MODULE 4

4.1 : Curriculum - Meaning and Scope

Curriculum is the art of schooling. It is the base on which the subjects, activities, and
experience of the students are planned. It is more than text book and subject matter. All the
resources available in the school exists for effective implementation of the curriculum. It is
the totality of all the learning to which students are exposed during their study in the school.

Etymological Meaning

Curriculum is derived from the latin word 'currere' which means a runaway, on which one
runs to reach a goal. The curriculum has been described as 'the environment in motion'. It
includes the totality of experiences that a pupil receives through the manifold activities that
go in the school in the classroom, library, laboratory, workshop, playground and in the
numerous informal contacts between teachers and pupils.

Syllabus and Curriculum

● Syllabus is just a part of curriculum. It is concerned with various subject matter of various
subjects.
● Curriculum brings about important changes among the students.

Definitions

● A curriculum is an organized set of educational and training intentions.

● Curriculum is a tool in the hands of an artist (teacher) to mould his materials (pupils)
according to his ideals (objectives) in his studio(school) - Arthur Cunningham
● According to Secondary Education Commission, 'it includes the totality of experiences
that a pupil receives through the manifold activities that go in the school, in the
classroom, library, laboratory, workshop, playground and in the numerous informal
contacts between teachers and pupils. In this case, the whole life of the school becomes
the curriculum which can touch the life of the students at all points and help in the
evolution of a balanced personality'.
The procedure:
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
 4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the ways and means of doing it

Scope of Curriculum

● Curriculum development addresses issues that include the purpose of learning,

sources of the subject matter, the nature of teaching/learning process, characteristics
of the learners and teachers and so on.
● Occupational, political, social and intellectual knowledge should be included in the
curriculum.
● Curriculum can emphasize types of knowledge, content, learning experiences, skills
or values.
● The various philosophical thoughts that influence curriculum are idealism, realism,
existentialism and pragmatism.

4.2 : PHILOSOPHY OF NATION AS A FOUNDER OF CURRICULUM

PHILOSOPHY & CURRICULUM DEVELOPMENT

● Philosophy or ideology of a nation has a direct effect in the curriculum planning.

● It guides the curriculum planners in the selection of the objectives as it provides
guidelines in the selection of objectives learning experiences and content of the
curriculum and how to evaluate the curriculum learning experience and achievement of
the student.
● It also helps the curriculum planners to construct the subject matter keeping in view in
future demands and needs of the society.
● It should help to create better citizen
● Every nation has its own philosophy .National philosophy is sum total of its vision value
and ideals.
● Indian national philosophy is contained in the constitution of India :Accordingly India is
sovereign,socialist secular democratic republic which intends to promote
justice,liberty,equality and fraternity among citizens,curriculum of Indian education is
based on these values and ideas.
Factors that determines the development of curriculum development:

Sociological Bases

According to sociologist schools are social institutions for transmission and preservation of
culture by society. Sociological considerations that should guide curriculum development:

● Core values of Indian society

● Changing values of people
● Demands of modernization
● Criteria of a good family life
● Democratic temper of the society
● New forms of Co-operation
● Media exploration
● Economic efficiency
● Education for followership and leadership

Psychological Bases

● Education is child centered. Psychology as a science of behavior is linked with the

process of imparting education.
● It helps curriculum developers in deciding what content and learning experiences can be
included in the curriculum according to the children in a particular grade and their
needs.
● The psychology of individual differences among children influences the plan and
development of the curriculum. So, the curriculum should have enough variety and
elasticity to allow individual differences, needs, and interests.

Philosophical Bases

● Philosophy provides educators, teachers and curriculum makers with framework for
planning, implementing and evaluating curriculum.
● It helps in answering what educational institutions are for, what subjects are important,
how students should learn and what materials and methods should be used.
● Study of philosophy helps us deal with our own personal systems of beliefs and values,
i.e., the way we perceive the world around us and how we define what is important to us.
● As philosophical issues have always influenced society and institutions of learning, a
study of the philosophy of education in terms of Curriculum development is essential.
● In essence, a philosophy of education influences, and to a large extent determines, our
educational decisions and alternatives.
● Those who are responsible for curricular decisions, therefore, should be clear about what
they believe.

Philosophies which influenced curriculum development :

● Idealism
● Realism
● Pragmatism
● Existentialism

IDEALISM

● Idealism is a philosophical approach that has as its central tenet that ideas are the only
true reality.
● In idealism, the aim of education is to discover and develop each individuals abilities
and full moral excellence in order to better serve society.
● Teaching methods focus on handling ideas through lecture, discussion.
● Learning is an intellectual involves recalling and working process that with ideas.
● Curriculum is knowledge based and subject based.
● The most important subjects are philosophy , theology and mathematics because they
cultivates abstract thinking.

REALISM

● People can come to know the world through their senses and their reasons.
● Learning is just exercising the mind, and logical thinking are highest form.
● The Realist curriculum emphasizes the subject matter of the physical world, particularly
science and mathematics.
● Teaching methods focus on mastery of facts and basic skills through demonstration and
recitation.
● Most important subjects are humanistic and scientific subjects.

PRAGMATISM

● It is the philosophy of practical experience

● Knowledge based on experience is true. Learning occurs as the person engage in
problem solving.
● Project method , Experimental method, Discussion as a method-laboratory work.
Personal reference in the library, excursions.
● Teachers’ role is to focus on critical thinking & teaching is more exploratory than
explanatory.
● Curriculum was based on child’s experience and interests and also problem-solving
activities.

EXISTENTIALISM

● Existentialism is a philosophy concerned with finding self and the meaning of life
through free will, choice, and personal responsibility.
● Teachers’ role is to cultivate personal choice and individual self-definition.
● Existentialists are opposed to thinking about students as objects to be measured, tracked,
or standardized. Such educators want the educational experience to focus on creating
opportunities for self-direction and self actualization. They start with the student, rather
than on curriculum content.

4.3. ROLE OF STATE IN CURRICULUM CONSTRUCTION

Curriculum

Curriculum is a plan for providing sets of learning opportunities to achieve broad goals and
related specific objectives.

Curriculum is the heart of education and education is the heart of a nation.

Role of state

● Policy making
● Construction of bodies
 ● Appointment of members
● Providing guidelines
● Monitoring the enacted curriculum
● Ensuring resources for enactment
● Assessment of existing curriculum
● Revision and reconstruction

Policy making

● The state does not directly construct curriculum

● It put forth the policies for different sections and levels of education.

Construction of official bodies

● The state constructs official bodies at different levels for curriculum construction for
different courses
● National level (Egs : NCERT)
● State level (Egs : SCERT)
● University level (Egs : UNIVERSITY)

Appointment of Members

Appointments strictly follow certain criteria for the selection;

● Qualification
● Experience in the field

Criteria for the appointment

→ Experience in the educational field

→ High qualification
→ Research skills on curriculum construction
→ Multisided vision
→ Knowledge in sociology
→ Knowledge in psychology
→ Innovative nature

Providing guidelines for curriculum frame work

● The curricular aims

 ● Major focused areas
● Duration for different courses
● Hours to be allotted per day or per week
● Special mention on selection of contents

Monitoring the enacted curriculum

● Construction of supervising team

● Providing guidelines to the team
● Decentralizing duties to the different sections of the team
● Immediate action on the report submitted by the team
● Providing facilities to the team

Ensuring the resources for enactment of curriculum

● Ensuring human resource

● Ensuring material resource
● Flexible procedure for purchasing new materials
● Immediate actions for maintenance
● Organizing meetings of Headmaster

Assessment of existing curriculum

● Collecting feedback from all the stake holders

● Systematic analysis of the feedback
● Checking the validity and reliability of feedback

Revision and reconstruction of curriculum

● Giving due regard to the feedback from the stake holders

● Observing the changes occur in the educational fields
● Observing the challenges occurred in society
● Rendering freshness to the curriculum

4.4. THRUST AREAS OF CURRICULUM FOR SCHOOL EDUCATION

 1. EARLY CHILDHOOD EDUCATION (ECE)-2 Yrs.
● It helps to preparing children for school and constitutes the important element of ECCE
(Early Childhood Care and Education).
● It is a pre-school education under Integrated Child Development Scheme(ICDS) through
a net working of ‘Anganawadis’.
● It is also available in preparatory schools, nursery and kindergarden classes etc.
● Learning at this stage includes -group activities, play-way techniques, language games,
number games etc.
● It also promote socialization and environmental awareness among children.
● To emphasis pleasure, perception and participation among students.
● It will ensure readiness to learn among children.
● To reduce unhealthy and harmful load on children.
● Formal teaching of subjects must be prohibited.
● It uniformly available to all children of the country to ensure equity.
● It provide more opportunities to use the language, for developing essential skills of
identification, comparison, matching, naming, serialization, drawing and counting in an
informal way of learning.
● To give social awareness among children, child-child interaction, child-nature
interactions are promoted.
● It helpful in developing positive attitude among students and develops a healthy habits in
social participation.

2. ELEMENTARY EDUCATION - 8Yrs

● Primary stage -5yrs
It has two segment with inherent and internal continuity.
1. Classes I & II:
o Introducing formal teaching
o smooth transition from informal and non formal environment to formal one.
2. Classes III to V:
o Children get prepared to understand the environment
o learn in a systematic way.

1. Classes I and II

a) One language – the mother tongue/the regional language

b) Mathematics
c) Art of healthy and Productive living experience
o Teaching and learning of language and mathematics would be woven around the
environment and environment concerns of the learner.
o Art of healthy and productive living contribute to the all round development of the
personality of the child.
o Activities related to health helps the child to acquire necessary skills, attitudes, health and
to participate in games and sports suitable for their age.

2. Classes III to V

a) One language – the mother tongue / the regional language

b) Mathematics
c) Environmental studies
d) Art of healthy and productive living
o Children will be provided with experiences to help their socio-emotional and cultural
development.
o It is accomplished by emphasizing , observation , classification, comparison and drawing
of inference through activities conducted within and outside the classroom.
o These experience are strengthen by the participation of the children in activities related to
music, dance, drama, drawing, painting, health and physical education, games and sports,
yoga and productive work.

Upper Primary Stage (3 years)

a) Three languages – the mother tongue/ the regional language, modern Indian language
and English.
b) Mathematics
c) Science and technology
d) Social science
e) Work education
f) Art education ( fine arts : visual and performing)
g) Health and physical education ( including games and sports, yoga ,NCC , scouting and
guiding)

Secondary stage (2 years)

a) Three language – the mother tongue/ the regional language , modern Indian language and
English.
b) Mathematics
c) Science and technology
d) social sciences
e) Work education
f) Art education ( fine arts :visual and performing)
g) Health and physical education ( including games and sports ,yoga, NCC, scouting and
guiding)

CONCLUSION

o The nation experience activity based curriculum

o It regards practicability, experience, utility and concern for the society
o The present curriculum give integrated knowledge around a particular problem of life and
problem solving activities
o The curriculum consists of the totality of experiences that the pupil receives through
manifold activities in school- in the classroom, library, and laboratory and play ground.
o Priority is given to the languages, social science , biology, sociology ,human psychology,
values and anthropology ,literature , mathematics, physical training, hygiene and
sciences.

4.5. VALUE EDUCATION

Value education is defined as type of education oriented towards instilling described values.

NARROW SENSE

It is the process by which teachers and other adults transmit values to pupils.

BROADER SENSE

It is the process of developing the child's knowledge skills,attitudes, values and behaviour,
patterns and character that society consideres as desirable

Definitions

According to Brain Hill, medication is any explicit or inclusive school based activity which
promotes student understanding and knowledge of values and which develop skill and
disposition of students so they can exhibit particular values as individuals and as members of
wider community.

According to Cox, it is a program of planned educational action in the development of values,

strength of character and desirable attitudes in the learner.

APPROACHES IN VALUE EDUCATION

Value integration is done by two methods

Direct value inculcation

Indirect value in calculation

DIRECT VALUE INCULCATION

Deliberate, systematic instruction given during the time of formation i.e., included
deliberately in school time table.

values to be inculcated and developed are explained, discussed and illustrated through stories,
and ancestors, moral values and real life events
INDIRECT VALUE INCULCATION

Imparted through the regular subjects of the curricular and co curricular activities.

It is also known as incidental approach

Example: act of courage and bravery by a student, an act of indiscipline and moral failure,
like theft, dishonesty etc.

NEED AND SIGNIFICANCE

It is needed for developing moral qualities of humanity, truthfulness, honesty, courtesy,

tolerance, sacrifice etc among the youth.

Helps to develop positive social attitude

It from them to raise their voice against social evils

For developing democratic qualities

For harmonious coexistence of different ideologies in society

For developing sense of cooperation and fellow feeling among people

it leads to peace on Earth

It it can strengthen students self esteem, optimisation, ethical judgement and social
responsibility.

It has individual to resolve value conflict and fix the standards of his behaviour

to strengthen social harmony for cultural development to compact social evils and injustice.

It bring quality to life.

ADVANTAGES OF VALUE EDUCATION

It can develop healthy and balance personality

It enables a child to earn his livelihood and acquire material prosperity in a dignified manner.

Develop vocational efficiency

Develop character and morality of child

Makes the children ideal citizens

Helps in the reconstruction of experiences

Promotes social efficiency

Enables a child to adjust to his environment

Inculcates idea about national integration

Develops cultural values

Eliminates violence, superstitions etc

SCHOOL PROGRAMS FOR DEVELOPING VALUES

Community prayer in the school

Health and cleanliness programmes

Socially useful productive programmes

Citizenship training programmes

Celebration of national festivals

Cultural and recreation programmes

Social service programmes

Appropriate teaching training situation

VALUES

Values are the sum total of the interest, attitude, appreciation etc which we will be developing
after any experience.

When you sir abstract ideas, positive or negative that represent a person's belief about ideal
modes, conduct and ideal terminal goals.

For the achievement of the noble aims of human life , men frame certain philosophies or
guidelines that direct human behaviour along desirable channels. These guidelines are called
values.

Values are the part and parcel of the philosophy of nation and that of educational system.

They are the guiding principles of life which leads to all round development
values are like the rails, that keep a train on the track and help it to move smoothly, quickly
and with direction.

CLASSIFICATION OF VALUES

Values are named according to the specification

Aesthetic value

Spiritual value

Moral value

Social value

AESTHETIC VALUE

It is mainly concerned with art and beauty

Discuss about the creation of beautiful things

It alters men and create a feeling of joy and happines

Eg: for Beethoven music and melody have aesthetic value

SPIRITUAL VALUE

It is truly religious faith

God fearing mind

Holy Mindness

Devotion

Self control

Self discipline

Self realisation

Self actualization

Non violence, truthfulness , sympathy, non stealing attitude etc

Aattitude of tolerance towards the followers of other religion and community

It is the unity of mankind in general

Concept of dignity of labour, service for noble cause.

MORAL VALUE

It is related to ethics

Tenses what to do and what not to do

Honesty, truthfulness, kindness, justice, good character, contact etc

Fellow feeling and brotherhood feeling

Proper sense of responsibility and beautifulness

Positive attitude towards teachers, elders and parents

Morality is the base on which character is formed

SOCIAL VALUE

It is mainly for social acceptance

It is a value concerning society

The different social values are

Tolerance

Corporation

Discipline- ( should be self discipline not externally impossed one)

Sociality

Altruism- spirit of social service, selfless service and self sacrifice to some extent

Social conformity-should confirm with the expectation and acceptance, punishment, helps to
adopt social norms

Social justice-lack of social justice causes human suffering

4.6. TRADITIONAL VALUES OF INDIA

When you say describe a socially defined desires, gowns or guidelines that are internalize
through the process of conditioning, learning and socialization.
Ancient India was a land of great saints and sages. They led a value oriented life

CONCEPT OF PURUSHARTHAS

Indian philosophy is concerned more with broad human values known as purushartha.

The ajim of life moksha according to Varnashrama Dharma is signified by Purusharthas.

the attainment of am is possible only when there is a proper arrangement of conduct,

activities through the management of purusharthas. Their intended to get one to achieve a
high standard of living.

Purusharthas are the basic principles of life which define the duties of a man towards
himself , towards his family, towards a community.

There are four purusharthas

Dharma (Virtue) -Moral Value

Artha (Wealth)- Economic Value

Kama (Pleasure)- Psychological Value

Moksha (Self Realisation)- Spiritual Value

DHARMA ( VIRTUE + DUTY)

It is a moral value to be achieved by human beings only.

Speaking truth, kindness, purity etc come under Dharma.

Anything that break up the integrity of the individual and society is Adharma

It was a real code of ethics for the harmonious functioning of the various divisions of
society

Dharmasastras or smritis laid down rules for every group and vacation ,for every relations in
society -king and subjects, husband and wife, Guru and shishya

The dharma which defines the spiritual law of individual life is called ‘Swadarma’

ARTHA

Artha means to acquire wealth by honest means

It also means to gain knowledge , material, goods etc

KAMA

It means desire for enjoyment

Kama is referred to sex drive

Fulfillment of kama leads to procreation

It is related to grihasthashrama

MOKSHA

According to Hindu philosophy moksha is the ultimate aim

It refers to the state of liberalization or freedom

It can be attained by renouncing the worldly things, power and by including the religious
activities

VARNASRAMA-DHARMA

Varnasrama-dharma-duties performed according to the system of four varnas(social

divisions)and four asramas(stages in life)

Focus is on responsibilities(which naturally fullfill the rights to others)

Four Varnas-Brahmanas(priest, teacher and intellectual) , Kshathriyas(police, army and

administration), Vaishyas(farmers, merchants and business people), Shudras (artisans and
workers)

FOUR ASRAMAS – students life, household life, retirement and renunciation

The first three Varna are considered Arya and thus allowed to participate in Vedic or rituals
from which the non Arya Sudravarana is excluded

1)Brahmins

From Sanskrit Brahmana is a name used to designated a member of one of the four Varnas in
the traditional Hindu society

Traditionally Brahmins were fire-priests who adhered to different branches of Vedas.

However historically the semantic change from a tribal state in to the Hindus state of Jati
Varna matrix saw the conversion and absorption of tribals into bramin class , through
adoption of the priestly occupation later
In medieval and colonial India , people in mundane occupation have also proslyfized
themselves into Brahmins usually upon gaining positions of power or upon becoming
wealthy

2)Kshatriya

Kshatriya or Kashtriya meaning warrior, is one of the four Varnas in Hinduism

Traditionally Kshatriya/ Chattaris constitute the military and ruling elite of the Vedic Hindu
social system outlined by the Vedas and the law of Manu

3)Vaisya

Vaisya is one of the four varnas of the Hindu social order

According to Vedic tradition this caste primarily comprises merchants , farmer, cattle-herders
and artisans

4)Sudra

Sudra is the forth Varna, as prescribed in the Purushasukta of Rig Veda which constitute
society in to four varnas or chathurvarna.

According to this ancient text, the Sudra perform functions of serving the other three Varna.

The varna system became rigid in the later Vedic period.

THE ASHRAMA SYSTEM

1)Brahmacharya

It is also known as the Indriya Samyamana – the period of Self control.

It began with the Upanayana, the ceremony of wearing the sacred thread.

This stage is one of learning and the formation of good moral character and personality.

2 ) Grihasta

It began with the marriage

It was the period of fulfillment of social responsibilities

In this stage one was expected to acquire wealth.

3) Vanaprastha
This is the stage of progressive retirement.

During this Ashrama, one renounces all his desires and material comforts and tries to
establish a correspondence between ‘Karma and Dharma’.

4 ) Sanyasa

In this stage one is supposed to have full control over his desires and mind.

He devotes himself, heart and sole in performing Thapasya in order to gain ‘Moksha’.

TRADITIONAL VALUES

The term traditional values refers to those beliefs,moral codes and mores that are passed
down from generation to generation within a culture sub-culture or community.In India
traditional values refers to the standards and values which are embraced culture and
throughout the majority of its history.Spirituality, simplicity,tolerance,non-violence,self-
realisation,truth,beauty, goodness etc are examples for traditional Indian values.

A) TRUTH

Truth is that which is right even when you are wrong.Thus truth involves both the quality of
faithfulness,fidelity,loyalty,sincerity,veracity and that of agreement with fact or reality.

It is an intrinsic value reflected in idealism.

Truth confers fearlessness on man

Character is the life breath of truth

Voicing an untruth in an anti-social act and causes confusion in the mind of both the speaker
and listener and leads to anti-social behaviour

B) NON -VIOLENCE

Nonviolence means net causing harm to any living being

It is the Jain principle of ahimsa

It is another facet of truth

It is the highest achievement of human living encompassing respect for all life living in
harmony with nature

C) TOLERANCE
Tolerance means to put up with differences especially with regards to ideas or moral issues

It is respect ,acceptance and appreciation of the rich diversity of our worlds culture

It also means accepting others and appreciating differences

D) SIMPLICITY

Simplicity is a way of life which makes life simpler and easier

It has been considered as one of the highest value from ancient period of India

Gandhiji was an ardent ambassador of simplicity in modern times and he associated

simplicity with truth and non violence

It helps us to concentrate on what is important and necessary in life

It help us to avoid waisting time and energy

E) SPIRITUALITY

Spirituality is the breath of life.It can be defined as the quality of being spiritual or non-
physical

It leads to finding purpose and meaning in life

It moves the individual towards knowledge, love, meaning, peace, hope, transcendence,
connectedness, compassion, wellness and wholeness

The educational system rooted in spirituality aims to the attainment of salvation or moksha

F) SELF REALIZATION

Self realization is the process by a person realizes his real self

It is the full awareness of the self in self

It leads man to the state of perfection ,peace and happiness

The Hindu philosophy holds that through experiencing and attaining selfrealization,one can
get rid of the cycles of births and deaths and attain moksha or liberation or enter in to abode
of god

Both the gurukula system and Budhist system of education attached great importance to self
realization of the learner
CONCLUSION

These values are the ethics of our national heritage,which civilized our population and
instilled character and maturity.

4.6. CONSTITUTIONAL VALUES

4.7 ROLE OF EDUCATION IN COMPACTING SOCIAL EVILS

4.8 PEACE EDUCATION AND HUMAN RIGHTS EDUCATION

PEACE EDUCATION

Peace education is an essential component of quality basic education.

Peace education is the process of promoting the knowledge, skills, attitudes and values
needed to bring about behaviour changes that will enable children, youth and adults to
prevent conflict and violence, both overt and structural. This leads to live in harmony with
oneself, with others, and with the natural environment.

It helps to resolve conflict peacefully and to create the conditions conducive to peace, at five
levels

· Intrapersonal
· Interpersonal
· Intergroup
· National
· International level

Peace education programmes have been developed in a number of UNICEF country offices
and National Committees for UNICEF over the past decade.

Peace education is an integral part of the UNICEF vision of quality basic education. The
1990 World Declaration on Education for All (the Jomtien Declaration) clearly states that
basic learning needs comprise not only essential tools such as literacy and numeracy, but also
the knowledge, skills, attitudes and values required to live and work in dignity and to
participate in development. It further states that the satisfaction of those needs implies a
responsibility to promote social justice, acceptance of differences, and peace (Inter-Agency
Commission, WCEFA, 1990).

Since 1990, a number of UNICEF documents have confirmed this vision of basic education
as a process that encompasses the knowledge, skills attitudes and values needed to live
peacefully in an interdependent world.

The effectiveness of peace education is increased when strategies are used that address the
values of the entire community. The process of changing behaviour proceeds through a
sequence of stages (adapted from Fishbein, 1992; and HealthCom, 1995) in which an
individual:

1. becomes aware of the issue (peace and conflict);

2. becomes concerned about the issue;

3. acquires knowledge and skills pertaining to the issue;

4. becomes motivated, based on new attitudes and values;

5. intends to act;

6. tries out a new behaviour (for example, peaceful conflict resolution);

7. evaluates the trial; and

8. practices the recommended behaviour.

These stages may vary in order, or take place simultaneously, depending on the social and
cultural context in which the behavioural change is taking place. A comprehensive approach
to peace education should address all of these stages.

The eight-step process of behaviour change with respect to peace and conflict issues might
look like this: a young person may

1) become aware that most conflicts between people of her/his age are dealt with through
Fighting;

2) become concerned about the damage that is being caused by physical and emotional
violence;
3) learn about alternative ways of handling conflict and realize that there are non-violent
alternatives in conflict situations;

4) become motivated to try out these skills in a real situation;

5) make a decision to try skills of non-violence the next time she/he is involved in a conflict;

6) try out new behaviour such as negotiating in a cooperative manner in a conflict with a
peer;

7) reflect on the experience and realize that the outcome was less physically or emotionally
harmful than the behaviours used in previous conflict situations; and

8) make a commitment to continuing to use and learn about non-violent methods of handling
conflict

PEACE EDUCATION IN PRACTICE

Schooling and other educational experiences that reflect UNICEF’s approach to peace
education should:

· Function as ‘zones of peace’, where children are safe from conflict in the community;

· Uphold children’s basic rights as enumerated in the CRC;

· Develop a climate, within the school or other learning environment, that models peaceful
and rights-respectful behaviour in the relationships between all members of the school
community: teachers, administrators, other staff, parents, and children;

· Demonstrate the principles of equality and non-discrimination in administrative policies and

practices;

· Draw on the knowledge of peace-building that already exists in the community, including
means of dealing with conflict that are effective, non-violent, and

rooted in the local culture.

· Handle conflicts—whether between children, or between children and adults— in a non-

violent manner that respects the rights and dignity of all involved;

· Integrate an understanding of peace, human rights, social justice and global issues
throughout the curriculum whenever possible;
· Provide a forum for the explicit discussion of values of peace and social justice;

· Use teaching and learning methods that promote participation, cooperation, problem-solving
and respect for differences;

· Allow opportunities for children to put peace-making into practice, both in the educational
setting and in the wider community;

· Provide opportunities for continuous reflection and professional development of all

educators in relation to issues of peace, justice and rights.

CONCLUSION

Children’s rights/human rights education and peace education are closely linked activities
that

complement and support each other. Peace is a fundamental pre-condition without which
rights

cannot be realised, while at the same time, the ensuring of basic rights is essential to bringing

about peace.

HUMAN RIGHTS EDUCATION

Human rights are the rights a person has simply because he is a human being. These are
rights inherent to all human beings, whatever our nationality, place of residence, sex, national
or ethnic orgin, colour, religion, language or any other status.

It protect all people everywhere from severe political, legal and social abuses.

The Universal Declaration of Human Rights described human rights as those minimal rights
that every individual must have by virtue of his being a member of human family

Examples of Human Rights are

 Right to freedom of religion

 The right to fair trial when charged with a crime

 Right to marry and raise children

 Right not to be tortured

Concept of Human Rights Education

The Human Right Commission defines HRE as an educational programme launched to
spread human rights literacy among various sections of the society and promote awareness of
the safeguards available for the protection of these rights.

Thus human rights education is an educational activity for imparting knowledge, skills,
values, attitudes and behavior that uphold human rights and enable the learner to take action
to protect and promote human rights.

Objectives of HRE

 To make the learner aware of his own rights as a human being and to strengthen the respect
for the right and freedom of others.

 To check the violation of human rights at all levels

 To develop necessary values and reinforcing attitudes and behaviour which uphold human
rights.

 To enable the learner to take action to defend and promote human rights

Education is a fundamental Human Right