Human Rights Education in Bangladesh*

Seminar on Human Rights Education (19 May 2012)

Human Rights Education in Bangladesh*
 
By Dr. Uttam Kumar Das**

"Without education, we cannot see beyond ourselves and our narrow surroundings to the reality of global interdependence. Without education, we cannot realize how peoples of other races and religions share the same dreams, the same hopes. Without education, we cannot recognize the universality of human aims and aspirations."

-          Former United Nations Secretary General Kofi Annan[1]

This brief paper aims to reflect on the aim and purposes of human rights education, its importance, present context and reflection on the situation in Bangladesh.

Education is a fundamental human rights. The importance for the human rights education has been underlined in the Universal Declaration of Human Rights, 1948 and in other international human rights instruments. 

Human rights education includes efforts to “build a universal culture of human rights through  imparting of knowledge and skills and moulding of attitudes.” Specifically it aims to:

1. Strengthening respect for human rights and fundamental freedoms;
2. Fully developing the human personality and its sense of dignity;
3. Promoting understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups;
4. Enabling everyone to participate effectively in a free society;
5. Furthering United Nations activities for maintaining peace.[2]

There are growing consensus that human rights education can contribute to reduce human rights violations and can also contribute to building up a free, juts, and peaceful society.

There are various dimensions of human rights education:

·        Knowledge- providing information about human rights and the mechanisms that exist to protect those rights;

·         Values, beliefs and attitudes- promoting a human rights culture through the development of these processes; and

·         Action- encouraging people to defend human rights and prevent human rights abuses.[3]

Situation of Human Rights Education in Bangladesh:

There are various streams of human rights education; however, those could be listed mainly as (i) mass education (ii) academic education. Again, both of the types could be divided into other sub-streams.

The mass education of human rights has been mainly initiated by non-governmental and civil society organizations. However, those are mainly donor-driven and time-bound. There are also lack of continuity and sustainability of the so called awareness programmes, poor quality of communication, lack of qualified trainers, alleged corruption in those activities etc.

Though, some of the donor-driven and government-run training programmes have included “human rights issues” in their curriculum, however, there are lack of qualified faculty members and trainers as well.

That’s why despite of years of so-called awareness activities, 50.2% of the population “never heard of the term ‘human rights.”[4]  

With regard to academic programme, we are lack behind. Human rights issues are yet to be incorporated in the primary, secondary and tertiary levels.

There is no independent programme on human rights in any university except only one (e.g, DIU). However, Human Rights or Human Rights Law is taught as a course at law departments in some universities. But the curriculum, teaching methods, expertise and experiences of the faculty member concerned and availability for the designated classes (at private universities, most of the faculties are part-timer), engagement of students with the issues require a thorough review. [After talking to some students, I have come to know that the respective teachers do not share any syllabus/course outline beforehand as well. This is the reality both at the private and public universities].    

In this backdrop, the Faculty of Law, Dhaka International University has made a milestone through introduction of two-year Master of Human Rights Programme in 2004; which is now turned into the Master of Human Rights Law with an independent Department. However, though the initiative is praiseworthy indeed, however, it is challenging at the same time.

  

 Law School and Human Rights Education: 

In developed and in some of the developing countries (including India), Human Rights is studied and taught as an independent and inter-disciplinary subject as well. Hereby, I am giving you an example of the University of Minnesota: Human Rights Law is taught as a concentration in the Master of Laws Programme at the Law School; for a concentration, one requires to study minimum of 12 credit hours out of required 24.    

At the same time, there is Human Rights Programme under the College of Liberal Arts which is for non-law students at undergraduate and graduate levels. However, law students are also allowed to take a designated number of credits there (e.g., maximum four credit hours).   

However, both at the Law School and the College, the programme is designed in such a way where one requires to: (i) study designated text books and reference materials, respond to questions by the Professors, ask questions, and participate in the relevant discussion at classes (ii) enhance analytical and writing skills, (iii) participate (present as well) in related seminars, (iv) design and present own/group projects and make presentations, (iv) write individual/group paper(s) or sit for an examination.    

What our Law Schools are doing?  

At first, let me look into the purpose of a Law School; again, I shall go back to the University of Minnesota Law School.

The Dean of the School of Law, Professor David Wippman told the graduates in the 122^nd Commencement Ceremony (15 May 2010) that: “We want students to come to the Law Schools not to learn how to memorize Statues and Rules, rather, we want them to come here to learn the skill and techniques how to find a statute and rule, how to read it out, how to interpret and analyze the same in a given legal problem in hand.”[5]  

According to veteran Indian legal academic, Professor N. R. Madhava Menon, who pioneered through establishment of National Law School India University in Bangalore, the objective of legal education is to produce: (i) sufficient competent lawyers, prosecutors, and judges to administer the judiciary; (ii) well-trained law personnel for providing legal services to the government departments and corporate institutions; (iii) legal researchers and academics for legal education, legal reform, good governance; and (iv) disseminate legal knowledge and culture conducive to the Constitution, rule of law, good governance, human rights, and democracy.

However, what is going on here in Bangladesh. I can summarize that in one sentence, however, quoting Professor Mizanur Rahman, Chairman of the National Human Rights Commission, who told me in an interview published in The Daily Star: “a disastrous situation is going on.”[6]

And who is responsible for that; we all: the government, policy makers, Bar Council, legal academics, legal practitioners, students, and guardians.  

And at the latest the “University Owners”- which is to mean some private universities which believe in quantity of students/graduates, hardly on their quality. The same also goes for private law colleges with all the “part-timer-” students and teachers.   

After 41 years of independence, we do not have any Policy on Legal Education (nor have Policy on Human Rights Education). The donor agencies or development partners hardly pay attention to the issues. Then, one can ask- how a pro-justice legal and justice system is possible without a sound legal education? How will we get a quality lawyer or judge without a quality in the legal education?

By quality, I do mean the development of human quality of an individual along with enhancement of thinking capacity, analytical, writing and presentation skills with devotion for professional ethics and integrity and intend to do good for others.

But who will take the courage to make things happen? When will we have a Professor N. R. Madhava Menon here?   

Prospects of Human Rights Education:      

There are prospects for every branches of knowledge, if it is learnt properly, knowledge and skills of the individual is enhanced.

However, since our today’s topic is human rights education (and majority of our audience are young law students), therefore, I shall try to reflect on the particular aspect only.

Given the emergence of globalization, all most all professions turn to a global one. However, there are exceptions and discriminations, dominations and monopoly by developed countries over the prospects and benefits of the globalization as well. For example, there is free flow of capital, however, no freedom for human mobility.

Developed countries are putting various restrictions on people’s movement from the south to the north. There are politics over the issue of “human trafficking” and “smuggling.” However, I shall not move to that issue today.  

Coming back to the human rights education, there are prospects for the graduates. Even I can say sky is the limit. They can become independent practitioner (alongside legal practice) or researcher; there are jobs in the government, UN agencies, national and international organizations.  However, for that goal, one requires to earn maximum quality.  

I have overhead to discussions at Law Schools in the U.S.A. and even in India- what will one do after graduation. Those students do consider capitals of other continents as a potential hub for their future jobs.

At the same time, there are debates and arguments on needs to study human rights. During my Humphrey Fellowship year, I had a co-Fellow from China who is a Professor of Law. He had repeatedly asked me why I was spending a year studying Human Rights Law. In his context, he might be right. Renowned legal scholar Upendra Baxi even published a book titled Future of Human Rights[7]getting critical of the present notion of and politics over human rights concept.  

However, if someone has a conviction to do something for fellow human beings, then, studying and practicing human rights could be a right one.

But kindly note one thing: only studying and getting a certificate in Human Rights by someone will not bring any change to anyone (it may be a fortune for the individual concerned or his/her  family though), if someone does not believe in the spirit of human rights and does not practice in private and professional spheres.

Even one can start from a very humble and small scale. As Former Indian President Dr. A. P. J Abdul Kalam has rightly said: “It is up to you, how you could be remembered.” He observed that even a small piece of note by someone can contribute to a major change.[8]  

What Law Schools can do?

There are law departments in six public universities and nearly 40 private universities in Bangladesh. They can initiate study and research of human rights education to generate future academics, researchers, practitioners and policy makers.

However, it will not bring any change if the curriculum and teaching of Human Rights Law are also remained in line with the present legal education.

Law Departments/Schools need to appreciate and introduce practical and innovative approaches of teachings, expanding opportunities for enhancing students’ analytical, writing and presentation skills. Clinical approaches should be considered given our own contexts.    

Other faculties and departments should also come forward in offering human rights education, For example, the University of Calcutta runs two programmes on Human Rights- Master of Arts and Master of Science. 

Way Forward:

The Constitution of the country has incorporated and guaranteed for some major human rights. Bangladesh is a party to all major international human rights instruments. It is a member of the UN Human Rights Council.

We have a newly established National Human Rights Commission headed by an academically sound and pro-human rights Chairman.

At the same time we have concerns for growing incidents and reports of human rights violations.

Given this scenario, we have no other option but to promote awareness and education on human rights.

And that can be done both in academic and non-academic lines at the same time.     

However, I would like to humbly propose the followings:

• Adopt a National Policy on Human Rights Education. It will reflect on the objective, purposes and contents of the various levels of human rights education and trainings in line with the spirit and obligation of the Constitution and international treaty obligation. The National Human Rights Commission could lead the process.
• Introduce human rights issues in the curriculum of primary to secondary levels. (I am aware that the NHRC Chairman has taken certain steps in this regard).
• Introduction of Human Rights as an independent subject at graduate levels.
• Introduce new departments of Human Rights under the Faculties of Social Sciences.
• Introduction of Human Rights Law Programme, Clinics etc under the Faculty of Law.

My paper and recommendations necessarily do not come out as an exhausted one in this regard. Rather, it aims to generate discussions and debates on the issues. Thus, we can find a right approach for our case.   

---

* Prepared as the key note paper for the seminar on “Human Rights Education in Bangladesh,” held in Dhaka on 19 May 2012 and organized by the Faculty of Law, Dhaka International University (DIU). It is not a complete paper; however, the author aims to undertake empirical research in this regard and develop the paper into a complete one.

**Uttam Kumar Das, a Human Rights Lawyer and Practitioner, is currently affiliated with the Faculty of Law, Dhaka International University as an Associate Professor and Dean (Acting), and also as the Deputy Director with the South Asian Institute of Advanced Legal and Human Rights Studies. He worked with the United Nations High Commissioner for Refugees (UNHCR) and International Organization for Migration (IOM) as a Legal Expert for nearly six years. He is a Fulbright- Hubert H. Humphrey Fellow (U.S.A.) and holds a Master of Laws (LL.M.) with concentration in Human Rights Law from the University of Minnesota Law School, U.S.A. and Doctor of Philosophy from the Institute of Bangladesh Studies, University of Rajshahi, Bangladesh. E-mail: ukdas1971@gmail.com

***

References:

[1] Indian Institute of Human Rights Website; link: http://www.rightsedu.net/about_us.htm; last visited on 17 May 2012.

[2] Ibid.

[3] Ibid.

[4] National Human Rights Commission, Perception, Attitudes and Understanding- A Baseline Survey on Human Rights in Bangladesh, December 2011, p. 10.

[5] The author of this paper has been graduated through the same Commencement Ceremony.

[6] For a detailed understanding, kindly read “Legal education must be brought out of the four walls,” Interview of Professor Mizanur Rahman with the author, “Law & Our Rights,” The Daily Star, 16 October 2010. Link: http://www.thedailystar.net/law/2010/10/03/interview.htm; visited on 16 May 2010. 

Law Interview: "Human Rights should be integral part of legal education"- Professor David Weissbrodt (The Daily Star, “Law & Our Rights” Section, 25 September 2010): http://www.thedailystar.net/law/2010/09/03/interview.htm.

Uttam Kumar Das, “Legal Education in Bangladesh,” PROBE News Magazine, Dhaka, link: http://www.probenewsmagazine.com/index.php?index=2&contentId=6407; last visited on 16 May 2012.

Ridwanul Hoque, “Teaching Law for Development? Legal education: Needs major overhaul,” “Law & Our Rights”, The Daily Star, 05 May 2012, link: http://www.thedailystar.net/law/2012/05/01/index.htm; last visited on 16 May 2012.

[7] Upendra Baxi, Future of Human Rights, Oxford University Press, 2008

[8] A. P. J. Abdul Kalam, Swapno Niya, Daily Prothom Alo, Dhaka, 16 May 2012.

When Law Minister and Chief Justice debate*

by Dr. Uttam Kumar Das

The recent public debates between the Minster for Law, Justice and Parliamentary Affairs Barrister Shafique Ahmed and outgoing Chief Justice Mr. ABM Khairul Haque on the sincerity of judges and the government’s seriousness with regard to dispense of justice to the litigants have drawn public attention. It has further significance as it had happened in the very presence of the Prime Minister Sheikh Hasina.
Apparently, both the Minister and the Chief Justice are not happy with each other’s actions, as the heads of their respective organs keeping a huge backlog of cases pending both at trial courts and the Supreme Court of Bangladesh.
However, I could not find a consensus with regard to the number of back-logged cases. According to the Prime Minister, the number of pending cases in lower courts and the Supreme Court is about two million (Prothom Alo, 15 May 2011). However, according to the outgoing Chief Justice, the number is 1.6 million (Prothom Alo, 16 May 2011).
Whatever the exact number of cases might be, the reality remains that people have to suffer due to cases lingering on for years, sometimes for decades,. The investigators, prosecutors, defenders, court officials and judges are all involved in the process. Thus, it is understandable why the two got frustrated and broke out in annoyance publicly.
There are more than one version of the arguments.
The Minister for Law blasted the judiciary saying that judges are not serious about dispensing of justice. In support of the Minister, The Daily Star published an editorial on 16 May 2011: It reads, “The tendency to give dates without detail hearing, and to dispose of only few out of listed ones, is the norm rather than exception.” The Minister also further blasted judges for not following court hours strictly.
Now let us move to the position of judges. As the outgoing Chief Justice reported, the whole judiciary, especially the trial courts, have been suffering from manpower shortage, infrastructure and logistics among other limitations. He summarized the situation rightly: “the judiciary’s independence is like one asked to swim while hands and legs are tied” (Prothom Alo, 15 May).
To get an insider’s impression, I was talking to a young member of the judiciary (we were colleagues before at a Law School). What I derived from our discussions was very gloomy.
As he sees it, the number of the pending cases is totally unmanageable, given the total number of judges in the trial courts and court facilities.
There are a total of 1,200 judges in the lower judiciary staring from Assistant Judges up to District Judges. However, at least half of them are posted in administrative posts, i.e., Law Ministry and other Ministries, Supreme Court, Law Commission, National Human Rights Commission, and other public offices alongside on leave or deputation etc.
Given the population of the country at 160 million, there are one judge per 0.13 million populations. To no where is this figure comparable.
There are now around 400 vacant posts of judges in the trial courts. That is why the recommendations of the outgoing Chief Justice to double the number of judges deserve consideration.
At the same time, there is lack of infrastructural facilities. Reportedly, four to five judges at a duty station have to use one court or chamber room now on rotation basis. That is also a constraint since they could not utilize all of their court and working hours.
Since the job and responsibilities of judges are different compared to other professions, their salary structure should also be restructured taking into consideration ground reality. In this regard, the examples of India and Pakistan could be consulted.
With an aim to reduce the number of pending cases, the government has introduced Alternative Dispute Resolution (ADR) through enacting a law a couple of years back. However, that proved to be ineffective and fruitless. For this, again, judges and lawyers are blaming each other.
However, there are reasons for that failure. What we have done so far here is actually not ADR, rather a new form of trial (as I see it). It needs judges, lawyers, evidence, witnesses, etc. Also, there is no institutional mechanism and training components to implement ADR. So, it is like doing surgery without a proper training and degree.
Given my recent experience as a Graduate of a Summer Programme on Mediation at the Dispute Resolution Institute at Hamline University School of Law in Saint Paul, Minnesota, USA, I found that the United States has developed and gradually implemented a parallel system of mediation alongside the court-based trail system. In the USA, mediation is totally out-of-the-court system (though there is court-based mediation as well).
In the country like the USA, mediation has developed as a parallel subsystem of court trail. The relevant academics and practitioners had had huge contributions.
Given the cost involved and other complexities, an individual prefers to go to private mediators (who are licensed and monitored by respective regulatory bodies) in the USA.
However, I am not sure what policy makers in Bangladesh really wanted out of the ADR system. We also need to change the perception that only judges and lawyers would be “experts” on ADR or mediation. It is also a separate vocation like lawyering; and needs specials training and practices at institutional and individual levels.
It is a good thing to note that lately the Law Commission (LC) of Bangladesh has reviewed laws related to ADR in Bangladesh (with financial support from South Asian Institute of Advanced Legal and Human Rights Studies-SAILS).
The LC has come up with a set of appropriate recommendations which included- establish a separate authority for ADR and allocation of required budget, systematic training facilities for ADR, introduction of ADR related courses at law schools and practical learning facilities etc.
I would like to conclude reflecting on another issue. The way so-called development partners are pushing the government, that might not work here. We need to take into consideration our local contexts and realities on the ground.
Digitalization is important, however, before that we need to look into full-time electricity supply and other practical necessities at trial courts.
As reported in media, UNDP is supporting digitalization of court systems. To me digitalization does not merely mean installation of some computers, internet services or ceremonial introduction of websites. It means more than that - appropriate training and orientation for the people working there (here, I mean judges and lawyers) and progressive practices and utilization of those facilities. And definitely this is not to show others but to bring real benefit for the people - the poor justice seekers.
Development of skills should not be one sided and aimed at institutional initiatives only; It is also needed to be individually-driven and the aims should be pro-people.
[Th]ere is a great relevancy of academic institutions. A quality legal education could work miracles. It would facilitate individuals to learn the required skills of the trade to turn in to a quality lawyer and judge in future.

Uttam Kumar Das, Ph.D., is a Human Rights Lawyer; he earned his LL.M. with Major in International Human Rights Law from the University of Minnesota Law School, U.S.A. E-mail: udas1971@gmail.com

*Originally appeared in the PROBE News Magazine, Dhaka, 20-26 May 2011; link: http://www.probenewsmagazine.com/index.php?index=2&contentId=7124

Skills of Judges*

Chief Justice of Bangladesh ABM Khairul Haque publicly expressed his dissatisfaction with the quality of judges at a recent function of Bangladesh Women Judges’ Association in Dhaka. He finds a lack of “standard” in verdicts. He categorically mentioned the lack of “sufficient legal information and data.” “The judges have to be studious to learn how to use the law points and legal grounds in their judgments to make those correct and credible,” he said. I appreciate the Honourable Chief Justice for kindly taking note on the seriousness of the issue.

Lack of quality legal education in the country has contributed to this unfortunate condition of the legal and judicial system. However, no action has been taken so far to remedy the situation.

Being a recent Hubert H Humphrey Fellow (and later on as a graduate student) at the University of Minnesota Law School in the United States, I have realized how Law Schools (here Departments or Colleges in Bangladesh) are the right places to teach students understanding and interpretation of laws rightly, legal research and writing- preparing briefs, memos, and even judgments on a given issue.

If a law graduate is knowledgeable in terms of legal issues and efficient in professional skills, then we can expect skilled lawyers and judges in future. Otherwise, the opposite will prevail. That is why we should look into how we can make our legal education more practical, human rights centric and pro-people. Both public and private institutions should come forward in this regard.

Dr. Uttam Kumar Das

Dhanmondi, Dhaka

*Originally appeared in the PROBE News Magazine, Dhaka, 1-7 April 2011; link: http://www.probenewsmagazine.com/index.php?index=2&contentId=6967

Human Rights as a career

Human Rights as a career*

Ms Abong from Kenya believes that promotion of human rights is not enough; protection of human rights is imperative


Dr. Uttam Kumar Das writes from Minneapolis, USA

If anyone wants working for the benefit of others then there is an excellent way: work for promoting and protecting human rights could be a career. Ms. Carolyne Abong of Kenya is a shining example for this. Her work brought her to the United States as a Hubert Humphrey Fellow (Fulbright Scholar).

Ms. Abong is the Deputy Secretary (Research and Policy) of the Kenyan National Commission on Human Rights (KNCHR).

She is presently in the United States for a year and is affiliated with the Hubert H Humphrey Institute of Public Affairs at the University of Minnesota in Minneapolis as a Humphrey Fellow for the year 2009-2010. I am also here having the same fellowship; however, I am affiliated with a different institution, the Human Rights Center and Law School of the same university.

The fellowship is named after the late US Vice-President Mr. Hubert H Humphrey who had lived in Minneapolis and had become the Mayor of the city in the early days of his charismatic political career. The fellowship is funded by the US Department of State and managed by the Institute of International Education (IIE).

Ms. Abong became interested in human rights issues while researching for her second Master's degree in International Studies.

She had her first Master's Degree in Political Science from the University of Nairobi in Kenya in 2000.

Then she enrolled herself in a two-year Master Program in International Studies. At the same time she was working part-time at an NGO named Center for Conflict Studies (CCS).

This affiliation prompted her to write her thesis on international conflicts. She took up the International Criminal Court (ICC) as her research topic, and Rwanda and former Yugoslavia were case studies.

Ms. Abong got her Master of Arts Degree in International Studies in 2003. She also had courses in International Law, Diplomacy, International Conflict Management and International Economy.

In the thesis, Ms. Abong observed that ICC, which is formed under an international convention to prosecute serious crimes like war crime, genocide, crime against humanity etc, is an “institution of compromise,” and “it is limited in its aim.”

There are reasons for that: the powerful states don’t want a supra power body like ICC, she commented. In writing the thesis, she had extensive field research in Tanzania where the court for Rwanda is based in.

After having the degree, she continued her work with the CCR; however, got a new focus on her work: she focused on the issue of promotion and protection of human rights in the Great Lakes area in Africa.

Ms. Abong has joined the Kenya National Commission on Human Rights (KNCHR) in January 2005 as a Senior Human Rights Officer; she got the charge of research and policy works. Her job was to conduct research on human rights issues and writing proposals for grants. She was promoted to the position of the Deputy Secretary in January 2009.

The KNCHR was established through an Act of the Kenyan Parliament named Kenya National Commission on Human Rights Act 2002. Its core mandate is to further the protection and promotion of human rights in the country.

KNCHR’s key program areas are: investigating complaints, providing redress, campaigns and advocacy, research, policy and legislation, economic, social and cultural rights, education and capacity building and institutional strengthening, according to the website of the agency.

KNCHR comprises nine members including one Chair and one Vice-Chair. A Parliamentary Committee selects the members who have to be approved by the President of the country. Their term is five years, which is renewable for another term.

Incidentally, seven out of nine present members happen to be lawyers with proven background and enormous contribution in the area of human rights at national and international level.

On the administrative side, KNCHR has a Secretary and one Deputy Secretary (Ms. Abong is the current one). The agency has seven main program departments: Campaign and Advocacy; Complaints and Investigations; Economic, Social and Cultural Rights; Human Rights Education; Public Affairs and Communication; Research, Policy and Legislation; and Administration, Finance and Procurement.

Being asked on the human rights challenges in her country, Ms. Abong told me that administration of justice is not in good shape. That is a great concern. Apart from that there are reported cases of torture- by the police, prison guards and military. Also, there are ethnic conflicts and arbitrary arrest and detentions, and alleged extra-judicial killings by police.

Staff members and activists of NGOs working on human rights are frequently harassed or detained. However, media is comparatively free and vocal on human rights abuses and other extra-judicial activities.

There is a growing concern on the disappearances of individuals, especially the youth. This is evident in the reports of UN Special Rapporteurs.

Ms. Abong has a strong faith on the capacity and power of the national human rights institutions with regard to promotion and protection of human rights at national levels. “National Human Rights Commission establishes legitimacy of human rights works in a given country,” she said.

As part of the Humphrey Fellowship Program in the US, Ms. Abong is focusing on Public Policy and Research. She is also doing her professional affiliation with Hennepin County Office of the Minnesota Department of Human Rights.

Ms. Abong hopes to utilize her new knowledge and expertise in her country upon return. She is confident that she would be able to make a difference in her country in human rights situation through advocating with the government for policy reform and their implementation. This is required to meet the need of the time.

Regarding the convenience of working in the public sector, Ms. Abong argues that it is easier to influence positive changes in the government systems if someone is already within the system or an insider.

Given her previous experience, Ms. Abong mentioned that she has worked with the Human Rights Division in the Ministry of Justice on the issue of ratification of major international human rights instruments by Kenya. She was able to maintain positive impact in her works.

She has also contributed in formulating the National Policy on Human Rights to be coming into force in June 2010.

Ms. Abong also contributed enormously in human rights education and public awareness in Kenya.

Human rights issues are in the curriculum from Grade I to VIII since 2008. It is taught as part of Social Studies. In the schools, children would learn about human rights, child rights etc.

At the high school level, students would have advanced knowledge on human rights: individual’s rights and states’ obligations in protecting and promoting human rights.

Regarding legal education in Kenya, she says that law is taught in two public universities: the University of Nairobi and Moi University; that is a four year law program.

The Kenya School of Law under the Council of Legal Education offers a two-year masters program in Law as well. Human Rights is taught as a course in those programs.

To have license as an Advocate (Attorney) the law graduates need to go for a year-long pupilage with the respective government agencies or independent law firms.

Regarding challenges in human rights works, Ms. Abong says that political commitment of the government is vital for protection of human rights.

She observes that the government in her country wanted promotion of human rights only, unfortunately, not the protection of the same rights.

She believes that corruption is a major concern in countries like hers. This violates people’s economic and social rights. The major victims of corruption are the poor and marginalized ones, she says.

She opines that a person educated in human rights could make a difference in contributing to a just society with the existence of rule of law, democracy, and guarantees for rights of all individuals.

Dr. Uttam Kumar Das is an Advocate in the Supreme Court of Bangladesh, and presently affiliated with the Human Rights Center at the University of Minnesota Law School in Minneapolis. E-mail: udas1971@yahoo.com.

*Originally published in the PROBE News Magazine (Dhaka, Bangladesh), February 05-11, 2010; link: http://www.probenewsmagazine.com/index.php?index=2&contentId=5784.