Author: Dr. Probir Halder
DOI Link :: https://doi-ds.org/doilink/04.2024-13281975/BIJMRD/Vol -2 / 2 (1)/2024/A11/Probir Halder
Abstract: Since the beginning of human civilization, education has played an important role in awakening, teaching, and equipping people to perform a variety of jobs in society. Thus, education is widely recognized as an indication of human growth and as a means of enabling individuals to better their quality of life, resulting in desired transformations in social, cultural, and economic policies and practices. Human dignity is at the heart of human rights education, and it must be recognized, fulfilled, and universalized. Human rights are best suited to the study of good peace because they provide the environment and procedure for social cohesiveness and peaceful conflict resolution. Furthermore, The Vienna Declaration (2001) declares that states should work to eliminate illiteracy and direct education toward the complete development of the human personality, as well as the enhancement of respect for human rights and fundamental freedoms. The World Conference on Human Rights urges all states and institutions to incorporate human rights, humanitarian law, democracy, and the rule of law into all learning institutions’ curricula, both formal and informal. Human Rights Education is an essential component of the right to an education and is increasingly recognized as a human right in and of itself. Knowledge of one’s own and others’ rights and freedoms is regarded as a crucial instrument in ensuring the respect of all rights for all people, as stated in the Indian Constitution. The cornerstone of human rights education is that it should not only produce qualified professional workers, but also instil ideals of peace and tolerance for a higher purpose.
Keywords: Human Right, culture, Human Dignity, Environment, Fundamental freedom.