resolution are being worked out, the right to education of ‘minorities’ have to be taken cared of at the same time. THE CONTENT AND DELIVERY OF THE CURRICULUM Even if human rights and the rights of ‘minorities’ are included at all levels of the education curriculum, there is no guaranty that the same shall actually be taught at the classroom level. Teachers have to be trained to become human rights teachers. They have to be armed with prototype teaching guides on human rights for every subject at every grade and year level of formal school education. National institutions for human rights should partner with education ministries in the development and production of teaching exemplars on ‘minorities’ issues and anti-discrimination measures. In our case, for example, the Philippine educational curriculum requires the teaching of human rights. This is consistent with the constitutional as well as executive directives for mandatory human rights education at all levels of the school curricula. This is also in keeping with all provisions on human rights education of all our core international human rights instruments. AT present, readily available for teachers’ use are 101 teaching exemplars for basic school education, with an average of 10 model teaching guides for every grade and year level. These exemplars were developed by the curriculum specialists of the Department of Education, human rights practitioners, sectoral representatives, church advocates who were convened in a series of writing workshops by the Commission on Human Rights. After pilot-testing in 54 try-out schools nation-wide, and series of fine tuning evaluation and writing workshops, the original 400 plus lesson plans were finally reduced to 101. The development of these 101 teaching exemplars on human rights, together with the Facilitator’s Manual on Human Rights Education (a training pack for trainers of teachers), was precipitated by the result of our 1995 survey on the awareness level on human rights of classroom teachers and the low level of actual conduct of human rights education by classroom teachers, in spite of the mandatory requirement for human rights education in the school curriculum. As an independent constitutional body, we approach our constitutional mandate of monitoring Philippine government’s compliance with all its international treaty obligations on human rights education in the spirit of partnership, co-operation, dialogue and helping relationship. We go out of our way to extend a helping hand in ensuring the establishment of a continuing program of research, education and information on human rights. To this end, we analyze the causes and factors