Kenzo TOMONAGA

Introduction

On the 21st of April 2004, the UN Commission on Human Rights adopted a resolution, proclaiming the World Programme for Human Rights Education (the World Programme) to begin on January 2005 as a follow-up to the UN Decade for Human Rights Education (the UN Decade).

The original draft aimed at launching the second UN Decade, in response to the resolution adopted by the UN Sub-Commission on the Promotion and Protection of Human Rights in August 2003, as well as to requests from many NGOs. Faced by the opposition expressed by governments of the United States, the United Kingdom, Australia and other countries, the resolution with the proclamation of the World Programme was adopted as a follow-up of the UN Decade.

The World Programme, while built on the achievements of the first UN Decade, will complement the shortcomings of the first initiative in some aspects. In this paper I propose future actions in the light of the World Programme.

Achievements of the UN Decade

Before stating the significance and future challenges of the World Programme, it is important to make evaluations of the UN Decade, under which efforts have been made since January 1995. (Although we still have half a year before the end of the UN Decade on 31st December this year, evaluations should be made at this stage in order to develop plans to follow it up.)

The following six elements can be identified as the achievements of the UN Decade.

(1)Awareness has been increased on the importance of human rights education.

(2)Human rights education, which had been undertaken individually in various areas, has begun to be coordinated.

At the local government level, for example, separate efforts had usually been made between the governor’s/mayor’s office and the board of education; nor was there coordination between the local governments and private organizations or business enterprises. In the development of plans of action within the framework of the UN Decade, there emerged more coordination among these actors.

(3)More attention has been placed on groups who have been discriminated against.

In the Plan of Action for the UN Decade, the United Nations called for emphasis on groups who have been discriminated against, because such emphasis was necessary in the light of the broad nature of the concept of human rights education. In response, Japan’s national plan of action identified human rights of women, children, older persons, persons with disabilities, Buraku people, the Ainu, foreign residents, persons infected with HIV, former prisoners and others as priority issues. By virtue of the emphasis on the oppressed groups, it is necessary to support their initiatives to empower themselves and to promote human rights education which contributes to the elimination of prejudices against them.

(4)Awareness has been increased on the need of human rights education for specific professional groups.

The UN plan of action, stated above, put emphasis on the promotion of human rights education for professionals that are in a particular position to effect the realization of human rights. In response, Japan’s national plan of action aimed to promote human rights education for prosecutors, staff of correctional institutions and probation workers, immigration officials, teachers and community education workers, medial personnel, welfare workers, maritime safety agents, labour inspectors, fire fighters, police officers, staff of the Self-Defence Forces, public officials and the mass media.

(5)Institutional arrangements, plans of action and centers for human rights education and awareness-raising have been developed at different levels.

In order to pursue the goals of the UN Decade, institutional arrangements have been made and plans of action developed at the national and local governmental and non-governmental levels. In addition, centers for human rights education and awareness-raising have been established not only at the national level but also at the local governmental level.

(6)The Law on the Promotion of Human Rights Education and Awareness-raising at the national level, and ordinances on the community development for human rights at the local level have been enacted.

The greatest achievement of the UN Decade in Japan was the enactment of the Law on the Promotion of Human Rights Education and Awareness-raising in December 2000. The Law provides that human rights education and awareness-raising shall be promoted in every sector in order to eliminate discrimination against Buraku people and others as well as to secure human rights; that human rights education and awareness-raising should aim at the development not only of knowledge but also of skills on the protection and promotion of human rights; that the promotion of human rights education and awareness-raising is responsibilities of the national and local governments and citizens; that the Government should develop a basic plan and submit annual reports; and that the Government may provide financial support for efforts made at the local level.

In addition, more than 750 local governments have enacted ordinances on the elimination of all forms of discrimination, including Buraku discrimination, and on the development of communities where human rights are fully respected. These ordinances also provide for the promotion of human rights education and awareness-raising.

Shortcomings of the UN Decade

On the other hand, the UN Decade had some shortcomings. At the global level, one of the shortcomings was that there were not many countries that have undertaken initiatives within the framework of the UN Decade. For example, according to the Office of the High Commissioner for Human Rights, there were only 86 such countries as of December 2001. It means that fewer than half of the UN Member States (192 in total) have undertaken relevant initiatives.

This may be due to the fact (1) that States tend not to be keen in promoting human rights education; (2) that the Plan of Action of for the UN Decade was very comprehensive, putting fewer States in a position to respond to it fully; and (3) that the United Nations had not allocated adequate resources to promote the UN Decade at the global level.

In addition, the following can be identified as problems in Japan.

(1)Some local governments have not undertaken initiatives within the framework of the UN Decade.

Even at the prefectural level, six prefectures out of forty-seven, which are Aomori, Iwate, Miyagi, Akita, Yamagata and Okinawa, have neither established focal points nor developed plans of action. While the accurate picture is not clear about initiatives at the municipal level, it is estimated that some 600 municipalities have established focal points and developed plans of action; since there are 3,100 municipalities as of April 2004, it means that only a fifth of all the municipalities have responded to the UN Decade.

(2)Plans of action are only on paper without concrete efforts in not a few local governments.

Nearly 650 local governments including prefectures have established focal points and developed plans of action. However, many of these arrangements are only on paper, and only a few local governments have developed implementation plans with budgets and concrete projects. Also, only a few local governments have made analysis on specific cases of discrimination and human rights violation occurred in their jurisdiction in developing effective plans of action, or have developed plans of action for human rights education in coordination with their efforts for the promotion of human rights communities.

(3)Systematic planning is lacking in human rights education for professionals.

While the need of human rights education for professionals has begun to be understood, many of the initiatives are undertaken in a haphazard way. For example, cases of brutality against prisoners by the prison officials came to public notice in October 2002 at the Nagoya Prison. It indicates that systematic human rights education has not been provided for the prison officials with relevantly developed textbooks and curricula.

(4)Sufficient efforts have not been made by private enterprises, religious groups and parliamentarians to promote the UN Decade.

In comparison to the initiatives at the national and local governmental levels, sufficient efforts have not been made by private enterprises, religious groups and parliamentarians within the framework of the UN Decade. In the light of their roles in society, it is necessary to strengthen initiatives in this area.

(5)Among others, sufficient efforts have not been made by civil society to promote the UN Decade.

Generally speaking, the national and local government are also possible human rights violators. It is therefore important for civil society to make untiring efforts to watch them out, so that they would observe human rights. Although voices from the civil society are decisively important, there are very few plans of action to make it possible.

What elements should be maintained after the UN Decade?

The World Programme, built on the achievements and shortcomings of the UN Decade, begins in January 2005. The following elements should be maintained in the World Programme as a follow-up of the UN Decade.

(1)The definitions of human rights education

The first element is the definitions of human rights education provided in the resolution on and the Plan of Action for the UN Decade. The resolution proclaiming the UN Decade defines human rights education as “a comprehensive life-long process by which people at all levels in development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring that respect in all societies”, which is quoted in the leading paragraphs of the resolution on the World Programme adopted by the UN Commission on Human Rights. The Plan of Action provides a definition from a different perspective, stating that “training, dissemination and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills”.

(2)Components of human rights education

Secondly, it is necessary to ensure that the components of human rights education, identified in the Plan of Action for the UN Decade, continue to be the focus of relevant initiatives. At least the following eight pillars should be included: (a) the dissemination and realization of the Universal Declaration of Human Rights and other international instruments; (b) emphasis on groups who had been discriminated against; (c) emphasis on human rights education for professional groups, including teachers, public officials, police officers, military personnel, lawyers, judges and the mass media; (d) the promotion of human rights education not only through school education but also at the global, regional, national and local levels; (e) the development of a plan of action by a commission represented by various sectors; (f) the establishment of coordinating focal points and outreach centers as well as the allocation of necessary budgets; and (g) the development of methodologies, materials and curricula.

(3)Aims of human rights education

The third element is the aims of human rights education. In this regard, the Plan of Action for the UN Decade states that human rights education contributes to the world peace and development of democratic societies. The resolution on the World Programme adopted by the UN Commission on Human Rights also states that human rights education contributes to (a) developing societies where all human rights of all are valued and respected; (b) promoting equality and sustainable development; (c) preventing conflict and human rights violations; and (d) enhancing participation and democratic processes.

Future challenges

At the global level, one of the greatest challenges is to ensure that all the States undertake initiatives for human rights education. In this regard, the World Programme, learning from the lessons of the UN Decade, defines the three years of 2005-2007 as the first phase, setting a specific goal of promoting human rights education at least at the primary and secondary level. This goal-setting could stimulate all States to take relevant initiatives. It is necessary to identify essential elements in promoting human rights education at the primary and secondary level.

At the national level, the first thing to do is the evaluation of the UN Decade by different actors. Then plans of action should be developed, with a view to building on the achievements of the UN Decade and complementing its shortcomings. In this regard, attention should be paid to the fact that the World Programme put emphasis on the promotion of human rights education at the primary and secondary level in the first phase. The establishment of a commission for this purpose is encouraged, represented by various sectors.

Other specific challenges faced by Japan include the following:

1. At the national level, all the ministries and departments should develop new plans of action on the basis of the evaluation of the UN Decade;
   
2. All local governments should develop new plans of action on the basis of the evaluation of the UN Decade, in cooperation with efforts for community development where human rights are fully respected;
   
3. Human rights education should be an explicit and fundamental element of all the levels of education, including pre-primary, primary, secondary and tertiary education as well as community education and life-long learning, along with the development of plans on the basis of analysis of child abuse and neglect, non-attendance at school, bullying and other problems;
   
4. Human rights education for professionals that are in a particular position to effect the realization of human rights should be strengthened, including by the development of relevant materials and curricula for each group;
   
5. Human rights education for private enterprises, religious groups and parliamentarians should be strengthened;
   
6. Among others, human rights education for the general public should be strengthened with increased support from the national and local governments; and,
   
7. On the basis of the evaluation of the UN Decade as well as the challenges posed by the World Programme, efforts should be made to revise the Basic Plan under the Law on the Promotion of Human Rights Education and Awareness-raising.
   
   

Conclusion

The resolution by the UN Commission on Human Rights, adopted on the 21st of April this year, proposed that the UN Decade be followed up in the framework of the World Programme. The final decision is yet to be made, however. As is indicated by the resolution, the implementation of the World Programme must be approved by the UN Economic and Social Council in June-July and the UN General Assembly in September-December this year. A specific plan of action for the first phase (2005-2007), targeted at the promotion of human rights education in primary and secondary education, is to be prepared and proposed by the Office of the High Commissioner for Human Rights in cooperation with UNESCO and non-governmental organizations (see paragraph 4 of the resolution).

Non-governmental organizations and the national and local governments of Japan are urged to participate actively in this process. In particular, they are expected to make international contributions on the basis of their experiences of more than fifty years of Dowa education (education directed to the elimination of discrimination against Buraku people) and the resultant theories, materials, curricula and methods. It is also necessary to make contributions on the basis of their experiences in creating human rights education built on the achievements of Dowa education.

The year 2005, when the World Programme is to be launched, is the sixtieth anniversary of the end of the World War II. On the deep reflection of the World War II, the humankind adopted the Universal Declaration on Human Rights in December 1948 and declared that eternal peace is realized through eliminating discrimination and securing human rights. This philosophy is reflected in the Constitution of Japan, which was enacted in the aftermath of Japan’s defeat in the World War II.

Sixty years after the end of the World War II, armed conflicts are still ongoing in Iraq, where massacres and torture by the United States and the United Kingdom forces are being exposed. In this context, the importance of initiatives under the World Programme as a follow-up of the UN Decade cannot be emphasized too much.

Future challenges

At the global level, one of the greatest challenges is to ensure that all States undertake initiatives for human rights education. In this regard, the World Programme, learning from the experiences of the UN Decade, defines the three years of 2005-2007 as the first phase, setting a specific goal of promoting human rights education at the primary and secondary level. This goal-setting facilitates States to take initiatives. It is necessary to identify elements in promoting human rights education at the primary and secondary level.

At the national level, evaluation of the UN Decade has to be made before anything else. Then, plans of action should be developed, with a view to building on the achievements of the UN Decade and complementing its shortcomings. In this regard, attention should be paid to the fact that the World Programme puts emphasis on the promotion of human rights education at the primary and secondary level during the first phase. It is encouraged to establish a commission for this purpose, represented by various sectors.

Other specific challenges faced by Japan include the following:

1. At the national level, all the ministries and departments should develop new plans of action on the basis of evaluations of the UN Decade;
   
2. All local governments should develop new plans of action on the basis of evaluations of the UN Decade, combining with efforts to build human rights communities;
   
3. Human rights education should be an explicit and fundamental element of all levels of education, including pre-school, primary, secondary and tertiary education as well as community education and life-long learning, along with the development of plans on the basis of analysis of child abuse and neglect, non-attendance at school, bullying and other problems;
   
4. Human rights education for professionals who are in a particular position to influence the realization of human rights should be strengthened, including through the development of relevant materials and curricula for each professional group;
   
5. Human rights education for private enterprises, religious groups and parliamentarians should be strengthened;
   
6. Among others, human rights education for the general public should be strengthened with increased support from the State and local governments; and,
   
7. On the basis of evaluations of the UN Decade as well as challenges posed by the World Programme, efforts should be made to modify the Basic Plan under the Law on the Promotion of Human Rights Education and Awareness-raising.
   
   

Conclusion

The resolution by the UN Commission on Human Rights, adopted on the 21st of April 2004, proposed that the UN Decade be followed up in the framework of the World Programme. As is indicated in the resolution, the declaration of the World Programme must be approved by the UN Economic and Social Council in June-July and the UN General Assembly in September-December 2004. A specific plan of action for the first phase (2005-2007), targeted at the promotion of human rights education in primary and secondary education, is to be prepared and proposed by the Office of the High Commissioner for Human Rights in cooperation with UNESCO and non-governmental organizations (see paragraph 4 of the resolution).

Non-governmental organizations as well as the national and local governments of Japan are urged to actively participate in the process. In particular, they are expected to make international contributions on the basis of their experiences of more than fifty years of Dowa education (education directed to the elimination of discrimination against Buraku people) and the resultant theories, materials, curricula and methodologies. It is also necessary to make contributions on the basis of their experiences in creating human rights education built on the achievements of Dowa education.

The year 2005, when the World Programme is launched, is the sixtieth anniversary of the end of the World War II. On the deep reflection of the World War II, the humankind adopted the Universal Declaration of Human Rights in December 1948 and declared that eternal peace is realized through eliminating discrimination and establishing human rights. This philosophy is reflected in the Constitution of Japan, which was enacted in the aftermath of Japan’s defeat in the World War II.

Sixty years after the end of the World War II, armed conflicts are still going on in Iraq, where massacres and atrocities by the US and UK forces are being exposed. In this context, the importance of initiatives under the World Programme, on the basis of the evaluation of the UN Decade, cannot be emphasized too much.