Learning Dimensions

Translating the learning dimensions into practise means that we as teachers should follow the following human rights principles in our planning and implementation of education prorgrammes:

Participation & Empowerment

• Apply interactive methods that activate learners’ experiences, knowledge & reflections;
• Engage learners, create responsibility, and active participation;
• Create space for expressing thoughts and ideas, ensure everyone is heard.

Accountability

• Set clear learning objectives and be accountable to them; 
• Respond to learners’ needs;
• Practise what you preach – walk the talk;
• Stick to schedules and rules agreed upon;
• Make learners co-accountable for the learning and the learning environment.

Non-discrimination, Equality & Vulnerable groups

• Address equality when setting goals, composing groups, etc.; 
• Be inclusive of learners with special needs;
• Create a space where everyone has equal opportunities to participate;
• Respect cultural diversity, challenge discriminatory patterns and prejudice among learners and teachers;
• Remember that treating all learners equally is not necessarily treating them in the same way, as the learners will have different needs to reach the same goals.

Links to the human rights framework

• Make clear links to the UN Convention on the Rights of the Child and the international, regional & national human rights system (see fact sheets) in learning objectives and content;
• Keep a holistic focus on human rights, including how they are universal, inalienable, indivisible, interdependent and interrelated;
• Teach the history of human rights and its broad background in philosophy, religion, law, & politics.

The ‘Preparation Sheet – Children’s rights in your classroom’, can assist you in reflecting on the learning environment in the classroom and setting goals for your children’s rights Teaching programme.