The researcher found out that there was an average level of human rights awareness among prospective teachers. The study found that girls' students are less aware of human rights than boys. The study found that the majority of secondary students possessed an average level of human rights awareness.
The study found that the trained teachers possessed an average level of awareness of human rights. The study found that in general, pre-service teacher trainees have an average level of human rights awareness. The study found that most teaching professionals had a moderate level of awareness of human rights.
The survey found that the majority of students had an average level of human rights awareness. The survey found that the majority of postgraduate students had an average level of human rights awareness. The survey also found that rural and urban working women had similar levels of human rights awareness.
Fatema (2019) conducted a survey on the level of human rights awareness of prospective teachers and found that the B.Ed.
STUDIES ON ATTITUDE TOWARDS HUMAN RIGHTS
The study found that the working women had more awareness and exercised more human rights than the non-working women. It was also found that the working women from rural areas exercised more human rights than the urban working women. Furthermore, no significant difference was found between the urban and rural non-working women regarding the awareness and exercise of human rights.
Keng (2008) presented a workshop report conducted by the Human Rights Commission of Malaysia (SUHAKAM) which aimed to eliminate the negative attitude of human rights through human rights education. They used the human rights art competition and competition between schools based on human rights best practices. The result of the first objectives of both studies revealed that the attitude of male and female adolescents towards human rights differs significantly.
The study also found that there was no difference between male and female adolescents with high academic achievement and low academic achievement in attitudes towards human rights. The study found that gender has a significant effect on teacher candidates' attitudes towards human rights education. Female teacher candidates favor human rights education more than male teacher candidates.
The study revealed that no difference was found in attitudes towards human rights and civil liberties between male and female German speakers. It also found that predictors of human rights and civil liberties were right-wing authoritarianism, agreeableness, conscientiousness, and open-intellect. Further, the study revealed that the relationship between openness and human rights and civil liberties was mediated by right-wing authoritarianism.
Ulubey and Aykac (2016) conducted a study to find out the effect of using creative drama method on the attitude of pre-service teachers towards human rights education. The study revealed that a significant difference was found between the pre-test and post-test scores of pre-service teachers on the attitude towards human rights education and democracy. Thus, the study noted that creative drama method was found to be an effective way to develop positive attitudes towards human rights education and democracy in pre-service teachers.
The study found that teacher candidates' attitude scores for human rights in sport were closer. The study found that in general, both staff and consumers had a negative attitude towards the human rights of individuals with psychosocial and mental disabilities.
STUDIES ON AWARENESS AND ATTITUDE TOWARDS HUMAN RIGHTS
The study reveals that participants' attitudes towards human rights were generally positive. The study also showed a significant connection between participants' awareness of the Universal Declaration of Human Rights and the political orientation of their home country. Regarding human rights education, an overwhelming number of participants felt that human rights education has a place in schools, and many agreed that the primary responsibility of human rights education should be K-12 education.
The survey found that both government and private school staff had an average level of knowledge regarding children's rights and that less than half of government school staff had an average level of attitude toward children's rights. Furthermore, the study revealed that a highly significant difference was found in the attitudes of government and private school liaisons towards children's rights. On the other hand, the scores of private school helpers were found to be higher than government school helpers in terms of knowledge of child rights.
A significant difference was also found in the knowledge of children's rights between teachers in government schools and teachers in private schools. The scores of administrative officers in private schools were found higher than those of government school administrators in terms of attitudes towards children's rights. The survey revealed that most parents and teachers were aware of various features of the RTE Act such as free education, CCE, ban on corporal punishment and mandatory.
Female parents and urban parents were found to have a more favorable attitude towards the Right of Children to Free and Compulsory Education Act. Katoch (2018) conducted a study on the awareness, attitude and behavior of secondary school teachers towards human rights. The study found that no significant difference was found between male and female teachers and teachers of Arts and Science schools regarding human rights awareness.
While urban and rural teachers differed significantly in their level of awareness, teachers in urban schools were found to be more aware of human rights than teachers in rural schools. Male and female teachers were also found to differ significantly in their attitudes towards human rights. The study also showed a significant difference between urban and rural school teachers towards human rights, and urban school teachers showed more favorable attitudes towards human rights.
STUDIES ON HUMAN RIGHTS EDUCATION
The study revealed that no separate human rights subject was found at primary and secondary level. Chandrasiri (2001) conducted an investigation into human rights education in government schools in Sri Lanka. The study revealed that human rights education was emphasized in the textbooks of different grades.
The researcher found that human rights education at the undergraduate level was found in international law and constitutional law of India. Verma (2004) conducted a study on the effectiveness of individualized and group teaching techniques using varied media in human rights education. Kaur (2009) conducted an evaluative study of human rights education in the curriculum of school education in Punjab.
Through this study, the researcher found out that human rights in the curriculum of the whole three school boards ie Shekarey, Zare-ee, Rashidi and Rostami (2010) conducted a study on human rights education in Iranian secondary education: gaps in the curriculum . The result of the study revealed that teachers, specialists and experts identified the items that should be included in the human rights education.
The majority of the participants in the study also agreed with the lack of attention given to human rights education in the curriculum structure in society. The study found that teachers, experts and specialists had a positive attitude towards human rights education on a small scale. The study found that the developed program on human rights was significant in improving understanding of the human rights education program.
Black and Ethnic Minority Infrastructure in Scotland (BEMIS) (2013) assessed human rights education in Scotland's schools. They also suggested that every student teacher should work on the project, based on human rights education. Kort (2017) conducted a case study on human rights education in the social sciences in the Netherlands.
The study also found that teaching human rights was not a goal of the authors who wrote the textbook. All the classes in all the states were found to mention indirect references about human rights.
SUMMARY OF THE REVIEW
Whereas, in class XII, more than half of the countries were found to have a very low percentage that conveys human rights directly in the prescribed curriculum. In all states of classes IX, X, XI and XII, indirect references to human rights were found. 2019; Humtsoe and Kapoor, 2019; and Fatema, 2019, who found that there were no differences in the level of awareness of human rights based on gender.
Agarwal (2014) also found that military and highly educated people have a better level of human rights awareness than businessmen and low educated. Age group was also found to be a factor that can influence people's awareness of human rights. Based on family type and religion, human rights do not differ (Padmavathy and Pallai, 2015; Singh and Singh, 2015).
Studies have found that education has an important role to play in promoting human rights. Studies conducted on attitudes towards human rights reported different results as they were conducted on different populations - students, teachers and the general public. There was a significant difference in the attitude towards human rights in Canada, the Soviet Union and the third world (Fathali and Vuksanovic, 1990).
Keng (2008) reported that the human rights workshop brought about changes in attitudes towards human rights among the participants. Similarly, Ulubey and Aykac (2016) revealed that human rights education helps develop positive attitudes. Differences in attitudes towards human rights were found among students and teachers (Sadruddin and Rehman, 2013), men and women, with men found to have more favorable attitudes.
High and low academic achievement has nothing to do with the attitude towards human rights, attitudinal differences were found regarding personality variables (Srivastav, 2011a; 2011b; Dubey, 2015; Sadik and Mirzeoglu, 2016; Aktas, 2016). However, the findings of Gundogu (2011) are contrary to the findings of the above researchers, as the female was found to have a more favorable attitude. The respondents emphasized the importance of integrating a global dimension into the teacher education curriculum and to.
