• 25 April 2012
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Panel organized By Heart’s Home on Human Rights Education in Non-Formal Settings

The orchestra "NEOJIBA with its master Ricardo Castro - © NEOJIBA

The third panel, orga­nized and mod­er­ated by Heart’s Home, jointly with the NGO"Al Hakim Foundation" aimed to high­lighting var­ious ini­tia­tives and strate­gies in human rights edu­ca­tion using non-formal tools such as: arts, social medias, dis­cus­sion groups, games etc ...

Ms. Rosslyn Noonan, Chair of the International Coordinating Committee (ICC) of National Human Rights Institutions (NHRIs), evoked a Human Rights Education and Learning (HREL) Program designed for Aboriginal com­mu­ni­ties. Implanted in dif­ferent coun­tries including New Zealand, with the Maori people, this Program seeks to iden­tify and mon­itor local human rights abuses and to raise the com­mu­nity mem­bers’ aware­ness on their fun­da­mental rights. To do this, many tools were made avail­able: dia­logue, nego­ti­a­tion, edu­ca­tion advo­cacy, mon­i­toring etc…

Ms. Katrien Beeckman, Head of the Department “Principles and Values” of the International Federation of The Red Cross and Red Crescent Societies (IFRC), par­tic­i­pated in the devel­op­ment of a flag­ship ini­tia­tive “Youth as Agents of Behavioural Change”(YABC). The pro­ject drives young people to think about their own behavior regarding dis­crim­i­na­tion and social prob­lems such as exclu­sion, male / female rela­tion­ships or respect for diver­sity, so they then become, them­selves, actors of change. Today, the IFRC has 2300 youth ini­tia­tives at regional and inter­na­tional levels in 130 coun­tries. According to Mrs. Beeckman, the key to suc­cess of this “YABC” pro­ject is the fact that the pro­cess is as impor­tant as the con­tent. For example, learning based for peer edu­ca­tion (youth peer) and through non-cog­ni­tive methods (games, youth camps, sports clubs and leisure, cre­ative plat­forms, dia­logue etc. ...)

Mr. Alfred Fernandez, Director of the Collège Universitaire Henry Dunant (CUHD), informed us that the col­lege, since 1995, has trained 1400 par­tic­i­pants from 94 coun­tries. Its aim is to give stu­dents the tools to enable them to build a cul­ture of human rights in a global society. It gives them the oppor­tu­nity to become acquainted with the UN System and with the human rights com­po­nents, through an anal­ysis of inter­na­tional and country sit­u­a­tions.

Mrs. Asmae Fahoum came to talk about Association “In­stant Présent”: the Association orga­nizes the­ater activ­i­ties for vul­ner­able groups such as detainees, dis­abled people and home­less people. Theater with a social dimen­sion teaches people to live together, democ­ra­tizes access to cul­ture, pro­motes the rein­te­gra­tion of par­tic­i­pants and makes everyone aware of its value in society. The Association is focusing on the dig­nity of everyone, their respon­si­bil­i­ties and capa­bil­i­ties.

Mr. Ahmed Seghaier, Association EURO MENA for Human Rights Education and Training has stressed the cru­cial role of social net­works in mobi­lizing pop­ular and the desire for eman­ci­pa­tion that occurred in Arab coun­tries in recent months. Social net­works like Facebook, Skype, Twitter and YouTube, offered the oppor­tu­nity to dia­logue and exchange freely and fast, in the view of taking con­crete action. The key fac­tors that led to the suc­cess of social media during the Arab Spring are: free infor­ma­tion, the fact that activists were mostly young indi­vid­uals, highly edu­cated but at the same time unem­ployed, who con­se­quently had the time and tools to take effec­tive action.

Mr. Marc Andre Huwyler, Luthier of NEOJIBA’s Orchestra, spoke on behalf of the Association NEOJIBA cre­ated in Brazil by Mr. Ricardo Castro. Both are friends of Heart’s Home. The Association aims at teaching chil­dren and young people from all seg­ments of society, orches­tral prac­tice to the level of excel­lence. Its three main objec­tives are:

  • Social integration and reconciliation of all social classes: working together for a common goal.
  • The democratization of access to culture.
  • Personalized training that helps develop new skills and trains towards excellence: resulting in greater self-respect, a greater acceptance and the celebration of difference.

The pro­ject focuses on peer edu­ca­tion. Thus, these young people become more respon­sible and some of them regain their dig­nity. The gov­ern­ment of Bahia and the United Nations Development Programme sup­port the pro­ject.

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