Distance Learning and Human Rights Education: A Contribution to Development?

dc.contributor.author Starkey, Hugh
dc.contributor.author Mejias, Sam
dc.contributor.author Savvides, Nicola
dc.coverage.placeName United Kingdom
dc.coverage.spatial Europe
dc.date.accessioned 2022-11-04T11:45:38Z
dc.date.available 2022-11-04T11:45:38Z
dc.date.issued 2008-09
dc.description.abstract PCF5 Sub-theme: Governance and social justice // Human rights education (HRE) represents an emerging and potentially transformative tool for development, complementing rights-based approaches (RBA) to development. Since the midto-late 1990s, international organizations (including many UN bodies and the World Bank), national governments, and NGOs have favoured RBAs in the belief that a human rights framework can offer improved development outcomes. Although education is a cornerstone of many development models, an explicit commitment to HRE has remained peripheral to many development approaches, being considered the domain of NGOs and grassroots civil society actors. However, more formal programmes of HRE are now emerging from universities including a new distance learning master’s level programme in citizenship education from the University of London, studied by students from the South and the North. This paper suggests how such programmes can promote development and it introduces a new and original methodology for evaluating such online learning experiences. // Paper ID 458
dc.identifier.uri http://hdl.handle.net/11599/4644
dc.language.iso en
dc.publisher Commonwealth of Learning (COL)
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/
dc.title Distance Learning and Human Rights Education: A Contribution to Development?
dc.type Working Paper
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