Robert Baker Beth GilliganKathleen GordonBrian Hoepper

HumanRightstoday

amnesty international

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Australia is ‘the lucky country’: affluent,modern andcomfortable. We live in asociety where most ofus can say what wewant, go where wewant, work where wewant and practisewhatever religion wechoose. Persecution,imprisonment without trial and torture are often the furthest thing from our minds.

Those of us who have plenty of food to eat, a house to live in and good health services can easily be insulated from the reality that basic human rights are unavailable to many of the world’s people, and that, even here in Australia, many are denied the rights that most of us take for granted. The fact that we have the freedom to speak out makes it all the more important that we do so: against unfairness and oppression; against torture and detention without trial; against child labour; against violence in relationships; and against the death penalty.

Learning and teaching about human rights means exploring some of the most significant issues facing the world today,investigating what makes the world the way it is and what would make it a better place. It is about reflecting on the values we hold and how we live our lives. It involves listening to the inspiring stories of people who have stood up and made a difference, and discovering how we can be part of that same process.

Human Rights today tackles some of the difficult issues facing the world, such as whether conflict and the ‘war onterror’ provide a reason to water down protection of our human rights. It looks at the rights of children, those of Indigenous people in Australia, and those of women and girls.

The resource profiles people who have ‘accepted the challenge’ of working for human rights and shows how it is possible for ‘ordinary’ people to make a difference. The Taking Action section outlines creative and practical ideas for what students can do to make an impact on the world.

Human Rights Today is the first in a series of new human rights education resources being developed by Amnesty International Australia. Our Human Rights Educationprogram envisages that Australian young people:

• are inspired to support a global culture of human rights

• are informed and articulate about local and global human rights issues

• are committed to fundamental human rights values

• recognise their own value and dignity and that of others

• experience working for human rights as fun, challenging and rewarding

• are confident of their ability to make a difference

• are equipped to work individually and with others to take action for a better world.

We hope you find this text and the accompanying website, www.amnesty.org.au/humanrightstoday, useful for exploring these issues – and for taking on the challenge of making human rights a reality.

Georgina Perry

National PresidentAmnesty International Australia

Foreword

iii

Human Rights Today: Discussing the Issues, Accepting the challenge is a student and teacher resource produced for Amnesty International Australia by Curriculum Corporation. It aims to assist Years 9–10 students to learn about the importance and realities of human rights. Students explore how human rights are defined and formalised, how people experience their rights, how people and organisations defend human rights and some of the activities students themselves could undertake to defend human rights.

Amnesty International is an independent worldwide movement of people who campaign for internationally recognised human rights to be respected and protected. Amnesty International has more than 1.8 million members and supporters in over 150 countries and territories. Its members and staff work together to promote a culture where human rights are embraced, valued and protected.Amnesty International conducts research on human rights issues and mobilises people to campaign for change.

The material in this text introduces key human rights concepts and draws strongly on Amnesty International’s campaigns and research. It presents material which can be confronting and tells inspiring stories of people who are working for change. Teachers using these materials with students are cautioned to be aware of the challenging nature of some of the topics as well as the possibility that some of their students may have experienced human rights abuses. An Online Teacher Guide providing advice for teaching about human rights is available at http://www.amnesty.org.au/humanrightstoday.

Structure of the textThis text is based on Inquiry methodology. Students begin to communicate about the materials; they then deliberateabout their responses, and investigate the issues raised more deeply before being challenged to take action.

The ‘Tuning in’ section presents five short introductory questions about the big issues of human rights and their formal recognition through a number of international treaties.

The ‘Discussing human rights issues’ section provides four short investigations for examining the experiences of particular groups and introducing some of the people and organisations who work to defend people’s rights.

The ‘Taking action for human rights’ section provides a number of ways students can actively respond to their investigations – from simply learning more about human rights to taking a range of steps to campaign for change.

The Online Teacher Guide provides useful background material for the teaching of human rights. It includes an extensive list of useful websites and advice and ideas for teaching for human rights: http://www.amnesty.org.au/humanrightstoday.

About this resource

amnesty international

1

ContentsForward ii

About this resource iii

Tuning into Human Rights

What do I know about human rights? 2

What is the Universal Declaration of Human Rights? 4

How did the Universal Declaration of Human Rights develop? 6

How are human rights implemented? 8

How are human rights treaties implemented? 10

Discussing human rights issues

Protecting children’s rights 12

Indigenous peoples’ rights 21

The rights of women and girls 30

Human rights and conflict 42

Taking action for human rights

Becoming human rights defenders 52

Appendix

The Universal Declaration of Human Rights: simplified version 55

2

Human Rights today

171 million children

working in hazardous

conditions

Tuning in to Human Rights

Rape as a

weapon of war

Youth suicide — lack of access to best standard of mental health

Boat people detained

Gay student bullied

Indigenous children’s health

— Third-World standard

Amnesty International launches campaign

to stop violence against women

Community groups demand affordable housing

Middle East women’s

rights ignored

Aboriginal death sparks inquiry call115 million children worldwide denied

What do I know about human rights?

Communicate1 In pairs, choose one of the above headlines and

brainstorm: what you know about the issue, why it is an issue and what you might infer about the issue and the way it affects people.

2 As a whole class, share your responses to each headline. What generalisations can you make about the issues and the people they affect?

3 Human rights are about all people being treated fairly, by governments and by people in general. This involves people not only claiming protection and rights for themselves and others but also accepting the responsibilities that go with rights. Review the issues on your list. How should rights be protected? What responsibilities do you have to yourself and others? What responsibilities do governments have?

4 Using a variety of newspapers over a period of time, eg two weeks, cut out some of the headlines about human rights in Australia. How are they similar to or different from the headlines shown above? What are the recurring issues? As well as human rights abuses, are you able to find news reports about progress towards achieving human rights?

Terrorism suspects arrested without charge

Australian on death row

3

tuning in to Human Rights

In Mondulkiri province, Cambodia, the Indigenous Phnong people lost both ancestral land and farmland to a pine plantation. A private company illegally extended its land allocation from 10,000 hectares to 199,000hectares, and chemicals used to clear the land have contaminated the waterways. Protests by the Phnong people have been ignored

Source: ©

Am

nesty International, All R

ights Reserved

Dannerhuset shelter in Denmark offers protection and support for about 1,000 women each year. It provides advice, counselling and a safe place to stay for women fleeing violence, often from their husbands or partners. About 40 per cent are women of immigrant background, who may also be fearful of forcible return to their home country

Source: A

mnesty/Linda H

orowitz

These young women in the Solomon Islands hold up placards saying ‘The time for guns is finished now’. Women for Peace emerged in 2000 out of women’s efforts to stop nearly five years of fighting between ethnic militias. Despite their efforts, no women’s groups were invited to participate in the negotiations that led to the Townsville Peace Agreement in October 2000 and the Solomon Islands’ parliament passed a blanket amnesty for almost all crimes and atrocities committed during the conflict

Source: ©

Com

monw

ealth of Australia

Communicate1 What are the issues focused on in each of the photos?

Are people being treated fairly? Why or why not? Which people are affected?

2 What is your experience of the issues highlighted in these photos? Why might your experience be different to that of these people?

3 What responsibilities, if any, do you have to other people whose rights are not recognised?

DeliberateThese headlines and photos show examples of rights not being protected. How might the issues be addressed? Who is responsible for addressing these issues?

InvestigateCollect headlines or newspaper articles which refer to the protection of people’s rights.

Source: ©

Am

nesty International

Children in the Gulu district, northern Uganda, travel to shelters in urban areas, hospitals and churches to avoid abduction and brutal attacks from a group known as Lord’s Resistance Army

4

Human Rights today

What is the Universal Declaration of Human Rights?In the aftermath of the horrors of World War II, the United Nations (UN) was formed to help stabilise international relations and to protect peace and human rights. One of its first achievements was the adoption of the Universal Declaration of Human Rights in December 1948. This declaration recognises that all human beings are born free and equal and are entitled to basic rights, such as water, food and shelter, and to freedom, justice and peace. The Universal Declaration of Human Rights states that governments agree to uphold these rights not only for their own people, but also for those in other countries.

The human rights framework provided by the Universal Declaration of Human Rights has been strengthened with many more detailed and legally binding agreements related to political, civil, economic, social and cultural rights. As international human rights law has developed, the rights of women, children, Indigenous peoples, refugees, prisoners and many other groups have been highlighted, as has the responsibility of governments to protect the rights of all such groups.

Human rights are universal – they belong to everyone equally, regardless of race, gender, age, abilities, nationality, ethnicity, sexuality, citizenship or political or religious beliefs.

They are inalienable – they cannot be taken away. They are indivisible – they are interconnected and belong together as a ‘package deal’.

We are all entitled to human rights – rights that ensure our basic needs are met, that protect our dignity and that protect us against discrimination. These rights are written as treaties known as declarations, which are morally binding, and/or conventions which are legally binding in international law. Countries sign these treaties as a public commitment to their requirements and then ratify the treaty by reviewing and amending their own laws, policies and actions to put the treaty into practice.

Communicate1 Read through the simplified version of the Universal

Declaration of Human Rights (www.amnesty.org.au/humanrightstoday). On what rights does each article focus?

2 Develop your own ‘plain English’ version of one of the rights, or a do graphic representation for display around your school community. Why is protection of this right important? What are the consequences of not having this right?

3 Review the process of developing a United Nations treaty (page 5). Who are the people, groups and organisations involved? How does each of these help protect human rights?

DeliberateSelect one of the rights defined in the Universal Declaration on Human Rights. In Australia, how might a group such as children, Indigenous people, women, people with disabilities, or refugees experience this right?

InvestigateDevelop a school survey to investigate to what extent students and staff are aware of their rights in the Universal Declaration on Human Rights. Make up a hypothesis about your audiences’ knowledge of, or attitudes towards, human rights. For example, ‘Most students know how their rights are protected’, ‘Students believe that the rights of all Australians are protected’ or ‘Students believe that we should not interfere with how governments in other countries protect the rights of their citizens’.

In your survey find out: Which rights are those surveyed aware of? Which rights are most frequently mentioned, and which are the least mentioned? Which rights do the survey participants most want to know more about? What rights do they think are the most important? Why do they think this? Which rights are they most interested in taking action on? Analyse your survey. Was your hypothesis accurate? What conclusions can you draw from your findings?

5

tuning in to Human Rights

The process of developing and monitoring United Nations treaties

Individuals, groups and/or governments:

• express concerns about an issue, eg about protection of children.

United Nations:

• drafts a treaty setting out legal obligations to ensure protection of rights, eg draft Convention on the Rights of the Child.

General Assembly of United Nations:

• votes on the draft treaty. If the treaty is agreed to countries are asked to support it

• implements the treaty after a required number of signatures or a specified date is achieved

• sets up monitoring body.

State (country)

The government of the country:

• signs the treaty to indicate its commitment

• makes changes to its laws and policies to make them comply with the treaty (ratifies the treaty).

Monitoring body (eg the Committee on the Rights of the Child):

• reviews a country’s progress on its implementation of the treaty and makes recommendations.

Individuals and groups

• experience the protection of their rights as part of the law of the country.

• use these laws to claim their rights.

• complaints may be made to monitoring bodies.

Independent judiciary:

• enforces laws fairly and gives protection of rights.

Free media:

• provides a range of perspectives sopeople can learn about issues and form their own opinions.

Non Government Organisations (NGOs), eg Amnesty International:

• independently monitor how countries treat human rights issues

• advocate for the protection of human rights, eg through reports, media releases and influencing govt.

Source: ©

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nesty International S

ource: © U

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hoto/Mark G

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ealth of Australia 2004

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ource: © S

tefan Jannides

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nesty International

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Human Rights today

How did the Universal Declaration of Human Rights develop? Evidence from the earliest civilisations shows that societies have long sought to establish ways that people should treat each other. The Code of Hammurabi, dating back to 2000 BC, outlines 282 laws. Human rights concepts and ideas can be found in the civilisations of ancient Babylon, China and India. They were also built into the laws of ancient Greece and Rome. In Roman society, political rights and duties were accorded to all free male citizens and some noblewomen, and freed male Roman slaves. The major religions of the world, including Buddhism,

1815 The Congress of Vienna expresses international concern for human rights. Freedom of religion is proclaimed, civil and political rights discussed, and slavery condemned.

1864 The First Geneva Conventionprotects those wounded in battle and gives immunity to hospital staff and the Red Cross during war.

1919 The League of Nations is established with the aim of guaranteeing and protecting the basic rights of members of minority groups.

1945 The United Nations is formed to build peace, protect human rights, oversee international law and to promote social progress and better standards of life.

1948 The Universal Declaration of Human Rights (UDHR) outlines protection of rights for all people.

1949 The Fourth Geneva Convention provides for the humane treatment and medical care of prisoners of war.

1965 The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) resolves to abolish racial discrimination and promote understanding between races.

1966 The International Covenant on Civil and Political Rights(ICCPR) protects the individual from any misuse of government power and affirms the individual’s right to participate in the political processes of their nation.

1966 The International Covenant on Economic, Social and Cultural Rights (ICESCR) guarantees access to the resources needed for an adequate livelihood, such as food, health care, clothing, shelter, education and personal safety, and ensures participation by all in the life of society, religion and culture.

1979 The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) defines discrimination against women and sets up an agenda to end it.

1984 The Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) defines torture and similar activities in order to prevent their use.

1989 The Convention of the Rightsof the Child (CRC) sets out the civil, political, economic, social and cultural rights of children, defined as those under 18 year of age.

1993 The Vienna Declaration from the Second World Conference on Human Rights reaffirms the Universal Declaration on Human Rights, emphasising that human rights are universal and indivisible and rejecting arguments that some should be optional or subordinated to cultural practices and traditions.

1995 The Beijing Declaration of The Fourth World Conference on Women declares ‘Women’s rights are human rights’.

1999 The Convention concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labouris adopted by the International Labour Organisation (ILO).

2002 The International Criminal Court (ICC) is established. It is an independent, permanent court that tries persons accused of the most serious crimes of international concern, namely genocide, crimes against humanity and war crimes.

Some Key International Events in the Development of Human Rights

Christianity, Confucianism, Hinduism, Islam and Judaism, have evolved codes of conduct, which are central to their teachings. These religious codes include respect for life, respect for other people and respect for the property of others. Declarations such as Britain’s Magna Carta (1215), the United States’ Declaration of Independence (1776) and France’s Declaration of the Rights of Man and Citizen(1789) have had major impacts on the thinking about and practice of the rights of equality.

7

tuning in to Human Rights

There are many other initiatives and forums to support the protection of human rights around the world. The Nobel Peace Prize has been awarded to people and organisations who have campaigned for peace and the protection of human rights. In 1961 Amnesty International was established by British lawyer Peter Benenson as a result of his concern for two Portuguese students imprisoned for expressing support for freedom. Benenson issued an appeal for the ‘forgotten prisoners’ who were suffering in jails around the world for their non-violent beliefs. He called on people everywhere to join a mass letter-writing campaign to pressure governments to set them free. Amnesty International is one of many organisations working for human rights.

Communicate1 Who or what is the focus of each of these treaties?

What particular human rights do they refer to? How might this development have been seen as important?

2 What other events could be added to the timeline?

DeliberateRead the UDHR (www.amnesty.org.au/humanrightstoday)to find out why the rights of specific groups have needed further elaboration since 1948.

InvestigateIn small groups, select one of the human rights events listed on the timeline and develop a PowerPoint® presentation about this event. Use the diagram on page 4 to show some key events and people involved in developing and monitoring the treaty.

8

Human Rights today

How are human rights implemented? The Universal Declaration on Human Rights is one of the first international agreements to be based on the idea that all human beings have rights, but while many countries are committed to human rights, they do not necessarily agree on how these rights apply and on the level of autonomy a nation should have in implementing them. How justice and human dignity are defined varies among societies and among individuals, which affects the way rights are enforced and protected. In this section we explore how different types of rights are emphasised by different countries.

The right to life The most fundamental right of all is the right to life but this is often challenged by countries that use the death penalty for people convicted of crimes such as murder, treason and drug trafficking. In the past, the death penalty was used by almost every society as a punishment for certain crimes. Although many democracies have now abolished the practice, others, including some states in the United States, still enforce it. In Australia the death penalty was last used in 1967, before it was completely abolished in 1985.

Worldwide, 128 countries have now abolished the death penalty either in law or in practice, while a further 69 retain it. Those who oppose the death penalty maintain that, in addition to violating the right to life, the death penalty is the ultimate in cruel, inhuman and degrading punishment, that there is no evidence that it deters crime, and that it allows no room for addressing wrongful conviction. Those who support the use of the death penalty argue that it deters crime, prevents offenders from re-offending and is an appropriate retribution for heinous crimes such as murder.

Attitudes in Australia

In 2005 human rights group Amnesty International Australia ran a campaign to mobilise the Australian public to oppose the execution of Australian Van Tuong Nguyen in Singapore after he was convicted of drug smuggling. Although many thousands of Australians took part in the campaign, radio talkback, opinion polls and letters to the editor revealed that while many opposed the use of the death penalty, many others supported it in some cases.

This candle installation by Jorge Pujol was part of the protest against the execution of Van Nguyen, in Singapore, for drug smuggling

CommunicateSurvey your friends on the question of the death penalty. Do they agree or disagree with it? Under what circumstances might they agree or disagree with it? What is your view? Is the death penalty a violation of human rights? Why or why not?

Economic, social and cultural rightsEconomic, social and cultural rights guarantee access to the resources needed for an adequate livelihood, such as food, health care, clothing, shelter, education and personal safety. They ensure participation by all in the life of society.

In practice, people’s experience of economic, social and cultural rights can depend on resources and power. Economic development (which requires raw materials, finance, capacity to ‘add value’ to products and a skilled workforce) and an equitable distribution of wealth are important factors in ensuring that people have access to basic rights such as adequate health care and education. The rights of some groups in any society can be given greater priority over the rights of others. Although international declarations, principles, guidelines and recommendations have been formulated with regard to the rights of Indigenous peoples, minorities, women, older persons, migrants and many others, these people’s rights may be disregarded because such people are often not given equal status with others because of long-held cultural beliefs. When governments, communities or organisations make decisions affecting such groups, their lack of equal status may affect these decisions. For example, while countries are expected to provide schooling at a level that matches their economic resources, the reality is that when resources are limited poor children, and girls in particular, may miss out.

As developing countries attempt to improve their economies through investment in infrastructure such as dams and roads, poor people may be forced to move from land they have lived on for many generations but may not be provided with adequate compensation. Governments may restrict these people’s individual rights to protest, arguing that the changes are for the greater good of the country.

Source: ©

Bob G

ivens

9

tuning in to Human Rights

CommunicateWhat examples of economic, cultural and social discrimination are you aware of? What affect does this discrimination have on the group experiencing the discrimination? What arguments are used to justify this discrimination? How might these be addressed?

InvestigateRead about the Millennium Development Goals, which are aimed at ensuring that the economic and social rights of millions of the world’s poorest people are upheld: see for example http://cyberschoolbus.un.org/mdgs,http://www.millenniumcampaign.org and http://www.makepovertyhistory.com.au. In small groups, choose one goal and describe examples of progress that have been made towards its achievement. What did it take to achieve this progress? What else needs to change in the world for such goals to be achieved?

Civil and political rightsCivil and political rights protect individuals from any misuse of government power and affirm the individual’s right to participate in the political process of their nation.

Aung San Suu Kyi, the leader of the National League for Democracy in Myanmar (formerly known as Burma), has been detained for 60 per cent of the time since 1990 without being charged with any offence after military authorities refused to recognise her party’s electoral win that year

Source: ©

Am

nesty International

Student leader Wang Dan was jailed for his part in the 1989 pro-democracy demonstrations in Tiananmen Square, Beijing

Communicate1 Why do you think Aung San Suu Kyi and Wang Dan

were imprisoned by their governments?

2 Why might public protests be feared by governments?

3 Do you think there are circumstances which make it acceptable for governments to restrict what citizens can say and how they express their beliefs? Explain.

DeliberatePeaceful demonstrations and symbolic acts of protest are significant ways in which ordinary citizens highlight an unjust situation or a violation of rights. If there were an issue in your school with which you did not agree, how would you go about addressing this with the school authorities? In small groups, discuss how expressing your concerns might affect the rights of others.

InvestigateHow is the right to freedom of speech used by ordinary Australians every day? Are there any restrictions imposed on Australians regarding what they can say or do publicly? Have their rights changed over time? Do you support such restrictions? Why or why not?

Source: ©

Am

nesty International

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Human Rights today

How are human rights treaties implemented? Human rights treaty summaryThis map shows the status of commitment to some human rights documents of the countries featured in this text.

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tuning in to Human Rights

CommunicateExamine the map. Based only on the signatures and ratifications, what are your impressions of the featured countries’ commitment to human rights? What questions would you need to ask to confirm this impression?

DeliberateAs a class, develop a list of factors that might influence the protection of human rights (eg a healthy economy, culture, political stability, good governance, independence of the judiciary, freedom of the press). Write a brief definition of each of these factors.

InvestigateAs a class, create your own regional or world map showing how particular groups of people such as children, women, Indigenous people or prisoners experience their government’s commitment to human rights. In small groups, choose a country and a group to investigate. Look through newspapers and human rights reports from that country on the Internet. Find out what is being done by governments, individuals, social movements, and/or non-government organisations to protect human rights for the group in that country. Summarise the key findings and create a short profile using photos and extended captions to add to the class regional or world map. You might like to include a timeline of key human rights events or profiles of people who are defending human rights in that country.

Some useful sources include:

Kidon Media-Link: http://www.kidon.com/media-link

Amnesty International Report: http://www.amnesty.org/ailib/aireport

(Note: reports from different years will give you a range of information about the country you have selected.)

Human Rights Watch World Report: http://hrw.org/wr2k6

The World Factbook: http://www.cia.gov/cia/publications/factbook

59

Taking action for Human Rights

1 All human beings are born free and are equal in dignity and rights. Everybody should treat each other as part of the human family.

2 The rights and freedoms in this declaration belong to all people: they cannot be taken away because of your race, colour, sex, language, wealth, religion or political opinions.

3 Everyone has the right to life, liberty and security.

4 Human beings must not be owned, bought or sold. No one has the right to enslave anyone else. Slavery is a crime.

5 Torture is forbidden at all times and in all circumstances. No one should be treated with cruelty or inhumanity.

6 Everyone has a right to be seen as a person in the eyes of the law (no-one can be treated as an ‘object’ rather than a person because, for example, they are a slave, a woman or a child.)

7 You have the right to be treated equally by the law. You have the same right to be protected by the laws of your country as anyone else.

8 If someone else violates your rights, you have the right to see justice done.

9 No one has the right to imprison you unjustly or expel you from your own country.

10 You have the right to a fair trial if you are ever accused of breaking the law. The courts must be independent

from government, qualified to understand the law, and free to make their own decisions.

11 If you are accused of a crime, you have the right to be treated as innocent until proven guilty. No one can be found guilty if what they did was not a crime at the time they did it.

12 No one can intrude on your privacy, enter your home, open your letters or bother you or your family without a good reason.

13 You have the right to move freely within your country. You also have the right to travel to and from your own country, and to leave any country.

14 If you are forced to flee your home because of human rights abuses, you have the right to seek safety in another country. (This right does not apply if you have committed a non-political crime or an act which conflicts with the purposes and principles of the United Nations.)

15 You have the right to belong to a country. No one can take away your citizenship, or prevent you from changing your country, without good cause.

16 All adults have the right to marry, regardless of their race, country or religion. Both partners have equal rights in the marriage, and their free and full agreement is needed for the marriage to take place. All families are entitled to protection by the state.

17 You have the right to own goods, land and other property, individually or with other people. No one has the right to take away your property without good reason.

18 You have the right to hold views on any issue you like without fear of punishment. You also have the right to believe in any religion – or none at all. You have the right to change your religion if you wish and to practise and teach your religion and beliefs.

19 You have the right to express your opinion. You have the right to communicate your views within your country and to people in other countries.

20 You have the right to attend peaceful meetings and join peaceful organisations. No one should force you to join any group if you do not want to.

AppendixThe Universal Declaration of Human Rights: simplified version

All people everywhere have the same human rights

which no one can take away.

These rights belong to us simply because we are

human beings: this is the basis of freedom, justice

and peace in the world. This declaration affirms the

dignity and worth of all people, and the equal rights of

women and men. The rights described here are the

common standard for all people everywhere. Every

person and nation is asked to support understanding

and respect for these rights, and to take steps to

make sure that they are recognised and observed

everywhere and for all people.

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Human Rights today

21 You have the right to take part in the government of your country and have equal access to services in your country. Free and fair elections should be held on a regular basis.

22 You have the right to have your basic needs met. Everyone is entitled to live in economic, social and cultural conditions that allow them dignity and let them develop as individuals. All countries should do everything they can to make this happen.

23 You have the right to work in fair and safe conditions, and to protection against unemployment. You have the right to be paid enough for a decent standard of living, or to receive supplementary benefits. You also have the right to form or join trade unions to protect your interests.

24 You have the right to time off from work. No one may force you to work unreasonable hours, and you have the right to holidays with pay.

25 Everyone has the right to a decent life, including enough food, clothing, housing, medical care and social services. Society should help those unable to work because they are unemployed, sick, disabled or too old to work. Mothers and children are entitled to special care and assistance.

26 Everyone has the right to an education. In the early years of schooling, education should be free and compulsory. Education at a higher level should be equally available to everyone.

27 You have the right to participate freely in the cultural life of your community.

28 Everyone has the right to live in the kind of world where our rights and freedoms are respected.

29 We all have a responsibility to the community we are part of: we can only develop fully as individuals as part of our community. All rights in this declaration can be limited only by law and then only if necessary to protect other people’s rights, meet society’s sense of right and wrong, maintain order, and to look after the welfare of society as a whole.

30 There is nothing in this declaration that justifies any person or state doing anything that takes away your rights.

This is a simplified version of the Universal Declaration of Human Rights. The full version of the Declaration is available at the UN website at http://www.un.org/rights/.