In order to seek out the regularities of development and evaluate the development approach to human rights education in Greater China, this article compares and contrasts human rights education in mainland China, Hong Kong, Macao and Taiwan. It argues that human rights education has had its particularities and universalities during its development in the four regions, and that such education intends to identify and solve the most pressing challenges in order to achieve sustainability. The ideas about and approaches to human rights education in Greater China should be adjusted according to the sustainable development requirements. Ensuring and promoting the respect for human rights in society is the main goal of human rights education. Balanced development, independent development, the encouragement of and investment by the government and society in the subject and the high quantity and quality of available human rights teachers are the guarantees for a sustainable model of human rights education in Greater China.


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pp. 192-212
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