The Role of the Skills and Social Values Educational Program in Developing Human Rights: The First Stage of Basic Education as a Model

Abstract

This research presents an analytical assessment of the "Skills and Social Values" curriculum for the first stage of basic education in the Kurdistan Region-Iraq, critically evaluating its effectiveness in cultivating human rights concepts and values among young students. Rooted in John Dewey's "Progressive Education" theory, the research employs a qualitative methodology, specifically content analysis, to meticulously examine the curriculum's units, texts, images, and prescribed activities. The significance of this research lies in its provision of a scientific, evidence-based evaluation of this key educational program. It aims to precisely identify which human rights and associated values are prominently featured, which receive insufficient attention, and which might be overlooked within the current framework. Key objectives include: comprehensively presenting and appraising the curriculum's content concerning human rights; clearly distinguishing between rights that are adequately addressed and those that are neglected; and proposing practical, modern educational strategies to bolster human rights development in early education.The research population is the education system of the Kurdistan Region, with the specific sample being the "Skills and Social Values" curriculum for first-grade basic education students. All constituent elements of this curriculum serve as units for detailed analysis. This research is anticipated to provide a valuable resource for educational planners, curriculum developers, and policymakers. Ultimately, it seeks to contribute to the ongoing refinement of the education system, fostering a more robust, integrated, and central focus on human rights principles, ensuring they are foundational to early learning experiences.