Part VI ＞ Essays on Human Rights 8 Discrepancies in Campus Human Rights Promotion and Need for Rights in Family Education: A Report on the Status of Human Rights Education in Taiwan’s ＊ Primary and Secondary Education Through a literature review, questionnaire survey, also found among teachers. Other contributing held between November 2021 and June 2022, Education tends to emphasize quantity rather visits, a walk through, and focus group interviews we gathered opinions from school administrative staff members, teachers and students from schools below senior high (vocational) schools, experts and scholars, and civilian groups. In collaboration with the National Academy for Educational Research (NAER) we systemically reviewed the content and implementation, than quality, a lack of effective oversight of the implementation of laws and regulations related to human rights protection on campus. This is aggravated by a lack of competence among the persons who implement the policy and inadequate allocation of labor and funds. learning environment, and teaching process and In general, although schoolteachers have a The research team found that human rights rights, they need better administrative support to Taiwan and in schools at all levels. Many schools, Additionally, although the guidance system rights educational activities in different ways and well, contents should aim at developing the human rights education on campus, in class, of students, and different training courses should mechanism and an overall policy roadmap has course instructors and designers, educational schools in human rights education promotion. A should be differentiated). Currently, “respect” methods of Taiwan’s human rights education. largely improved understanding of human education has overall become important across receive in-service training and develop courses. teachers, and students actively engage in human at all levels for human rights education works endeavor to work out the spirit and concepts of awareness of human rights for a broader range and in daily life. However, the lack of a planning be designed for different groups of students (e.g., led to differing outcomes in regions and among administrative staff, and textbook writers competence gap in human rights education was and “tolerance” are the two main principles ＊ 82 factors are: evaluation by the Ministry of The contents are excerpted from the “Status Review of Human Rights Education in Taiwan’s Primary and Secondary Education Project”. This project was planned and implemented by the NHRC in collaboration with the National Academy for Educational Research in reference to the UN’s Human Rights Education Development and Instruction Framework and in consideration of the status and schedule of Taiwan in proposing a review plan suitable for Taiwan and making recommendations for the preliminary planning of Taiwan’s human rights education policy. The project period was from November 19, 2021 to June 30, 2022. National Human Rights Commission 2022 Annual Report