K. R.

MANGALAM UNIVERSITY
GURUGRAM

SCHOOL OF EDUCATION DEPARTMENT

Research Paper-II
Course Code-SEED470

Topic- A Study of Human Rights awareness

Among Pre- Service Teacher
Trainees.

SUBMITTED TO: Ms. Tania Gupta SUBMITTED BY:

Shiya yadav
Dean (SOED) ROL
NO: 1811260014
COURSE: B.El.Ed
 ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my teacher Ms. Tania Gupta who
gave me the golden opportunity to do this wonderful Research Project on the topic A Study of
Human Rights awarenessAmong Pre- Service Teacher Trainees.Which also helped me in doing
a lot of Research and i came to know about so many new things I am really thankful to them.
Secondly i would also like to thank my parents and friends who helped me a lot in finalizing
this project within the limited time frame.

- Shiya Yadav
 Table of Content

S.No. TOPIC PAGE No.

1. CHAPTER-1 INTRODUCTION
1.1 Human Rights:: An Introduction
1.2 Significance of the Study
1.3 Statement of the Problem
1.4 Research Questions
1.5 Objectives of the Study
1.6 Delimitation
1.7 Chapter Schema

2. CHAPTER-2 REVIEW OF RELATED

LITERATURE
2.1 Introduction
2.2 Why review of literature is important?
2.3 Review of related studies
2.4 Summary

3. CHAPTER-3 METHODOLOGY

3.1 Methodology In Brief

3.2 Sample of the Study
3.3 Tools of the Study
3.4 Techniques

4. CHAPTER-4 DATA ANALYSIS AND

INTERPRETATION OF RESULTS

5. CHAPTER-5 CONCLUSION AND SUMMARY

6. REFERENCES
 CHAPTER 1
INTRODUCTION

1.1Human Rights: An Introduction

The moral concepts or norms that describe certain standards of human behaviour are known
as human rights. Human rights teach us to respect one another regardless of our nationality,
residence, sex, colour, or religion. Human rights are inherent in all humans. Human rights
provide us the freedom to live peacefully, maintain an individual's dignity, and protect them
from all forms of harassment. It raises awareness of our rights and responsibilities as citizens
of the country. It promotes peaceful coexistence between communities. Every person born on
this planet has human rights that must be safeguarded by law. They are inextricably linked to
a person's identity. The right to life, the right to dignity, fairness, equality, respect, and
independence are all basic human rights.
Human rights are a lifelong process through which people of all levels of development and
from all strata of society learn to respect the dignity of others and the means and techniques
of ensuring that respect in all societies, according to the United Nations Declaration on
Human Rights (1994).
"Human rights" is "the right relating to life, liberty, equality, and dignity of the individual
protected by the constitution or enshrined in the international Covenants And enforceable by
boy courts in India," according to Section 2(d) of the Protection of Human Rights Act, 1993.
"Human rights as a claim to something of essential relevance to human life," Susan Moller
Okin writes.
"Human rights are the underlying concepts that lie beneath the fact that human beings born in
any corner of the world are equal in dignity," says Dr. Purohit.
These are the rights to which you are entitled merely by virtue of your being as a human
being. These rights are similar to requirements that must be met in order to live. There are
civil and political limitations in the declaration articles, such as the right to life, the right to
vote, the freedom of expression, and the prohibition of slavery and torture.
Rights are intertwined and interdependent. This indicates that if I'm correct, This indicates
that if one right is violated, a sequence of other rights will be violated as well. As a result,
human rights education is an important aspect of the educational process.

The Curriculum Framework of 2000 reaffirmed the belief that education is a critical tool for
combating inequality and meeting students' social, cultural, emotional, and economic needs.
According to NCF (2005), school curriculums should give "enough experience and space for
conversation and discourse in the school to help pupils develop such a commitment." As a
result, human rights problems and principles should be integrated throughout the school's
activities, classroom environment, school management, teacher-pupil connection, and
teaching-learning process, among other things. Teachers should continue to play a major role
in the entire teaching-learning process in order to raise student knowledge of human rights.
The National Council of Teacher Education (NCTE) produced a Framework of Teacher
Education Curriculum based on the belief that teachers must internalise the ideals of justice,
liberty, equality, and secularism in order to properly interpret them to students. It is a firm
believer in the importance of children's education. The obligations of all residents in a vote
based society are indistinguishable from the obligation to advance common freedoms. To
prosper, both majority rule government and common freedoms require individuals' dynamic
interest. Common freedoms training incorporates mastering the abilities of backing - to talk
and act consistently for the sake of basic liberties.
Common liberties schooling additionally gives a premise to compromise and the
advancement of social request. Privileges themselves frequently conflict, for example, when
one individual's obligation to public wellbeing clashes with one more's opportunity of
articulation.Human rights education also provides a basis for conflict resolution and the
promotion of social order. Rights themselves often clash, such as when one person’s
commitment to public safety conflicts with another’s freedom of expression.Human rights
can provide a framework for analysing and resolving such disputes because they are based on
respect, equality, and dignity for all individuals. Negotiation, mediation, and consensus-
building skills are also taught in human rights education. Human rights apply to almost every
aspect of human life. Civic and political rights refer to a person's right to participate in their
community's civil and political life without discrimination or oppression. These include the
right to vote, the right to privacy, the freedom of speech, and the right to be free from torture.
A civil and political right is the right to vote and participate in the election of a
government.Economic, social, and cultural rights refer to a person's ability to succeed and
grow as well as participate in social and cultural activities. The right to health, the right to
education, and the right to employment are all included in this category. The right to vote and
participate in the election of a government is a common and political one. They also include
financial, social, and social liberties, which relate to an individual's rights to prosper and
develop, as well as to engage in friendly and social activities. This grouping includes
freedoms such as the right to health, the right to education, and the ability to work. An
example of an economic, social, and cultural right is the right to education. One of the most
significant distinctions between these two types of rights is that in the case of civil and
political rights, governments must ensure that they, or any other group, do not deny people
access to their rights, whereas in the case of economic, social, and cultural rights,
governments must take proactive steps to ensure that rights are respected. Some rights, in
addition to belonging to each individual, may belong to groups of individuals.
This is frequently in acknowledgement of the fact that certain groups have been historically
marginalised and disadvantaged, necessitating more protection of their rights. These are
referred to as collective rights. Native title rights, for example, are collective rights to
ancestral lands held by Aboriginal and Torres Strait Islander peoples. Individual rights are
rights that exclusively apply to individuals, such as the right to a fair trial.

1.2 Significance of the study

Human rights education is an important component of the right to education, and it is
increasingly being recognised as a separate human right. Knowledge of rights and
freedoms is regarded as a critical tool for ensuring that everyone's rights are respected.
Human Rights Education is what raises a person's understanding of his or her rights. It
shields the person who is being harassed from all forms of abuse. It preserves an
individual's dignity. It makes him realise that he is a global citizen. Human rights
education, training, and public awareness are so vital and crucial for the development
and attainment of stable and peaceful community relations, as well as for the
promotion of mutual understanding, tolerance, and peace.

1.3 Statement of the Problem

The area selected for the study was to find out awareness of teacher trainees towards human
rights. Hence the problem under investigation was entitled as A Study of Human Rights
awareness among Pre- Service Teacher Trainees.

1.4 Research Questions

1. Why this subject is important in pre- service teacher education?
2. Do teacher trainees in pre- service teacher education need this as a compulsory
subject in their curriculum?
3. Are teacher trainees aware about their existing human rights?

1.5 Objectives of the Study

1. To study the awareness among teacher trainees regarding human rights.
2. To access the level of awareness of human rights among Rural and Urban pre-
service teacher trainees.
3. To examine the need of this subject in pre service teacher education.

1.6 Delimitation
This study was conducted on 25 Teacher Trainees and for data collection
researcher has used self made questionnaire only.

1.7 Chapter Schema

Chapter I: Presents a theoretical framework on Human Rights Education..
Chapter II: Elucidates the related literature that the researcher has reviewed to conduct
the present study.
 Chapter III: Describes the methodology of the study in detail, administration of tool
used, sample selected, procedure adopted and statistical techniques used for analysis.
Chapter IV: Gives details of analysis of data interpretation and discussions of the
results.
Chapter V: Contains the conclusions, summary and suggestions for further research.

CHAPTER-2
REVIEW OF RELATED LITERATURE

2.1 Introduction
A literature review is a summary of previously published works on a particular subject. A
literature review is a piece of academic writing that demonstrates knowledge and mastery of
academic literature on a certain topic. A literature review differs from a literature report in
that it includes a critical evaluation of the material. In the vast majority of written work, such
as a thesis or project, a writing survey is frequently the first assignment completed after
deciding on a topic. Perusing in combination with fundamental investigation can help refine a
point and frame research questions. A writing audit documents a writer's understanding and
expertise of flow research.Conducting a writing audit should enable you to determine what
research has been done in advance and identify what is unknown about your subject. A
literature review is frequently one of the first activities completed after settling on a topic in a
bigger piece of written work, such as a dissertation or project. Reading and critical analysis
can aid in the refinement of a topic and the formulation of research questions. Before
beginning a new investigation, a literature review builds familiarity with and comprehension
of current research in a certain topic. You should be able to find out what research has
already been done and discover what is unknown about your topic by conducting a literature
review.

A literature review has four main objectives:

 It surveys the literature in your chosen area of study

 It synthesises the information in that literature into a summary
  It critically analyses the information gathered by identifying gaps
in current knowledge; by showing limitations of theories and points
of view; and by formulating areas for further research and reviewing
areas of controversy
 It presents the literature in an organised way.

2.2 Why Review of literature is Important?

1. Gives the understanding of existing writing considering refreshed improvements in

the field to help in laying out the consistency in information and importance of
existing materials.
2. It helps in computing the effect of the most recent data in the field by planning their
advancement of information.
3. Aside from explaining the duration of information, it likewise calls attention to
regions that require further examination and accordingly help as a beginning stage of
any future exploration
4. Legitimizes the exploration and sets up the examination question.
5. Assists with contrasting and stand out from show the inventiveness and uniqueness of
the exploration than that of the current other investigates

2.3 Reviews of Related Studies

Rakshita Kandpala and Dr. Sangeeta Pawarb (April,2021)

This research found that a group of female, rural, expressive stream, single, and postgraduate
level educator students were more conscious of basic liberties. It's possible that this is due to
the fact that understudies in rural areas choose subjects from the Arts stream and have more
opportunities to learn about the Indian constitution. The reason for higher mindfulness among
female educator learners should be traced back to their upbringing, which was largely
influenced by their capable and mindful guardians, who encouraged them to play an optimal
role in everyday life. Despite this, the vast majority of universities do not offer Human Rights
Education. Fundamental freedoms, as defined by the Indian constitution, are taught beginning
in class ninth during the tutoring period.
Furthermore, there is no plan in place for broad Human Rights Education projects. As a
result, it is suggested that Human Rights Education be made a requirement of B. Ed, M. Ed,
and other teacher preparation programmes to aid in professional development.

Dr. Sharmila Devi (2019)

According to the findings, there are no significant differences between engineering, computer
science, and law students in terms of their knowledge of human rights documents, grasp of
human rights concepts, and circumstances involving human rights violations and non-
violations. According to the findings of this study, law students have a good comprehension
of the norms and regulations, as well as situations where an individual's human rights are
being violated.

International Journal of Innovative Research in Science, Engineering and

Technology ( 2018)
This study found no significant differences in attentiveness regarding basic freedoms between
female and male instructor learners. In their awareness of basic liberties, there was a huge
disparity between expressiveness and science instructor students. In their awareness of basic
liberties, there was no significant difference between government, assisted, and independent
educator students.

Sheojee Singh , Harjinder Singh ( July, 2015)

The primary goal of this research is to figure out how many B.Ed. students are aware of their
civil liberties. Based on the findings, it appears that the majority of people have a high level
of common freedoms mindfulness. At the same time, none of the understudies have shown a
low level of human rights awareness. In light of the study's findings, it is critical to take
immediate steps to raise student awareness of human rights.

Jaskiran Kaur Dayal Sukhwant Kaur ( April 2015)

The review's findings can be summarised as follows: There is a significant difference in
educators' awareness of common liberties in schools affiliated with P.S.E.B and C.B.S.E.
When compared to P.S.E.B. schools, instructors at C.B.S.E. schools are more conscientious.
In terms of common liberties awareness, there is no significant difference between male and
female instructors working in P.S.E.B. linked schools. Male and female instructors working
in C.B.S.E. subsidiary schools have vastly different perspectives on common rights. Female
educators are thought to be more aware than male educators. Teachers are regarded as the
country's primary producers. They should make every effort to strengthen their mental and
emotional capacities in order to improve human values, as this is quite important.

Agnes Humtsoe, K.C. Kapoor (Janurary 2019)

The results of this study suggest that there is a need to promote and create human rights
awareness among postgraduate students, as the majority of the students' awareness of human
rights was found to be average to below average. The findings revealed that there is no
substantial difference in human rights knowledge between male and female postgraduate
students from urban and rural areas. As a result, gender and location have little bearing on
their human rights knowledge.

Dr.D.Ponmozhi (Jan 2017)

Parental employment aids student teachers in becoming more aware of human rights. To
reach all sectors of the student teachers, necessary measures should be done to instil Human
Rights Awareness among them. They have extremely limited educational and cultural rights.
The curriculum should be updated and Human Rights Awareness should be included. Many
seminars and workshops about teachers' and students' educational rights should be held.

Dr. Neeta Baglari (June 2018)

This study reveals that while students are aware of the concept of human rights, they lack in-
depth knowledge of the concept, its vast regions of application, and its relevance. There are
considerable inequalities in awareness of Human Rights Education between male and female
students. Students believe that Human Rights Education is vital and that it is necessary to
share their knowledge of Human Rights with others, with 91 percent of students agreeing that
Human Rights Education causes us to change our values and attitudes. Students also stated
that educational institutions have a significant role to play in promoting Human Rights
Education. Human Rights is a subject studied by 40% of students and 51% of pupils have
human right education in syllabus.
Christian Shilpa Paulbhai ( November 2017)
Human Rights Awareness is higher among urban students than among rural college students,
according to this study. In a study of urban college students, it was discovered that boys are
more conscious of human rights than girls. Rural boys and rural girls have the same level of
Human Rights Awareness. In Government and Self-Finance Colleges, Urban Students are
reported to be more cognisant of Human Rights than Rural College Students. Human Rights
Awareness does not differ between Arts and Commerce College Students.

Dr. Shabana Ashraf (July 2013)

According to this study, prospective instructors have an average degree of human rights
understanding. There was a significant difference in human rights understanding between
B.Ed and D.Ed teacher trainees.

Summary

The research mentioned above focused on various aspects of human rights knowledge, as
well as the need for and importance of it among pre-service teacher trainees. Human rights
education should be required in all B.ed, M.ed, and other teacher preparation programmes,
according to experts. In comparison to engineering, arts, and scientific students, law students
were found to have a lot of understanding on human rights. It is critical to take immediate
steps to raise student awareness of human rights. In terms of human rights knowledge, there
is no substantial difference between male and female postgraduate students from urban and
rural areas. As a result, gender and location have little bearing on human rights knowledge.
Human rights knowledge should be included in the curriculum, which should be
updated. Seminars and seminars should be held at various levels to instil understanding of
human rights in both students and teachers. It is via educational institutions that this can be
accomplished. As a result, it plays a critical role in raising awareness. In one study, it was
discovered that urban students have more knowledge about human rights education than rural
students.
 CHAPTER-3
METHODOLOGY

3.1 Methodology In Brief

Research technique has various dimensions, and research methodologies are an element of it.
It examines the numerous processes that a researcher often takes to investigate his or her
research problem, as well as the logic behind them (Kothari, 2004). Research methodology
encompasses a broader range of topics than research methodologies. As a result, the
methodology section provides information about the study's method, variables, sample
chosen for the study, instruments used in the investigation, and statistical techniques used for
data analysis.

3.2 Sample of the Study

A sample is a small proportion of a population selected for observation and analysis. Here,
sample consists of 30 teacher trainees.

3.3 Tools for the Study

Human Rights Awareness questionnaire was developed which consists of 11 questions with 4
choice and the respondent has to choose the correct alternative.
.

3.4 Techniques
The investigator had used simple percentage, for statistical analysis of
the study.

CHAPTER -4
DATA ANALYSIS AND INTERPRETATION OF RESULTS
Statistical analysis is the process of gathering, organizing, analyzing and discussing data.
Analysis involves preparing data for analysis, running the analysis, reporting results, and
discussing them (Cresswell, 2011).Analysis is an extensive and comprehensive process
intended to study the underlying relationship among various factors. It is a critical step in any
research programmes for it is obtained through this process, which leads the investigator to
arrive at proper conclusion.

As par to the objective of the study, data were analysed. Percentage analysis was used for
drawing out conclusions and the collected data were presented in the form of a table and
figures as following.

4.1 Showing the level of Human rights awareness among rural and urban pre-Service
teacher trainees.

S.no Category Urban % Rural % Prospective %

teachers
1. High 5 33.3% 3 20% 8 26.6%
2. Average 8 53.3% 5 33.3% 13 43.3%
3. Low 2 13.3% 7 46.6% 9 30%
Total 15 15 30

Pie chart showing % of urban and rural responses

Interpretation-On the basis of observation of above table ,we can inferred that the 33.3%
Urban and 20% Rural teacher trainees have high level of human rights awareness. 53.3%
Urban 33.3% Rural teacher trainees possess average level of human rights awareness while
13.3% Urban and 46% Rural teacher trainees shows low level of human rights awareness.
Overall 13 prospective teachers have average level of human rights awareness we can
inferred that there is average level of human rights awareness among prospective teachers.

4.2 Showing the need of this subject in the curriculum.

Interpretation-All the respondents answered yes for this question. This shows the need of
human rights as a subject in the curriculum. As human rights are needed to protect and
preserve every individual's humanity, to ensure that every individual can live a life of dignity
and a life that is worthy of a human being. A comprehensive education in human rights not
only provides knowledge about human rights and the mechanisms that protect them, but also
imparts the skills needed to promote, defend and apply human rights in daily life. A human
rights curriculum will build a new society that will reject fear mongers who try to rule the
country autocratically and in a discriminatory way. Educational institutions must spearhead
the efforts of building better communities by establishing an instructional model based on
human rights.

4.3 Showing human rights awareness among pre-service teacher trainees.

76.6% teachers trainees are aware

about what are human rights.
Interpretation- 76.6% teachers trainees are aware about what are human rights. 76.6%
teacher trainees are aware about how we can reduce human rights violence by having strict
laws and raising voice against it. 58.8% teacher trainees knows that Universal Declaration of
human rights , landmark document was adopted by UNO. 88% teacher trainees knows that
we can claim our rights from government of state. 88% teacher trainees are aware about how
we can defend our rights through various practices. Different teacher trainees have different
views regarding why human rights education in important. 88.2% teacher trainees are aware
about anti-ragging committee. 76.5% teacher trainees knows the full form of NHRC that is
National human rights commission. Only 47% teacher trainees knows the article of right to
education is 21-A.
CHAPTER-5
CONCLUSION
REFERENCE