The comparison of human rights education on first level of primary education in england and turkey

This study has been prepared by the comparison of the human rights education applied on the first level of primary school in England and Turkey and through the views of the experts of academic milieu on this matter and governmental and non-governmental organizations. In the research, it was aimed to verify the findings acquired by using two different techniques like document analysis and negotiation. In the analysis of the acquired findings, the data was dealt with comparatively since a document analysis has been conducted for the first step of the research, and the introduced programs were evaluated according to the features and items they possess. In the second step of the research, the views of the experts and governmental and non-governmental organizations have been brought together by half-established negotiation techniques. Negotiation data, after having been categorized seperately and presented through content analysis, has been used as data in proposition section. Some results achieved acccording to the research findings can be summarized like that: while there is not a lesson by itself intented for human right education in England, subjects related to the mentioned discipline topic are given under the name of citizenship education. As to Turkey, the same issue is provided under the title of intermediate discipline of human rights and citizenship education. Both programs share similar and different aspects. For instance, while in England `teaching objectives? is used instead of the concept of target?one of the item of the program, the term `acquisition? is used in Turkey for the same concept. While in England the program makes students think, compare and contrast, comment on the facts related to real life, be aware of their skills and provides them an understanding based on critical thinking, inquiring and taking responsibility, in Turkey more than half of the acquisition has been prepared for the cognitive area. For this reason, we can say that the program used in England is prepared by an approach more appropriate to the constructive education model whereas in Turkey the program still bears the trace of the education model based on behaviour. In England, by determining the main concepts and features intended for establishing the contents, a list of subjects written in accordance with each objective takes place. But, in Turkey limited findings related to this item has been achieved. In terms of educational condition, the activities to be arranged in both programs has been summarized explicitly, and the role of teachers and the things they should do iv have been stated in frames. As for the evaluation item, no finding has been come upon. According to the results acquired from the milieu whose views were asked for through a literature review, it has been understood that there is no need for human right education by itself on the first level of primary school. In the studies carried out to improve human rights education programs, the necessity for authorized associations and representatives is among the ascertainments. The acquisition of the human rights education should take as a goal to bring up individuals who are courteous, sensible and away from detail. On the primary school level, it has been stressed that subjects especially related to life such as respect for the opinions and discrepancy, basic rights and freedom should be handled in priority. Contents should be prepared in an order from concrete to abstract, simple to complex and easy to difficult considering the development age of primary school children. Educational conditions should be supported with techniques which center on student and in which information and practice are included together. As for the evaluation, as intended for the process, the necessity of its being implemented through contemporary measuring and assessment techniques is among the resolution.