Amina Lemrini
Amina Lemrini El Ouahabi is a Moroccan human rights activist, and the president of Morocco's Haute Autorité de la communication audiovisuelle (Higher Council of Audiovisual Communication).
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Quotes
[edit]- One of the special features of this reform, linked to the Moroccan context, lies in the fact that it was demanded from two directions: the purposes of Charia and through ratified international conventions. It is, therefore, the result of negotiation that is translated into its limitations, including the maintenance of polygamy or the discriminatory aspect of inheritance. Nevertheless, the code’s advances have been unanimously considered as of the highest importance because of the impact they can have in the short and long term.
- The Vienna Declaration, adopted by the 1993 World Conference on Human Rights (paragraphs 78 to 82), put the issue back on the international agenda, considering that "education, training and information in this field are indispensable for the establishment and promotion of stable and harmonious inter-community relations, as well as for the promotion of mutual understanding, tolerance and peace", inviting "all States and institutions to include human rights, humanitarian law, democracy and the rule of law in the curricula of all educational institutions, both formal and otherwise" and recommending that they establish "programmes and strategies" for "specific groups such as the armed forces, law enforcement officials, police personnel and health professionals".
- As previously indicated, several initiatives have been carried out at the national and international levels at the initiative of governments and civil society, but these initiatives are not part of a general framework that gives them the necessary strength to create an impact and new dynamics. Hence the need to draw the attention of the international community to the strategic and structuring nature of human rights education.
- Also, it can be said that the main objective has a clear political dimension, coupled with an educational dimension that emphasizes the need to provide a “working tool” within everyone’s reach. In addition to the benchmarks, this working tool includes principles, definitions, clear provisions and well-defined responsibilities in terms of implementation. In principle, these consensuses are likely to encourage the various parties to move forward with this project, by implementing it while taking into account their contexts and the accumulations in the matter and by mutually benefiting from each other's experiences, and by carrying out mid-term evaluations in order to draw the necessary lessons.
- To return to the question of context, it can be said that there is an awareness among certain States, reiterated by certain institutions and non-governmental organizations, of the importance of human rights education, and what it requires in terms of the development of values, orientations and behaviors capable of protecting and promoting human rights.
