Abstract
ABSTRACTThis article presents findings from a larger multiple methods study that explores the levels of adherence and experiences students have of the International Baccalaureate Organization human rights ideals in different school contexts. A three-component model of human rights competence, incorporating identification with all humanity, ethno-cultural empathy, and positive attitudes to human rights, is presented and tested. The findings reveal that identification with all humanity, ethno-cultural empathy, and positive attitudes towards human-rights-promoting values and behaviour act as prerequisites for the intention to act, and for human rights competence. The level of human rights competence can indicate the level of adherence students have to the human rights ideals of the International Baccalaureate Organization.
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