
peaceful assembly and association, freedom of movement, due process of law, protection
from search of the person, respect for private and family life, privacy of home and of
communication, freedom from discrimination on the grounds of race, color, gender, place
of origin and political interference and Protection of property rights 6. However, having
updated laws to better fulfill international obligations, Jamaica still seems to fall short on
public respect of human rights. It is clear that although on paper the laws seemingly
appear to be black and white, the acknowledgment by the general public appears lacking
and the rest of the world knows it.

4
The Universal Declaration of Human Rights, UDHR, Declaration of Human Rights, Human Rights
Declaration, Human Rights Charter, The Un and Human Rights. (n.d.). Retrieved June 4, 2015.
5
United Nations Charter: Chapter IX. United Nations. Retrieved 18 November 2013.
6
Mukulu, M. K. (2011, April 17). Rights and responsibilities under the charter | Commentary |
Jamaica Gleaner. Retrieved from
http://jamaicagleaner.com/gleaner/20110417/cleisure/cleisure2.html

5
 An article taken from Amnesty International speaks of the weakened respect of
Human Rights in Jamaica. Its states that with poverty and public security being key
human rights concerns, Jamaicans face challenges that are replicated among many of the
world's nations, especially in the developing world. In 2007, the Human Development
Index published by the United Nations Development Programme (UNDP) ranked
Jamaica 101 out of 177 countries, situating the country in the medium Human
Development category and on the lower end (second to Haiti) in the Caribbean. Crime
and violence occur there at perennially alarming levels. Article 3 of the Universal
Declaration of Human Rights (1948), the right to life, warrants special mention. The year
2005 was particularly deadly with 1650 homicides (a rate of 63 per 100,000), and was
followed by 1300 in 2006 and over 1500 in 2007.
Discussions in print or broadcast media in Jamaica, or in academic discourse,
about what ails the nation frequently come down in some way to how poverty is related
to and exacerbated by the failure of institutions. Inner-city communities are invariably the
most troubled by the presence of well-armed gangs. At the same time, citizens in these
same communities have frequently made credible charges of unlawful lethal force by
members of the Jamaica Constabulary Force and Jamaica Defense Force, and they point
to a record of police impunity7. In May 2013, Amnesty International pointed out Jamaica
as one of three countries directly targeted by Human Rights Activists for its blatant
homophobia. Activists identify Jamaica as a country that provides a snapshot of the types
of discrimination and violence faced by lesbian, gay, bisexual, transgender and intersex
(LGBTI) peoples the world over.
In Jamaica, consensual same-sex conduct between men continues to be
criminalized and punishable by up to 10 years behind bars in reference to section 76, 77
and 79 of the Offences Against the Persons Act. While these laws are rarely
implemented, the resulting climate of prejudice increases the likelihood of discrimination,
physical attacks and other human rights abuses against people because of their real or
perceived sexual orientation and gender identity. Such discrimination translates into
frequent incidents of arbitrary arrests, detention and ill treatment of LGBTI people 8. In a
2014 Gleaner article it was stated that:
7
Jamaica. (n.d.). Retrieved July 3, 2015, from
http://www.amnestyusa.org/our-work/countries/americas/jamaica

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

‘human rights in Jamaica continues to be a paradox. For

while on the one hand we talk about justice and respect for
each other, on the other there is still so much work to be
done. As we reflect on 2013 and some of the progress we
have made, we are even more acutely aware of the journey
ahead. While there are many areas in which Jamaicans for
Justice (JFJ) wants to see progress in 2014…9’
The article furthered in discussing two areas in particular that are in need of a solution –
children in custody of the state and police fatal shootings.
Early philosophers such as Aristotle and Plato pointed out that education is central
to the moral fulfillment of individuals and the well being of the society in which they
live. In the past few decades, research has supported this conventional wisdom, revealing
that education not only enables individuals to perform better in the labor market, but also
helps to improve their overall health, promote active citizenship and contain violence.
Based on research conducted by the Organization for Economic Cooperation and
Development (OECD) in January 2013 it was theorized that Education can bring
significant benefits to society, not only through higher employment opportunities and
income but also via enhanced skills, improved social status and access to networks. By
fully recognizing the power of education, policy makers could better address diverse
societal challenges10.
With that said, it is beneficial for Human Rights be incorporated in the Education
sector to improve its value in society, the aim is, to start it from the root. The theory is, to
instill Human Rights values while still a child so that he may practice it as he grows up,
thus creating a generation of people with more respect for Human Rights therefore
creating the ‘ripple effect’.

8
Activists worldwide target homophobia in Jamaica, Ukraine and South Africa. (n.d.). Retrieved June
3, 2015.
9
Urgent need for progress on human rights in 2014 - News - JamaicaObserver.com. (2014, January
8). Retrieved from http://www.jamaicaobserver.com/news/urgent-need-for-progress-on-human-
rights-in-2014_15746413
10
http://www.oecd.org/education/skills-beyond-school/EDIF%202013--N°10%20(eng)--
v9%20FINAL%20bis.pdf

7
How should Human Rights Education be integrated in the curriculum?
Human rights education aims to build an understanding and appreciation for human rights
through learning about rights and learning through rights11. Human rights education is
inextricably linked with the pedagogy of teaching. It requires not just imparting
knowledge about human rights but also applying a human rights-based pedagogy to
ensure young people learn in a rights-respecting environment – an environment that
respects their rights and promotes the rights of others. There are three main elements of
human rights education:
1. First, the acquisition of knowledge and skills about human rights
2. Second, the development of respectful values and attitudes and changed behavior
that reflects human rights values, and
3. Third, the motivation of social action and empowerment of active citizenship to
advance respect for the rights of all12.
Human rights should be a highly visible and cross-cutting element of the curriculum.
Human rights values need to be integrated in a meaningful and explicit way through the
curriculum and understood as core and cross-cutting ideas which inform all learning areas
as well as become embedded in students skills and attitudes. The Australian Human
Rights Commission believes that the best way to strengthen the human rights focus of the
curriculum is to ensure all students gain an understanding and respect for their human
rights and responsibilities through the following complementary approaches:
Inclusion of a specific general capability or cross-curriculum priority focused on human
rights and values
The inclusion of a general capability or a cross-curriculum priority focused on
understanding and applying human rights and values will ensure that human rights
feature as a visible and central priority of the curriculum.

11
Julie McLeod and Ruth Reynolds use the term ‘peaceful pedagogy’ to describe a model for learning
about, through and for human rights. Julie McLeod and Ruth Reynolds, Peaceful Pedagogy: Teaching
Human Rights through the Curriculum (2010). Similar language is used in United Nations General
Assembly, Draft Plan of Action for First Phase (2005-2007) of the World Programme for Human
Rights Education, UN GAOR, 59th session, UN Doc A/59/525/Rev 1, 2 March 2005, which sees ‘three
task fields of human rights education: learning over, by and for human rights.’
12
United Nations Human Rights Education, A/HRC/15/28, 27 July 2010. At
http://www2.ohchr.org/english/issues/education/training/secondphase.htm (viewed June 28
2015)

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

A general capability on human rights and values will contribute towards every student
gaining the knowledge and skills, as well as developing attitudes and behaviors consistent
with human rights and values. This will provide students with the opportunity to integrate
human rights values such as respect, acceptance and inclusion into their daily lives. A
cross-curriculum priority on human rights and values will ensure every student
understands the historical and contemporary importance of human rights to all aspects of
life – from the legal and political systems to national ethos.
Integration of human rights principles and values in the descriptions of relevant existing
general capabilities and cross-curriculum priorities
Although the existing Social Studies curriculum includes some references to principles
and values that complement human rights principles and values, human rights needs to be
explicitly integrated into existing general capabilities and cross-curriculum priorities will
ensure the relevance and importance of human rights to students’ learning – both as a
body of knowledge and as values and principles to guide attitudes and behaviors.
The inclusion of relevant human rights issues and examples in each learning area
While Human rights and values will be touched on in some learning areas including
Social Studies, Civics and History, this alone is insufficient to impart an understanding of
human rights and values as a cornerstone of our social fabric and national ethos that
informs all aspects of our nation as well as our attitudes and behaviors. It is important
that the relevance of human rights and values to all learning areas is reinforced – from
using mathematics as a lens to address questions around equity and fairness, to using
English to encourage an appreciation of the diversity of cultures worldwide as well as the
respect of others.
Sample lesson activity for English students: the correct and incorrect ways to address
members of the disabled community: “Eliminating Stereotypes, Words do Matter” for
Grades 6-12:
DO SAY DON’T SAY
Without speech, non-verbal Dumb, mute
Emotional disorder, mental illness Crazy, insane
Has physical disability crippled
Person has a developmental disability retarded

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 Person has a learning disability Slow, stupid
Person who has… Afflicted, suffers from, or victim
Medically involved, or chronically ill sickly
In the absence of a specific general capability or cross-curriculum priority focused on
human rights, at a very minimum, a focus on human rights and values needs to be
integrated into existing general capabilities, cross-curriculum priorities and across all
learning areas.
Human rights and values should therefore incorporate three interrelated elements of
learning:
 Understanding human rights principles and recognizing human rights violations;
 Demonstrating attitudes and behaviors that are consistent with human rights
principles;
 And skills in recognizing human rights in different situations and taking action to
address human rights concerns.

Human Rights Education and Society

Human Rights Education is an integral part of the right to education and is
increasingly gaining recognition as a human right in itself. Knowledge of rights and
freedoms is considered a fundamental tool to guarantee respect for the rights of all 13. The
United Nations General Assembly, in December 2004, proclaimed the World Programme
for Human Rights Education as a global initiative structured in consecutive phases, in
order to advance the implementation of human rights education programs in all sectors.
The first phase of the World Programme covers the period 2005-2009 and focuses on
integrating Human Rights Education in primary and secondary school systems.
The General Assembly, in July 2005, adopted the revised draft Plan of Action for
the first phase of the World Programme, which proposes a concrete strategy and practical
ideas for implementing human rights education nationally. The resolution, inter alia,
encouraged,
“…all States to develop initiatives within the World
Programme and, in particular, to implement, within their

13
Human Rights Education. Education. United Nations Educational, Scientific and Cultural
Organization. (n.d.). Retrieved July 11, 2015.

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

capabilities, the Plan of Action” (para.2 – resolution

59/113B) and appealed to relevant organs, bodies or
agencies of the United Nations system, as well as all other
international and regional intergovernmental and non-
governmental organizations, within their respective
mandates, to promote and technically assist, when
requested, the national implementation of the Plan of
Action” (para.4)
The Ministry of Education (MOE) in Jamaica based on findings has included Human
Rights Education in the curriculum as they state:
“Human Rights Education is a part of the Social Studies
and Civics Curricula. It is currently being taught in Social
Studies as Civics is just being re-introduced and so is not
yet fully rolled out in the system. On an average, Social
Studies is taught for 2-3hrs per week, however, Human
Rights is only but a part of the content for Social Studies
and the time dedicated to the teaching of Human Rights is
not readily quantifiable.”
Although from research it is important to note that the topic Living and Working
Together, a basic introduction to Human Rights Education appears to be part of the grade
1-6 curriculum, it is actually the grades 7-9 students that appear to be the focus age group
to which Human Rights Education is emphasized. In the grades 7-9 Social Studies
curriculum posted online by the MOE, the philosophy of Social Studies states that it is
primarily concerned with the study of people, their activities and relationships, as they
interact with one another and with their physical and socio-cultural environment in an
effort to meet their needs (to live and to make a living). It is essentially the study of
human group experiences. Social Studies is inter/multi-disciplinary in nature and draws
its subject matter from a variety of Social Science disciplines – History, Geography,
Political Science, Economics, Sociology, Anthropology and Social Psychology.
Furthermore, it states that the themes, concepts and issues applied in the
curriculum are deeply explored to allow students to learn more about themselves and

11
other societies. Equally important is the set of skills that would be transferred to a new
situation. These skills include basic communication skills, map and graphic skills,
thinking skills, valuing skills and social participation skills. As a way of acquiring the
knowledge and skills, students would be exposed to a set of critical learning experiences.
They must read, write and dramatize, analyze, organize and, as much as possible,
experience the curriculum first hand.
Social Studies is the vanguard in the development of positive attitudes and values.
These attitudes are difficult to assess but are essential to the development of the student.
Thus the Social Studies classroom and the learning experiences provided therein create
the atmosphere in which these can flourish. It is hoped that as a result of personal inquiry
and free choice, students will come to believe and act upon the core values (such as)
human dignity, honesty, equality, co-operation, self-worth, national pride and self-
discipline, and as such develop into responsible citizens. Social Studies programs provide
experiences, through which students are expected to gain knowledge and insights,
develop and practice a variety of skills and attitudes as well as human understanding and
social responsibility. Social Studies lessons help students to explain human experiences
in the past and present and develop in them the ability to anticipate and prepare for the
experiences of the future, to make sense out of the world as they find it and build better
worlds than they do find. Above all Social Studies help pupils to feel valued and
valuable.
Social Studies education has as its goal the preparation of students to make, and
act on rational decisions, both as individuals and as group members. These decisions
should be based on knowledge and on personal values that have been systematically
explored and clarified. Since a large percentage of students in the Grades 7-9 age cohort
may not continue beyond Grade 9, but will nevertheless be performing the roles of
parents, citizens, workers and consumers, the Social Studies curriculum for the group
must address this reality. For others the Social Studies program will provide the
groundwork for the further study of History, Geography and Social Studies in Grade 10.
The Grades 7-9 students have some positive traits and characteristics that should
be harnessed in promoting their educational development. They are curious, imaginative,
sensitive and creative. The curriculum accommodates these and other social and

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

psychological characteristics manifested by our children. The wide range of achievement

levels creates the need for a variety of teaching methodologies, materials and activities to
match the needs and characteristics of the students. This must mean the engagement of
innovative teaching strategies, the production and use of learning resources to provide
personal relevance, to empower the students and to make them more effective and
efficient. Education for informed decision-making and responsible social action is
especially critical for students in Jamaica.
It states further in the rationale that since Jamaica is a developing country
undergoing rapid technological changes and economic difficulties, it impacts negatively
and positively on the people and on the environment in which they live. Unevenness in
income distribution and persistent poverty have led to an increased emphasis on
economic survival on the one hand, and on the acquisition of material goods on the other.
In pursuit of these, the people have become geographically mobile, politically conscious
and entrepreneurial in finding alternative economic activities. The Social Studies
curriculum plays its part in developing entrepreneurial skills and geographical knowledge
as well as a commitment to community and national development. The schools of the
1990s are preparing adults for the year 2000 and beyond. It is not enough to teach
students answers to yesterday’s or even today’s problems; we must teach them to resolve
problems – the process of decision making and civic action – so that they can cope with
the present, shape the future, and in so doing minimize the shock of rapid change. In
addition to all this, Social Studies offers young people the opportunity to recognize the
significance of their experiences as they seek to understand more about themselves, and
to become more aware of the complex social relationships of which they are a part. Social
Studies programs, if taught well will create for students a necessary bridge between
school and society14.

Human Rights Education in other countries

Barbados
In a May 2001 country report on Barbados in an article entitled “Sub-Regional
Seminar on Curriculum Development for ‘Learning to Live Together’” prepared by

14
Grade 7-9 Social Studies Curricula | Ministry Of Education. (n.d.). Retrieved from
http://www.moe.gov.jm/curricula

13
Wendy Griffiths-Watson, the country has moved forward to incorporating Human Rights
Education in the curriculum through the Social Studies syllabus similar to Jamaica as
well as including the Personal Empowerment through Arts and Creative Education
(PEACE) Programme. The PEACE program seeks to integrate values education through
the use of the Performing Arts. It is intended that this should accomplish a number of
objectives, namely: reinforcing the content of subject areas; reinforcing the social and
emotional learning targets; reinforcing the values flowing from the social and emotional
learning targets which help shape attitudes and behaviors. Through this effort, we broadly
want to achieve the following four objectives: to raise the consciousness of the individual
to the whole notion of human rights; promote a culture of mutual respect and tolerance;
reduce violations and abuses; and encourage participation in national processes.
The article further states that the understanding of human rights principles is not
something that is developed by chance. One must be overtly exposed to these principles
before one can fully appreciate them. A major focus of the curriculum development
process, therefore, must be the raising of consciousness that comes from developing in
students the understanding of the principles espoused previously. In addition, no program
of human rights education will be successful unless ultimately there is the development
of mutual respect and tolerance among students and teachers alike. One of the critical
purposes of human rights education in Barbados is the development of a culture of “doing
unto others as you would have them do unto you”. In such a climate, there is greater
potential for the building of a free, just and peaceful society, where each person respects
the rights of the other. But it is also hoped that once consciousness is raised, and persons
have been sensitized to the need for mutual respect, there will simultaneously be a
reduction of violations and abuses against the rights of others. The challenge is to balance
fostering a commitment to the collective good with promoting the critical importance of
individualism. The curriculum must be so structured that it focuses not only on learning
about the principles in theory, but there must also be opportunities for application of the
principles. This particular objective should also aim at having students disseminate the
principles outside the walls of the school so that, through their influences, there is also a
reduction in violations across the society.
It is extremely important that students also develop the skills to manage conflict

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

and to deal with the sociology of criticism in a small society. This latter skill is critical in
nurturing a culture of accountability and appraisal. The final broad objective of a
curriculum in human rights is the focus on participation in national processes.
United States of America
On January 1, 1996, the National Center for Human Rights Education (CHRE)
opened its doors and joined 21 other countries that launched human rights education
projects as part of the United Nations Decade for Human Rights Education (1995-2004).
Sponsored by the People's Decade of Human Rights Education, the CHRE trains
grassroots community activists in human rights history, language, treaties, and standards.
The CHRE seeks to build a social movement for human rights by educating grassroots
activists in order to connect the local struggles, and activists within them, to a global
struggle for human rights.

The American society, most especially the activist community, has not used the
vast knowledge of human rights to its full advantage. They do not know what the United
Nations can mean to them or what it offers. There is no global human rights movement in
the United States. To the majority of Americans, human rights violations occur overseas.
This is the state of human rights in the United States today. In the words of CHRE Board
Chairman, Rev. C. T. Vivian, "America has been denied the greatness of the United
Nations."
The CHRE seeks to catalyse a mass-based movement through popular activist
education based human rights: How can we educate people to use the law and political
systems to call for the enforcement, interpretation and creation of laws not to contain and
offset segments of the population but to protect and empower them? The answer comes in
knowing the domestic laws as well as the international human rights laws and covenants,
and interpreting them to serve people's needs. If people are given the information, they
can make the necessary decisions for their lives. Education, commitment and organizing
create a peoples' movement, and that movement decides laws worthy of the human
community. The mission of CHRE is to "bring human rights home" to the American
people, and build a Human Rights Culture in the United States. In 1996, CHRE will
educate and train at least 500 activists around the country to become human rights

15
educators15.

Impact of Current Curriculum on Students

The World Programme for Human Rights Education (WPHRE) conducts
evaluations with governments to advance the implementation of Human Rights Education
programs in all sectors. The World Programme was established by the General
Assembly’s resolution 59/113 (10 December 2004). Building on the achievements of the
United Nations Decade for Human Rights Education (1995-2004), the World Programme
seeks to promote a common understanding of basic principles and methodologies of
human rights education, to provide a concrete framework for action and to strengthen
partnerships and cooperation from the international level down to the grass roots.
Unlike the specific time frame of the Decade, the World Programme is structured
in consecutive phases, in order to further focus national human rights education efforts on
specific sectors/issues. The first phase (2005-2009) focused on human rights education in
the primary and secondary school systems. The second phase (2010-2014) focused on
human rights education for higher education and on human rights training programs for
teachers and educators, civil servants, law enforcement officials and military personnel.
The third phase (2015-2019) focuses on strengthening the implementation of the first two
phases and promoting human rights training for media professionals and journalists.
The Human Rights Council mandates by the General Assembly and the
evaluation of the first phase of the World Programme for Human Rights Education. The
Plan of Action adopted for the first phase of the World Programme by all United Nation
Member States through the General Assembly provides:

“49. At the conclusion of the first phase (2005-2009) of the

World Programme, each country will undertake an
evaluation of actions implemented under this plan of
action. The evaluation will take into consideration progress
made in a number of areas, such as legal frameworks and
policies, curricula, teaching and learning processes and

15
PDHRE: The National Center for Human Rights Education (USA)."PDHRE: The National Center for
Human Rights Education (USA). Web. 12 July 2015.

16
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

tools, revision of textbooks, teacher training, improvement

of the school environment, etc. The Member States will be
called upon to provide their final National Evaluation
Report to the United Nations inter-agency coordinating
committee…
51. The inter-agency coordinating committee will prepare a
final evaluation report based on National Evaluation
Reports, in cooperation with relevant international,
regional and non-governmental organizations. The report
will be submitted to the General Assembly at its sixty-third
session (2008).”

The Human Rights Council in resolution 12/4 of 1 October 2009:

“6. Reminds Member States of the need to prepare and

submit their National Evaluation Reports on the first phase
of the World Programme to the United Nations Inter-
Agency Coordinating Committee on Human Rights
Education in the School System by early 2010; and
7. Requests the Coordinating Committee to submit a final
evaluation report of the implementation of the first phase of
the World Programme, based on National Evaluation
Reports, in cooperation with relevant international,
regional and non-governmental organizations, to the
General Assembly at its 65th session (autumn 2010).”
The United Nations Inter-Agency Coordinating Committee on Human Rights
Education in the School System (UNIACC), for which the Office of the High
Commissioner for Human Rights (OHCHR) provides the secretariat, carries out the
evaluation16.
16
UNIACC was established in September 2006, as mandated by the Plan of Action, to facilitate
coordinated United Nations support to the national integration of Human Rights Education in
National school systems. The Inter-Agency Committee, for which OHCHR provides the Secretariat, is

17
 The Jamaican Ministry of Education completed the 2005-2009 first phase
evaluation questionnaires and it was received for the purpose of this research. In the
findings of this evaluation it was noted that Human Rights is obligatory in the curricula;
many students take part in membership of clubs and societies available in school outside
of class time that encourage the practice of Human Rights such as the UNESCO and
Optimist club; students are found to be wholly comprehensive of the Human Rights
Content imparted to them in classes as well as through interactions between schools, local
government and civil society; students are allowed to express themselves, take part in
decision-making processes and organize for their own interest. However, based on the
evaluation responses made by the MOE, students still fail to change their behavior,
attitude, value and skills with regards to the understanding and respect of Human Rights.
The evaluation further points out that the lack of funding to implement Human
Rights Education creates a challenge. However, considering the fact that students appear
to be knowledgeable of Human Rights yet still fail to practice the respect of it, then there
seems to be a bigger problem. Greater financial assistance to implement Human Rights
Education alone will not solve the issue. In careful analysis of the evaluation comes the
question as to whether or not Curriculum Reform would act as a solution.
In 2006, the Jamaican Government mandated the Vision 2030 plan under the
Planning Institute of Jamaica (PIOJ) to spearhead the preparation of a long-term (21 year
long) National Development Plan. This long-term plan includes wide areas of
development that inclusive of plans for the Education Sector to then create the vision for
Jamaica that is to make it, “…the place of choice to live, work, raise families, and do
business”. The Ministry of Education in response to this therefore plans to incorporate
this vision with heavy focus on Goal 2 of the plan.

Just Vision 2030 Jamaica: Goal 2

The Jamaican Society is Secure, Cohesive and Just Vision 2030 Jamaica
recognizes that in an environment characterized by high levels of crime and violence and
inequitable dispensation of justice, citizens are alienated and less productive than they
might be, and are more likely to engage in destructive behavior. This fuels a vicious cycle

composed of 12 UN systems entities and affiliated organizations, namely: ILO, OHCHR, UNAIDS,
UNDG, UNDP, UNDPI, UNESCO, UNFPA, UNHCR, UNICEF, UNRWA, and the World Bank. The Council of
Europe participates as an observer.

18
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

that militates against achievement of positive social, economic and cultural outcomes.
Under this goal, the intention is to improve the overall situation in the country with
regard to security and governance. This goal establishes the importance of a society that
“is safe, respects the rights of all, operates with a sense of shared values and offers
justice and fair play in the eyes of its members. Security and justice may only be attained
and sustained in an environment in which human rights are respected and where there is
consensus around a set of common values.”
The issue of crime and violence has become one of the most pressing concerns for
Jamaicans. It has had a negative impact on all spheres of society and has been cited as
being a major factor contributing to the low levels of GDP growth Jamaica has
experienced over the last 30 years. 22 Segments of our society is crippled by fear and
already scarce resources have been re-allocated into crime prevention and control. Private
firms are forced to pay large sums for security and many that operate in certain
communities also pay indeterminate amounts of extortion “fees”. Community members
are sometimes unable to pursue gainful occupations and schooling due to the impact of
gang violence in their communities. Governance has become central to the development
discourse in recent decades. This is largely founded on the recognition that strong and
accountable institutions, political commitment to effective management of the State, and
a vibrant and organized civil society are fundamental to development. Governance is
most effective when it involves a partnership between the State and non-state participants
(private sector and civil society).
This goal establishes the importance of a society that is safe, respects the rights of
all, operates with a sense of shared values and offers justice and fair play in the eyes of its
members. “Jamaica is globally recognized as a country that has a strong democratic
tradition. The World Bank speaks of the country as a stable democracy with a high
calibre bureaucracy, a good regulatory framework, strong institutions and a well-
developed public sector, staffed by highly qualified individuals. The Bank notes that
these advantages have not translated into public perception of good governance. There is
a high level of public discontent and a perception of poor quality service in the public
sector. This perception is rooted in real deficiencies in the regulatory and institutional
frameworks that include outdated laws and excessive bureaucratic processes.

19
 The society also shows signs of social and political polarization and has a history
of political violence, which makes it difficult to form consensus on policies that are in the
public interest and entail a long planning horizon. Elements contributing to the
weakening of governance in Jamaica include: apathy towards, and alienation from
existing political institutions and processes and increasing disregard for the norms of civil
society by a growing number of persons, especially the young; poor performance of the
economy and the persistence of poverty; increased criminal activity, including drug
trafficking; the inability of the State to sustain levels of welfare that were put in place in
the post-independence era; the redefined position of the State from its previous function
as a development agency to that of a facilitator of market-driven policies.
Jamaica has made some strides towards improving governance. Many of these
initiatives are being led by Government and involve the private sector and civil society,
individually and collectively, seeking to meet the benchmarks of good governance.
Examples of these initiatives include the Reform of the Public Sector, Access to
Information Act, Local Government Reform, Local Sustainable Development Planning
Framework and the MTF. Much remains to be done to enhance governance in Jamaica;
the Plan will address the key obstacles to good governance.
Vision 2030 Jamaica plans to achieve the goal for the Jamaican society to be
secure, cohesive and just through two National Outcomes: Security and Safety; effective
Governance. The first outcome includes those strategies that will be implemented under
the heading of national security, including the functions of the Jamaica Constabulary
Force and the Department of Correctional Services. The second outcome focuses on the
justice system, the role of the State, and other governance matters relating to areas such
as social inclusiveness and rights goal because it has proven elusive for the majority of
our people throughout the island’s history. The starting point in creating a prosperous
future for Jamaica is to understand the wellspring from which economic prosperity flows.
Prosperity is determined by the productivity with which a nation uses its resources to
produce goods and services. The more efficiently a nation creates products and services
that are highly valued and desired by its own citizens and by the world, the more
prosperous it will be.
In 2012, Education Minister Rev Ronald Thwaites had announced that the

20
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

Ministry is revising the national curriculum for primary and secondary schools. The
move is expected to be complemented by plans to gradually phase out the all-age and
junior high categories from educational institutions which now have these sections, and
retaining them as primary schools, with infant departments, to ensure that youngsters are
facilitated with access to a full five years of secondary education.
A pivotal component of the curriculum revision would be ensuring that every
child has a clear understanding of what their rights are under legislation, such as the
Child Care and Protection Act, and that they recognize when their rights are being
infringed. The Ministry of Labor and Social Security advised that data from a national
survey showed that upwards of 16,000 persons, ages five to 17 years, were involved in
some form of economic activity in Jamaica. The ministry further pointed out that these
activities mainly occur in the island's three largest metropolitan centers - Kingston,
Spanish Town and Montego Bay17.
Furthermore, the MOE is in the process of developing the National Standards
Curriculum (NSC) that is the newly revised grades 1-9 curriculum, incorporating the
Vision 2030 National Development Plan Goals. The MOE cognisant of the paradigm
shift internationally has been reviewing and revising approaches to assessment at the
national level. The work being undertaken to revise the national standard curriculum of
Jamaica, Grades 1-9, will also impact assessment at the national level given our
commitment to a programme of curriculum-based assessments. At the school level,
changes to the national curriculum will increase the focus on assessment for learning, and
require greater use of assessment data to modify curriculum based on demonstrated
learning needs.
The British Council and RISE Life Management Services manage the Rights
Awareness Programme (RAP). "Since inception the Rights Awareness Programme has
been working towards promoting a culture of human rights across Jamaica. The message
of accountability and responsibility are clear and as a nation we must take ownership of
human rights. They were designed not to dictate, but to liberate us as a people." RAP is
currently to working towards the Just Vision 2030 goals.
RAP, which uses social media to engage one of their primary audiences - youth

17
National Education Curriculum under Review - News." Jamaica Observer News. Web. 25 June 2015

21
ages 16 to 25 - is funded by the European Union and its main role, is to strengthen the role
played by civil society in promoting human rights and democracy.

Conclusion
Human infants are born without any culture. Their parents, teachers, and others
must transform them into cultural and socially adept animals. The general process of
acquiring culture is referred to as socialization. During socialization, we learn the
language of the culture we are born into as well as the roles we are to play in life. For
instance, girls learn how to be daughters, sisters, friends, wives, and mothers. In
addition, they learn about the occupational roles that their society has in store for them.
We also learn and usually adopt our culture's norms through the socialization process.

Norms are the conceptions of appropriate and expected behavior that are held by
most members of the society. While socialization refers to the general process of
acquiring culture, anthropologists use the term enculturation for the process of being
socialized to a particular culture. You were enculturated to your specific culture by your
parents and the other people who raised you. Socialization is important in the process of
personality formation. While much of human personality is the result of our genes, the
socialization process can mold it in particular directions by encouraging specific beliefs
and attitudes as well as selectively providing experiences. This very likely accounts for
much of the difference between the common personality types in one society in
comparison to another.

Successful socialization can result in uniformity within a society. If all children

receive the same socialization, it is likely that they will share the same beliefs and
expectations. This fact has been a strong motivation for national governments around the
world to standardize education and make it compulsory for all children. Deciding what
things will be taught and how they are taught is a powerful political tool for controlling
people. Those who internalize the norms of society are less likely to break the law or to
want radical social changes. Looking around the world, we see that different cultures use
different techniques to socialize their children. There are two broad types of teaching
methods - formal and informal. Formal education is what primarily happens in a

22
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

classroom. It usually is structured, controlled, and directed primarily by adult teachers

who are professional. In contrast, informal education can occur anywhere. It involves
imitation of what others do and say in the society as well as experimentation and
repetitive practice of basic skills18.

The impact of West Indian slavery on the cultural landscape of the Caribbean
cannot be underestimated or taken for granted. In the entire discourse on West Indian
slavery, it is often taken for granted that the discussion centers solely on enslaved
Africans. However, slavery brought to the region not only African but also Europeans
(Spaniards, French and British) and consequent to its abolition, there was the advent of
the east Indians. We see the impact of their influence in the names of places; the foods we
eat; our music and dance; our arts and craft, gender and sexuality. As these and other
anecdotal evidences are examined and the academic contributions of others are analyzed,
Caribbean culture will be clearly defined and its origin established. Slavery and its
attending impact upon Caribbean culture have been both positive and negative as
remnants of the social/class system of the “plantocracy” linger and take deeper root in the
Caribbean community, in general and the Jamaican landscape, in particular19.
The fact of the matter is that the Caribbean society was born out of oppression.
Slavery was an oppressive institution and therefore had a destructive effect on the human
being. Slavery did not serve to humanize, slavery dehumanized. Having satisfied earlier
that socialization creates an impact on our younger generation, the question is: what have
we done to re-humanize Caribbean people? Our issue in the Caribbean is to reconstruct
the human being whose social and psychological orientation has been built on the legacy
of an oppressive and dehumanizing system. The notions plural society, plantation society
and creole society underscore the preoccupation of Caribbean social scientists with the
structure of society. What we need to be concerned about is not simply the structure of
Caribbean society but rather the state of the human being in the Caribbean and more
specifically, in Jamaica. In so doing, we may contribute immensely to the progress of the
18
O'Neil, Dennis. (2011, December 8). Process of Socialization: Socialization. Retrieved from
http://anthro.palomar.edu/social/soc_1.htm
19
Cogito Ergo Sum: West Indian Slavery: The Shaping Of Caribbean Culture [Web log post]. (n.d.).
Retrieved from http://dmarcuswilliams.blogspot.com/2010/03/west-indian-slavery-shaping-
of.html

23
region20.
In a 2014 Jamaica Observer article entitled The Curse of Slavery, the words of
novelist, journalist and acclaimed Caribbean writer, the late John Hearne, was quoted this
to say this about contemporary Jamaican society back in 1984:
"...What may have finished slavery... is that the slave
society inevitably takes its values from the slaves. Lying
becomes a moral obligation. Sabotage of productive work
becomes a courageous act. Mistrust of authority becomes a
political and moral imperative. Mockery of every institution
becomes a revolutionary creative act. Deceit, robbery, even
murder become the badges of honor worn by the best
slaves."
With the literary brush of his pen, Hearne sadly pointed out that the masters themselves
came around to accepting and inculcating these abnormal behavior patterns as a normal
part of the social contract. But the larger and more distressing point in all of this is that
the mental slavery that he suggested this represents is in no way confined to the
immediate descendants of slaves. It is also the province of those who were, have since
become, and remain today's masters. So, despite our physical and legal freedom from
slavery, mental slavery still throttles with a vengeance, preventing us from constructing a
truly civil society of self-possessed and self-directed human beings.
“Despite our brilliance in so many areas of human
endeavors, and our production of wise men and women
who stand out as being better products of the society that
spawn them, this country of ours is regarded by many at
home and abroad as a land of deceit, dishonesty,
hypocrisy, distrust, and murder. On the latter score, our
enjoyment of the 'taste' of human flesh and suffering has
seen us slaughter 100 of our own in the first 45 days of
this year. Such acts of savagery have earned us the
reputation of being the murder capital of the world. In
20
Trezel, Sharon. 2007. The Inner-Dynamics Of The Caribbean Development Problem: Implications
For Caribbean Sociology.

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

fact, so strong is the will to ambush everything good about

us with cynicism, that other authority figures such as
lawyers, civil servants, bankers, captains of industry,
parsons, talk-show hosts, policemen and women, and even
newspaper columnists, are said to be either unethical or
prone to play Anancy to maintain their position of power
and influence. In this sense, the 'masters' have indeed
inculcated the values of the 'slaves'.”
Everyone in Jamaica, it seems, is felt to indulge chicanery in dealing with
everyone else - whether to hustle quick cash, empower oneself over others, 'samfie' our
governors in exchange for benefits, or to outwit the strong who are assumed to be always
out to trample the weak. The refrain "we want justice" is now a part of the vocabulary of
the common folk. Much of this explains why the belief is so strong that authority -
especially political authority - must be mistrusted as a moral obligation. In listening to
certain radio talk-show programs it is easy to come away with a build-up of malice,
bitterness, envy, and mean-spiritedness towards political authority camouflaged as
expression of the democratic temper. In reality, however, satirical debunking of public
figures is often transformed into malicious defamation of character of would-be role
models21.
Ultimately, the true solution to elevate the value of Human Rights in the Jamaican
society isn’t only through the works inside a classroom by way of focus on solely
curricula but actually, success in this area demands re-socialization of the entire Jamaican
society. Re-socialization is the process by which existing social roles are radically altered
or replaced22. The concept of “Tools Of The Mind” comes from the work of Russian
psychologist Lev Vygotsky. He believed that just as physical tools extend our physical
abilities, mental tools extend our mental abilities, enabling us to solve problems and
create solutions in the modern world. Vygotsky wrote, “children grow into the
intellectual life of those around them” (1978, p. 88). In time, Vygotsky notes, the
individual’s environment undergoes change when “it expands to participation in societal
21
Pryce, E. (2014, February 23). The curse of slavery - Columns - JamaicaObserver.com. Retrieved
from http://www.jamaicaobserver.com/columns/The-curse-of-slavery_16116613
22
http://sociology.about.com/od/R_Index/g/Resocialization.htm

25
production” (Vygotsky, 1998, p. 43). Children grow into the life of those around them
and those life spaces are multiple and varied. Of course, between the time that children
grow into the life of the family and later into the life of “societal production,” they also
grow into the life of the school. As the environment expands, Vygotsky points out, the
young also develop shared interests and life activity with a specific socioeconomic group:
“The history of the school-age child and the youth is the history of very intensive
development and formulation of class psychology and ideology” (Ibid.).
Thus, Vygotsky noted the pluralistic nature of development and the importance of
class in that variation. Leont’ev (1981), too, in discussing the concept of activity,
identifies the relevance of social structures in all human activity: If we removed human
activity from the system of social relationships and social life, it would not exist and
would have no structure. With all its varied forms, the human individual’s activity is a
system in the system of social relations. It does not exist without these relations. The
specific form in which it exists is determined by the forms and means of material and
mental social interaction…[which depends on the individual’s] place in society” (1981, p.
47; emphasis added)23.

Methodology
Outreach activities are means of providing services to populations who might not
otherwise have access to those services. A key component of outreach is that the groups
providing it are not stationary, but mobile; in other words they are meeting those in need
of outreach services at the locations where those in need are. It is suggested that outreach
programs be implemented in various levels of society to allow for the practice of Human
Rights aid to as a result, instill Human Rights values to those who take part. This kind of
outreach isn’t limited to just students but to the entire population.
What is proposed is that, the Planning Institute of Jamaica (PIOJ) in its planning
for Vision 2030, to cooperate with the Ministry of Education (MOE), Ministry of Local
Government and Community Development as well as other Non-governmental and Non-
profit organizations such as the Jamaicans for Justice, and the Council for Human Rights
in working towards creating entertaining but beneficial outreach activities. These
activities would be created to include different levels of society – the church community,
23
http://lchc.ucsd.edu/mca/Paper/Panofsky.pdf

26
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

community associations, workplaces inter alia.

Instead of just teaching Human Rights in the classroom via curricula, why not
then additionally assign each school to a homeless/orphan shelter or even a disability
school. With that, each year as a final term Social Studies project, the sitting 9 th grade
students all organize with teachers fundraising events and/or activities where they will
give back to the shelter on a given day. Students and teachers will not only develop
event-planning skills but also, they would unconsciously learn to truly value human
rights such as, the right not to discriminate against others unlike themselves. These same
students would as a result of socializing with others would in turn be able to apply what
was learned in classes. This experience would be more beneficial to students
understanding and respect of Human Rights where they would have had hands on
experience practicing what was learned. This way, students will see Human Rights
Education not just as another subject but also as a way of living.
Additionally, the MOE should encourage each school to take on a volunteer task,
offering basic English, Math and perhaps even Information Technology classes to
members of the community in which the school is located on a given evening once per
week. Human Rights Education teaches us that everyone is owed the right to education,
and this isn’t limited to just children who’s parents/guardians can afford to pay for it.
The local parish councils could encourage community associations to take part in
outreach activities similar to that which was proposed for the schools. Perhaps a local
competition for each parish – that is – the community that improves the most in its social
attempts receive some form of award or prize to further encourage the continuation of
great Human effort and the creativity of such. In an effort to inspire and continue effort it
is important for local parish councils to present awards to Community Associations who
display outstanding performances. Rewards also attract the younger members of society
as seen with community football events. Community Associations can take part in
activities such as working alongside the Food for the Poor in assisting with the
disbursement of these items to the needy members of their community who aren’t
themselves able to receive it on their own (such as the older citizens); counseling sessions
on a given day of the week; volunteer classes to offer Math/English classes for interested
members of the community; a neighbor pool – where neighbors who are in need of

27
assistance can submit their special request and the community lends a hand in raising
funds for that needy neighbor.
A community should not be seen as a large group of strangers living in the same
place but it should be seen as an extension of a family. Communities as well as Church’s
should extend a hand to its members and develop a relationship between them. This way,
people from all different kinds of backgrounds will come together for a common purpose.
This way, people will learn how to cooperate with and respect others. This way, human
rights education taught in the classroom would be extended to society without realizing
that it is being done. This way, human right values would be re-socialized without
members even realizing it, thus, passing the practice onto the younger generation who
observe the members of their church/community doing so. The local parish council
should take an active role in monitoring these activities and offering aid where needed.
Human Rights Education is expected from the entire society and not just from the
classroom.
The place of work should also be utilized to promote Human Rights values,
whether it is private or publicly owned. Public sector managers as well as entrepreneurs
should also be encouraged to further promote these values through external activities
such as sponsoring a small school, or each year a humanitarian effort to sponsor a needy
student or member of society. Being told to be kind on fliers hung up on office walls or in
notices on office bulletins is nothing compared to practicing this kindness with someone
who is in dire need. The expression of thankfulness from these receivers out of this
practice can re-socialize even the very fortunate employee who didn’t quite understand at
first what it might be like for someone less fortunate. These activities do change the
psychological perception people may have had of others, which would in turn reduce or
even remove future discrimination.
Finally is the additional need for advertising of Human Rights through various
mediums of entertainment such as the radio, television and social media. Human Rights
Education should be an on going campaign for all to have access to. The Jamaica
Information Service (JIS) provides access to information through their website as well as
other mediums of information disbursement, however much more than just the reliance
on the JIS is needed. The PIOJ should in their effort to promote Vision 2030, broadcast

28
 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

Human Right values monotonously as would every other commercial phone company.
Repetitiveness breeds memory. Memory promotes practice. Practice eventually becomes
a way of life.
Jamaica may be behind when it comes to the respect of human rights but all is not
lost considering the plans currently in development by the various groups mentioned in
this research. Should these authorities make it a prerogative to include re-socialization
methods/activities in their Vision 2030 plans, Jamaica’s next generation may just rise
from the effects of mental oppression due to slavery and begin practicing what is taught
through Human rights Education. Until then, the Jamaican society still has a way to go.

REFERENCES
General Articles/Documents
 What are Human Rights? (n.d.). Retrieved June 10, 2015.
 Humanrightsinitiative.org. (n.d.). Retrieved June 1, 2015.
 Protect Human Rights | United Nations. (n.d.). Retrieved June 1, 2015.
 The Universal Declaration of Human Rights, UDHR, Declaration of Human Rights, Human
Rights Declaration, Human Rights Charter, The Un and Human Rights. (n.d.). Retrieved June
4, 2015.
 United Nations Charter: Chapter IX. United Nations. Retrieved 18 November 2013.
 Jamaica. (n.d.). Retrieved July 3, 2015, from
http://www.amnestyusa.org/our-work/countries/americas/jamaica
 Activists worldwide target homophobia in Jamaica, Ukraine and South Africa. (n.d.).
Retrieved June 3, 2015.
 United Nations General Assembly, Draft Plan of Action for First Phase (2005-2007) of the
World Programme for Human Rights Education, UN GAOR, 59 th session, UN Doc
A/59/525/Rev 1, 2 March 2005, which sees ‘three task fields of human rights education:
learning over, by and for human rights.’

29
  United Nations Human Rights Education, A/HRC/15/28, 27 July 2010. At
http://www2.ohchr.org/english/issues/education/training/secondphase.htm (viewed June
28 2015)
 Grade 7-9 Social Studies Curricula | Ministry Of Education. (n.d.). Retrieved from
http://www.moe.gov.jm/curricula
Newspaper Articles
 Human Rights Education. Education. United Nations Educational, Scientific and Cultural
Organization. (n.d.). Retrieved July 11, 2015.
 PDHRE: The National Center for Human Rights Education (USA)."PDHRE: The National
Center for Human Rights Education (USA). Web. 12 July 2015.
 National Education Curriculum under Review - News." Jamaica Observer News. Web. 25 June
2015
 Pryce, E. (2014, February 23). The curse of slavery - Columns - JamaicaObserver.com.
Retrieved from http://www.jamaicaobserver.com/columns/The-curse-of-
slavery_16116613
 Mukulu, M. K. (2011, April 17). Rights and responsibilities under the charter | Commentary |
Jamaica Gleaner. Retrieved from
http://jamaicagleaner.com/gleaner/20110417/cleisure/cleisure2.html
 Urgent need for progress on human rights in 2014 - News - JamaicaObserver.com. (2014,
January 8). Retrieved from http://www.jamaicaobserver.com/news/urgent-need-for-
progress-on-human-rights-in-2014_15746413
Research Papers
 The Relations of Learning and Student Social Class: Toward Re-“Socializing” Sociocultural
Learning Theory by Carolyn P. Panofsky
 http://sociology.about.com/od/R_Index/g/Resocialization.htm
 Cogito Ergo Sum: West Indian Slavery: The Shaping Of Caribbean Culture [Web log post].
(n.d.). Retrieved from http://dmarcuswilliams.blogspot.com/2010/03/west-indian-slavery-
shaping-of.html
 O'Neil, Dennis. (2011, December 8). Process of Socialization: Socialization. Retrieved from
http://anthro.palomar.edu/social/soc_1.htm
 Education Indicators in Focus. Organization for Economic Co-operation and Development.
2012/02/February.
 Trezel, Sharon. 2007. The Inner-Dynamics Of The Caribbean Development Problem:
Implications For Caribbean Sociology.
 Julie McLeod and Ruth Reynolds, Peaceful Pedagogy: Teaching Human Rights through the
Curriculum (2010).

APPENDIX
Sample Lesson Plan for Human Rights Education

Sample Lesson Plan for Grades 1-2

Topic: All About Me
Derived from: The Advocates for Human Rights
www.theadvocatesforhumanrights.org

Goal: To provide students with tools that will allow them to foster relationships based
on respect, equality, and diversity.

Objectives:
 Students will establish an understanding of who they are and what
distinguishes them from those around them;

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

 Students will learn the value of respect for others;

 Students will learn how differences can create positive relationships between
themselves and others.
Essential Questions:
What does diversity mean to me?
How can we celebrate the diversity of our class? School?
How can we show respect for the unique qualities of others?

Time Frame: 3-4 class periods

Materials:
Colored paper
Markers, crayons, or colored pencils
Self-portrait photo of each student
Three-hole punch and yarn or ribbon or stapler
Magazines and/or newspapers for cutting out photos
Venn Diagram Handout

Appropriate Subject Areas: Language Arts and Social Studies

Vocabulary: Self, Community, Respect, Responsibility, Diversity

Teacher Background:
The teacher will need a basic understanding of human rights and can gain this
background from research.

Before beginning this project, create a folder for each student to keep the items for
their books as they work on them. If you do not have folders for each student, create
them by folding large pieces of paper in half. Teachers will also need to collect
magazines, newspapers, and other media for students to use to cut-out images and text
for their book. Teachers should skim through the media to ensure that it is age-
appropriate before giving it the student.
The All About Me books should be an extended process for students to show who they
are, where they come from, what makes them unique, and what traits they have which
differ from others. Students should be expected to work on one or two pages per class
period and the completed pages should either be kept in the folders or with the teacher
upon completion to make sure they do not get misplaced or thrown away.

Procedure:
Activity 1: Who Am I? (approx. 1 class period)

Brainstorm. 1. Tell the students that they will be creating a book about themselves to
share with others. Write the word “self” on the board in a visible place for all students.
Generate ideas about what the term means with the whole class. Explain to students
that they will be exploring all of the ways that each one of them is unique as they
create their All About Me books. Affirm that our differences are welcome and help us

31
learn from each other. Tell students that this is their chance to share what makes
him/herself unique and special!

Create.2. Tell the students that they will be making the front cover of their books.
Students will need to bring in a photograph of him/herself. Provide each student with
a folder or binder for his or her book. Ask that they include their name, the date, and
their year in school.
The first page of the book is all about their favorite things. It should include the
student’s name and their favorite things such as: their favorite food, game, sport,
television show, book, songs, and anything else they may like to include. Write the
words “Favorite Things” on the board for them to copy as the title of the page. Let the
students take time to think about this and to draw, write, or paste on photos from
magazines.
Throughout their work time, remind your students that each one of us is different. For
example, the person sitting next to them may love soccer and pizza. They may not like
either of those things but rather prefer biking and Chinese food. Tell them not to
worry about what others are doing or writing and that the focus should be on
themselves. You may play quiet music for a calming effect.

Closure.3. As this activity comes to an end, collect the books and ask anyone to share
what he or she liked about creating the page of favorites. State that we should embrace
the differences of our classmates and use them to learn from one another.

Activity 2: My Family, Friends, and Pets (1 class period)

Explain. 1. As you begin the second activity of the All About Me books, pass out the
folders from Activity 1. Ask the class to revisit what they did. What did “self” mean
to them? What does “uniqueness” mean? Explain that just as every individual is
unique, the same goes for each family unit. This class period will focus on who makes
up our families and how each family is also unique. There is no right or wrong answer
when it comes to defining “family.” You may want to lead them and phrase family
broadly as the people with whom they live.
Draw. 2. The next pages of the All About Me book will include details about student’s
family and pets. First, ask students to draw a picture or diagram of their immediate
family or the people with whom they live. Have them add some of their favorite
activities or special things about the family, such as a tradition that their family has.
The students should include a drawing of their home on one page, with diagrams of
the different rooms in the house or apartment. Students can also identify their favorite
part of their home and explain why they chose that location. On the next page, have
students draw a pet that they have at home, a classroom pet, or a drawing of the pet
they would like to have in the future. Include the pet’s name, type of pet, and what
activities this pet enjoys.
Journal. 3. Ask the students to write or draw what they liked about this activity. Remind
them that each family is different as is each individual!
Activity 3: My Community (approx. 1 class period)
Brainstorm. 1. The next pages should include the drawings and names of students’
friends, neighbors, or people who are in their community. Write the word

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 The Value of Human Rights in the Jamaican Education Sector
Human Rights Law

“Community” on the board. Generate ideas about what the term means. Examples
may include neighbors, friends, people who work at your local store, and librarians.
Mind Map. 2. Ask students to choose three people who are in their lives to describe.
Have each student create a separate mind map for each person. Draw a picture of the
person in the center and, using lines from the center, write or draw three unique
qualities that person has. Explain the word diversity and reinforce the idea that our
unique qualities in life create diversity in our class, school and the world beyond!
Compare and Contrast. 3. Choose one person from the Mind Map activity. Have the
students complete the Venn Diagram Handout (see page 7) about themselves and the
person of their choice. The second person does not have to be a classmate. A student
might write: My friend Bobby is 6 like me and we both like to run and climb trees. He
likes to eat Chinese food and I don’t. I like to plant in the garden and he does not. Or,
my friend Sydney is a Grandmother and we read together and I help her with her dog.
She and I are different because I am 6 and she is 76! The student’s unique qualities
will go in the first circle, the unique qualities of the person you’re comparing with will
go in the second circle and the qualities they have in common will go in the center
where the circles overlap.
Closure. 4. Ask students to stand up and share their Venn Diagrams about the people
they chose. After each student has shared, reinforce the idea of uniqueness and diversity
in our classroom and our world!
Activity 4: Respect and Responsibility in My World (approx. 1 class period)
Discuss. 1. The last pages of the book will be dedicated to respect and responsibility.
Ask the students to recall the first 3 activities. Briefly discuss the meanings of self,
community, and diversity. Ask students, “How can we all show respect for those in
our lives, specifically in this class, who are different from us?” For example, “I can
show respect by helping someone who needs help,” or “I can show respect by
listening to someone else’s idea even though it’s not the same as my own.” Have the
students form a circle and use a talking stick to share the ideas from each student.
Write down their ideas on chart paper or on the board. It may be helpful to have a
parent volunteer or older student to help write down ideas for you.
Think. 2. After each student has shared his or her idea about how they can show
respect and the list is in front of you (it’s ok if some are the same) ask students what
they think the word responsibility means. Spend 1 or 2 minutes gathering a few initial
ideas. Tell the students that they will be creating a class pledge of respect and
responsibility for the last part of their book. Remind them that they are responsible for
their actions at school and that how they act and treat others is a big part of that
responsibility. Before the students leave the circle, select two or three ideas from their
respect list from which they can choose to be responsible. For example, “We will
respect each other’s ideas by not interrupting,” or “We will respect others by talking
out our problems.” Then ask them to return to their seats and by silent vote with heads
down or not, choose one thing that they can all agree on for their classroom.
Draw or Write.3. Ask each student to complete the last page or two by writing the
words Respect and Responsibility on the top of the page. Ask them to draw or write
about what they think they can do in the class to show respect and be responsible.
Have them each sign a large piece of paper that states the class pledge. For example:
In Ms. Sissler’s, 2009-2010 class we will show respect by raising our hands when we

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want to talk, and we will show responsibility by waiting and letting our classmates
each take a turn to talk. Choose one thing and make it simple and realistic for students
to follow. Display this in the classroom as a reminder and for others to see!
Complete the Book. 4. Once the entire book is finished, students may use a three-
hole punch and yarn or ribbon to make a binding, or they may use a stapler to attach
the pages.
Closure. 5. What do you do with these books afterward? Come up with a way to share
the All About Me books with others. For Example: Your classroom could hold visiting
times for other classes to come in and pair up with your students or groups of students.
Your students could share their books with the visiting students and talk them about what
makes them special. This allows the students to continue the process of treating others.
with respect and to explore individuality and diversity.
VENN DIAGRAM HANDOUT

In the center write the qualities you both share

write a quality that write a quality that

describes you describes another person

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