This article provides a theoretical foundation to argue for an effective and meaningful realization of human rights education in school curricula and beyond. Despite emerging research on a content-related basis and large-scale initiatives, the practical realization of human rights education is mostly still a desideratum. By analyzing relevant documents by the United Nations (UN), particularly the Universal Declaration of Human Rights (UNGA, 1948), this paper shows that human rights education is a human right itself. Upon joining the UN, member states pledged to provide human rights education to all citizens. However, the question what it means to ensure the right to human rights education is complex because the concept of 'right' is ambiguous. Thus, this manuscript logically analyzes the right to human rights education by means of Kanger's theory of rights that encompasses a classification of all possible types of right. The analysis shows that the right to human rights education consists of two complex types of right that contain both a claim right as well as service rights. The author concludes that in order to meet the obligations of the UN "Charta," UN member states are required (1) to provide mandatory human rights education in compulsory education and (2) to grant access to human rights education to all citizens.