The Cooperated Relationship of Hunman Right NGOs and Human Right Education of Senior School

• Main Authors: Yi-sheng Kuan, 管怡聲
• Other Authors: Chen-Shiuen Wang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/13795893126821176057

碩士 === 南華大學 === 非營利事業管理研究所 === 93 === 　　Following the proceeding of the times, human rights have been protected by governments and laws in democratic countries. The Article 1 of the Universal Declaration of Human Rights clearly states that ‘all human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood,’ which indeed manifests the essential idea of human rights. As far as Taiwan is concerned, the continuing progress of democracy had assured the rights all Taiwanese people should have. Moreover, when the Democratic Progressive Party (DPP) became the ruling party in 2000, the idea of a country run by human rights was further declared in President Chan, Shui-Bian’s inaugural speech, which also indicates a new era for Taiwan’s human rights progress. 　 　　Although the Taiwanese government has clearly adopted human rights as the foundation of how to run this country, education on human rights and related issues have not been correspondingly implemented in Taiwan''s fundamental education. The official educational reformation does include the education on human rights into the Nine-Year Compulsory Curriculum (six years of elementary plus three years of junior high school); however, a gap, in terms of education on human rights, resulted from the pressure of acquiring diplomas or higher education entries also exists in Taiwan’s senior high school education, which attaches great importance to discipline-related proficiency instead of teaching students to protect their own rights & interests as well as respect other people’s rights, and such drawbacks have caused quite some problems within the campus and the society. The number of human rights violation cases has been increasing, because even teachers have, without knowing it, become the invisible hands that violate human rights. All those improper physical punishment, campus fights, sexual harassment, etc., lately happening within the campus are concrete proofs. 　 　　In terms of human rights protection, NGOs have exposed the facts that bullying the minorities and overlooking human rights do exist in our society, they have popularized the education on human rights and provided the general public with channels to realize what human rights are by means of informal education, and they also have worked with the Ministry of Education on cultivating human rights teachers and compiling and reviewing teaching materials. It is expected that the education on human rights can be eventually deeply rooted within the campus; however, due to the poor interaction and collaboration between senior high schools and NGOs during the process of popularization, the actual factors causing failure in implementing the education on human rights have never been thoroughly investigated, let alone corresponding strategies. This research aims at probing into questions, such as “What collaborative relations between NGOs and senior high schools should be established?” “How to make use of the Students’ Affairs Office (“Students’ Affairs” in short) mechanism as the platform for interactions and how does it work?” and hoping its outcomes can be able to have the education authorities as well as NGOs rethink the directions for implementing the education on human rights in senior high school education so that the existing gap can be sealed, students can be equipped with diverse, extensive, and correct human rights concepts, the education on human rights can be deeply rooted within the campus then all social classes, and eventually the dream of a country run by human rights can be realized.