Human rights are commonly understood as "inalienable fundamental rights to which a person is inherently entitled simply because she

or he is a human being." Human rights are thus conceived as universal (applicable everywhere) and egalitarian (the same for everyone). These rights may exist as natural rights or as legal rights, in both national and international law. The doctrine of human rights in international practice, within international law, global and regional institutions, in the policies of states and in the activities of non-governmental organizations, has been a cornerstone of public policy around the world. The idea of human rights states, "If the public discourse of peacetime global society can be said to have a common moral language, it is that of human rights." Despite this, the strong claims made by the doctrine of human rights continue to provoke considerable skepticism and debates about the content, nature and justifications of human rights to this day. Indeed, the question of what is meant by a "right" is itself controversial and the subject of continued philosophical debate. (Balveda et al. 2004,Nickel,2010,Beitz,2009,Shaw,2008)

a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. The UDHR is generally recognized as the foundation of all international human rights laws. It has inspired a rich body of legally binding international human rights treaties, and the principles

enshrined in it has been incorporated in the laws of UN member states that have ratified the declaration.

(1) Everyone has the right to own property alone as well as in association with others. (2) No one shall be arbitrarily deprived of his property. Property is anything that can come under the right of ownership and be the subject of contract. This will include all things- real, personal, tangible and intangible- that are within the commerce of man, like lands, jewelry, automobiles, buildings, goodwill, inheritance, intellectual creations, future earnings, works of art, animals, mortgages, insurance proceeds, etc. (Cruz, 2007-Constitutional Law) The right to property, also known as the right to protection of property, is a human right and is understood to establish an entitlement to private property. The right to property is not absolute and states have a wide degree of discretion to limit the rights. The right to property is enshrined in Article 17 of the Universal Declaration of Human Rights but is not recognized in the International Covenant on Civil and Political Rights or the International Covenant on Economic, Social and Cultural Rights. The right to protection of property is enshrined in the regional human rights instruments of Europe, Africa and the Americas. The right to property is one of the most controversial human rights, both in terms of its existence and interpretation. The controversy about the definition of the right meant that it was not included in the International Covenant on Civil and Political Rights or the International Covenant on Economic, Social and Cultural Rights. After failed attempts to include the right to protection of property in the European Convention on Human Rights (ECHR) European states enshrined the right to protection of property in Article 1 of Protocol I to the ECHR as the "right to peaceful enjoyment of possessions", where the right to protection of property is defined as: (1) Every natural or legal person is entitled to the peaceful enjoyment of his possessions. No one shall be deprived of his possessions except in the public interest and subject to the conditions provided for by law and by the general principles of international law. (2) The preceding provisions shall not, however, in any way impair the right of a State to enforce such laws as it deems necessary to control the use of property in accordance with the general interest or to secure the payment of taxes or other contributions or penalties. The European Court of Human Rights has interpreted "possessions" to include not only tangible property, but also economic interests, contractual agreements with economic value, compensation claims against the state and public law related claims such as pensions. The European Court of Human Rights has held that the right to property is not absolute and states have a wide degree of discretion to limit the

rights. As such the right to property is regarded as a more flexible right than other human rights. The American Convention on Human Rights (ACHR) recognizes the right to protection of property, including the right to "just compensation". The ACHR also prohibits usury and other exploitation, which is unique amongst human rights instruments. Article 21 of the ACHR states that: "(1) everyone has the right to the use and enjoyment of his property. The law may subordinate such use and enjoyment to the interest of society. (2) No one shall be deprived of his property except upon payment of just compensation, for reasons of public utility or social interest, and in the cases and according to the forms established by law. (3) Usury and any other form of exploitation of man by man shall be prohibited by law." The African Charter on Human and Peoples' Rights (ACHPR) protects the right to property most explicitly in Article 14, stating that: "The right to property shall be guaranteed. It may only be encroached upon in the interest of public need or in the general interest of the community and in accordance with the provisions of appropriate laws." Property rights are furthermore recognized in Article 13 of the ACHPR, which states that every citizen has the right to participate freely in the government of his country, the right to equal access to public services, and "the right of access to public property and services in strict equality of all persons before the law". Article 21 of the ACHPR recognizes the right of all peoples to freely dispose of their wealth and natural resources and that this right shall be exercised in the exclusive interest of the people, who may not be deprived of this right. Article 21 also provides that "in case of spoliation the dispossessed people shall have the right to the lawful recovery of its property as well as to adequate compensation."

The concept of human rights does not merely involve political concerns but also encompasses social and economic liberties or what advocates call positive liberties such as the right to health care, education, shelter, and food, and other basic social services which require concrete action and measures on the part of the government especially amid the high incidence of poverty in our country. They are as important, and in some cases, even more crucial than the other rights as their long-standing non-observance may bring about social unrest and political instability, if not violent radicalism or revolutionary conditions. Article II Declaration of Principles and State Policies Section 9. Just and Dynamic Social Order The State shall promote a just and dynamic social order that will ensure the prosperity and independence of the nation and free the people from poverty through policies that provide adequate social

services, promote full employment, a rising standard of living, and an improved quality of life for all. Section 10. Social Justice The State shall promote social justice in all phases of national development. Section 11. Human Dignity and Human Rights The State values the dignity of every human person and guarantees full respect for human rights. Article XIII Social Justice and Human Rights Sections 17 and 18.

The right to private property was a crucial demand in early quests for political freedom and equality, and against feudal control of property. Property can serve as the basis for the entitlements that ensure the realization of the right to an adequate standard of living and it was only property owners which were initially granted civil and political rights, such as the right to vote. Because not everybody is a property owner, the right to work was enshrined to allow everybody to attain an adequate standard of living. Today discrimination on the basis of property ownership is recognized as a serious threat to the equal enjoyment of human rights by all and non-discrimination clauses in international human rights instruments frequently include property as a ground on the basis of which discrimination is prohibited (see the right to equality before the law).

The protection of private property may come into conflict with economic, social and cultural rights and civil and political rights, such as the right to freedom of expression. To mitigate this, the right to property is commonly limited to protect the public interest. In addition many states maintain systems of communal and collective ownership. Property rights have frequently been regarded as preventing the realization of human rights for all, through for example slavery and the exploitation of others. Unequal distribution of wealth often follows line of sex, race and minorities, therefore property rights may appear to be part of the problem, rather than as an interest that merits protection. Property rights have been at the centre of recent human rights debates on land reform, the return of cultural artifacts by collectors and museums to indigenous peoples, and the popular sovereignty of peoples over natural resources. SOURCES: (De Leon, 2008- Textbook on the Philippine Constitution) (Doebbler, Curtis (2006). Introduction to International Human Rights Law.

Alfredsson, Gudmundur; Eide, Asbjorn (1999). The Universal Declaration of Human Rights: a common standard of achievement. Doebbler, Curtis (2006). Introduction to International Human Rights Law. "Universal Declaration of Human Rights". United Nations. pp. Article 17. lfredsson, Gudmundur; Eide, Asbjorn (1999). The Universal Declaration of Human Rights: a common standard of achievement.

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. As a result of the Vienna Declaration the decade from 1995 to 2004 was declared the UN Decade of Human Rights Education. UNESCO has a responsibility to promote human rights education, and was a key organizer of the UN's Decade for Human Rights Education UNESCO attempts to promote human rights education through: Development of national and local capacities for human rights education, through its co-operation in development projects and programmes at national and sub-regional levels. Elaboration of learning materials and publications and their translation and adaptation in national and local languages.

Advocacy and Networking Activities.

Following the Decade of Human Rights Education, on 10 December 2004, the General Assembly proclaimed the World Programme for Human Rights Education , and ongoing project to advance the implementation of human rights education programmes in all sectors: Building on the achievements of the United Nations Decade for Human Rights Education (1995-2004), the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete

framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots.

The emphasis on Human Rights Education began in 1995 with the beginning of the UN Decade for Human Rights Education, though previously addressed in 1953 with the UNESCO Associated Schools Program, which served as an initial attempt to teach human rights in formal school settings. The first formal request for the need to educate students about human rights came about in UNESCOs 1974 article Recommendation concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. The participants of the International Congress on the Teaching of Humans Rights eventually met in 1978 to form a specific definition of what would be required application of the education in formal curricula. The aims at which the Congress agreed upon including the encouragement of tolerant attitudes with focus on respect, providing knowledge of human rights in the context of national and international dimensions as well as their implementations, and finally developing awareness of human rights translating into reality whether social or political on national and international levels. Human Rights Education became an official central concern internationally after the World Conference on Human Rights in 1993. This conference brought the issue of educating formally to the top of many countries priority lists and was brought to the attention of the United Nations. It was two years later that the United Nations approved the Decade for Human Rights Education, which reformed the aims of application once again. Since the development of the UN Decade, the incorporation of human rights education into formal school curricula has been developed and diversified with the assistance of nongovernmental organizations, intergovernmental organizations, and individuals dedicated to spreading the topic through formal education.

1. Values and awareness. The Values and Awareness Model focuses on transmitting basic knowledge of human rights issues and to foster its integration into public values based on its philosophical-historical approach. This model is what people commonly think of when human rights are concerned with the target audience being the general public with topics including global human rights and more cultural based matters. 2. Accountability. The Accountability Model is associated with the legal and political approach to human rights in which the learners which the model targets are already involved via professional roles. The

model is incorporated by means of training and networking, covering topics such as court cases, codes of ethics, and how to deal with the media. 3. Transformational. This model of education focuses on the psychological and sociological aspects of human rights. The topics towards which this model is effective are those including vulnerable populations and people with personal experiences affected by the topic, such as women and minorities. The model aims to empower the individual, such as those victims of abuse and trauma. The model is geared towards recognizing the abuse of human rights but is also committed to preventing these abuses.

Sudbury model of democratic education schools maintain that values, human rights included, must be learned through experience as Aristotle said: "For the things we have to learn before we can do them, we learn by doing them. They adduce that for this purpose schools must encourage ethical behavior and personal responsibility. In order to achieve these goals schools must respect human rights in school by allowing students the three great freedoms freedom of choice, freedom of action and freedom to bear the results of actionthat constitute personal responsibility. SOURCES: "Universal Declaration of Human Rights". United Nations General Assembly. 10 December 1948. "Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories." Murphy, Ruane (2003) "Vienna Declaration and Programme of Action". United Nations. 25 June 1993. General Assembly resolution 49/184 of 23 December 1994 "UN Decade of Human Rights Education". United Nations High Commissioner for Human Rights. "UN Decade for Human Rights Education". UNESCO. "UNESCO is called upon to play a central role in the design, implementation and evaluation of projects under the Plan of Action of the UN Decade for Human Rights Education, considering the Organizations long experience in education, educational methodology and human rights and through its network of UNESCO schools, clubs, human rights Chairs and National Commissions."

Cayabyab, Princess Dianne Ramos L.L.B. -1 (JAB) Human Rights