2795 18 Global Citizenship Education For The Rule of Law Gris Complet

Strengthening the rule of law
through education
A guide for policymakers
UNODC’s Education for Justice (E4J) initiative:
The Education for Justice (E4J) initiative, a component of the
United Nations Office on Drugs and Crime (UNODC) Global
Programme for the Implementation of the Doha Declaration,
seeks to prevent crime and promote a culture of lawfulness
through educational tools and resources designed for primary,
secondary and tertiary education levels. These tools and resources
help educators teach the next generation to better understand
and address problems that can undermine the rule of law.
UNESCO Education Sector The Global Education 2030 Agenda

Education is UNESCO’s top priority because it is a basic human right UNESCO, as the United Nations’ specialized agency for education,
and the foundation on which to build peace and drive sustainable is entrusted to lead and coordinate the Education 2030 Agenda,
development. UNESCO is the United Nations’ specialized agency for which is part of a global movement to eradicate poverty through
education and the Education Sector provides global and regional 17 Sustainable Development Goals by 2030. Education, essential to
leadership in education, strengthens national education systems and achieve all of these goals, has its own dedicated Goal 4, which aims
responds to contemporary global challenges through education to “ensure inclusive and equitable quality education and promote
with a special focus on gender equality and Africa. lifelong learning opportunities for all.” The Education 2030
Framework for Action provides guidance for the implementation of
this ambitious goal and commitments.
Published in 2019 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France, and the
United Nations Office on Drugs and Crime Vienna International Centre, Wagramer Strasse 5, A 1400 Vienna, Austria
© UNESCO and United Nations, 2019
UNESCO ISBN 978-92-3-100308-0
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The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO or UNODC and do not
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Strengthening the rule of law
through education
Foreword
The rule of law is the bedrock of just, inclusive and peaceful societies. It compels institutions to be
accountable, to safeguard human rights, to be fair and transparent, and to empower citizens to
participate and engage constructively in society. In so doing, it creates a culture of lawfulness in
which citizens understand, participate in defining, and respect laws for the benefit of the whole of
society. Education has an important role in promoting the rule of law and a culture of lawfulness.
In essence, it provides an important protective function by strengthening learners’ abilities to face
and overcome difficult life situations.
Young people can be important contributors to a culture of lawfulness, and governments have
a duty to provide educational support that nurtures positive values and attitudes in future
generations.
The United Nations Educational, Scientific and Cultural Organization and the United Nations Office
on Drugs and Crime, working in partnership, have developed this guide to assist policy-makers in
developing policies and programmes that promote the rule of law through education. It contains
guidance and examples of good practices on how the education sector, as a whole, can help
young people become engaged and constructive citizens, making ethically responsible decisions
in their daily lives and acting with empathy and respect for others.
It builds on UNESCO’s approach to Global Citizenship Education by supporting a culture of peace

and respect for human rights and drawing on UNODC’s experience tackling crimes that gravely
threaten human safety. This joint project contributes to achieving the Sustainable Development
Agenda - particularly the goals for education and fostering peace, justice and strong institutions
and complements other editions in the series of educational resources on specific challenges for
youth.
We hope that this new resource will provide countries with the necessary tools to address
challenges to peace, justice, human rights and fundamental freedoms, and build more resilient
and sustainable societies.
Audrey Azoulay Yury Fedotov

Director-General Executive Director
United Nations Educational, Scientific United Nations Office on
and Cultural Organization Drugs and Crime
Acknowledgements
The policy guide has been developed in the context of the UNESCO/UNODC partnership on
Global Citizenship Education for the rule of law: doing the right thing. This partnership brings together
UNESCO’s work on Global Citizenship Education and UNODC’s Education for Justice (E4J) initiative
under the Global Programme for the Implementation of the Doha Declaration, which is supported
by the State of Qatar.
UNESCO and UNODC gratefully acknowledge the time and effort spent by those involved in
preparing, producing and commenting on this important publication: Strengthening the rule of
law through education.
This publication was developed under the supervision of Soo-Hyang Choi, Director of the Division
for Peace and Sustainable Development, and Dov Lynch, Chief of the Section of Global Citizenship
and Peace Education, Education Sector, at UNESCO Headquarters. Special thanks go to Lydia
Ruprecht for her lead role in coordinating, substantially contributing to and editing the publication.
Valerio de Divitiis, Mareike Muller, Martha K. Ferede, Noam Assouline, Elodie Beth-Seo and Isabel
Tamoj also provided valuable insights, comments and brought this publication to fruition.
This publication benefited greatly from the tireless efforts by Dimitri Vlassis, Chief of the Corruption
and Economic Crime Branch at UNODC, by providing his substantive guidance and strategic vision
to help reach the finish line. The insights, knowledge and experiences notably from Oliver Stolpe,
Julia Pilgrim, Gilberto Duarte, Lulua Asaad, Johannes de Haan, Sigall Horovitz, Wendy O’Brien,
Annalisa Pauciullo, Paul Ianovici, Kamola Ibragimova, Flavia Romiti, Arturo Laurent, Anna Stransky
and Cory Schiff were key to this publication.
This work would not have been possible without the experts who made original contributions,
namely Felisa Tibbitts, Lecturer in the International Education Development Program at Teachers
College, Columbia University and Chair in Human Rights Education in the Department of Law,
Economics and Governance at Utrecht University, and Veronica Martinez-Solares, Latin American
Program Director at the International Organization for Victim Assistance. John Charles Bradley,
Advanced Masters Candidate at Teachers College, Columbia University conducted a review of the
literature at the preliminary stages.
UNESCO and UNODC have also benefited greatly from the insights shared by individual experts,
namely those who participated in the Consultation Meeting on Global Citizenship Education for
the rule of law and a culture of lawfulness that was held at UNESCO Headquarters (15 - 16 March
2018, in Paris, France). For their input, we would like to express our gratitude to: Luciana Asper y
Valdes (Ministério Público do Distrito Federal e Territorios, Brazil), Luisa de Bivar Black (Universidade
Lusíada, Portugal), Basma Bushnak (Emkan Education, Saudi Arabia), Vachararutai Boontinand
(Mahidol University, Thailand), Pavel Chacuk (independent teacher trainer), Aya Chebbi (African
Strengthening the rule of law through education A guide for policymakers
Union Youth Envoy), Elysa Christy (Bath University, United Kingdom), Sarah Dix (Former Advisor
on Corruption, OECD), Nasharudin Mat Isa (Global Movement of Moderates Foundation), Vera
Leal (Arigatou International, Switzerland), Annet Mugisha (Ministry of Education, Uganda), Carissa
Munroe (OECD, France), Ágnes Németh (National Police, Hungary), Daniela Piana (Professor, Chair in
Political Science, University of Bologna), and Selene Pineda (Crime Prevention Network, Mexico).
Finally, we would like to thank our colleagues from UNESCO headquarters and in the field, for
their input, comments and/or review: Alexander Leicht (Paris), Christopher Castle (Paris), Charaf
Ahmimed (Paris), Andrés Morales (Montevideo), Juan Pablo Ramirez-Miranda (San José). Our
thanks are also extended for contributions made by our colleague in the International Institute for
Education Planning, Muriel Poisson.
Special thanks to Mary de Sousa for copyediting.

Table of contents
FOREWORD 2
ACKNOWLEDGEMENTS 3
EXECUTIVE SUMMARY 9
LIST OF ACRONYMS 11
SECTION 1. INTRODUCTION 13
1.1. Rationale 14
1.2. Purpose 15
1.3. Target audience 15
SECTION 2. UNDERSTANDING THE RULE OF LAW AND HOW IT RELATES TO

EDUCATION 17
2.1. What is the rule of law? 18
2.2. What is a culture of lawfulness? 19
2.3. What is the role of education? 20
SECTION 3. STRENGTHENING THE RULE OF LAW THROUGH EDUCATION 23

3.1. Teaching the basics: key knowledge, values, attitudes and behaviours 24
3.2. Speaking to real issues and dilemmas 27
3.3. Reinforcing positive behaviours 30
3.4. Practising what we preach 34
SECTION 4. NECESSARY SUPPORT SYSTEMS 39

4.1. Curricular support 40
4.2. Classroom pedagogies 43
4.3. Teacher training and development 46
4.4. Beyond the classroom: from whole school approaches to community partnerships 48
SECTION 5. FREQUENTLY ASKED QUESTIONS 55
REFERENCES 59
5
List of tables
Table A. Existing issue-specific guidance documents for education policymakers
produced by UNESCO and UNODC 16
Table B. GCED domains of learning and expected learning outcomes 22
Table C. Educational challenges and responses per scenario 31
Table D. A holistic approach to the promotion of the rule of law – from ‘learning about’
to ‘learning to do’ 33
List of boxes
Box 1. What is the Rule of Law? 14
Box 2. What lawfulness means to me 19
Box 3. What are the characteristics of a society with a CoL? 20
Box 4. Teaching Human Rights in Canada – A guide for Ontario schools 25
Box 5. Empowering Children and Youth as Peace Builders (ECaP) 26
Box 6. Developing anti-bullying behaviour with the KiVa programme 26
Box 7. Legal Guide between Bench and School – Clarifying the legal basis of real
student concerns 28
Box 8. The G.R.E.A.T Programme: Gang, Resistance, Education, and Training 29
Box 9. Education for Justice (E4J) University Modules 33
Box 10. An understanding beyond words: dancing and acting the Ideal City 34
Box 11. UNESCO IIEP’s Ethics and Corruption Education Programme and Resource
platform ‘ETICO’ 35
Box 12. Sample checklist for classroom inclusivity 36
Box 13. Strengthening Teachers Ability and Reasonable Treatments for Children with
Disability (START) 36
Box 14. Gender equality and the rule of law 37
Box 15. UNESCO Clearinghouse on Global Citizenship Education 41
Box 16. Education for Justice (E4J) Library of Resources (UNODC) 41
Box 17. OSCE/ODIHR guidelines for student assessment in human rights education 42
Box 18. Understanding corruption with iTeen Camp 44
6
List of boxes
Box 19. Line up, Live Up - Using sports for life-skills and positive attitudes 45
Box 20. OECD’s Education for Integrity programme 46
Box 21. Interactive Constitution Educator workshop 47
Box 22. Learning with the world with i-EARN-Pangea 48
Box 23. Aulas en Paz (Classrooms in Peace) 50
Box 24. Education for Justice (E4J) Model United Nations Resource Guide 51
Box 25. Anti-corruption clubs for youth in the Republic of Botswana 51
Box 26. Learn without Fear: Youth in action against violence in schools 52
Box 27. Miles de Mano/ Thousands of Hands 52
Box 28. Reducing violence against children in 30 countries across Africa, Asia, Europe
and Latin America 53
Box 29. Training young people on integrity with Integrity Action 53
Box 30. The Partnership for Governance Reform in Indonesia 54
7
Executive summary
Why this guide?
The role of education in building just and peaceful societies and trust in public institutions is
increasingly recognized across the world. However, there is a lack of understanding among
educational professionals about how this role can be best fulfilled and, more specifically, about
the full meaning of the rule of law and its particular implications for education. This guide for
policymakers seeks to fill this knowledge gap.
This document aims to provide an overview of how the education sector as a whole can
leverage its transformational power to support and encourage young people to be positive and
constructive members of society, while also mitigating challenges to the rule of law. As such, it
seeks to complement already existing issue-specific guides focusing on single problems such as
gang violence, trafficking etc.
This document can also be used as a base to build a shared vision among education stakeholder
groups (in and out of formal education systems) on what education can and cannot do as a
matter of priority to address challenges to the rule of law. It is a resource that can serve as a
starting point for multi-stakeholder discussions on approaches to promote the rule of law and
develop a culture of lawfulness.
What is the rule of law?

As defined by the United Nations Secretary General, the rule of law is ‘a principle of governance
in which all persons, institutions and entities, public and private, including the State itself,
are accountable to laws that are publicly promulgated, equally enforced and independently
adjudicated, and which are consistent with international human rights norms and standards’
(United Nations, 2004, p. 4).
The rule of law provides a mechanism of accountability that safeguards against the abuse of
state power.
It ensures the population is not at the mercy of those who seize power and wield it to oppress
with arbitrary and unjust rules and processes.
A society that supports the rule of law is not one composed of uncritical and obedient citizens;
rather it is one whose citizens understand and respect just laws, are aware of their function,
know how to engage with them constructively and how to challenge them, as needed, within
the appropriate mechanisms and institutions.
What is a culture of lawfulness?

A culture of lawfulness refers to the cultural and social conditions in which the rule of law is
respected and promulgated.
9
It is an environment where the population abides by the law because it believes that it provides
a fair and just response to the needs of individuals and society as a whole.
It supposes that all members have equal access to, and desire to access, the justice system to
address their grievances when necessary.
A culture of lawfulness reinforces individuals’ positive expectations about the law and trust in the
justice system through daily routines, including formal and informal interactions with the law.
What is the role of education in promoting the rule of law?

Education can promote the rule of law and culture of lawfulness by:
Encouraging learners to value and apply the principles of the rule of law in their daily lives,
allowing them to make decisions that are ethically responsible.
Equipping learners with the appropriate knowledge, values, attitudes, and behaviours they need
to contribute to the continued improvement and regeneration of the rule of law in society more
broadly.
What can education do to strengthen the rule of law?

The main action areas are:
Ensure the development and acquisition of key knowledge, values, attitudes and behaviours.
Support learners to move from ‘learning about’ the rule of law and the different forms of risks of
crime to ‘learning to’ act − by committing to values and responsibilities based on human rights,
being compelled to make informed decisions, feeling empowered to ward off threats to the rule
of law as well as being able to act and engage in change processes that support the rule of law.
Ensure learning speaks to the real issues and dilemmas of young people facing challenges to the
rule of law.
Model the rule of law in and out of school learning environments.
How to take these action areas forward?

Key measures include:
Develop policies, programmes and curriculum that support the rule of law and a culture of
lawfulness.
Train educators and staff to be aware of, and to change, explicit and implicit biases in policies,
programming, curriculum, pedagogy and practices that do not model the rule of law and can
even run counter to developing a culture of lawfulness.
Take a holistic and inclusive approach by engaging teachers, parents, community members,
cultural leaders, government institutions, businesses, and civil society organizations to ensure
learning takes place in and out of schools.
10
List of acronyms
CoL Culture of Lawfulness

GCED Global Citizenship Education
IBE International Bureau of Education (UNESCO)
MoE Ministry of Education
NGO Non-governmental organization
OECD Organisation for Economic Co-operation and Development
OHCHR Office of the United Nations High Commissioner for Human Rights
OSCE Organization for Security and Co-operation in Europe
PVE Preventing Violent Extremism
PVE-E Preventing Violent Extremism through Education
RoL Rule of Law
SDG Sustainable Development Goal
SEL Socio-emotional learning
UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations International Children’s Emergency Fund
UNODC United Nations Office on Drugs and Crime
WSA Whole school approach
11
Section 1
Introduction
1.1. Rationale
Addressing challenges to peace, justice, human rights and fundamental freedoms is of vital
importance for the stability and well-being of societies across the world today. While regulatory
frameworks on corruption, violence, and crime are part of the responses being undertaken by
governments, the challenges they seek to address persist, often beyond national borders and,
increasingly, in globally interconnected ways.
To promote and protect the safety, dignity and human rights of all people, many governments
are, therefore, also strengthening efforts to uphold the principle of the rule of law (RoL) in the daily
lives of their citizens and through the public institutions that seek to serve them. In this respect,
the criminal justice sector has a key role to play and a specific responsibility, but it is not alone in
this task. The RoL is fundamental to all aspects of society, both public and private, shaping the way
individuals interact with each other and with public institutions in all sectors of society – forging
relationships of trust and mutual accountability. This is why education that promotes the RoL and a
Culture of Lawfulness (CoL) is so important.
As a public good, national education systems have a key responsibility in upholding and
advancing the principles of the RoL. They can prepare future generations to hold state institutions
accountable to these principles and equip learners with the knowledge, values, attitudes and
behaviours they need to take constructive and ethically responsible decisions in their daily lives
that support justice and human rights. It is on this basis that it is possible to build trusted and
trustworthy institutions.
This aspiration for the education sector is

embodied in Target 4.7 of the Sustainable
Box 1. What is the Rule of Law?
Development Goal 4 on Education. Though
The UN Secretary General states that the
rule of law is: this role of education is increasingly
recognized, there is a lack of understanding
‘a principle of governance in which all
among educational professionals about the
persons, institutions and entities, public
and private, including the State itself, full meaning of the RoL and of its specific
are accountable to laws that are publicly implications for education.
promulgated, equally enforced and
independently adjudicated, and which This document seeks to address this knowledge
are consistent with international human gap by building on the experience gained
rights norms and standards.’
from UNESCO’s approach to Global Citizenship
Source: United Nations (2004), p. 4 Education (GCED), and its related fields, namely
citizenship education, peace, and human
rights education.
14
Section 1. Introduction
1.2. Purpose
This guide seeks to
Help education professionals better understand the meaning of the RoL and its implications for
education.
Provide guidance on key areas of action, and specific modalities, for promoting the RoL and a
culture of lawfulness through primary and secondary education.
This guide is divided into five main sections:
After the Introduction (Section 1), Section 2 clarifies key concepts, namely the RoL, a CoL and the
role of education in the promotion of the RoL.
Section 3 outlines key areas of action that can help harness the full potential of the education
sector in view of promoting the RoL.
Section 4 focuses on the modalities of implementation. These are educational measures that
make it possible to implement the suggested action areas at the school and classroom levels,
as well as outside of formal education settings. For example: curricular support, transformative
pedagogies, as well as whole school approaches (WSAs).
Section 5 presents frequently asked questions and their answers.
The guidance concludes with references.
1.3. Target audience

This guide is intended for education policymakers and other professionals working in the formal
education sector, within and outside Ministries of Education, and who are seeking to promote the
RoL and a CoL through education.
This document may also be of interest to professionals working in non-formal education settings
or other sectors – namely the justice, social and health sectors - in the area of crime and violence
prevention, who are seeking to work more closely with the education sector.
To address the needs of this diverse mix of education stakeholders and professionals, this
document blends both theory and practice, and draws on examples from around the world.
How to use this guide?

As a general introduction. Specific guidance exists already on how education can help address
several topics related to the RoL, such as corruption, firearms trafficking, violent extremism and
gender-based violence in and out of schools. This document, therefore, complements these and
other issue-specific guides by focusing on how the education sector as a whole can leverage its
transformational power to address general challenges to the RoL (See Table A).
15
As a common ground for discussion. This document can also be used as a base to build a shared
vision among education stakeholder groups (in and out of formal education systems) on what
education can and cannot do as a matter of priority. As such, it can be a starting point for
holding multi-stakeholder discussions on the most effective means to strengthen the resilience
of educational communities in the face of violence, crime and dysfunctional institutions.
Table A. Existing issue-specific guidance documents for education policymakers

produced by UNESCO and UNODC1
Specific issue Selection of UNESCO and UNODC publications
• School Violence and Bullying (UNESCO, 2018a)

School bullying
• Transformative Pedagogy for Peace-building: A guide for Teachers (UNESCO-IICBA, 2017)
• Guidelines for the Design and Effective Use of Teacher Codes of Conduct (Poisson,
UNESCO-IIEP, 2009)
Corruption
• UNESCO-IIEP publications under the Ethics and corruption in education series (UNESCO-IIEP,
2018)
• Stopping Violence in Schools. A Guide for Teachers (UNESCO, 2014a)

Crime prevention
• Handbook for Professionals and Policymakers on Justice in Matters involving Child Victims
and criminal justice
and Witnesses of Crime (2009a)
• Handbook on Identity-related Crime (UNODC, 2011)

Transnational
• Guidelines for Technical-juridical Training and Awareness Raising on Counterfeiting
organized crime
(UNICRI, 2007)
• Searching for Best Practices to Counter Human Trafficking in Africa: A Focus on Women
and Children (UNESCO, 2005a)
Human trafficking
• Toolkit to Combat Trafficking in Persons (UNODC, 2008)1
and migrant
• Combating Trafficking in Persons: A Handbook for Parliamentarians (UNODC, 2009b)
smuggling
• A Toolkit for Guidance in Designing and Evaluating Counter-Trafficking Programmes (ICAT,
2016)
• Best Practices of Non-Violent Conflict Resolution in and out-of-school (UNESCO, 2002)

Firearms and gun
• Preventing Firearms Proliferation and Armed Violence in Educational Centers of Latin
violence
America and the Caribbean (UN-LiREC, 2011)
Violence based on • Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation
sexual orientation and Gender Identity/Expression. (UNESCO, 2016a)
or gender identity/ • Education Sector Responses to Homophobic Bullying (UNESCO, 2012)
expression
• Study on the Effects of New Information Technologies on the Abuse and Exploitation of
Cybercrime
Children (UNODC, 2015)
• Preventing violent extremism through education: A guide for policymakers (UNESCO,

2017a)
Violent extremism • Handbook on Children Recruited and Exploited by Terrorists and Violence Extremist
Groups: the Role of the Justice System (UNODC, 2017b)
(including as and
• A Teacher’s Guide on the Prevention of Violent Extremism (UNESCO, 2016b)
if conducive to
• #YouthWagingPeace: Action Guidelines for Prevention of Violent Extremism (UNESCO
terrorism) MGIEP, 2017)
• Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and
Extremism (UNESCO, 2016c)
1. All UNODC publications on trafficking in persons and smuggling of migrants are available at: www.unodc.org/unodc/en/human-trafficking/
publications.html. Further policy guidance on trafficking in persons and smuggling of migrants can be drawn from the recommendations of
the Working Groups to the Conference of the Parties to the UNTOC at: https://www.unodc.org/unodc/en/organized-crime/intro/COP/working-
groups.html.
16
Section 2
Understading the rule
of law and how it relates
to education
2.1. What is the rule of law?

The notions of ‘rule of law’ and a ‘culture of lawfulness’ are complex and socio-politically situated.
Clarifying and defining them and knowing how they are distinct yet complementary, is essential.
According to the United Nations, the RoL is ‘a principle of governance in which all persons,
institutions and entities, public and private, including the State itself, are accountable to laws
that are publicly promulgated, equally enforced and independently adjudicated, and which are
consistent with international human rights norms and standards. It requires, as well, measures to
ensure adherence to the principles of supremacy of law, equality before the law, accountability
to the law, fairness in the application of the law, separation of powers, participation in decision-
making, legal certainty, avoidance of arbitrariness and procedural and legal transparency’ (United
Nations, 2004, p. 4).
As such, the RoL is both an ideal to which states and individuals can aspire and a principle of
governance.
The concept of the RoL is embedded in the Charter of the United Nations (1945). The Preamble
of the Charter states as one of the aims of the UN ‘to establish conditions under which justice
and respect for the obligations arising from treaties and other sources of international law can
be maintained.’ In addition, a core purpose of the UN is ‘to bring about by peaceful means, and
in conformity with the principles of justice and international law, adjustment or settlement
of international disputes or situations which might lead to a breach of the peace’ (UN, 1945,
Chapter 1, Article I). The 1948 Universal Declaration of Human Rights also gives the RoL a central
place, stating that ‘it is essential, if man is not to be compelled to have recourse, as a last resort,
to rebellion against tyranny and oppression, that human rights should be protected by the rule
of law’.
More recently, promoting the RoL has been universally accepted by UN Member States as one of
the Targets under SDG 16: ‘Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive institutions at all
levels,’ in particular, Target 16.3: ‘Promote the rule of law at the national and international levels and
ensure equal access to justice for all.’
18
Section 2. Understanding the rule of law and how it relates to education
2.2. What is a culture of lawfulness?

In fostering the RoL, it is necessary to create the cultural and social conditions in which the RoL is
respected and promulgated. This is the idea expressed in the notion of a culture of lawfulness (CoL).
A CoL means that the general population in a society follows the law because it believes that
it provides a fair and just response to the needs of individuals and society as a whole. It implies
that populations have equal access to, and desire to access, the justice system to address their
grievances (Godson, 2000). It also means that individuals’ expectations about the law and the
justice system are reflected in their formal and informal interactions with the law.
In this way, a CoL underscores the notion that there are aspects of the law that are not formalized but
are part of non-formal practices and traditions that shape people’s behaviours and their interactions
with public institutions, for example, in the way individuals reject, marginalize or accept acts of
corruption.
At best, a CoL presupposes a reciprocal process where the government and the people coordinate
and interact with each other to establish an environment that is safe and fulfilling for all without
lawlessness. There are mutual expectations of compliance with laws based on a shared sense of
trust that both will fulfil their responsibility. In an ideal context, governments cultivate trust by
demonstrating their commitment to human rights and the RoL, just as citizens honour their rights
and obligations to live by and support human rights and the RoL.
Built into the notion of a CoL is the idea that citizens are empowered and able to contribute
to the quality of institutions that govern society and thereby protect and strengthen the RoL.
Individual behaviours can support the RoL by being knowledgeable about the law and the RoL,
respecting rules, and by actively contributing
to the substantive application and continued
Box 2. What lawfulness means protection and/or improvement of the RoL
to me (social transformation) - for example, by
‘To me, lawfulness is when a woman acting to help ensure that laws adhere to
knows that she has legal rights in her human rights principles or holding institutions
country, just like a man does. It is when accountable for their acts.
a [foreign] worker knows that if he didn’t
get his monthly salary from his employer, A CoL is a dynamic process in which people
he can go and ask for it legally just
not only understand and respect just laws
like a local employee can. It is when a
government employee from a different but also push for their transformation when
religious group is entitled to a promotion needed. Social cohesion and a CoL are mutually
for a higher position just like his supportive. A CoL benefits from, and promotes
colleague from the dominant group has.’
the values of, communities rather than serving
Source: UNESCO (2018b), p. 4 individual interests. In essence, a CoL is both
reliant on, and important for, promoting, social
cohesion and interconnectedness.
19
Box 3. What are the characteristics of a society with a CoL?

Where a CoL exists:
Values like integrity, acceptance, fairness, respect of others and differences, a culture of
dialogue and civic responsibility are the norm and are shared by the vast majority of a
community, including by public authorities. The core values that form the society are
also openly discussed.
There is a shared expectation that the law is ethical, fair, and reflects a deep respect for
human rights of all, and that the justice institutions are built to fulfil that expectation.
Everyone is empowered to uphold the RoL and to benefit from its fair application.
Public officials carry out their duties in accordance with the public good, and criminal or
unethical behaviour is not the norm.
Citizens have the knowledge and skills to identify, prevent and resolve moral, ethical
and legal dilemmas.
Cultural identity is respected, but universal human rights standards are upheld.
Threats of violence, whether gender‐based or gang‐related, or associated with criminal
activity such as corruption, human trafficking, cybercrime, etc., are exceptional, and
where they exist, perpetrators are held accountable according to the RoL.
The protection of victims is also implemented according to the RoL.
Institutions, including in the formal and informal education sector, uphold a culture of
lawfulness and respect the RoL, fostering civic responsibility and trust.
Source: Adapted from UNESCO (2018b)
2.3. What is the role of education?

Through education, learners are expected to acquire and develop the cognitive, socio-emotional
and behavioural experiences and skills they need to develop into constructive and responsible
contributors to society.
Education also plays a key role in transmitting and sustaining socio-cultural norms and ensuring
their continued evolution (Durkheim, 1956). Through formal education, children and youth
are socialized to adopt certain values, behaviours, attitudes and roles that form their personal
and social identity and guide them in their daily choices. As they develop, children and youth
also develop the capacity to reflect critically on norms, and to shape new norms that reflect
contemporary conditions.
As such, education promotes and upholds the principle of the RoL by:
Encouraging learners to value, and apply, the principles of the RoL in their daily lives, and;
Equipping learners with the appropriate knowledge, values, attitudes, and behaviours they need
to contribute to its continued improvement and regeneration in society more broadly. This can
20
Section 2. Understanding the rule of law and how it relates to education
be reflected, for instance, in the way learners demand greater transparency in, or accountability
of, public institutions, as well as through the everyday decisions that learners take as ethically
responsible and engaged citizens, family members, workers, employers, friends, and consumers
etc.
The contribution of Global Citizenship Education (GCED)

Global Citizenship Education (GCED) provides the overall lens through which this guidance
document views the role of education in the promotion of the RoL.
Drawing upon experience from other education processes, including human rights education,
peace education, education for sustainable development, education for international and
intercultural understanding, GCED aims to empower learners to engage and assume active roles,
both locally and globally, as proactive contributors to a more just, peaceful, tolerant, inclusive,
secure and sustainable world.
GCED aspires to be a transformative experience, to give learners the opportunities and

competencies to realize their rights and obligations to promote a better world and future.
GCED is built on a lifelong learning perspective. It is not only for children and youth but also for
adults. It can be delivered in formal, non-formal and informal settings.2 For this reason, GCED is part
and parcel of the Sustainable Development Goal 4 on Education (SDG4, Target 4.7).
UNESCO developed a competency framework on GCED with key learning outcomes, learner
attributes and learning objectives to help guide policymakers and curriculum developers in their
efforts to develop national curricula that empower learners to assume active roles as described
above, both locally and globally. This competency framework is based on a vision of learning that
covers three domains to create a well-rounded learning experience: Cognitive, Socio-Emotional
and Behavioural (UNESCO, 2015, p. 29); See Table B.
Although conceptually distinct, these three domains do not represent isolated learning processes;
they often overlap, mutually reinforce and build upon each other, and can also occur in parallel.
For example, socio-emotional learning (SEL) requires understanding existing challenges in the
community (cognitive) and making informed decisions (behaviour).
By delivering lessons using all three domains, teachers are more likely to develop the broad
range of knowledge, attitudes, values and behaviours that are expected of GCED. This approach
also makes it possible to address the four pillars of learning that are key to ensuring learners are
equipped with the skills they need to face the world as active and engaged citizens: Learning to
know, to do, to be and to live together (UNESCO, 1994).
2. Formal learning is structured training typically provided by an education or training institution, leading to certification. Non-formal education
and training takes place outside the formal system either on a regular or intermittent basis such as clubs and sports groups. Informal learning is
part of non-formal learning and is referred to as learning resulting from daily life activities related to work, family or leisure (UNEVOC, 2018).
21
Table B. GCED domains of learning and expected learning outcomes
GCED DOMAIN OF LEARNING
The cognitive domain includes The socio-emotional domain The behavioural domain
thinking processes that includes the development of includes the development of
involve the acquisition, skills that facilitate learners’ the ability to use learned
organization and use of emotional welfare and materials or to implement
knowledge and information. successful interactions with material in new and concrete
others, including peers, situations.
teachers and family members
and those in their community
(UNESCO et al., 2017, p 14).3
GCED EXPECTED LEARNING OUTCOMES
• Learners acquire knowledge • Learners experience a • Learners act effectively and

and understanding of local, sense of belonging to a responsibly at local,
national and global issues common humanity, national and global levels
and the interconnectedness sharing values and for a more peaceful and
and interdependency of responsibilities, based on sustainable world
different countries and human rights • Learners develop
populations • Learners develop attitudes motivation and willingness
• Learners develop skills for of empathy, solidarity and to take necessary actions
critical thinking and analysis respect for differences and
diversity
Source : Adapted from UNESCO (2015), p. 29
22
Section 3
Strengthening the rule
of law through education
Educational policies and programmes can support the personal and societal transformations that
are needed to promote and uphold the RoL by:
Ensuring the development and acquisition of key knowledge, values, attitudes and behaviours.
Addressing the real learning needs and dilemmas of young people.
Supporting positive behaviours.
Ensuring the principles of the RoL are applied by all learning institutions and in all learning
environments.
3.1. Teaching the basics: key knowledge, values,

attitudes and behaviours
Building on UNESCO’s vision of GCED (see Sub-section 2.3 on the contribution of GCED), this
segment identifies key knowledge, values, attitudes and behaviours that are seen to be specifically
relevant to empower learners to uphold the RoL and participate in the continued development of
a CoL within their community.
Key knowledge
Learners need to acquire knowledge, understanding and critical thinking about the meaning of
the RoL and a CoL, and how these concepts manifest themselves on a daily basis in different social
settings and through established institutions, laws, mechanisms and procedures. In turn, the RoL
requires that learners make discerning judgments about their environment, based on established
norms and factual evidence. The ability to carry out critical thinking and analysis are key and
should be taught, if education is to promote the RoL.
Understanding and appreciating the linkages between global and local issues forms an integral
part of the learning process. Indeed, violations of the RoL have far-reaching consequences at
the individual, community, national, regional and global levels, impacting different countries
and populations in ways that are often interconnected. At the same time, it is important not to
underestimate the extent to which a CoL is embedded in national and local realities. It is for that
reason that teachers and students also need to understand their rights and responsibilities and
identify the behaviours that support democratic processes and the RoL on a daily basis. Of course,
this understanding is contextually specific.
For learners to understand the meaning of the RoL and CoL, key areas of knowledge include,
among others:
Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and
duties of citizens;
The justice system;
24
Section 3. Strengthening the rule of law through education
Human rights;
Conflict prevention and peacebuilding;
Global, national, and local expressions of the RoL and culture of lawfulness;
Democratic values such as transparency, accountability and inclusiveness;
Local, visible expressions of a culture of lawfulness through pluralism and egalitarianism;
Causes and consequences/impacts of crime on family, community, society, as well as safety; and
Responsible and ethical decision-making.
Key attitudes and values

Attitudes and values are developed across a broad range of settings, including in the home, in
schools, and through the experiences that individuals gain in broader social and cultural contexts
(i.e., through socio-emotional learning). Developing positive attitudes and values is foundational to
the holistic and healthy development of learners at all ages.
They also help learners make responsible decisions (proactive behaviour) and be resilient when
faced with dangerous or threatening situations (responsive behaviour) (Taylor et al., 2017). Chief
among these is a sense of ‘self-efficacy’ – understood to mean a belief in one’s own abilities to
meet challenges, complete a task successfully, and succeed in reaching a specific goal. A sense
of self-efficacy combined with high levels of
Box 4. Teaching Human Rights motivation provide the conditions for resilience,
in Canada – A guide for Ontario which is key to promoting a CoL and the RoL
schools (Bandura, 2008).
Ontario schools are required to educate
students about human rights and to School practices that lead learners to feel
develop young people’s understanding of capable of addressing issues that affect their
what they are, how they were developed own lives and those of their peers and family
and threats that challenge them. Starting
are proven to also nurture civic engagement
in 2009, the Ontario Ministry of Education
began implementing an Equity and which is key to the sustainability of a culture of
Inclusive Education Strategy across the lawfulness (Garcia-Cabrero et al., 2016). When
province that included making human learners invest in learning processes through
rights education part of the primary and
a personal effort, they take individual and
secondary curriculum. To assist educators,
the Ministry worked with Ontario’s Human collective responsibilities that nurture civic
Rights Commission and developed a maturity.
guide with lessons, activities and case
studies specifically designed to increase There are other outcomes of socio-emotional
students’ knowledge of human rights and learning that are relevant to the RoL. Learners
to prompt discussion on such topics as
discrimination, harassment and equality. might learn to value equality, fairness, mutual
respect and integrity. Learners might also seek
For more information, see Ontario Human to develop attitudes, values and capacities such
Rights Commission (2013)
as:
25
A sense of belonging to a community;

Box 5. Empowering Children and
Self-identity and positive self-image;
Youth as Peace Builders (ECaP)
Developing children and youth’s sense Social awareness (empathy, inclusion);
of efficacy is at the heart of the ECaP Relationship skills (communication,
initiative designed by World Vision
cooperation, and conflict resolution);
and piloted in countries in South and
East Africa. Young people from 12-18 A sense of personal security;
years old are taught to be informed,
resourceful, and self-reliant leaders who Resilience (especially for persons vulnerable
are able to shape a peaceful world. The to becoming a victim or being recruited into
programme is based on five promising crime);
practices: 1) child participation 2)
capacity-building 3) education and skill Mindfulness;
training for peace 4) collaboration 5) Empathetic concern and compassion;
creativity and ownership of experiences
to express passion for peace through art, Self-awareness;
music, dance, drama, and storytelling. In Self-management;
addition to empowering and building
the capacity of young people, the Self-regulation.
programme has a secondary objective of
preventing radicalisation and enhancing Behaviours
the healing processes for children and
youth who have witnessed and/or have The behavioural learning outcomes of
been traumatized by violence. It is GCED (see Sub-section 2.3) are relevant to
designed for both formal and non-formal
the promotion of the RoL, specifically: (1)
environments.
to act effectively and responsibly at local,
For more information, see World Vision national and global levels for a more peaceful
International (2011) and sustainable world, and (2) to develop
the motivation and willingness to take
necessary actions.
Box 6. Developing anti-bullying behaviour with the KiVa programme

The KiVa programme develops behaviours of young people that reduce bullying at school
and in the community. This evidence-based approach, developed at the University of
Turku in Finland, is intended for children aged 7 to 15, and offers an innovative approach
to bullying by focusing on the role of bystanders (fellow pupils who witness bullying
events). Through class lessons, it teaches children to recognize what is, and is not,
bullying and how to respond when they see it. It helps them to identify and enact the
behaviours that reduce bullying. The approach is based on extensive research showing
that victims report distress when others do nothing to help and that bullies tend to
behave aggressively to attain higher status and are reinforced by onlookers’ apathy or
encouragement. When bystanders intervene, as the young people in this programme
learn to do in a safe way, the bullying tends to stop.
For more information, visit http://www.kivaprogram.net/
26
In the context of efforts to promote the RoL, learning can be more specifically focused on
developing the following behaviours.
Active participation in democratic structures and processes (in and out of school);
Participatory and democratic practices in group decision-making;
Monitoring of RoL institutions and processes (in and out of schools);
Actions to promote improvements in RoL/CoL (at different levels of society).
There is also a set of so-called ‘pro-social’ behaviours that function as protective factors, which
benefit other people or society as a whole and support learners’ well-being and sense of belonging
to the community. These pro-social behaviours can include:
Actions of support and solidarity with survivors of violence and crime;
Respecting school property;
Participating in school community actions.
3.2. Speaking to real issues and dilemmas

Decades of work in HIV and AIDS education and related harm reduction strategies teach us that
generic prevention responses will have little or no impact if they do not address the real needs
of young populations (UNESCO, 2014b). Accordingly, educational strategies and pedagogies that
seek to support positive behaviours must also speak to the real vulnerabilities and dilemmas to
which learners are exposed.
Addressing learners’ individual vulnerabilities

Addressing learners’ individual vulnerabilities requires identifying two categories of factors:
Risk factors: those factors that increase the likelihood that a young person will experience
harm, engage in criminal activity, or become violent. Without necessarily being the direct causes
of unlawful behaviour, risk factors increase learners’ vulnerability to engage in such behaviour.
Risk factors can be mitigated by protective factors.
Protective factors: factors that encourage the positive development and well-being of children.
Protective factors shield young people from the risks of experiencing harm, engaging in criminal
activity, or becoming violent. Though protective factors are less researched than risk factors,
they are equally important to develop effective educational prevention programmes and, more
broadly, support learners’ socio-emotional, physical, and intellectual development. Protective
factors also nurture social inclusion, civic engagement, agency and interconnectedness.
Risk and protective factors can be found at the individual, family, peer and social levels. The more
a learning context mitigates risk factors and increases protective factors, the more likely it will
succeed in enhancing the well-being of the individual and, as a result, strengthen their resilience to
crime and violence.
27
Since adult women and men, whether parents,

Box 7. Legal Guide between Bench
educators or school personnel, may have a
and School – Clarifying the legal
different perception of learners’ degree of basis of real student concerns
exposure to risk and their abilities to face them,
Italian secondary school students and
learners need to be perceived and treated as
the national bar association have co-
knowledgeable and engaged actors. It not only written a highly accessible guide to help
increases the likelihood of gaining an accurate young people understand their rights,
understanding of their learning needs but duties and the laws that support them.
The Guida Giuridica Tra I Banchi di Scuola -
also bolsters their sense of empowerment and ‘Legal Guide between Bench and School’
strengthens their decision-making abilities. (with translations in Italian, English,
Spanish, German, French and Chinese)
Furthermore, assessment processes should explains the Student Charter and the
take a positive approach to learners’ abilities by legal basis of issues and dilemmas that
come up in everyday school life.
focusing on ‘what is going well?’ and ‘what are
the learners’ strengths and assets to face this The guide provides a useful question
situation?’ rather than exclusively examining and answer section that addresses the
concrete concerns of students such as
“what is going wrong?’.
‘Is it a student’s right to strike?’ and ‘Can
students use phones at school in class?’
On this basis, it is possible to identify relevant The legal bases are provided along
educational responses. with the responses. This is empowering
for young people as it helps to clarify
Distinguishing between three types of their rights and make transparent the
prevention efforts can also help design relevant reasoning behind school codes of
conduct, responsibilities and duties.
and impactful interventions:
For more information, see Italian Bar
Primary prevention3 efforts target all
Association (2018)
learners, whether they show any level of
risk or not. At its core, primary prevention
is about strengthening communities
and individuals, and ensuring their wellbeing and connectedness with their families and
communities.
Secondary prevention is provided in addition to primary prevention to individuals who are
at risk of victimization or involvement in violence or crimes. Early indications might include
problems of disrespecting the RoL or committing a crime. In these contexts, some learners may
be given additional academic support and SEL-related trainings, if they are considered ‘at risk’ of
being victimized or of developing problematic behaviours.
Tertiary prevention interventions are for learners who continue to struggle despite primary
and secondary prevention efforts. Most typically, these constitute a small number of learners
with the most serious patterns of problem behaviour and who are often subject to victimization.
These learners need specific support and protective measures targeted at preventing the
problem from getting worse or trying to remediate it (Tobin and Sugai, 2005).
3. According to Goldston (1986), Hugh R. Leavell of the Harvard School of Public Health and E. Gurney Clark of the Columbia School of Public
Health coined the term ‘primary prevention’ in the late 1940s
28
Addressing real-life dilemmas

Even if schooling can only play a partial role in resolving deeply entrenched problems such as
corruption, organized crime or drug trafficking, educational programmes need to be immediately
relevant to the real-life contexts of learners in order to deliver meaningful learning with long-term
impact. This implies placing learners in the active role of problem solvers – i.e. those who can
understand and find solutions to realistic dilemmas and conflicts.
Learning about abstract notions of the RoL will not lead to sustainable change, especially if there
are discrepancies between the RoL values taught in the classroom and those that prevail in the
school environment, families or society at large. In such contexts, it is notably important that
education programmes inspire and sustain learners’ motivation, confidence and creative abilities to
strive to improve their situation.
To avoid cultivating cynicism or indifference, education personnel and teachers need to help learners
deal with the frustrations, anger, and possible
disillusionment that result from this discrepancy,
Box 8. The G.R.E.A.T Programme:
and develop hope and constructive responses. Gang, Resistance, Education, and
Well-guided educational programmes can foster Training
personal transformations that empower learners
Some children and youth face daily
to play a constructive role in society and re-build pressures to be part of gangs in their
the RoL (and its institutions) where necessary, local communities and need to learn
provided they take into account the social skills to resist. In the United States, the
G.R.E.A.T (gang, resistance, education,
environment of learners, and in particular, the
and training) programme is an evidence-
degree of dissonance between norms and values based gang and violence intervention
taught in schools and those that prevail outside. programme seeking to immunize
against delinquency and violence and
Three hypothetical scenarios which call for gang membership and develop positive
different educational strategies to address the relationships with law enforcement. It
is a school-based curriculum led by a
real-life challenges of learners can be identified. law enforcement officer and focused on
Though in reality the boundaries between teaching life-skills competencies, such as
these scenarios are not so clear-cut, as they violence prevention, conflict-resolution
techniques, and decision-making and
can all be found in a given country or region,
problem-solving skills. The programme
this typology can help to design impactful targets youth and their families and is
educational strategies that are adapted to the delivered collaboratively with community
learners’ real-life contexts. outreach programmes. Evaluations of
G.R.E.A.T have shown increases in the rates
Scenario A – The RoL is not an established of positive attitudes towards police and
an improved sense of collective efficacy
principle of governance and there is no
that is associated with lower crime rates,
expectation that it can be in the current reduced anger, lower gang membership
context. Unlawful behaviour is commonplace rates and higher levels of altruism.
and seen as part of a reality to contend with
For more information, visit https://www.great-
– including at school and classroom level. In
online.org/GREAT-Home
this scenario, a community or society may
29
nonetheless be governed by a set of rules but these are not based on the principle of the RoL.
Countries in conflict may experience this scenario.
Scenario B – The RoL is enshrined in national policies, formally recognized as a norm,
but there is no widespread belief nor expectation that these norms are being fairly,
justly and widely applied. Unlawful behaviour is a reality in certain sectors, pockets of society
or regions, including within the education sector itself. In this context, learners adhere to the
principles of the RoL and understand that they are the aspired norm, but they are also aware that
there are substantial discrepancies between values, ideals and individual choices and behaviours.
Scenario C – The RoL is enshrined in national policies, recognized as a norm and
populations manifest trust in the ability of RoL institutions to apply the principles of
the RoL and they themselves strive to live by the ideal. In this context, statistics would
suggest that unlawful behaviour is exceptional in a community and national environment
generally supportive of the RoL and a CoL.
Each scenario confronts policymakers and educational personnel with a different set of educational
challenges. The table that follows (Table C) provides an indicative but non-exhaustive view of some
of these challenges and possible programme approaches by which to address them in specific
contexts. To obtain a more complete picture, education personnel, teachers, learners and community
members at large should be consulted. They are well placed to identify and think critically about the
issues affecting them and their family, community, country, and society. They can also devise realistic
means of responding to the challenges in creative, safe, respectful and meaningful ways.
3.3. Reinforcing positive behaviours

When working with children and youth, in particular those perceived as vulnerable, it is imperative
to take a positive look at their skills, assets and attributes as the foundation for further learning. 5
This approach is much more effective than viewing young people as lacking knowledge, skills or
values to promote the RoL (Lopez, 2017).
When working with vulnerable learners, the challenge is to support positive behaviours and
support sustained behaviour change. This is particularly important in a context where the
reinforcement of norms does not suffice and policymakers, therefore, need to ensure education
systems create the desire and conditions for positive behaviours and genuine sustainable change.
Depending on the age, gender, socio-economic background of learners and the social context in
which they live, this may involve developing educational policies that go beyond conventional
educational approaches to expose learners to new experiences that bring to life abstract ideals.
For instance, rather than punishment to sanction inappropriate behaviour, it can be effective to
introduce mediation or reconciliation programmes. The challenge is to ensure learners are able to
apply their new skills in a real-world context (Eddy, 2017).
5. By vulnerable, we refer to victimization, susceptibility towards unlawful behaviour due to exposure, defencelessness, environment etc.
30
TABLE C. Educational challenges and responses per scenario4

Scenario A Scenario B Scenario C
CONTEXT RoL not an established principle RoL formally recognized but CoL RoL formally recognized
not widespread norm, and institutions
strive to live by the ideal
• RoL/CoL values and practices taught • RoL/CoL values and practices in the • Complacency and/or passivity
contradicted by school environment, classroom/school contradicted by towards RoL
national public institutions, and community community conditions (sense of • Denial - Refusal of parents
conditions (sense of disconnectedness, disconnectedness) and school community to
dissonance) • Risk of learners being exposed to acknowledge that there are
• Learners routinely experience fear and peer pressure to engage in crime/ problems
are exposed to risk (violence, corruption, corruption/violence • Stigmatization and exclusion of
crime), including in schools • Sense of personal insecurity and learners seen as ‘problem cases’
• Learners under peer pressure to conform future uncertainty (fear of possibility of • Addressing sensitive issues
with and engage in unlawful behaviour crime and violence, lack of hope and that are considered taboo in
• Young people are coerced into criminal perspective) community
activities and violence by organized crime • Apathy/disengagement with RoL
Possible and gangs that have control and influence
educational in the school and community
challenges • Cynicism: Violence and criminal activities
are normalized
• Necessity of some engagement in unlawful
behaviour in order to survive, source of
revenue source
• Exploitation where engagement in
unlawful behaviour is by force (as with
trafficked persons forced to engage in
crime, or children recruited and exploited
by terrorist or violent extremist groups).
• Retaliation against those engaged in RoL/
CoL programming
• Build on the skills and assets of learners for • Implement Civics/Citizenship • Civics/Citizenship Education
‘doing good’ (value and promote ‘doing Education with focus on institutions ‘active citizenship’
good’) that successfully reflect RoL • Model lawfulness in the school
• Use case studies removed from the local • Expose learners to RoL actors who environment and provide
and national contexts to inspire hope are effectively carrying out their opportunities for participation
and the search for creative and pragmatic responsibilities in school governance
solutions • Explore mechanisms/negotiations • Promote a culture of
• Develop project-based and problem-based that demonstrate that participation transparency at school level,
learning is possible and can result in for instance through an active
• Promote practices that protect against improvements policy aiming at sharing school
harmful behaviour (such as sports, hobbies, • Develop and/or introduce anti- data with the public (open
Possible wellness) corruption, ethics and integrity school data)
programme • Peace education/conflict transformation curriculum • Organize town hall
approaches • Use sports and other games to expose • Utilize peace education/conflict meetings and discussions in
and learners to dynamics that allow them to transformation schools on sensitive issues
methods experience the principles of the RoL/CoL • Teach Human Rights Education with professionals in law
to help • Undertake holistic educational approaches • Use sports and other games to enforcement
learners aimed at addressing emotional and promote RoL/CoL • Organize campaigns against
deal with psychological consequences of crime and • Adopt holistic educational methods to hate speech, gender-based
real life lack of RoL/CoL develop resilience against criminal and violence, bullying, with the full
dilemmas • Introduce teacher codes of conduct to set corrupt behaviour based on volunteer engagement of learners
basic rules to better regulate relationships work that uses learners’ talents
between educators and learners • Integrate ethics as part of the initial
• Partner with actors addressing CoL/RoL/ teacher training and continuous
crime outside of the school environment training of teachers (with reference to
• Work with professionals to address the teacher codes of conduct)
root cause of gang membership or gang • Promote transparency, accountability
pressure to safely and securely get the and anti-corruption measures in the
young person out education sector
• Expose learners to former actors of violence • Partnerships with actors addressing
and crime who can recount their stories of CoL/RoL/crime outside of the school
transformation environment
4. The content of this table was developed based on experience gained from UNESCO’s work on the prevention of school-related violence in schools, bullying, gender-
based violence, holocaust education, and the prevention of violent extremism through education.
31
There are several theories of individual behaviour change that can inspire educational programmes
seeking to achieve this objective.6 These theories are useful to understand the individual triggers and
pathways to sustained behaviour change. The assumption in all these theories is that the individual
can control her/his behaviour so that it supports the RoL, regardless of her/his personal traits or
motivations, or the environment they live in, provided s/he is given the appropriate support.
Although it is true that not all learners may be able to exercise their freewill and may be groomed,
manipulated or coerced into criminal activity, it can be nonetheless safely assumed that most
learners are more likely to adopt positive behaviours, or change their behaviours, when they:
Understand the risk and consequences of crime and violence (impact and consequences for
themselves, the victims, and society).
Understand the system of the RoL, its relevance and implications for the state, their community
and themselves.
Know who to turn to for support and can access the help they need, when needed.
Have a positive commitment to values and responsibilities, based on human rights. This includes
sharing a constructive and inclusive sense of belonging to a common humanity.
Are motivated, confident and able to make informed ethical decisions and empowered to ward
off threats to the RoL and avoid engaging in violence and crime.
Have a sense of purpose, respect for others and are part of positive inclusive social groups.
Educational programmes may emphasize one or the other of these learning outcomes, however, it
is their combined effect that empowers learners to lead healthy and fulfilling lives.
The challenge for educators is to ensure educational responses do more than raise awareness, or
support ‘learning about’ individual rights and obligations in a system governed by the RoL and
warn against the risks associated with unlawful behaviour (their causes and consequences).
Educators need to strive to develop learners’ ability to use the knowledge they have, or have
gained, to alter their behaviours and ‘do the right thing’ in the appropriate circumstances, for
example, learning how to take ethical decisions, speaking out against discrimination, violence and
crime or standing by a survivor of violence.
Making this shift from ‘knowing’ to ‘doing’ involves helping learners apply their (newly) acquired
knowledge to real-world situations. As Table D below shows, a holistic approach to the promotion
of the RoL through education involves learning about (e.g., cognitive) but also learning to do
(related to dispositions and capacities).
Age appropriateness. It is important to ensure programmes targeting vulnerable youth are adapted
to the cognitive and socio-emotional development of learners and their real-life needs. For
example, early primary students have difficulty distinguishing probable dangers from all possible
dangers (Tobin & Sugai, 2005). If they hear about or see images depicting a natural disaster or
6. These include, most notably, Bandura’s Social Cognitive Theory; the Theory of Planned Behaviour; the Trans-theoretical Model and the Ideation
Model.
32
the aftermath of a violent event, they may assume this same thing will now happen to their
family, school, or community. Thus, there should be limited exposure of very young children to
dangers that they cannot protect themselves against, such as terrorism, organized crime, illicit
manufacturing of, and trafficking in, firearms and drugs.
Table D. A holistic approach to the promotion of the RoL – from ‘learning about’ to
‘learning to do’
LEARNING
LEARNING OUTCOMES
DOMAIN
• Understand the threats and real risks

of crime and violence Knowing about
the RoL and
• Understand the system of the RoL, its LEARNING
different forms of
COGNITIVE relevance and implications for the
risks, their causes ABOUT
state and themselves, as citizens.
and
• Know who to turn to for support and consequences
to obtain help if and when needed.
• Be motivated, compelled and

confident to make informed
decisions Motivation
• Be empowered to ward off threats to to respond
SOCIO- the RoL and avoid engaging in all
EMOTIONAL forms of violence and crime
LEARNING
• Have a positive commitment to TO DO
values and responsibilities, based on Commitment
human rights. to values
Ability to act,
• Be able to support the RoL and a initiate and engage
culture of lawfulness based on
BEHAVIOURAL in change
human rights (and adopt processescauses
alternative behaviours if necessary). and consequences
Box 9. Education for Justice (E4J) university modules

The United Nations Office of Drug and Crime’s E4J university modules support tertiary
level educators and academics in their efforts to transmit knowledge and create a deeper
understanding of rule of law-related issues, with a focus on the subject areas of crime
prevention and criminal justice, anti-corruption, organized crime, trafficking in persons and
smuggling of migrants, firearms, cybercrime, wildlife, forest and fisheries crime, counter-
terrorism, as well as integrity and ethics. The university module series and the related tools
were developed in close coordination with more than 590 academics and national experts
from more than 400 universities and 96 countries. The university modules are designed
for use as a stand-alone teaching resources, or as a means of enhancing existing courses
in criminology, law, political science, international relations, sociology, and many other
disciplines.
Source: Adapted from the UNODC website: https://www.unodc.org/e4j/en/tertiary/index.html
33
3.4. Practising what we preach

If schools or any other educational setting are to play a meaningful role in the strengthening of
the RoL, they should be governed by, and strive to apply, the principles of the RoL. This means
ensuring all aspects of school management and school life, including teacher-teacher relations,
learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights,
accountability and transparency, consistent with international human rights norms and standards.
Not all education staff are, however, themselves aware of their own behaviours, attitudes and
biases (overt and covert) and this can undermine their ability to speak credibly on the RoL and
contribute actively to its implementation on a daily basis. Applying the principles of the RoL in
schools and classrooms is therefore neither given nor easy without the proper encouragement and
support from education leadership.
Making the RoL and a CoL a priority is not just about transmitting knowledge but also about values
and behaviours that are modelled and enforced on a daily basis through what is called the ‘hidden
curriculum. ‘The ‘hidden curriculum’7 of the classroom and school transmits norms, values and
beliefs to learners in ways other than formal teaching and learning processes and ensures learners
develop the skills and know-how they need to engage in society as ethically responsible citizens.
For example, when teachers establish clear and fair classroom rules and enforce them equally,
children can understand what it means to follow the rules and observe first-hand that they apply
to all students equally. They witness that the same consequences apply to all students who break
them. In this case, they will gain experience of transparency, accountability and certainty, which are
all key elements of the RoL. When teachers and students co-create classroom rules, it also sends the
Box 10. An understanding beyond words: dancing and acting the ideal city
Even if they may lack the words to articulate it, young people already understand the
foundations of the RoL and a CoL, such as justice, equality and mutual respect. The
Ideal City module, offers an innovative way for upper primary and secondary learners
to understand they already have an intuitive notion of the RoL and a CoL. The module
begins with learners working individually, and then collectively, to imagine an ideal city
where they are in charge of creating its rules and laws for all its public and private spaces.
Through discussion, negotiation and artistic expression (drama, music, dance, art) learners
are empowered to assess their individual and collective ideas, design workable rules and
be able to communicate them.
The module is well suited for low-resource environments. In addition, when applied in
a diverse classroom setting, it develops their ability to understand the challenges and
added value of diversity.
For more information, visit http://www.nost.fr
7. More a more detailed definition of Hidden Curriculum see Alsubaie, M.A. 2015. The hidden curriculum as one of current issue of curriculum.
Journal of Education and Practice. Vol 6, No. 33, Pp. 125-128. https://files.eric.ed.gov/fulltext/EJ1083566.pdf
34
message that students have an active role to play in shaping the rules that govern them. This is how a
CoL is cultivated.8
Classroom and school rules are only one way

Box 11. UNESCO IIEP’s Ethics and
in which the RoL comes alive for students in
Corruption Education Programme
everyday life. and Resource platform ‘ETICO’
Other possible approaches include: UNESCO-IIEP’s Ethics and Corruption in
Education Programme demonstrates that
Guaranteeing the personal safety and well-
practicing what we preach is key: how to
being of children in the school environment, promote ethical values and behaviours
particularly those students belonging to in an environment which is itself corrupt?
vulnerable groups. (Hallak & Poisson, 2007)
Ensuring the transparency of school policies As part of its programme, UNESCO-

and practices that are in line with human IIEP documents successful strategies
to promote transparency and
rights and supporting the RoL as well as accountability in a variety of educational
accountability of school leaders and teachers planning and management domains.
This includes transparency in formula
Providing meaningful opportunities for
funding, transparency in pro-poor
learners to contribute to decisions that affect education incentives, design and
them, including rules in the classroom and effective use of teacher codes of
school and beyond through student councils conduct, adverse effects of private
tutoring, the fight against academic
and other forms of student representation
and accreditation fraud, as well as open
in various governance levels (local, regional, data on education to improve integrity.
national) of educational institutions.9 Almost 30 publications are available
under the Ethics and Corruption in
Making it a priority to cultivate a climate Education series.
of trust and openness where learners are
All the methodological tools, resources
encouraged to share their opinions and to
and publications developed under
respectfully consider the views of others. this programme are available online
Developing neutral and appropriate on the ETICO resource platform.
Furthermore, ETICO provides more than
mechanisms for students and teachers to
700 references on publications, policies
use when someone (be it a student, teacher and norms, thematic pages, a glossary
or school leader) is in conflict with the of terms, a blog and a selection of over
established rules. 1,000 newspapers articles on corruption
in education issues from all over the
Implementing policies of inclusion that world.
embrace diversity in the curriculum and
facilitate the involvement of all learners in the For more information, visit http://www.iiep.
unesco.org/en/our-mission/ethics-and-
life of the school.
corruption
8. The adoption of teacher codes of ethics or conduct can play a useful role to help build a more ethical teaching and learning environment.
Such codes provide indeed self-disciplinary guidelines to teachers, through the formulation of ethical norms and standards of professional
conduct. However, research (Poisson, 2009) shows that appropriate mechanisms need to be put in place to ensure their proper dissemination,
application and monitoring at all levels of the system. The involvement of teachers and their representatives in the process is also key to ensure
the usefulness of the codes (Van Nuland, S. 2009).
9. This approach also directly implements children’s human right to be heard and have their opinions taken into account (Art. 12 of the UN
Convention on the Rights of the Child).
35
The importance of creating Box 12. Sample checklist for

safe and inclusive learning classroom inclusivity
environments
✓✓To what extent do school leaders
Inclusive school policies and practices provide support the presence, participation
learners with the opportunity to experience and achievement of all learners?
the RoL at first hand. Inclusive school policies ✓✓Do teaching and non-teaching staff
create enabling environments that support take account of the cultures, identities,
interests and aspirations of all their
the acquisition among learners and education
students?
personnel of SEL outcomes and behaviours
✓✓Is there equal treatment of learners
which are important to the RoL - such as ‘an regardless of ethnicity, gender, sexual
appreciation and respect for diversity’, ‘a sense orientation, race, religious belief,
of belonging’ and ‘a willingness to take action’. language, disability, immigrant status
or socio-economic background within
Below is a sample checklist for assessing the the classroom?
inclusivity of a learning environment: ✓✓Do teachers use a range of pedagogical
strategies to cater to learning
Holistic learning environments can be created differences?
by working in partnership with learners ✓✓To what degree are families seen as
and their families and relevant community partners in supporting their children’s
actors who may not necessarily have a formal education?
educational mandate, for example the artistic ✓✓How effective are the systems for
identifying vulnerable learners?
and sports community, cultural and religious
leaders, media, as well as business. Engaging
with these actors in ways that further illustrate
how the RoL permeates all aspects of our lives
can be an additional way of bringing the RoL
to life.
Box 13. Strengthening Teachers Ability and Reasonable Treatments for

Children with Disability (START)
The Strengthening Teachers Ability and Reasonable Treatment for Children with Disability
(START) project aims to improve the access and quality of education for children with
disabilities in Mongolia. It is one such example of an inclusive education practice.
It works by strengthening the early detection and intervention in relation to children with
disabilities (CWD). The project also implements pilot activities to improve the capacity of
teachers and other stakeholders to enable better support for CWDs.
START is a collaborative effort between Mongolia’s Ministry of Education, Culture,

Science, and Sports and the Japan International Cooperation Agency (JICA).
For more information, visit https://www.jica.go.jp/project/english/mongolia/013/index.html
36
Box 14. Gender equality and the rule of law

Gender equality serves as a case in point to illustrate the benefits from inclusive
approaches. The RoL, as explained above, refers to laws that are consistent with
international human rights standards which includes gender equality as a basic human
right. However, the RoL is often challenged when it comes to gender equality – namely
when laws and regulations lack gender equality in their content, application or
enforcement.
Gender equality is not a mere by-product of successful measures to promote the RoL, but
an indispensable ingredient of any such effort. In other words, any effort to promote the
RoL without considering its gendered dynamics – through education and other policy
areas – will fall short of sustainability and longevity.
On the individual level, through GCED, girls and boys can learn about gendered attitudes,
roles, expectations and behaviours at school as well as at home. GCED for the RoL aims
to enable learners to develop values of fairness and social justice, and skills to critically
analyse inequalities, including those based on gender. In addition, GCED can be used to
promote female role models for the RoL to overcome traditional perceptions and biases
with regard to separation of roles between men and women.
When designing, developing, implementing, monitoring and evaluating programmes

on GCED for the RoL, it is important to (i) involve women and men, girls and boys in the
process of designing strategies, and to (ii) ensure the content of such strategies reflects
and respects the specific needs and situations of people of all genders. One strategy
recommended by the UN is to mainstream a gender perspective through assessing the
implications for women and men of any planned action, including legislation, policies or
programmes.
37
Section 4
Necessary support systems
This section reviews key educational measures that can inspire and guide policymakers in their
efforts to support the kinds of personal and social transformations that are needed to uphold and
promote the RoL and a CoL. These will need to be adapted and mixed according to the needs of
particular contexts and educational settings, as well as the particular needs and abilities of learners.
The balance of priority given to each measure, taken alone and together, will, therefore, vary
greatly. In some contexts, measures discussed may not be relevant at all.
Educational measures presented are grouped in four categories for easy reference:
Curricular support, including teaching and learning resources

Transformative pedagogies in the classroom
Transformational learning outside the classroom: WSAs and beyond
Teacher training and development
4.1. Curricular support

There are numerous curricular strategies for implementing RoL/CoL activities or programmes.
These strategies are intended for all learners across different learning environments. These
curricular options are (not mutually exclusive):
A dedicated subject, such as ‘citizenship education’

The infusion of themes and approaches predominantly within a few subjects, such as history,
social studies, civics or life skills education
A cross-curricular or transversal approach that infuses RoL principles – for example, SEL or
human rights education - across all subjects
Whole school activities and practices including extracurricular clubs for learners, experiential
learning and community partnerships
UNESCO encourages a GCED curriculum strategy that is cross-disciplinary and not restricted to a
single subject. It should also be holistic and not restricted just to content knowledge (UNESCO,
2014; 2015). In keeping with the general principles of GCED, curriculum that supports the RoL will
involve a participatory, learner-centred pedagogy with values oriented toward personal and social
transformation.
Educators and policymakers interested in bringing about a CoL through education can draw from
the rich literature on education for human rights and education for peace. While both literatures
have different emphases and approaches, they are complementary and useful in the present
context.
For example, peace education distinguishes between negative peace (a mere absence of violence)
and positive peace (peace that encompasses larger notions of justice). In both instances, peace
40
Section 4. Necessary support systems
education often emphasizes the importance of

Box 15. UNESCO Clearinghouse on
conflict within a culture, as it is often productive Global Citizenship Education
and indicative of true diversity. Peace education
therefore emphasizes the importance of UNESCO’s Clearinghouse on GCED, hosted
by the Asia-Pacific Centre of Education
conflict transformation instead of conflict for International Understanding (APCEIU)
resolution. serves as a global database to facilitate
information sharing and enhance
Similarly, human rights education aims at knowledge and understanding of GCED.
transformation, where the goal is not merely Through this database, educators can
find policies, good practices, teaching
to teach about human rights, but to teach
and learning materials, journal articles
for human rights, empowering learners and and other resources on GCED which are
teachers to act for social change. In certain relevant to promote the RoL from various
cases, this might present both opportunities countries.
and challenges for the pursuit of the RoL For more information, visit
and a culture of lawfulness, especially where www.gcedclearinghouse.org
there are conflicts between governmental

educational objectives and broader human
rights considerations. Box 16. Education for Justice (E4J)
Library of Resources (UNODC)
Teaching and learning resources UNODC’s Education for Justice (E4J) Library
of Resources is a comprehensive database,
Curriculum frameworks come alive through
which is free of charge. It contains existing,
educational resources that support teachers’ relevant and age-appropriate educational
efforts in the classroom. Teaching resources materials for primary, secondary and tertiary
should translate learning objectives into levels of education.
engaging, accurate, and comprehensive The variety of content makes the E4J
materials for learners. This is, however, Library of Resources a one-stop source
challenging and requires creativity. Writers where users can browse and discover
inspirational materials as well as find
can frame educational materials around specific information. These materials are
cooperative and group activities, bearing intended to assist educators’ in lesson
in mind that the materials should elicit planning on a range of themes including
integrity and ethics, human rights and civic
conversation and open discussion to reflect
education, crime prevention and criminal
on what is of interests to learners, and to justice, anti-corruption, organized crime,
also reflect on the transmitted messages and human trafficking and migrant smuggling,
knowledge. firearms, cybercrime, wildlife, forest and
fisheries crime, and counter-terrorism.
The E4J Library of Resources is

Learning assessment
continuously growing and expanding. It
Assessments provide a measurement of already contains around 5,000 materials in
several languages and covers a wide array
learning and are a key component of the
of countries and regions globally.
teaching and learning process.
Source: Adapted from the UNODC website:
www.unodc.org/e4j-library
41
Assessment techniques and tools should

Box 17. OSCE/ODIHR guidelines
for student assessment in human be multifaceted and provide a variety of
rights education opportunities for students with different
learning styles to demonstrate their
In keeping with the human rights values
understanding and convey their ideas.
of the RoL, learning assessments should
reflect the following principles: Localized, differentiated, and curriculum-
Students are formally assessed specific assessments are usually recommended.
(and graded when possible) for Many different types of assessment tools are
achievements in knowledge and available, including stand-alone tests, longer
skill-based human rights education
competencies. Teachers can also term courses, certification programmes, and
track changes in student attitudes archives of assessment resources. The Center
informally, although these are not for Universal Education at Brookings (2017)
used as a basis for grading.
compiled a collection of GCED assessment
Students actively take part in
tools and analyzed them based on their
designing and carrying out
assessments/evaluations and adherence to UNESCO’s GCED framework
reflecting on their own work as an (p. 9). This collection is a valuable resource for
important part of their learning educators starting to integrate GCED with a RoL
process.
into their programmes.
Assessment of students’ progress,
whether formal or informal, is carried Other forms of assessment include peer
out regularly.
assessment, self-assessment, and alternative
Assessments are designed to support
the learning of students by providing assessment. Peer assessment helps students
feedback on areas for improvement, gain insight into the aspects of learning that
and results are shared and discussed the teacher sees as important, and therefore
with students.
increases metacognitive thinking skills that
Students’ achievements are
are useful when the student is working on
recognized and valued.
their own projects and learning activities (IBE-
Assessment methods for individual
students or groups of students UNESCO, 2017a, p. 21). In a similar vein, a self-
are seen as fair, reliable and non- assessment also encourages students to take
threatening to learners and are carried an objective, critical look at their own work and
out with transparency and fairness.
assess their performance and understanding
The means of assessment are
varied, including, for example, tests, based on rubrics provided by the teacher. Both
essays, simulations, learning diaries, methods, rather than being entirely separate
portfolios, project-based work and from the learning process, enhance the
peer – and self – review processes.
student’s learning by becoming part of it.
Assessments are appropriate
to the learning context and the Assessing SEL learning and behavioural outcomes.
age and abilities of students and
Education for the RoL includes developing
accommodation is made for learners
in vulnerable situations and with SEL and behavioural learning outcomes that
disabilities. are traditionally more difficult to assess; and
‘grading’ of values is discouraged. Nevertheless,
Source: OSCE/ODIHR (2012) pp. 35-36
educators might elicit and observe student
42
values through classroom assignments and discussions. Any troubling exhibitions of values – such
as prejudice against certain groups in the school – can be addressed through counselling as well
as classroom and school processes.
Teachers have found ways to document participation in RoL class activities, such as through
observation of class dynamics and active participation in civic groups. However, other kinds of
behavioural outcomes, such as reduced acts of bullying, may be difficult to track because of their
long-term nature and because such behaviour might not be evident to the teacher. For this reason,
impact and programme evaluations undertaken for RoL interventions carried out in other places
might be informative, although caution should be exercised in applying findings across different
cultural contexts.
In keeping with the human rights values of RoL, learning assessments should reflect these
principles. An example of guidelines for human rights education are provided below.
Global assessments of learning outcomes. The ICCS/IEA Civic and Citizenship Education Study (2018),
administered periodically in participating countries across the world, addresses students’ civic
knowledge and understanding, perceptions and attitudes, and engagement and behaviour. It
also collects information on various aspects of students’ home backgrounds. Separate regional
modules (Asian, European, and Latin American) investigate issues of specific importance to civic
and citizenship education in those regions. ICCS furthermore collects data from policymakers,
school principals, and teachers on various civic and citizenship education-related aspects of the
participating education systems and their schools and classrooms. This information might assist
education decision-makers in prioritizing certain learning outcomes for programming. In the future,
country reports on the status of their implementation of SDG Target 4.7 might contribute to local
know-how about educational achievements in this area.
4.2. Classroom pedagogies

Participatory approaches and methods – at the core of GCED pedagogy - ensure that instead of a
passive delivery of information, learners benefit from an active learning and practical experience
grounded in their everyday lives which develops learning outcomes such as critical thinking and
problem-solving skills. They make it possible to deliver the type of learning that is described in
section 3 of this guide.
In the classroom, learners can be given concrete exercises that foster a CoL. Activities include role-
playing, dialogues and community governance activities that allow them to work on actively being
considerate, tolerant and ‘other-oriented’. By engaging their classmates in ways that anticipate
conflicts they are likely to experience outside of the classroom, learners will be better equipped to
address such challenges and more likely to be respectful of others’ differences.
43
Below are a variety of transformative pedagogical tools and approaches that might be used to
promote transformations in learners and ultimately in society.
Project-based learning is one of the most widely practiced participatory learning methods
that can be used for any topic or skill that needs to be taught. When engaged in project-based
learning, learners produce a project which engages their cognitive and creative skills while also
increasing their familiarity with the subject matter through independent research.
Problem-based learning helps learners work towards a solution to a specific problem. The
solution can either be fully realized and implemented or simply conceptualized and planned
out. Either way, learners’ problem-solving skills are fostered, and/or they develop confidence in
their own ability to deal with complex issues.
Community-based learning utilizes active research and implementation skills to help
address a challenge in the learners’ own communities. Learners identify a social, economic,
or environmental issue and not only practice planning solutions but also create change in
their communities by implementing these solutions. One such example could be holding a
community event or a workshop on safe use of the internet.
Peer-to-peer learning is a teaching methodology where certain members of a group educate
other members of the same group, i.e. their peers, to change individual knowledge and behaviour
as well as group behaviours and attitudes (UNAIDS, 1999). Empowering children through peer-to-
peer initiatives and providing opportunities to discuss topics in a safe environment are important
aspects of most participatory methodologies.
Web-based learning. Information and
Box 18. Understanding corruption
communications technologies (ICT) are an with iTeen Camp
important pedagogical tool that can be
The use of ICT to inform children and
integrated into any of the above approaches
youth about RoL issues can be very
and provide an alternative to traditional effective. For instance, iTeen Camp is a
classroom-based environments. They also thematic interactive website designed
ensure the development of digital literacy, for primary and junior secondary school
students launched in October 2010 in
an essential twenty-first century skill Hong Kong, SAR that aims to promote
(IBE-UNESCO, 2017b). There is a plethora positive values among children and
of online learning platforms which offer teenagers and increase their legal
knowledge. It includes mini-games
everything from readings, audio-visual
to make learning fun and comics to
aids, and activity ideas to opportunities for unveil the investigation process of past
intercultural internet-based communication. major cases in Hong Kong’s historical
Many educational environments across the fight against corruption. It is one of
multiple educational programmes
world incorporate ICT learning into their
developed since the 1970s by Hong
curriculum in some fashion and it is often an Kong’s Independent Commission against
easy entry point from which to engage with Corruption.
GCED. In the area of RoL, online platforms
For more information, visit https://iteencamp.
can be used for games involving role playing
icac.hk/EngIntro/Shows
and engagement with dilemmas. However,
44
games and apps must balance fun with learning opportunities through a mixture of online and
offline activities. The human connection remains essential for learning GCED/RoL. It is, however,
important to remember that while ICTs are useful tools for learning, online environments can
also be used as a tool for recruitment, extortion and promotion of crime and extreme violent
behaviour. Since mobile phone access to internet is growing worldwide, it is essential to teach
about online risks and the tools to resist recruitment by gangs, criminal and hate groups, and
violent extremists.
Use of sports. Learning through non-formal
Box 19. Line up, Live Up - Using
education and community-based approaches sports for life-skills and positive
is instrumental to ensure learning by the attitudes
most marginalized. Research suggests that
Line Up, Live Up uses sports to develop
sports have the capacity to connect youth the resilience of youth aged 13-18 years
to positive adult role models and provide and reduce their engagement in risky,
positive development opportunities, as well anti-social and delinquent behaviour by
focusing on:
as promote the learning and application
1) Training in a set of key life skills;
of life skills (Fraser-Thomas et al., 2005). In
2) Enhancement of knowledge on
recent years the use of sport to reduce crime,
the consequence of crime, violence
as well as to prevent violent extremism and and drug use, and;
radicalization, has become more widespread, 3) Addressing young people’s
especially as a tool to improve self-esteem, attitudes and how they are affected
enhance social bonds and provide by their normative beliefs.
participants with a feeling of purpose. Line Up, Live Up is a primary prevention
tool that includes ten highly interactive
Effective classroom management. Safe sessions targeting different skillsets
and nurturing classroom environments and knowledge areas and that can
have positive effects on student learning be run with mixed-gender groups
in sport centres, schools (either as
and behaviour (Marzano et al, 2003). For curricular or extra-curricular activities)
example, introducing structured small- or other community settings. It requires
group discussions (‘Magic Circle’ classroom few resources and can therefore be
implemented in low-resource settings.
meetings) about a variety of interpersonal
Each session includes an introduction,
and intrapersonal topics can make the
one or two sport activities and a
classroom environment more responsive to debriefing session. Although playing
learners’ affective and cognitive needs and the games will help youth to reach some
eventually reduce their acceptance of high- of the learning objectives, much of the
learning needs a debriefing phase that
risk behaviours. should take place on the sports field
immediately after the exercises.
These pedagogies are all vital considerations
The programme is currently being
when looking for opportunities to integrate implemented in ten countries around
GCED/RoL/CoL into existing educational the world across Africa, Central Asia, the
structures. When teaching values to others, it is Middle East and South America.
essential to pay particular attention to the way
Source: Adapted from UNODC (2017b)
in which those values are embedded within the
‘informal’ or ‘hidden’ curriculum of the teaching
45
methodology and environment themselves to provide a more cohesive and immersive learning
experience, since these factors also influence student learning immensely. Values and attitudes are
best communicated through participatory pedagogical methods, which are interactive, inclusive
and learner-centred (UNESCO, 2015; UNESCO, 2017; UNESCO-OREALC, 2017).
Paying attention to these details will create a more holistic, value-laden learning experience which
teaches by example.
4.3. Teacher training and development

Investing in teacher training and development is fundamental for two main reasons. It is well
established that teacher quality has a direct positive impact on student achievement (Hattie,
2003). Furthermore, as teachers act as planners, initiators, climate builders, facilitators and
guides, mediators, knowledge organizers and evaluators, they are central to interpreting and
implementing any curriculum (UNESCO, 2005b, p. 47).
Teacher training. While there is no ideal teacher just as there is no single learning style, it is possible
to identify the skills and characteristics of a
good teacher, who is able to model (see Sub- Box 20. OECD’s Education for
section 3.1) and promote the principles of the Integrity programme
RoL. The development of teacher codes of The OECD Education for Integrity
conduct, and their inclusion as part of the in- programme offers pedagogical tools for
service and continuous training of teachers can teachers on the topic of corruption. Its
learning outcomes are associated with
be usefully considered in this context.
the RoL, including providing knowledge
on ‘public integrity values’, ‘integrity
Teachers may need to learn about aspects of
institutions’ and ‘integrity policies. The
the RoL that are not already covered in subject- programme addresses the theme of
matter preparation so that they can instruct corruption, including its manifestation,
students. Like their students, educators will consequences, and ways it can be
reduced and eliminated. The resource
therefore need, to: provides a comprehensive framework
Understand the principle of the RoL, its for implementing education for public
integrity in the classroom and school
tenets and implications
system. It also contains useful sample
Expand their knowledge of human rights lessons and tasks on anti-corruption,
values formation and understanding the
Understand the causes and consequences/
RoL. Drawing on country experiences, the
impacts of crime on family, community, publication provides policymakers and
society, and on the safety and security of educators with concrete tools to educate
society as a whole on anti-corruption, integrity and values,
as well as the RoL.
Increase their awareness of social influencers
that shape student behaviours online and off For more information, see OECD (2018)
46
Teachers will also need to develop their ability, for example, to:
Critically assess their own behaviours, attitudes and biases that possibly undermine the RoL and
their ability to speak credibly on challenges to the RoL
Embrace practices that foster inclusion and respect for diversity, with attention to gender and
coming from marginalized communities
Adapt to the real learning needs of young people
Lead socio-emotional learning
Recognize and appropriately respond to risky or potentially harmful situations
Foster and nurture their moral character
Create a sense of community and a climate of trust in the classroom (where learners feel safe
and respected – ‘safe space’)
Engage in peer counselling and peer
mediation
Box 21. Interactive Constitution
Developing teachers’ ability to acquire Educator workshop
this knowledge and develop these skills
In order to develop their understanding of
requires readily understandable, accessible
legal concepts, the Constitution and the
and relevant resources and support that RoL, American educators can participate
address their genuine needs in accordance in a weeklong teacher institute workshop
with the cultural, school and educational at the National Constitution Center in
Philadelphia. During the workshop,
policy environments in which teachers through demonstration, discussion, and
work. Training in classroom management historic site visitation educators work with
(CM), positive discipline and behaviour content experts, including constitutional
scholars, to deepen their knowledge of
modification strategies introduced in this
the history and modern understandings of
guide are examples of such resources. the RoL and interpretation of the United
States’ Constitution. With master teachers,
Any areas not already covered in pre-service participants discover and develop
training could be introduced to teachers innovative, nonpartisan ways to make the
through in-service training, workshops and content relevant to their students.
resource supports. These supports could be The institute capitalizes on the centre’s
wealth of historical, constitutional, and
offered through teacher training institutions cultural resources to demonstrate the
and faculty, Ministries of Education and ways in which understandings of the
affiliated training centres, professional RoL have been a constant presence in
United States’ history and constitutional
associations and civil society organizations.
identity. Educators are provided with
Below is an example of a summer institute new content knowledge, teaching tools,
offered on the RoL for educators. classroom-ready resources, and new
skills for improving constitutional literacy
Professional learning communities. Teacher through a RoL framework.
learning and development for the RoL involves
For more information, visit
training but most importantly it means
https://constitutioncenter.org/learn/
empowering teachers to play their multiple professional-development/educator-workshops
roles. This is possible through the establishment
47
of professional learning communities (PLCs) that nurture improvements in teaching practices and
continuous teacher learning. Using online networks, teachers can compare, contrast and shape
ideas with each other for implementing the RoL in their local environment. Websites can be used
as clearinghouses of resources or materials for use in lessons or classrooms. Online forums and
hotlines can provide an avenue for getting guidance in using the materials or information offered
on these online platforms.
4.4. Beyond the classroom: from whole school

approaches to community partnerships
A whole school approach (WSA) – WSAs are collective and collaborative actions undertaken in and by
a school community to improve student learning, behaviour and well-being, and the conditions that
support these (IBE-UNESCO, 2013, p. 61). Understood as such, WSAs are a commitment to a culture of
lawfulness that extends beyond classroom learning or isolated or temporary efforts.
The focus of the WSA for GCED and the RoL is

Box 22. Learning with the world
not limited to addressing the needs of learners
with i-EARN-Pangea
but expands its attention to all members of the
Project-based learning can often be school community and possibly beyond.
amplified and made more impactful
through the intelligent use of ICTs in GCED approaches supportive of the RoL are not
cooperation with non-governmental
only strengthened but have a greater impact
organizations (NGOs). For example,
the i-EARN (International Education once a school or learning institution makes the
and Resource Network) programme decision to embark upon activities that involve
in Spain is a worldwide internet-based the entire school community including learners,
platform where learners engage in
constructing and implementing projects school staff, teachers, administrators, parents and
by communicating and working with the wider community. WSAs aim to ensure that
their peers across the world. Since ‘everyone in the school or learning environment
1989, iEARN in Spain has been active in
feels safe and welcome, no matter their ability,
encouraging learners to ‘Learn with the
world, not just about it’. Based in Callús disability, language, cultural background, sexual
(Barcelona), Catalunya. iEARN-Pangea has orientation, gender identity, gender expression or
worked to involve schools in the region age’ (Alberta Education, 2018). It has been used to
and has created a telecommunications
promote education in many areas, including, but
network called Pangea to promote
values like solidarity and cooperation and not limited to, global citizenship, human rights,
more through the internet. Today, the inclusion, tolerance environment, social justice,
programme exists in 140 countries and 30 sustainability, and health among others (UNESCO
languages, and involves 50,000 educators
and 2 million youth across the globe. – Asia and Pacific Regional Bureau for Education,
2017). A WSA is, therefore, a key strategy for
For more information, visit schools to fully realize the positive benefits and
https://iccs.iea.nl/home.html
sustained impacts of GCED and RoL.
48
To be effective, WSAs need to be tailored to meet specific needs according to the circumstances
each school and the education system present. Regardless of the variations in conditions, WSAs
are always deliberated, planned, and documented, and build on effective practices. The vision and
implementation plan for a WSA is inclusive of all stakeholders.
WSAs can be launched through an action plan of relatively short duration – such as a year – but
will ideally be implemented and sustained for a much longer period. WSAs will differ from school
to school and ‘involve thinking big but starting with small, manageable steps’ (Oxfam, 2015, p. 14).
A successful experience with one component may lead to further growth in the programme,
especially when such activities serve to motivate groups of learners or teachers.
Some possible first steps in a longer-term WSA GCED strategy to promote the RoL might include:
Whole school curriculum planning
Staff training and capacity development
Establishment of key partnerships with a GCED or RoL organization (for instance with anti-
corruption authorities or associations, civic societies, justice advocacy institutions)
Infusion of GCED within school-wide activities that are sustained throughout the school year
Incorporation of GCED within another high priority school agenda, such as school-wide
intercultural education and inclusion
Adoption of the Child-Friendly School approach (UNICEF, 2006)
WSAs are organic and will grow within the school environment if they are successful. As such, the
implementation of a WSA offers the ongoing opportunity to reflect on and improve future policies
and practices. Schools should be prepared to monitor, review, evaluate and update whole school
practices and policies as they advance and change. New GCED learning opportunities, themes and
topics may emerge and evolve through the school’s ongoing experiences and changing conditions.
The remainder of this section presents different aspects of a WSA relevant for GCED with an
emphasis on RoL/CoL:
Transversal teaching and learning practices. One of the curricular strategies for GCED/RoL is
the infusion of relevant themes and learning competencies across all subjects. Preferably, WSAs
are rooted in teaching, school-wide routines or activities and continuously infused in all learning
experiences over multiple years. GCED and RoL/CoL themes may be linked with the school
ethos (i.e. vision, mission or philosophy) or through a self-defined school-wide priority, theme
or current issue. Such efforts might call attention to respect for the RoL, human rights, diversity,
equality and taking action in the community.
Co-curricular and extracurricular experiences. Co-curricular programmes and clubs are
increasingly a site for developing GCED-related competencies, including those related to the
RoL/CoL. Model United Nations is an activity which assigns learners or groups of learners to
represent Member States of the United Nations to debate and come up with resolutions to
global issues and conflicts. These global learning programmes simulate real-world situations and
49
consequently help to develop communication and conflict resolution skills and learning about
RoL as it applies to an international institution.
School climate, safety and discipline. Research shows that efforts to improve school-wide
discipline policies and practices, in combination with initiatives to improve the school social
climate and general management capacity, are effective at reducing crime in the school and
surrounding community (Battistich et al., 1997). These programmes often focus on clarifying
expectations for behaviour, monitoring and providing consequences for behaviour and especially
providing positive reinforcement for desired behaviour. Training of school staff in behavioural
principles and techniques, and the development of a school-wide system to clarify expectations,
monitor behaviour and reward compliance have proven to augment the positive effects of the
strategy. Comer (1985, 1989) developed a self-management model for schools that focuses on
building positive behaviour and relationships. Developing and interacting with caring adults, such
as educators and school administration in a positive manner can be useful to developing a CoL.
School rules. Schools and classrooms are places in which a CoL can be promoted. They
should be communities in which all members (children and adults) have a say in determining
agreed upon rules/behavioural expectations, and all members value and promote respect,
cooperation, constructive conflict resolution, the well-being of self and others, etc. By
experiencing a consistent and fair application of classroom rules to all of one’s peers, a student
may come to understand her/his relation to the law as one of trust. On the contrary, if a student
experiences systematic discrimination, if certain children are always favoured over others, her/his
understanding of justice and public authority is compromised.
Restorative Justice is a programme developed in schools to strengthen school and classroom
communities. It is an example of a school-
based programme that uses positive Box 23. Aulas en Paz
procedures to address issues and conflicts (Classrooms in Peace)
arising in schools. This approach does not
Aulas en Paz (Classrooms in Peace)
focus on the ‘breaking of rules’ but rather works to improve the school climate
on what the impact of such actions can by targeting children and youth who
be on relationships. Resolution is through act out aggressively and teaching them
how to manage their emotions and
dialogue between the responsible actor and
communicate peacefully with others. In
those impacted by their choices in order addition to classroom lessons, it also has
to repair the relationship using problem- an extra-curricular component. Aulas
solving and accountability (Ashley & Burke, en Paz also involves parents in schools
through workshops, calls, and visits. In this
2009, p. 7). Research has shown that such
way, parents and teachers work together
programmes have helped to strengthen to reinforce the burgeoning positive
school communities, prevent bullying, and socio-emotional skills of the child through
reduce student conflicts. In some cases, there reinforcement of positive behaviour,
creating an improved school climate.
has been a drastic reduction in suspension
and expulsion rates, and students say they are For more information, visit
happier and feel safer (Davis, 2015). https://aulasenpaz.uniandes.edu.co/
50
Box 24. Education for Justice (E4J) Learning outside of schools

Model United Nations Resource Issues around RoL are often perceived as
Guide an area of work associated with ministries
This Resource Guide is for organizers of, of justice and the interior, including law
and students taking part in, Model United enforcement. Thus, it can be challenging to
Nations conferences that address crime
develop multi-sector partnerships to promote
prevention, criminal justice and other
aspects of the RoL. It was prepared by and integrate crime prevention and criminal
the United Nations Office on Drugs and justice issues into all education activities.
Crime as part of its Education for Justice However, given the complexity of building a
(E4J) initiative to further knowledge on
vibrant CoL, it is essential to do so.
crime prevention, criminal justice and
other aspects of the RoL in schools and
universities. The guide provides seven Civil society organizations, in particular, play
sections relating to core topics, and an a vital role in supporting educational efforts,
introduction and information on useful both as a partner in developing educational
resources.
materials based on the RoL and in supporting
Source: Adapted from UNODC (2018)

outreach and dissemination activities to reach
Further guidance on Model United Nations can all stakeholders, including children, youth,
also be found at https://outreach.un.org/mun/ students, parents, teachers, professors and the
media.
While at all times respecting the primary mandate of education, schools can work in a participatory
manner with stakeholders that operate within and outside of the education sector, including
non-formal educators, out-of-school youth, parents, civil society organizations, the media, artists,
and other actors based in the community. Such collaborations can foster innovation, creativity, and
participatory approaches.
Box 25. Anti-corruption clubs for youth in the Republic of Botswana

Clubs are an important venue for out-of-school learning. In the Republic of Botswana, the
Directorate on Corruption and Economic Crime (DCEC) assists junior and senior secondary
schools to set up anti-corruption clubs for youth across the country.
The clubs’ main objectives are for the youth to disseminate anti-corruption information to
their peers, to participate meaningfully in social and economic activities, and to improve
their understanding of ethics. Activities culminate in an annual congress at the end of the
year at which members share experiences with a view to assisting each other to run their
clubs more effectively.
Youth also participate in essay writing and debates where they interact and share views
on how to meaningfully contribute in combating corruption. The clubs reinforce in-school
initiatives such as the introduction of corruption as a topic in Botswana’s education
curriculum.
For more information, visit http://www.gov.bw/en/Ministries--Authorities/Ministries/State-President/

Department-of-Corruption-and-Economic-Crime-DCEC/Divisions/Public-Education/
51
Engaging NGOs or other community organizations not only amplifies a school’s GCED and RoL
efforts and ensures that the community benefits from them, but also provides learners with
practical, real-world learning experiences in the social work space. Behavioural and action-oriented
GCED competencies are developed and nurtured through these connections to community
organizations, providing learners with examples of good citizenship in practice.
Below are examples of learning opportunities outside of the school context:

Youth-led action: Young people have a fundamental role to play in bringing a CoL and
integrity in all areas of society. Policymakers and educators can engage with youth as partners
for development projects, initiatives or
responses that address crime and violence Box 26. Learn without Fear:
at the school, community, regional and Youth in action against violence in
national levels. Youth-led action includes schools
youth organizations’ initiatives against Learn without Fear is a Plan International
corruption, youth integrity networks, peaceful programme that focuses on ending
demonstrations, and expressions through art gender-based violence. It developed a
toolkit (Plan International, 2009) that
against crime, drugs and violence. Learners is available in Spanish and English to
can also participate in Youth-Led Participatory guide young people in starting local
Action Research where young people identify actions; it includes real life examples of
challenges faced by youth in Colombia,
a problem of concern, gather data and
Ecuador, Germany, India, Philippines,
make recommendations to policymakers. United Republic of Tanzania and Uganda
For instance, they could research bullying and examples of youth action. For
and school violence, conduct research instance, in Uganda, 44 secondary-school
volunteer youth aged 13 to 17 initiated
on the issue, and present results and
and developed an anti-violence peer-
recommendations to the school board or to-peer manual while a student group
ministry (Anyon et al., 2018). from India of 12 youth from the rural area
bordering on Nepal, conducted a survey
Family-focused programmes. Education on gender-based violence in the schools
programmes geared toward prevention and communities.
or intervention for youth populations at
high risk from violence or crime often For more information, visit https://plan-
international.org/ending-violence/gbv-
involve parents. Evidence shows that parent gender-based-violence
involvement can increase the success of
Box 27. Miles de Mano/ Thousands of Hands

Miles de Mano is a violence prevention programme based on a family-school partnership
model. The programme from Honduras trains teachers and parents so that they can
assume their role as primary references of peace and non-violence for children and
teenagers. The programme includes school and extracurricular activities. A key element of
the programme is that teachers and parents treat children and youth with respect and as
responsible and important members of society.
For more information, visit http://www.gizprevenir.com/milesdemanos
52
violence and crime prevention programmes

Box 28. Reducing violence against
in schools because of the added children in 30 countries across
reinforcement that learners get at home. Africa, Asia, Europe and Latin
School-community partnerships. Another America
interesting way to integrate GCED values Physical and sexual assault against
into learning at the local level is by building children are not only a serious human
community-classroom partnerships with rights violation but also serious
crimes in many countries. To reduce
local NGOs or existing community efforts
their prevalence, Defence Children
(Ruano et al., 2014). International implemented the Reducing
Building partnerships with community Violence against Children programme
organizations is critical to GCED efforts. Such in 30 countries in Africa, Asia, Europe
and Latin America in 2014-2015.
partnerships need to be maintained and School-community partnerships were
sustained long term to have a real impact on key elements in many implementing
WSA efforts and on the community. Learners countries. For instance, Kenyan schools
worked with community members
will be involved in localized, hands-on
to discuss the root causes of violence
learning while understanding the principles against children. In the Dominican
of good community action and that social Republic a committee of adolescent
work efforts must be scalable as well as athletes was trained to act as a support
network in school and community
sustainable. School administration and NGO
activities, helping to reach children
staff can work together to ensure the terms between 8 and 18 years.
of the partnership are clear and the goals are
attainable. For more information on the programme, see
Defence for Children (2015)
Inter-school collaborations. In addition to
collaborating with community organizations
and NGOs, schools can collaborate and
learn from each other. Just as peer education is meaningful for learners, peer institutions have
a critical role to play in helping schools to implement effective practices. Schools can replicate
programmes, collaborate on inter-school events and initiatives, and create a network to more
easily share local RoL/CoL resources and amplify efforts. This networking can even extend
beyond the local community and stretch nationally and internationally, either online or through
Box 29. Training young people on integrity with Integrity Action

Integrity Action (IA) is an international NGO based in the UK that collaborates and trains
young people and educators. Defining integrity as the alignment of accountability,
competence, and ethics without corruption, it trains children, youth and adults (including
primary, secondary and tertiary level educators) to monitor public projects and institutions.
They take an action-focused approach to training. For example, learners in Palestine
conducted a social audit of a road construction project and an evaluation showed how
learners had moved from being ‘normal’ citizens to citizens who question how and why
things are happening.
For more information, visit https://integrityaction.org/integrity-education
53
conferences and professional learning

Box 30. The Partnership for
communities. Schools and other educational Governance Reform in Indonesia
institutions all over the world can connect
When government and educational
and learn from one another about what
actors work together, the impact
works and what does not in terms of on society can be significant. For
pedagogy and practice. instance, Indonesia embarked on a
transformative governmental reform
Partnerships with government and
by involving respected moral figures to
private sector actors. Non-traditional denounce corruption. The Partnership
educational actors such as government for Governance Reform successfully
employees in the criminal justice sector, reduced corruption by government
actors through judicial reform, voter
law enforcement and local government
education and community involvement.
authorities, as well as community-based Education was an important element
organizations and the private sector are of the reform including teaching about
also, when appropriate, collaborating peaceful civic engagement, voting rights,
and the negative impact of corruption.
with schools. These actors may participate Educational efforts targeted the adult
directly in the educational programme, voting population and the younger
provide teacher training on specific generations of Indonesians.
sensitive topics and supplemental off-site
For more information on the programme, see
learning opportunities to inform on the risks Meijer & Oey (2002).
associated with violence and crime. Their
interventions can also help overcome fears
and mistrust between learners and representatives of state institutions.
54
Section 5
Frequently asked questions
Q1. How can such abstract and complex concepts as the RoL and a CoL be made
understandable to young learners?
While they are complex concepts, RoL and a CoL can easily be broken down into very concrete
cases and situations. Analogies are one way to describe them in concrete terms. For instance,
teachers can use road safety rules (stopping at lights, speed limits, not driving under the influence)
or sports (following the rules of the game) to explain that rules are necessary to live peacefully and
safely in society and that there are consequences when members of society decide to ignore the
rules. In order to describe the specificity of the RoL, the rules should be:
Transparent;
Fair and just;
Applicable and accessible to all;
Tied to accountability mechanisms for all, including the rule-makers.
Q2. Is civic education not sufficient to ensure learners embrace and uphold the values of
the RoL?
Civic education and GCED for the RoL are complementary and mutually reinforcing. Civic
education is a good start, just as peace education and human rights education support a CoL and
the values of RoL. A curriculum that contains all these components reinforces a prosocial culture.
However, while civic education may cover aspects of the RoL, it may not contain the full scope of
learning opportunities provided by GCED geared towards the RoL. For instance, civic education
may not be focused on developing learners’ knowledge, skills and values to be motivated,
confident, and able to engage ethically and responsibly in society.
Q3. What happens when society is not aligned with the RoL?
In certain circumstances, national laws are not in line with the RoL. Even in countries that make it
a priority to uphold and defend human rights and the values of democracy, challenges to the RoL
may exist.
This guide does not support education policymakers in creating uncritically obedient citizens.
Instead, it aims to support learners to develop the skills and competencies to understand the RoL
within their context and support its continued reinforcement in line with human rights norms,
using the institutions and mechanisms of the RoL.
Q4. How can families be included in schools to reinforce a CoL?

Special care should be taken to involve and enlist parents’ engagement in the goals of RoL/CoL
programming. It is important that schools should not explicitly undermine family values unless
those values legitimize behaviours that violate the human dignity of the child or are against
human rights.
56
Section 5. Frequently asked questions
When parents and educators work together to mutually reinforce the fostering of a CoL, the
impact is powerful. This can be done through initiatives that bring schools and parents together
such as inviting parents to share stories or read to students, participate in school trips, attend
school concerts, breakfast programmes, and/or craft mornings. Each of these provide good
opportunities for schools and families to build a sense of community, trust, promote shared values,
and prevent isolation.
Q5. Many factors can drive young people to violence. How can GCED for the RoL and a CoL
make a difference?
Indeed, youth violence and crime can be due to environmental conditions that influence them to
act in ways that run counter to being positive and productive citizens (referred to as ‘risk factors’).
At its best, education can mitigate these risks and help learners develop a range of ‘protective
factors’. This is particularly true when such learning begins at a young age and is reinforced
throughout the course of the educational trajectory. In school and in particular with effective
GCED for RoL programming, youth who may not otherwise have the opportunity to experience
values in line with the RoL or a CoL modelled on their immediate environment, are able to learn
about, witness, and be influenced and live by positive values and behaviours.
Q6. What is the link between PVE, CoL and GCED?

Poor governance, democracy deficits, corruption, a culture of impunity for unlawful behaviour,
and non-respect of the RoL have been identified as key drivers of violent extremism in the United
Nations Secretary-General’s Plan of Action to Prevent Violent Extremism (15 January 2016). GCED in
general – and GCED focused on the promotion of the RoL, in particular – contributes to addressing
these drivers.
By strengthening learners’ resilience to adversity, and their motivation and confidence to take
responsible and ethical decisions, GCED for the RoL builds the barriers against hate, victimization
and violence.
Q7. What are some of the ways that the RoL has been measured?
The Office of the UN High Commissioner for Human Rights developed RoL indicators to apply
to criminal justice institutions. These institutions include the police, the judiciary and prisons.
The indicator dimensions are: the delivery of services by government institutions; integrity,
transparency and accountability of state institutions; the treatment of vulnerable groups; and the
human and material capacities of institutions to perform their functions. One such example is the
UN publication Rule of Law Indicators: Implementation Guide and Project Tools (UN, 2011).
57
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64
Strengthening the rule of law through education
To promote and protect the safety, dignity and human rights of all people, many
governments are strengthening efforts to uphold the principle of the rule of law in the
daily lives of their citizens.
This guide is intended for education policymakers and other professionals working in
the formal education sector, within and outside Ministries of Education, and who are
seeking to promote the rule of law and a culture of lawfulness.
This guide may also be of interest to professionals working in non-formal education

settings or other sectors – namely the justice, social and health sectors - in the area
of crime and violence prevention, who are seeking to work more closely with the
education sector.
To address the needs of this diverse mix of education stakeholders and professionals,
this guide blends both theory and practice, and draws on examples from around
the world.
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Strengthening the rule of law

UNESCO Education Sector The Global Education 2030 Agenda

© UNESCO and United Nations, 2019

UNESCO ISBN 978-92-3-100308-0

Cover photo: Rawpixel.com/Shutterstock.com

Designed by Marie Moncet

It builds on UNESCO’s approach to Global Citizenship Education by supporting a culture of peace

Audrey Azoulay Yury Fedotov

Special thanks to Mary de Sousa for copyediting.

SECTION 2. UNDERSTANDING THE RULE OF LAW AND HOW IT RELATES TO

SECTION 3. STRENGTHENING THE RULE OF LAW THROUGH EDUCATION 23

SECTION 4. NECESSARY SUPPORT SYSTEMS 39

SECTION 5. FREQUENTLY ASKED QUESTIONS 55

What is the rule of law?

What is a culture of lawfulness?

What is the role of education in promoting the rule of law?

What can education do to strengthen the rule of law?

How to take these action areas forward?

CoL Culture of Lawfulness

This aspiration for the education sector is

1.3. Target audience

How to use this guide?

Table A. Existing issue-specific guidance documents for education policymakers

Specific issue Selection of UNESCO and UNODC publications

• School Violence and Bullying (UNESCO, 2018a)

• Stopping Violence in Schools. A Guide for Teachers (UNESCO, 2014a)

• Handbook on Identity-related Crime (UNODC, 2011)

• Best Practices of Non-Violent Conflict Resolution in and out-of-school (UNESCO, 2002)

• Preventing violent extremism through education: A guide for policymakers (UNESCO,

2.1. What is the rule of law?

2.2. What is a culture of lawfulness?

Box 3. What are the characteristics of a society with a CoL?

Source: Adapted from UNESCO (2018b)

2.3. What is the role of education?

The contribution of Global Citizenship Education (GCED)

GCED aspires to be a transformative experience, to give learners the opportunities and

Table B. GCED domains of learning and expected learning outcomes

GCED DOMAIN OF LEARNING

GCED EXPECTED LEARNING OUTCOMES

• Learners acquire knowledge • Learners experience a • Learners act effectively and

Source : Adapted from UNESCO (2015), p. 29

3.1. Teaching the basics: key knowledge, values,

Key attitudes and values

 A sense of belonging to a community;

Box 6. Developing anti-bullying behaviour with the KiVa programme

For more information, visit http://www.kivaprogram.net/

3.2. Speaking to real issues and dilemmas

Addressing learners’ individual vulnerabilities

Since adult women and men, whether parents,

Addressing real-life dilemmas

3.3. Reinforcing positive behaviours

TABLE C. Educational challenges and responses per scenario4

• Understand the threats and real risks

• Be motivated, compelled and

Box 9. Education for Justice (E4J) university modules

Source: Adapted from the UNODC website: https://www.unodc.org/e4j/en/tertiary/index.html

3.4. Practising what we preach

A sense of belonging to a community;

Ensuring the transparency of school policies As part of its programme, UNESCO-

Curricular support, including teaching and learning resources

A dedicated subject, such as ‘citizenship education’