Why the HRiE approach bears fruit (May 2009)

Why the HRiE approach bears fruit (May 2009)

The experience of the English county of Hampshire is that human rights-based education can have a profound impact on student participation, engagement, and achievement. Why does a whole-school approach to education based on a culture of human rights, respect and responsibility work? The answer lies in the way it reflects various best practices identified in the Ministry's best evidence synthesis work.

Three of the key characteristics of higher performing schools are:

• staff consensus about school goals and expectations;
  
• a coherent programme, guided by a common set of principles and key ideas, which gives students experiences that connect with and build on one another;
• an orderly and supportive environment in which the teachers are "simultaneously caring, courageous and respectful".

Participating schools in Human Rights in Education introduce and use the cross-culturally agreed international human rights framework to...

• conceptualise and sharpen the mission of the school/centre, and tie together existing policies and programmes;
• develop active citizenship in and beyond the school based on a consistent culture of rights, respect and responsibility, creating an orderly and supportive learning environment and enhancing participation in and contribution to the wider community;
• provide a useful lens and "critical toolkit" which can be applied to content across the curriculum, including the exploration of contentious issues and themes relevant to our globalising world.

The constant use of a "rights and responsibilities" lens across the life of the school is a major factor in the success of a whole-school approach in bringing about student participation, engagement and achievement.

Last Updated (Thursday, 25 March 2010 11:15)