| Country | Inhibiting factors | Supporting factors | Feasible measures |
| Bangladesh | · Structural problems (slow and lengthy bureaucratic process) · Role of religious leaders; resistance by fundamentalists · Social backwardness (patriarchal family system) · Institutional incapability or unwillingness · Economic restraints, natural disasters | · Governmental policy · People's motivation in general · Role of intellectuals · Progressive forces of society | · Creating pressure on the bureaucracy through media and other means · Balancing the religious leaders through counterpropaganda · Removing backwardness through literacy programs · Creating awareness through motivational activities · Solving economic problems |
| India | · National policy on education · State policy on education · Educational system · Curriculum development involving policymakers, curriculum planners, textbook developers · Prevailing values · Supplementary resource materials · Attitude of teachers, parents, and school administrators | · Support from various institutions -- National Human Rights Commission, University Grants Commission, National Council on Educational Research and Training, National Council on Teacher Education, National Institute of Educational Planning and Administration, State Council on Educational Research and Training, District Institutes of Educational Training · Involvement of NGOs | · Creating linkages between the Ministry of Human Resource Development and other national and State-level organizations and institutions · Sensitizing policymakers by advocacy · Empowering State human rights commission · Campaigning for respect for the mandate of the Universal Declaration of Human Rights · Introducing human rights education in aided and private schools · Implementing awareness programs at the grass-roots level-- village education committee, block resource center, cluster resource center, panchayat |
| Nepal | · Lack of resources · Culture · Attitude of political parties · School headmasters' negative attitudes | · Law and government · Constitution · Democracy · Human rights commission · Law/school management committee | · Providing funds and training teachers for human rights education · Implementing awareness programs · Encouraging human rights organizations · Giving control over human rights education to the District Education Office |
| Pakistan | · Prevailing State system · Cultural, traditional, and religious factors · Ineffective educational system · Attitude of parents and teachers · Attitude of the community at large | · Necessity of change in middle/lower-middle classes · Urge for quality of life · International pressure through Western organizations and NGOs · Folk sensibility parallel to State ideology | · Short term · Preparation of materials on attitudes in support of human rights education · Long term · Education reform · Direct contact with people through video/print materials · Education for administrators of the education system (deindoctrination) |
| Sri Lanka | · Insufficient support from school authorities · Inadequate understanding of human rights by school staff · Examination-oriented school environment · Gap between implemented curriculum and attended curriculum | · Enthusiasm of devoted teachers · Willingness of staff members to learn and share human rights knowledge · Willingness of parents to have human rights program in school · Readiness of teachers to be flexible | · Convincing the authorities of the need for school policy on human rights education · Conducting seminars (at staff meetings, for example) · Introducing classroom-based assessment · Revising and evaluating the curriculum |
| Theme | Inhibiting factors | Supporting factors | Feasible measures |
| Culture | · Discrimination against girls and women · Feudalism · Patriarchy (with many manifestations such as bias in favor of boys) · Caste system · Religious fundamentalism | · Folklore, rich culture, cultural pluralism · Strong sense of community · Religious ethics, spirituality · Importance of education · Mass media · Positive aspects of globalization (facilitation of exchange of information) | · Strengthening awareness of legal/constitutional/human rights · Recruiting support from pressure groups · Highlighting positive essence of religions and their similarities with each other · Using mass media to spread human rights concepts |
| Structure | · Hierarchical and bureaucratic system · Inaccessibility of resources, education, political power · Language barrier · Teaching methods, school system · Brain drain | · Prevalence of democracy · Constitutionalism · Spirit of freedom · Freedom of the press, speech · Strength of the educated middle class | · Strengthening democratic values (constitution) · Using media, professionalization · Getting support from the middle class · Preventing brain drain · Implementing grass-roots-level awareness and involvement programs |
| Policy | · Centralization · Decentralization without coordination · Social and economic backwardness · Political interference in policymaking · Lack of adequate networking | · Decentralization · Availability of expertise at national and State levels · Availability of capacity through technology | · Using a participatory approach · Involving all interest groups |
| Networking | · Lack of adequate networking · One-way networking | · Availability of capacity through technology · Existence of structure; willingness to work | · Networking within and outside the education system · Two-way coordination |
| Group | Group 1 | Group 2 |
| Perspectives | · Understanding human life · Living life fully | |
| Approach | · Integrating on the basis of class/grade/learning level | |
| Objectives | · Protecting and promoting human rights culture | · Developing skill, knowledge, attitude awareness |
| Subject modules | · Child rights, women's rights, minority rights, right to nondiscrimination, etc. | · Human rights values: · Nondiscrimination · Human dignity · Respect for others without discrimination · Tolerance · Patience · Justice · Sharing · Empathy · Questioning · Dialogue · Communication · Freedom of speech and expression · Freedom of religious belief · Respect for life · Respect for other religions · Cooperation · Preservation of culture · Spiritualism · Protection of environment · Respect for others · Honesty · Openness · Physical integrity · Conservation of natural resources · Rational thinking · Curiosity · Solidarity · Self-esteem |
| Pedagogy | · Participatory method · Classroom exercise · Home exercise, writing project, discussion, chart making, picture posting, news cutting, and card demonstration | · Activity based · Joyful learning |
| Type of materials | · Stories · Songs · Street plays, drama · Audio/video program · Materials for teachers, parents, community leaders, school administrators, etc. | |
| Other needs | · Detailed analysis of existing textbooks · Sensitization of teachers, school heads, government administrators, all stakeholders | |
| Impact assessment | · Assessment of impact on · teachers, students, guardians, family, and school authorities · campus by preparing a checklist of impact indicators |
| Objective | Concepts | Contents | Activities |
| Understand the meaning of human equality | · Equality before the law · Common humanity | · Equality before the law · Brief history of the law · Law of the jungle · Law in society · Order in society · Weak vs. strong · Equal relationships · Antidiscrimination law · Commonalities of laws · Common humanity · Common heritage · Evolution · Diversity · Capacity for self-actualization (scientific evidence, education) · Socioeconomic inequality · Discrimination based on gender, caste, class, etc. | · Case studies · Simulation · Inference · Remedies · Projects · Visit to jails, police stations, etc. · Interview of members of police, activists, victims, ex-convicts |
| Core values | Competencies | Core values | Competencies |
| 1. Equality | · Cooperation · Mutual sharing · Respecting · Human relations | 4. Solidarity/unity | · Unity · Participation · Adaptability · Acceptability · Respect for others · Understanding · Dialogue · Flexibility |
| 2. Dignity | · Self-esteem · Self-respect · Empathy · Understanding · Tolerance | 5. Justice | · Equity · Nondiscrimination · Rationalization · Kindness |
| 3. Freedom | · Problem solving · Questioning · Expression (creative) · Self-confidence · Rational thinking · Listening · Decision making | 6. Truth | · Courage · Unwillingness to compromise |
| Content | Material | Indicators for assessment | Method of assessment |
| · Conducting activities in small groups: · choosing the activity collectively; · doing the activity collectively; · emphasizing the human rights core value through discussion after the activity. | · Students decide on materials with teacher's assistance | · Process indicators: · expressing of ideas of individual students; · collective decision; · active participation; · creation of an attractive item with a good finish. · Impact indicator: · expressing ideas about collective effort. | · Observation · Questioning and listening |
| · Composing an improvised musical individually and singing a song collectively: · deciding on a particular song collectively; · deciding on necessary instruments collectively; · making instruments individually; · playing instruments and singing collectively; · emphasizing core value through discussion after the song. | · Students decide on material with teacher's assistance (depending on type of instrument). | middot; Process indicators same as above, with one additional indicator: · attractive, harmonious singing. · Impact indicator same as above | · Same as above |
| · Choosing a game for winning collectively: · preparing playing area by group; · playing the game; · emphasizing core value through discussion after game. | · Students decide on materials depending on the game (with teacher's assistance). | · Process indicators: · playing as a team; · winning/losing collectively with tolerance (facial expressions); · friendly dismissal after game is over. · Impact indicator same as above | · Same as above |