台灣人權教育：第一個十年

Human Rights Education in Taiwan: The First Ten Years

這篇文章討論台灣所推動的人權教育，並聚焦於第一個十年――亦即1995年至2005年的情形。文中敘述、分析了學界與非政府組所推動的人權教育，推動的動機，以及台北市政府和中央政府對這些倡議的回應，提出的政策等。與此同時，我也會介紹1998年在台北所舉辦的「第一屆人權教育國際研討會」。2005年開始，陳水扁政府的教育政策轉向關心台灣的歷史、地理與文化，人權教育的第一個十年因此告一段落，我對此也會稍做說明。2009年，即馬英九總統的第一個任期中，台灣批准了兩個國際人權公約，並在2013年邀請國際專家來台為政府提出的首次「國家人權報告」進行審查，2017年更進行了第二次的審查。在這兩次國際審查的結論性意見與建議中，審查委員都明確指出，台灣應該為人權教育提出完整的規劃，因此，這是政府應該負起的義務。在非政府組織方面，比起第一個十年，他們顯得更有經驗。無論是整體上，或是在各個組織所關懷的特定領域，他們對人權教育的推動都更為深入，也掌握更多資源。不過，要評斷台灣人權教育的第二個十年究竟取得了哪些成就，或有哪些不足之處，現在仍為時過早。
本文的寫作參考了官方文獻、學者的論文、以及我自己的觀察。我在早年便投身人權教育工作，相信在這方面的觀察與反思，有助於釐清這數十年來努力的成果。

My paper is primarily concerned with the first ten years of human rights education in Taiwan, roughly from 1995 to 2005. It will describe and analyze the initiative by the academic community and NGOs in promoting human rights education, why they chose to do so and how the government of Taipei City and the central government responded to their pressure 2as well as the policy measures adopted. Reference will be made to the first international conference on human rights education held in Taipei in 1998. The decade ended in roughly 2005 when the Chen Shui-bian's administration shifted its concerns from human rights education to that of education in the history, geography and culture of Taiwan. A few words will be said about what has happened since that time. During the first term of Ma Ying-jeou's presidency, Taiwan succeeded in ratifying the two international human rights covenants in 2009 and invited international experts to come to Taipei to review the initial national report in 2013 and the second national report in 2017. Both times the experts, in their concluding observations and recommendations, have stated categorically that Taiwan must frame a comprehensive plan for human rights education. The government is thus obliged to do so. NGOs, by comparison with the first decade, are much more experienced, endorsed with more resources and deeply involved in human rights education, either in a general sense, or in the specific area of their concern. It is, however, too early to assess the achievements and shortcomings of the second ten years of human rights education in Taiwan. The literature which will be used in this study includes official documents, academic papers as well as personal observations. As this author has been involved with the effort to promote human rights education from the early years, his observations and reflections shed much light on the decades-long endeavor.