Third generation rights
The following information brochures on women’s land rights produced by Consult on Women and Land Rights (CWLR), India Women’s Watch (IWW), Asia Pacific Women’s Watch (APWW), Sathi all for partnerships, Indo Global Social Service Society, and Woman Resource Rights Program (WRRP) are available for download. [Documents available at the bottom of this page]
The following toolkits were produced by two Habitat International Coalition members: Housing and Land Rights Network – Middle East and North Africa and Housing and Land Rights Network – South Asia Regional Programme, whose websites are also excellent sources of information. The official mission of the Housing and Land Rights Network is «to achieve fuller realization of human dignity and human development oriented towards respecting, defending, promoting and fulfilling the human right to adequate housing and land». This mission is implemented through coalition building, capacity building and advocacy at all levels.
Third generation rights pdf
Reaffirming its commitment to the full realization of the human rights and fundamental freedoms proclaimed in the Universal Declaration of Human Rights and other universally recognized legal instruments, such as the two International Covenants of 1966 concerning civil and political rights and economic, social and cultural rights,
Reaffirming that culture should be considered as the set of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group and that it encompasses, in addition to art and literature, ways of life, ways of living together, value systems, traditions and beliefs (2),
Affirming that respect for the diversity of cultures, tolerance, dialogue and cooperation, in a climate of mutual trust and understanding, are among the best guarantors of international peace and security,
Considering that the process of globalization, facilitated by the rapid development of new information and communication technologies, while challenging cultural diversity, creates the conditions for a renewed dialogue among cultures and civilizations,
Fourth generation of human rights
not autonomous or subject to any other limitation of sovereignty. Article 3 Everyone has the right to life, liberty and security of person. Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.
slavery and the slave trade shall be prohibited in all their forms. Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6 Every human being has the right to recognition everywhere as a person before the law.
has the right to the protection of the law against such interference or attacks. Article 13 Article 14 Article 15 Article 16 Article 17 Article 18 Everyone has the right to freedom of thought, conscience and religion;
reasonable working hours and to periodic vacations with pay. Article 25 Article 26 Article 27 Article 28 Everyone has the right to a social and international order in which to live in peace and security.
Importance of third generation rights
The article recapitulates the debates of the authors of the Universal Declaration of Human Rights on the right to education. It discusses the initial proposals and presents examples of contemporary human rights education programs designed to achieve each of those specific proposals.
The article recapitulates the Universal Declaration of Human Rights framers debates regarding the right to education, centering on its primary purposes, followed by contemporary examples of programs, both in formal and informal (popular) education, designed to achieve each of these specified purposes.
The article recapitulates the debates of the authors of the Universal Declaration of Human Rights regarding the right to education. It discusses the initial proposals and presents examples of contemporary human rights education programs designed to achieve each of these specific proposals.
In postulating education as a right, the authors of the Universal Declaration of Human Rights were axiomatically based on the notion that education is not value-neutral. In this spirit, Article 26 establishes a series of educational goals, analyzed here in conjunction with the discussion that focuses on human rights education in the light of this Article.
