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National Human Rights Consultation

Legal Legal
Friday 14 December, 2012

National Human Rights Consultation

Australian Human Rights Commission
Supplementary Submission on Human Rights Education

July 2009


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Table of Contents


1 Introduction

  1. The Australian Human Rights Commission (the Commission) made a detailed
    submission to the National Human Rights Consultation Committee (the Committee)
    in June 2009.
  2. Subsequently, the Committee asked for some further specific information
    about the Commission’s potential role in the delivery of human rights
    education.
  3. In the international arena Australia has committed to a greater emphasis on
    human rights education under the World Program for Human Rights Education and
    within the program under the UN Second International Decade for the
    World’s Indigenous People.
  4. On a domestic level there is a clear need for a much greater national focus
    on human rights education. If Australia enacts a Human Rights Act then there
    will be a natural focus for that education. However, even in the absence of a
    Human Rights Act, Australia needs to improve the awareness and understanding of
    human rights in Australia.
  5. Better human rights awareness will help facilitate the social inclusion of
    many of Australia’s disadvantaged and at-risk communities. It will help
    all Australians understand what it means to respect the dignity of every person
    and it will provide a language for those people fighting to be treated with the
    respect that they deserve.
  6. However, comprehensive human rights education in Australia cannot be
    achieved by any one section of society. It must be done through collaboration
    and partnership between government, civil society, business and individuals
    willing to share their story. The Commission is very practised in bringing these
    different communities together to identify needs and gaps in understanding and
    to find relevant and practical ways to address them.
  7. This supplementary submission outlines how the Commission could help achieve
    better human rights education by focussing on a broad range of people in
    Australian society. The supplementary submission briefly sets out what the
    Commission would like to achieve through better human rights education in
    Australia. It gives examples of what the Commission currently does and what it
    could do to deliver human rights education in Australia given the appropriate
    funding.

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2 What is the
Commission’s vision of human rights education in Australia?

  1. In September 2008 the Commission launched its new Strategic Plan and vision
    for human rights in Australia.
  2. The Commission’s new vision is that human rights are enjoyed by
    everyone – no matter who they are or what their circumstances; everywhere
    – no matter where they live; every day – all of the time. Hence our
    vision statement – human rights: everyone, everywhere,
    everyday
    .
  3. This vision statement evolved out of the recognition that many Australians
    do not understand how human rights are relevant to their everyday lives. The
    Commission believes that it is our job to try and rectify this situation.
  4. Human rights education – viewed in its broadest sense – is a
    fundamental tool for achieving this goal.

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2.1 The
Commission’s mission and strategic goals focus on making human rights part
of everyday Australian life

  1. The Commission’s mission is to lead the promotion and protection of
    human rights in Australia by:

    • making human rights values part of everyday life and language
    • empowering all people to understand and exercise their human rights
    • working with individuals, community, business and government to inspire
      action
    • keeping government accountable to national and international human rights
      standards
    • securing an Australian Human Rights Act.
  2. To achieve our vision of human rights for everyone, everywhere,
    everyday
    and our mission, the Commission has identified five broad strategic
    goals.

    Leadership

    We exercise a leadership role in human rights in Australia by being visible,
    courageous and influential on human rights issues.

    Empowerment

    We support and inspire others to engage in meaningful activity on human
    rights.

    Education

    We assist all people in Australia to understand and exercise their rights and
    respect the rights of others.

    Monitoring

    We hold individuals, organisations and government responsible for their human
    rights obligations.

    Innovation

    We have a collaborative, innovative and supportive work culture that enhances
    the quality and impact of our work.

  3. One of the Commission’s strategic goals is specifically focused on
    education. However, in one sense or another, all five of the Commission’s
    goals relate to education.
  4. For example, as part of the Commission’s Leadership goal the
    Commission seeks to influence government, business, courts, media and
    individuals to make human rights part of their lexicon.
  5. A fundamental element of the Commission’s Empowerment goal is
    to work closely with community organisations and leaders to engage those
    communities on human rights issues and work with them to spread the human rights
    message throughout their communities. The Commission used this strategy in the
    community workshops it held to encourage participation in the National Human
    Rights Consultation.
  6. Further, part of the Commission’s Monitoring goal is to
    identify areas where the government’s human rights performance has fallen
    below the minimum standards and recommend to government how it can address those
    weaknesses.

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2.2 What is the
Commission’s strategic goal for human rights education?

  1. The Commission’s Education strategic goal focuses on how the
    Commission could assist all people in Australia to understand and exercise
    their rights and respect the rights of others
    .
  2. The Commission uses the term ‘human rights education’ broadly.
  3. The Commission’s use of the term definitely includes specific
    education on human rights in schools. The development of human rights materials
    tailored to high school curricula has been an area of great focus for the
    Commission, as discussed further in section 3.1 below.
  4. However there are ways to reach young people other than through the school
    curriculum, including through social networking tools on the internet. The
    Commission has already started experimenting with these tools.
  5. The Commission has also started developing materials specifically targeted
    to young people. For example, the Commission developed a specific guide to the
    National Human Rights Consultation for young people. We also worked very closely
    with youth communities around the country to make sure that young people had the
    opportunity to find out about the Consultation and participate in the
    process.
  6. However human rights education should not be limited to schools or young
    people. It is very important that the general community – urban, regional,
    rural and remote – has a better understanding of what human rights are,
    how human rights are relevant to their own lives and their community and what it
    would take to make sure that every person gives and receives respect for
    rights.
  7. It is also important that communities which may be disproportionately
    subjected to human rights violations better understand the human rights that are
    relevant to their circumstances and the tools they can use to assert to their
    rights and entitlements.
  8. The Commission is committed to taking a central role in developing and
    delivering broad human rights education initiatives throughout Australia.
  9. In particular, the Commission wants to develop a state-of-the-art website
    that is accessible to all people in Australia. This means that the website must
    be simple to use, the language must be easy to understand and, most importantly,
    the topics covered must be relevant to all our communities.
  10. The Commission is also committed to developing new strategies to reach
    audiences that would not typically visit the Commission’s website nor seek
    the Commission’s assistance in any other way.

(a) The
Commission’s three-year targets on education

  1. The Commission has set itself a number of targets to achieve by 2011,
    including:

    • people from diverse sections of the Australian community come to the
      Commission’s website when they want to learn about human rights
    • the Commission’s human rights message regularly appears in mainstream
      and new media
    • the Commission’s human rights message reaches and engages young
      people
    • the Commission’s human rights message reaches the business and
      community sectors
    • people from diverse sections of the Australian community understand how the
      Commission’s complaint process can be used to voice and resolve human
      rights disputes.

(b) The
Commission’s success measures on education

  1. The Commission has also identified success measures to help identify whether
    we have reached those targets. For example:

    • an annual increase in the number of unique visitors to our website
    • an annual increase in the number of people signing up to our mailing lists
      and RSS feeds
    • an annual increase in the number of people participating in our electronic
      forums
    • the human rights issues important to the Commission are frequently discussed
      on commercial television and radio, major metropolitan newspapers, and new
      media
    • the human rights issues important to the Commission are frequently discussed
      in electronic forums used by young people
    • an increased understanding of the relevance of human rights in the business
      and community sectors
    • national, state and territory curriculum frameworks include material about
      protection of human rights in Australia
    • the Commission is a primary resource on human rights issues for educators in
      schools, universities and community groups
    • there is increased knowledge and use of the Commission’s complaint
      services across diverse sections of the Australian community.

(c) The
Commission’s broad activities to help achieve its education
targets

  1. In order to meet the Commission’s three-year targets, the Commission
    has identified some broad activities to undertake in the future, including:

    • promoting our website to groups and individuals we do not currently
      capture
    • improving our website design, function and content so that it is accessible,
      interactive and appealing to all people
    • developing and implementing new strategies to get our human rights message
      into mainstream and new media
    • developing and implementing new strategies to target young people
    • working with business and community sectors to develop effective education
      strategies
    • developing new strategies to engage education stakeholders who can influence
      the content and delivery of curriculum frameworks
    • developing and implementing strategies to ensure an accessible and effective
      complaint service.
  2. The planning and delivery of many of these activities is already underway,
    as discussed in section 3 below.

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3 How could the
Commission improve human rights education in Australia?

  1. Almost everything that the Commission does involves elements of human rights
    education.
  2. The Commission raises awareness about human rights among the government and
    the general community through its core functions, including:

    • developing teaching and learning activities for students and teachers
    • undertaking national inquiries and reports to identify human rights
      problems, making recommendations on how to rectify those problems and discussing
      those problems in the media and community
    • conducting conciliation and training to help prevent and resolve human
      rights and discrimination complaints
    • engaging the community through media (media releases, speeches, editorial
      and opinion pieces, television and radio interviews and features)
    • producing accessible, expert, credible and comprehensive human rights
      publications and resources
    • inviting the community to celebrate the human rights achievements of
      individuals and organisations by hosting the annual Human Rights Medals and
      Awards
    • inviting the community to learn about topical human rights issues through
      seminars
    • delivering community programs (such as the National Indigenous Legal
      Advocacy Course discussed further below)
    • making legal submissions to courts and policy submissions to parliamentary
      committees, to help inform courts and parliament about relevant human rights
      issues.
  3. While the Commission intends to continue these activities, the Commission
    also wants to be highly creative in the way that it thinks about human rights
    education in Australia.
  4. For example, with appropriate funding, the Commission would work with social
    marketing experts to help design and deliver education strategies that engage
    the general community beyond ‘the usual suspects’.
  5. The Commission also intends to work closely with community partners to
    develop new and innovative ways to:

    • identify the most pressing human rights problems relevant to those
      communities, and
    • design the best ways to help those communities understand the relevance of
      human rights to their lives and respect the rights of those around
      them.
  6. The following sections include information about the range of education
    activities that the Commission is engaged in, and what the Commission would do
    to increase the impact and reach of these activities with appropriate funding.
    It also provides examples of further, innovative activities the Commission could
    undertake with the benefit of additional resources.

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3.1 Education
activities focussing on schools

  1. In Australia, there is no cohesive approach by state and territory education
    departments to the delivery of human rights education at the primary and
    secondary levels, despite this being the focus of the first phase of the United
    Nations World
    Programme for Human Rights Education
    (WPHRE).
  2. While ‘human rights’ does not exist as a discrete subject in any
    state or territory curricula, an understanding of rights and responsibilities
    – and their relevance to young people as active citizens – is an
    identified learning outcome in a range of secondary school subjects.
  3. The Commission has a strong track record of working with Australia’s
    state and territory education departments, non-government school systems, boards
    of studies, organisations and facilitators to promote an understanding of and
    commitment to human rights education.
  4. The Commission also plays an ongoing lobbying role to ensure ‘human
    rights’ is covered within curricula and in school policies and programs.
  5. The Commission’s Human Rights Education Program includes a range of
    interactive, resource-rich, web-based learning modules for use in the classroom
    with students aged 10 - 17. The Commission has linked these core human rights
    education modules to curriculum frameworks from education departments across
    each Australian state and territory.
  6. The program is guided by a clear set of education
    principles and learning outcomes
    . The Commission’s approach supports
    the goals and direction of the
    WPHRE.[1]
  7. The Commission has also established links between the activities and
    curriculum points in a range of key learning areas, such as Studies of Society
    and Environment (especially Aboriginal Studies and Australian Studies), English,
    Civics and Citizenship/Discovering Democracy, Geography, History and Drama.
  8. The Commission has online
    human rights education resources
    , which receive more than 1 million page
    views per annum.
  9. The Commission also maintains ongoing communication with teachers, schools
    and education bodies through an e-mail distribution list with approximately
    6,000 subscribers.
  10. Many schools, principals and individual teachers have made concerted efforts
    to integrate the Commission’s human rights education resources into their
    teaching practice, classroom activities and school communities.
  11. The Commission is currently revising and redeveloping its schools education
    activities and modules into one Human Rights Education
    Resource’, which will provide high quality, informative human
    rights education resources for teachers and students. This resource will bring
    together the education materials developed by the Commission over the past 10
    years. It will provide comprehensive and easy to use guidance for teachers and
    students on a variety of human issues like the stolen generations, refugees,
    multiculturalism, racism and other important discrimination and human rights
    issues.
  12. Once finalised, the Human Rights Education Resource will be available
    in various accessible formats on a newly-updated ‘teachers’ section
    of the Commission’s website. 
  13. The Commission also intends to produce a new CD/DVD which will be available
    free of charge so that all teachers or students around Australia can access the
    materials, irrespective of financial resources or internet access.
  14. The Commission would like to expand the reach and impact of its
    school-focused human rights education work. For example, the Commission could
    print sufficient copies of the new CD/DVD to distribute to every primary
    and secondary school in Australia. The Commission could also market and promote
    the resource to schools, libraries, education centres and conferences.
  15. The Commission would also like to revise and update the existing
    ‘students’ section of its website to include a range of new media
    and interactive options such audio, video, games, and web links. This would make
    the Commission’s education resources even more appealing and engaging for
    students.

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3.2 Education
activities focussing on young people (outside of school)

  1. The Commission has recently commenced work on a range of strategies to
    engage young people outside of school.
  2. These include the recent development of pages on facebook and MySpace, and a YouTube channel.
  3. The Commission also facilitated online discussions and provided information
    relevant to the National Human Rights Consultation on youth portals such as Heywire and JustAct.
    Commission staff also participated in discussions about human rights in the e-festival of ideas, an online youth conference run by Vibewire.
  4. Further, the Commission facilitated the incorporation of information about
    the National Human Rights Consultation on websites such as ActNow, a
    social action project that is part of the Inspire Foundation.
  5. The Commission produced a specific guide to support the participation of
    children and young people in the National Human Rights Consultation. The guide,
    titled Let’s
    Talk About Rights
    , supported a national series of workshops with children
    and young people and their advocates to encourage them to participate in the
    Consultation.
  6. The Commission would like to expand the reach and impact of its education
    activities for children and young people. In particular, the Commission could
    significantly expand its use of new media to reach children and young people.

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3.3 Education
activities focussing on the needs of disadvantaged communities

  1. The Commission has experience in developing many specific human rights
    education initiatives to address the needs of communities facing particular
    human rights issues. The following are a very small sample of those
    activities.
  2. In 2007 the Commission developed and delivered training aimed at preventing
    family violence in Indigenous communities. Information about this training is
    set out in section 23.3. of the Commission’s main submission to the
    Consultation.
  3. The Commission also maintains nationally accredited training courses (at the
    Cert III and IV and Diploma levels) on indigenous legal issues. The National
    Indigenous Legal Advocacy Courses (NILAC)
    aim to provide Aboriginal and
    Torres Strait Islander peoples with the competency and skills to work in a legal
    environment and to understand their human rights.
  4. An important outcome of the NILAC program is to improve the legal skills,
    capacity and training opportunities for Indigenous people, in response to
    Recommendation 212 of the Royal Commission into Aboriginal Deaths in
    Custody.
  5. The Commission has also developed resources focussed on making sure that
    buildings are accessible to people with physical disabilities. The resources
    provide information and guidance to designers, builders, planners, certifiers,
    building managers and access consultants about access to buildings and services
    for people with disabilities. These resources include:

  6. The Commission has an education and
    partnerships program
    focussed on working with and for Muslim Communities.
    Just one of the projects within that program includes the recently launched
    English as a Second Language teaching resource – Its your right!.
    The resources use human rights stories to help new migrants learn English.
  7. The Commission’s major inquiries and reports are always accompanied by
    community guides which focus on translating the detailed investigations into
    easily accessible information designed to educate both the affected communities
    and the community-at-large.
  8. The Commission would like to further develop and tailor its education
    strategies to deliver the best possible programs in relation to the needs of
    disadvantaged communities as they evolve.

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3.4 Education
activities focussing on the general community

  1. The Commission produces a range of educational resources for the general
    community. One of the Commission’s most successful publications is Face
    the Facts
    , which provides some questions and answers about Indigenous
    peoples, migrants and refugees and asylum seekers. This publication has been
    very widely distributed. For example, the NSW Fire Brigade has ordered bulk
    quantities of Face the Facts to distribute to fire stations throughout
    the state to educate their officers about myths and stereotypes around
    Indigenous peoples and migrants.
  2. Sport provides an excellent vehicle to reach the broader community. The
    actions of sporting teams can help to establish norms of behaviour for the rest
    of society, and particularly for young people. The Commission has experience in
    working in partnership with sporting organisations to promote and act on
    messages concerning human rights.
  3. In 2004, the Commission launched the Voices
    of Australia
    project in conjunction with the National Rugby League’s
    (NRL). A selection of NRL stars shared their stories to encourage greater
    understanding and friendship between people of different backgrounds. The
    project included a poster which was distributed at all major NRL games. The pdf icon poster is available online.
  4. In 2007, the Commission produced a report titled: What’s
    the Score? A survey of cultural diversity and racism in Australian sport
    .
    The report provides a basis for governments and sporting organisations to
    consider future policy strategies aimed at addressing racism within sport, and
    promoting inclusive and non-discriminatory attitudes among players, supporters
    and the public.
  5. The Commission is currently working with the Australian Sports Commission
    (ASC) and the Play by the Rules (PBTR) initiative to provide resources and
    training for professional and community sporting organisations about
    discrimination and harassment in sport and how to investigate and manage these
    types of claims.
  6. With adequate resources, the Commission could further pursue this connection
    between sport and community human rights education. It would also explore other
    similar ways to engage everyday Australians in a conversation about the
    relevance of human rights to their lives.
  7. Compelling documentary films can also be a way to reach the general
    community with important human rights messages. The Commission has recently
    tried this strategy with the film Yajilarra.
  8. In 2007 the Sex Discrimination Commissioner met a group of Aboriginal women
    at Fitzroy Crossing in Western Australia. Their community had experienced 13
    suicides in 13 months. Reports of family violence and child abuse were
    commonplace and alcohol consumption was rising at an alarming rate.
  9. To support the leadership of the women of Fitzroy Crossing and elevate their
    voices, a partnership was established between the Marninwarntikura Womens’
    Resource Centre, the George Institute at the University of Sydney (medical
    research), and the Australian Human Rights Commission to create a short
    documentary recording the women’s story.
  10. The short film, Yajilarra, tells the story of the impact of alcohol
    on the community of Fitzroy Crossing. It details how, due to the efforts of the
    community and led by June Oscar and Emily Carter, the women were able to find
    their own solutions and forge a different future for their children.
  11. The Commission and the Australian Government showcased the film on 4 March
    2009 at a Side Event of the 53rd Commission on the Status of Women (CSW) in New
    York. This was the first time that Indigenous women had formally presented at
    the CSW.
  12. The Commission would like to spread the message in this film to general
    communities by screening it around Australia to indigenous and non-indigenous
    communities.
  13. With appropriate funding, the Commission could expand the reach of its
    current activities and engage in a range of new initiatives to raise the
    awareness of human rights issues across the Australian community.

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3.5 Education
activities focussing on government decision-makers

  1. One of the Commission’s core functions is to recommend how government
    can ensure the protection and promotion of human rights through improvements to
    legislation, policies and programs. As set out in section 24.6 of our main
    submission, currently there is no obligation on the government to respond to our
    recommendations contained in our reports to Parliament. The Commission has
    recommended that the Attorney-General should be required to table a response in
    Parliament within a fixed period indicating how the government intends to
    address the Commission’s recommendations.
  2. A requirement upon the government to respond to Commission recommendations
    would assist the Commission’s efforts to educate government
    decision-makers about human rights concerns. It would encourage enhanced
    dialogue between the Commission and government about the protection of human
    rights in Australia.
  3. Whether or not Australia adopts a Human Rights Act, the Commission is
    ideally placed to deliver training to public servants and government
    decision-makers about human rights and the specific responsibilities of public
    authorities.

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3.6 Education
activities focussing on business

  1. The Commission is committed to educating the business sector about human
    rights. The Commission has developed four short fact sheets setting out five
    basic steps towards integrating human rights into everyday business practices.
    The business
    and human rights fact sheets
    explain how human rights are relevant to
    Australian companies and sets out the business case for integrating human
    rights. They include information specific to the Australian finance sector, the
    Australian mining and resources sector and the Australian retail and
    manufacturing sectors.
  2. In December 2004, the Commission launched an information resource for
    employers, titled Good
    Practice, Good Business
    . In response to feedback from employers, the
    Commission is currently updating the resource with new information and making
    existing content more relevant and accessible.
  3. The updated Good Practice, Good Business resource will:
    • provide employers with concise, easy-to-read information about their legal
      obligations to prevent discrimination and harassment in the workplace
    • include information about specific workplace issues of concern to employers,
      such as accommodation of people with disability, sexual harassment, flexible
      working arrangements and criminal records
    • integrate relevant information from a range of reports and publications on
      the Commission’s website
    • promote the link between good employment practices and improved risk
      management
    • be available online and in CD-Rom format which will allow organisations to
      use these resources on their staff intranets.
  4. The Commission has committed in its strategic plan to do further work on
    business and human rights. The Commission would like to more broadly market Good Practice, Good Business to business and use it as the launching pad
    for more comprehensive engagement with the corporate sector.

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3.7 Education
activities focussing on regional, rural and remote communities

  1. The Commission would like to develop a human rights education program
    specifically targeted at rural, regional and remote areas. People from such
    communities are often more vulnerable to human rights problems because of their
    isolation from mainstream services. They are also less likely to receive
    assistance for those problems because of their isolation.
  2. For example, with the appropriate funding, the Commission could create a
    specialist education team to deliver practical, accessible and relevant human
    rights education resources and programs to regional, rural and remote
    communities.
  3. The education program would help foster greater social inclusion by
    identifying those human rights factors which might exclude certain people from
    participating in local communities (like racial discrimination) and suggesting
    practical ways of resolving those problems.
  4. Given the dispersed populations in these communities, this project would
    necessarily include using innovative electronic delivery mechanisms. This
    approach would link with the government’s broadband access goals and
    support directions towards digital learning in education.
  5. However, not all communities will have access to the internet. Further, the
    method of delivery should be designed to meet the specific learning needs of the
    receiving group, be they Indigenous peoples, people from culturally and
    linguistically diverse communities or other groups. Thus, the Commission would
    work in partnership with relevant community groups to tailor appropriate
    delivery mechanisms.
  6. Further, the team would focus on working with curriculum boards, educators,
    community groups and local government to build long term human rights education
    capacity within the community. The team could also work with local councils to
    help them identify some of the human rights issues in the community and some
    long term strategies to address them.

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4 Conclusion

  1. Human rights awareness and understanding is a vital element to creating a
    human rights and socially inclusive community.
  2. As Australia’s national human rights institution, the Commission has
    the unique expertise and experience to develop and deliver the range of human
    rights education initiatives needed to meet the needs of different communities.
  3. In particular, the Commission has the credibility and experience to bring
    together, and work with, different sectors of the community in order to design
    and deliver education programs which are most relevant to particular
    communities.
  4. The Commission has identified human rights education as a key strategic
    goal, and the Commission is committed to developing innovative ways of expanding
    the reach and impact of its human rights education activities.
  5. As a matter of financial reality, the Commission is somewhat constrained in
    the range of education activities it can practically pursue in the near future.
    However, with appropriate funding, the Commission would be in a position to
    quickly and significantly progress its human rights education activities with
    the scale and innovation required to help create a stronger and more vibrant
    human rights culture in Australia.

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[1] See Australian Human Rights
Commission, http://www2.ohchr.org/english/issues/education/training/programme.htm (viewed 23 July 2009).