The Indonesian government convened a National Working Group for Human Rights Dissemination and Promotion (NWG). The NWG worked in cooperation with academics, the National Commission on Human Rights, Department of Education, and Department of Religious Affairs. The goal was to integrate a core curriculum of human rights into the education system at all levels. This included both the public and private sectors and the non-formal sector. The NWG engaged key and respected leaders–community and religious leaders as well as teachers. The engagement and training of these respected change agents was key to advancing the curriculum. This was essential as the curriculum also encompassed religious educational institutions. This effort integrated human right values into such curricula as civics, social sciences, religion, geography, and sociology.
Overcoming Barriers
Taking the time and effort to engage opinion and religious leaders in the process was important for overcoming barriers. The NWG was able to develop their critical support and integrate their needs and concerns. This made it possible to address barriers and challenges to human rights education. In 2000, Indonesia was moving forward as a fledgling democracy. The goal was to help future generations to better deal with age-old as well as emerging community and ethnic issues. The NWG sought to address these issues from a rights-based perspective. The promotion of human rights education was a way to stop the kind of violence which has occurred in the past. The NWG pursued this strategy for engaging the broad Indonesian public. The curriculum would provide a fuller understanding of human rights issues.
It is a challenge to break customary fixed frameworks and introduce new concepts. This was particularly true about issues such as family planning and family welfare. The consultative process accommodated and meaningfully incorporated religious and cultural values. This contributed to the successful adoption of human rights curricula throughout the Indonesian education system.
Engagement of Opinion Leaders
Outreach and involvement of “opinion leaders” took place at the same time as the curriculum development process. These leaders came from the local communities. Local human rights committees were set up as part of the national human rights plan.
Influential leaders in the community help everyone understand new ideas about human rights. In Indonesia, these ideas mix with local traditions, culture, and religion. Their work supports education programs. Political changes towards democracy allowed the National Working Group (NWG) to connect with important community leaders. They were also able to use media to share their activities without too much concern about the government. The NWG created teaching materials and guides. They offered training to help teachers spread human rights education. This allowed educators to share these new concepts while connecting them with local traditions. These efforts by the National Working Group (NWG) found a successful way to change how human rights education is taught.
Historical, International and Local Influences
During President Soeharto’s rule, the Indonesian military and police hurt members of minority political parties. They pressured teachers and community leaders to join the Golkar party. This government party was taking away their right to choose their own political party. Due to these abusive actions, Indonesia had a poor reputation for human rights. It was seen as one of the most corrupt countries in Asia.
Indonesia was facing pressure from two fronts: international human rights organizations and financial aid structures. The Indonesian government started paying more attention to human rights and began to change its views. This made it easier to include human rights in communities and schools. The National Working Group (NWG) focused on the local level. Promoting democracy and a better understanding of human rights among religious and community leaders. They aim to inspire people and teach Indonesians about human rights in a way that connects to their own values.
After the Indonesian government officially accepted human rights values in 1999, it recognized religion as an important source of moral values. It encouraged people to integrate these values into their lives. Society has also started to adopt decentralization. This means that action at the community level is significant. The voices of community leaders are trusted and influential. These leaders help spread the message of human rights concepts more effectively.
Dialogue to Address Challenges
The challenge the NWG confronted was to build a relationship with the religious leaders. Further, it needed to break the misconception of “human rights” as imported from the West. This perception that human rights are not enough to serve Islamic society. Religious leaders strongly believe that the Qu’ran holds an absolute power. They also believe Islam covers the protection of human rights.
A series of discussions and exchanges of ideas with religious leaders helped resolve the misunderstandings. Religious leaders were able see that adopting democracy doesn’t replace traditional values. Instead, democracy and human rights includes local culture and religion. For example, when the government dealt with family planning, it used Islamic teachings. Family planning promotes better living conditions for children and respect women’s rights to a healthy life.
Successes
The NWG involved leaders in creating and training for a human rights curriculum from the start. Getting respected community members, like religious leaders and teachers, involved was an effective way to bring human rights awareness into communities.
Education plays a big role in shaping people’s lives and views. Education is important for helping people gain knowledge and empowerment. The NWG infused human rights in subjects like civics, social studies, religion, geography, and sociology. It created teaching materials, including textbooks and guidebooks. They provided human rights training in both schools and other educational programs. They trained 1,000 civics teachers on human rights and how to teach these topics.
To build on this, the NWG also ran a media campaign. They used TV, radio, and newspapers to share their activities. They used media to promote a better understanding of human rights within religious and cultural contexts.
For more information on this tactic, read our in-depth case study.
