Relevant bibliographies by topics / Child Rights

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child Rights'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Child Rights"

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Bala, Meenu. "Violation of Child Rights in Institutions." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 1470–73. http://dx.doi.org/10.31142/ijtsrd23420.

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Wells, Karen. "CHILD SAVING OR CHILD RIGHTS." Journal of Children and Media 2, no. 3 (October 2008): 235–50. http://dx.doi.org/10.1080/17482790802327475.

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Rao, V. Srinivasa, and K. J. Thomas. "Issues and challenges of child rights: A theoretical discourse on the role of Government." Geographical Analysis 7, no. 2 (December 15, 2018): 64–68. http://dx.doi.org/10.53989/bu.ga.v7i2.5.

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There are several child right issues that need to be addressed in India. The people in India need awareness and education on these rights. Parents play a crucial role in the protection of child rights in any society. Proper awareness among the children about their rights makes a significant change. School education can play a vital role in educating the children about their rights, including their right to education. Stringent laws need to be framed and executed to protect the rights of the child. Though child right is a common concern for most of the countries in the world, the strategist protect the child right differs from country to country. Child protection service seems to be the most pro-active approach to safe guard the rights of the children. The practice of child right has undergone significant changes during the last century. The rights and welfare of children depended on specific values of the society in India. It is only during the 12th century, the concept of child rights emerged in most of the countries. A critical review of child protection would help the policy makers in India to broaden the knowledge about the existing structures and child protection services. In this view, the present paper discusses the theoretical perspective of child rights in India. Keywords: Child rights; child protection; government; society
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Jogan, Dr Sushma N. "Protection of Child Rights - The Role of Media." International Journal of Trend in Scientific Research and Development Volume-3, Issue-4 (June 30, 2019): 172–73. http://dx.doi.org/10.31142/ijtsrd23613.

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Toivonen, Virve, Jatta Muhonen, Laura Kalliomaa-Puha, Katre Luhamaa, and Judit Strömpl. "Child Participation in Estonian and Finnish Child Welfare Removals – Professionals’ Perceptions and Practices." International Journal of Children’s Rights 29, no. 3 (August 17, 2021): 701–30. http://dx.doi.org/10.1163/15718182-29030009.

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Abstract A child’s right to participate is one of the general principles of the Convention on the Rights of the Child (crc). It is an integral part of a child’s right to have his/her best interest taken into account as a primary consideration. Therefore, it is indispensable in the decision-making connected with child welfare removals, the effects of which on the child’s life are long lasting and profound. In this article we examine the perceptions and practices of child-welfare professionals in the context of children’s rights, especially participation rights, in two neighbouring countries: Finland and Estonia. The findings are based on a survey and suggest that in the context of children’s rights, legislation also has its role in making children’s rights a reality, both as a prerequisite for reform as well as in shaping attitudes. However, legal regulation is not enough – full realisation also reguires more information, education and resources.
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Stanić, Gordana Kovaček. "Serbian Family Law: Rights of the Child." International Journal of Children's Rights 17, no. 4 (2009): 585–609. http://dx.doi.org/10.1163/092755609x12513562300829.

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AbstractThis paper deals with the rights of the child primarily in Serbian family law. According to Serbian Family Act 2005 the child at a certain age acquires some specific rights. For instance, at the age of fifteen if the child is able to reason he has these rights: to change a personal name, to get the information on his/her origins, to decide with which parent he/she will live, on maintaining personal contact with the parent he/she does not live with, the right to give consent to medical procedures, to decide which secondary school he/she will attend. The child has the right to freely express his or her opinion if the child is capable of forming an opinion. When reaches ten years of age the child has the right to freely and directly express his/her opinion. The Family Act of Serbia 2005 has introduced a special court proceeding in disputes for the protection of the child's rights.
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Cornock, Marc. "Rights of the child." Nursing Standard 18, no. 42 (June 30, 2004): 24. http://dx.doi.org/10.7748/ns.18.42.24.s40.

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Cornock, Marc. "Rights of the child." Nursing Standard 23, no. 20 (January 21, 2009): 28. http://dx.doi.org/10.7748/ns.23.20.28.s34.

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Birn, Anne-Emanuelle. "Child health and child rights: Uruguay's progeny." Lancet 393, no. 10176 (March 2019): 1092–93. http://dx.doi.org/10.1016/s0140-6736(19)30508-2.

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Aitken, Stuart C. "RETHINKING CHILD RIGHTS THROUGH POST-CHILD ETHICS." Educação em Foco 23, no. 3 (December 27, 2018): 705–14. http://dx.doi.org/10.22195/2447-5246v23n320183446.

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Direitos infantis universais não funcionam. Há umatrajetória clara de agendas baseadas em direitos, desde oIluminismo, que deixam os jovens sem espaço e fora dolugar. Com este artigo, concentro-me explicitamente na vida precária da juventude: sua situação dentro decenários de transformação política e econômica queenfraquecem as instituições sociais tradicionais de cuidadoe cidadania. Como a vida dos jovens são feitas ou desfeitasenquanto sofrimento e capacidade de suportar, por meioda despossessão e do apagamento? Empiricamente, eudiscuto o cerceamento dos direitos dos jovens em faceda transformação do socialismo de Estado, em primeirolugar, para um Estado neoliberal aparentemente livre eaberto no segundo. Que tipo de possibilidades políticasbaseadas em direitos estão disponíveis para os jovens dehoje e como a cidadania emocional cotidiana medeia esseseventos? A noção de cidadania emocional cotidiana é capazde retrabalhar contextos de direitos e sujeitos? Sugiro umapossível resposta a essa pergunta por meio do que RosiBraidotti chama de ética sustentável pós-humana
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Dissertations / Theses on the topic "Child Rights"

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Collins, Tara Maeve. "The monitoring of the rights of the child : a child rights-based approach." Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1593.

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Due to the lacunae between legal obligations to human rights and the actual situation, monitoring is an essential component of the international and national human rights system. Monitoring illuminates the situation of human rights commitments and ensures the relevancy of instruments. The thesis explores monitoring in relation to the rights of the child and submits that a child rights-based approach is essential. Monitoring should not only consider the status and nature of child rights, but a child rights-based approach should also guide efforts so that they improve as well as reflect and respect children's rights. The study defines monitoring and describes a child rights-based approach. As a subject of legal investigation, the thesis then addresses several questions. How do international and national monitoring efforts respect child rights? How have the supervision of international conference agreements supported child rights? Furthermore, how do different countries monitor? National activities are examined through case studies of two Commonwealth countries: Canada and South Africa. Then, analysis is presented about how actors interpret and execute monitoring and the significance of different approaches. Lastly, the rationale, challenges and existing support of a child rights-based approach are discussed. In sum, a child rights-based approach is not generally utilised and the implications of child rights upon the monitoring process are not yet realised. Most monitors, whether international, regional or domestic, inadequately consider the demands of child rights upon the process of ascertaining the situation of children's rights. Proposed guidelines are appended to support a child rights-based approach to monitoring.
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Poh, Boon-nee, and 傅文毅. "Children's rights and child abuse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250269.

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Poh, Boon-nee. "Children's rights and child abuse /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470812.

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Sithole, Mabel D. "Child refugee rights in Cape Town: the right to access education." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11454.

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Child refugee rights are a pertinent issue in the Republic of South Africa. South Africa's progressive Constitution (1996) stipulates the right of all children to access education without discrimination. This research project used a rights based approach to education research to identify some of the factors that promote or hinder child refugee access to education. I used qualitative case study methodology to collect data from Cape Town, South Africa.
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Grime, Jill. "Children in between : child rights and child placement in Sri Lanka." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/3675/.

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This thesis examines the appropriateness of the use of rights based strategies in meeting children's needs. In an era of proliferating international conventions this is an issue that demands further debate. The starting point of the thesis is the way that rights talk about children. It is suggested that ideas of difference are integral to child rights. Needs and rights are attributed on the basis of difference. The difference between children and adults is defined and informed by the scientifically based discourse of child development, on which a prescriptive model of childhood is built. Difference also structures the relationship between child rights and other cultural norms of childhood. Rights make claims to a universal application. Other constructions of childhood are redefined as local, and required to fit into the rights framework, or delegitimised. Developing these points it is asked whether rights, as an internationally dominant discourse, can succeed in accommodating rather than excluding difference, since the process of exclusion involves an operation of power which serves to reinforce the status quo. This is a problem that is recognised in some theoretical perspectives (although only rarely applied to child rights). The response is usually in terms of restating universal claims, or advocating some form of cultural relativism. This thesis leans in favour of the latter. However, it also departs somewhat from this dichotomy, and argues, relying on ideas of chaos and complexity, that child rights need to be reworked. Two distinct approaches are suggested: either the recognition of radical, incommensurable difference, in which there can at best be convergence under a limited overarching framework of values; or the removal of difference as a structuring concept. The argument is elaborated through a detailed analysis, structured by theories of globalisation, of the interaction between the dominant rights discourse of childhood, and alternative conceptions of childhood in Sri Lanka. The analysis is based on field research, in which the response of the child care authorities to the practice of child placement was investigated, as was the impact on children and families of their responses. This investigation involved one of the only pieces of empirical research yet done in Sri Lanka, on either the juvenile courts, or on child placement and domestic service. The findings supported the conclusion that in order to be able to embrace complexity, and empower children, child rights need to be rethought.
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Tolley, Tamara Rose. "Understanding children's rights." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365523.

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Viviers, Andries. "The ethics of child participation." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26096.

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Child participation is one of the fundamental principles of the United Nations Convention on the Rights of the Child (1989), which South Africa ratified in 1995, together with (a) the best interest of the child; (b) survival, protection and development; and (c) non-discrimination (Hodgkin&Newell, 2002:17). It can be viewed as one of the cornerstones of child rights (and also human rights) as far as the Convention is concerned. The strongest foundations for children’s right to participation in society can be found in universally agreed upon human rights treaties as well as domestic laws. These provide, either directly or by interpretation, for the right of children to participate in claiming their civil and political rights (first order rights) as well as their social, economic and cultural rights (second order rights). It is apparent that the construction of childhood by the adult portion of society directly affects children’s ability to claim and execute their right to participation as citizens. These constructions of childhood are largely determined by the large differences in power between children and adults, where adults hold the power and decide when and how much power will be given to children, and by children’s perceived status as “lesser” than adults and, as such, needing to behave and respond in certain ways. Both these perceptions influence the meaningful participation of children. Despite progression being made globally on the importance and value of children’s participation, there remains a tension between children’s right to participation and society’s construct of children and childhood. While this tension prevails, it is important that mechanisms be found that will ensure that children’s right to participation is executed in a way that will ensure that society’s perceptions of childhood do not influence the quality of meaningful participation. Authentic and meaningful participation can be safeguarded by ensuring that participation occurs within a framework that spells out the ethical principles to which child participation should adhere. Research was undertaken to explore the foundations of child participation as a fundamental right, and to develop ethical principles for child participation for use in practice. As part of a qualitative study, semi-structured interviews were conducted with adult experts in child participation, and focus group discussions were held with children involved in child participation. From the study it was concluded that ethical principles for child participation are important to ensure that children are enabled to participate in an authentic and meaningful manner in all matters that affect them and their communities. Based on the findings and the conclusion, a framework for the ethical principles of child participation was developed. Recommendations included the following:
  • Publishing and dissemination of the framework for the ethical principles of child participation.
  • Monitoring of child participation to ensure that it is ethical.
  • Training in ethical child participation for all role players.

Dissertation (MA)--University of Pretoria, 2010.
Social Work and Criminology
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Mawodza, Obdiah. "Protecting girls against child motherhood and the rights of child mothers in Zimbabwe." University of the Western Cape, 2018. http://hdl.handle.net/11394/6827.

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Doctor Legum - LLD
The issue of child motherhood remains a key challenge, especially in developing countries such as Zimbabwe. Despite bearing the worst of its effects, Zimbabwe looks largely to have fallen short of answers to solve this problem. The focus has been on legal solutions to prevent and ban child marriages, which leaves the plight of child mothers and/or motherhood often forgotten. Interestingly, the 2016 landmark case of Mudzuru and another v Minister of Justice, Legal and Parliamentary Affairs which declared child marriages illegal serves as an eye opener to the challenges of how to legally protect child mothers in Zimbabwe. Though dealing with child marriages, the importance of the case is the fact that child marriages are the major contributor of adolescent motherhood in that married girls become predominantly child-bearers. According to provincial statistics in Zimbabwe, Manicaland and Mashonaland Central provinces have the highest number of child mothers averaging 27 and 30 per cent, respectively. The Zimbabwe Demographic and Health Survey reported that nine out of 10 teens aged 15 to 19 are sexually active, and two out three first have had sex before the age of 15. Therefore, girls are at risk of becoming child mothers, without necessarily being married. Consequently, the need to protect girls from early motherhood, and give effect to the rights of girls who are already child mothers becomes a pressing issue. Zimbabwe has made several international commitments to the realisation of children’s rights. It is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child, which contain provisions that protect girls against child motherhood and the rights of child mothers. In 2013, Zimbabwe adopted a new Constitution. It espouses a regime of justiciable children’s rights. It has also promulgated subsidiary laws that are also relevant to children’s rights. Therefore, the main purpose of this study is to critically analyse legal and policy measures towards the protection of girls against child motherhood and the rights of child mothers in Zimbabwe.
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September, Jerome. "Children's rights and child labour: a comparative study of children's rights and child labour legislation in South Africa, Brazil and India." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9175.

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This dissertation will, through the analysis of various pieces of legislation and taking account of the daily realities of children in South Africa, Brazil and India (IBSA), outline the progress made to reduce and eradicate the exploitation of children, through the elimination of child labour. These three countries are chosen because of the particular challenges they face, but also because as part of the IBSA group, they have committed themselves to working together in the advancement of key international matters, including issues of human rights and social justice. The India, Brazil and South Africa (IBSA) group has further recently been held up as a global example for the efforts made by nations in the elimination of the worst forms child labour. The ultimate goal is the total elimination of child labour. This dissertation will draw attention to the complexities and contradictions in policy and practice, with particular reference to concepts such as ‘Child Labour’ and the ‘Worst Forms of Child Labour’. This dissertation will compare [the experience of] childhood in these countries, and explore the risk factors that place particular children, and families, at risk of utilising child labour as a source of income.
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Sedighi, Sara. "Child combatants in armed groups : balancing criminal liability with the rights of the child." Thesis, Stockholms universitet, Juridiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121379.

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Books on the topic "Child Rights"

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Lieten, Georges Kristoffel. Child labour and child rights. Dhaka: The University Press, 2009.

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Lieten, Georges Kristoffel. Child labour and child rights. Dhaka: The University Press, 2009.

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Child labour and child rights. Dhaka: The University Press, 2009.

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Kanta, Rehman, and Mehartaj Begum S, eds. Child labour & child rights: A compendium. New Delhi: Manak Publications, 2002.

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Zarina, Jillani, ed. Child rights in Pakistan. Islamabad: SPARC (Society for the Protection of the Rights of the Child), in collaboration with, Fredrich-Naumann-Stiftung, 2000.

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author, Thukral Parul, and HAQ: Centre for Child Rights, eds. India child rights index. New Delhi: HAQ: Centre for Child Rights, 2011.

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Mesrati, Ali Omar Ali. Child Rights to Guardianship. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8181-3.

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Chopra, Geeta. Child Rights in India. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2446-4.

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Milne, Brian. Rights of the Child. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18784-6.

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Pakistan. Special Education and Social Welfare Division. Child beggars, 2001: National child rights survey. Islamabad: Gallup, 2003.

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Book chapters on the topic "Child Rights"

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Gal, Tali, and Bilha Davidson-Arad. "Child Rights." In Encyclopedia of Quality of Life and Well-Being Research, 734–38. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_332.

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Gal, Tali, and Bilha Davidson-Arad. "Child Rights." In Encyclopedia of Quality of Life and Well-Being Research, 1–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_332-2.

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O’Brien, Melanie. "Child Rights." In From Discrimination to Death, 126–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125396-10.

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Chopra, Geeta. "Child Trafficking: The Victimised Child." In Child Rights in India, 183–204. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2446-4_8.

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Race, Tracey, and Rebecca O Keefe. "UNDERSTANDING CHILDREN’S RIGHTS." In Child-Centred Practice, 26–55. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59703-8_2.

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Chopra, Geeta. "Child Abuse in India: The Battered Child." In Child Rights in India, 165–82. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2446-4_7.

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Akhtar, Rajnaara C., and Conrad Nyamutata. "Childhood and children’s rights." In International Child Law, 1–39. 4th edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2020. http://dx.doi.org/10.4324/9780429505485-1.

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Desai, Murli, and Sheetal Goel. "Child Rights to Education." In Rights-based Direct Practice with Children, 69–95. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9007-3_3.

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Desai, Murli. "The Child Rights Perspective." In A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, 29–46. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9066-9_2.

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Chopra, Geeta. "Introduction to Child Rights." In Child Rights in India, 1–24. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2446-4_1.

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Conference papers on the topic "Child Rights"

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Hoefnagels, Cees, Anna Van Spanje, and Saskia Wijsbroek. "Implementing the Rights of the Child." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10187.

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Although almost all countries have ratified the UN Convention of the Rights of the Child (UN CRC), children’s rights are violated every day, including in Europe. Many decisions that will affect the child’s life, for instance regarding family interventions in child abusive families, or being removed from their home, are made by adults unilaterally without taking the child’s opinion into consideration (CRC, Art. 12). Since most children and adults are unaware of children’s rights, these rights are regularly violated by their parents, youth professionals and other children in addition to society as a whole. Therefore, the objective of this project is to change the current practice and monitor the changes. To reach this goal: 1) A series of pilot projects will be conducted in order to raise awareness and to implement children’s rights in daily practice, among youth professionals and children. 2) These projects will be monitored through longitudinal multi-method (qualitative and quantitative) studies. 3) Networking conferences will be organized to a) design the pilot projects in the initial stage, and b) learn about the conditions in the final stages. Literature downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_summary-1.pdf?_ga=2.53414636.536433711.1558 Financing ideas for the projects In the EU, call next year: https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-details/rec-rchi-prof-ag-2019In local countries (e.g. in the Netherlands: Kansfonds, ZonMw) Available A paper to incorporate child rights in the Dutch reporting code on child maltreatment for all mandated reporting disciplines: Geurts, E., Hokwerda, Y., Bouma, H., Winder, L. & Hoefnagels, C. (2018). Handreiking ‘Participatie van kinderen in de Meldcode huiselijk geweld en kindermishandeling’. In opdracht van het Ministerie van VWS in het kader van het programma ‘Aanscherping en verbetering Meldcode en werkwijze Veilig Thuis’. Den Haag: Ministerie van Volksgezondheid, Welzijn en Sport.
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KOBALADZE, Lika. "CHILD WELL-BEING AS AN ELEMENT TO THE RIGHT TO HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.20.

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The United Nations Convention on the Rights of the Child51 (the Children’s Convention), which Georgia signed up to in 1994, sets out the inherent rights of all children. Child wellbeing can only exist when children have all of their rights fulfilled – these include the rights to survival and development; to be free from discrimination; to have their best interests considered; and to participate and have their voices heard and considered. Child wellbeing is an overarching social state that can only be achieved when certain conditions are met52 . Even if some children experience wellbeing in some domains, child wellbeing can only exist when all children experience wellbeing and are happy. As for the Right to Happiness, the Resolution adopted by the UN General Assembly on 28 June 201253 identifies the pursuit of happiness as "a fundamental human goal" and promotes a more holistic approach to public policy and economic growth — one that recognizes happiness and wellbeing as important pieces of sustainable and equitable development. Key words: Child Well-Being, Right to Happiness, Element of Happiness, Children Happiness indicators
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Marković, Velisav. "USLUGA HRANITELjSTVA I PRAVA HRANITELjA." In XV Majsko savetovanje: Sloboda pružanja usluga i pravna sigurnost. University of Kragujevac, Faculty of Law, 2019. http://dx.doi.org/10.46793/xvmajsko.639m.

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Foster care is a form of providing social care to a child or an adult provided by a foster family or foster parent living under the conditions prescribed by law and is a form of protecting a child without parental care, as well as a child under parental care in cases where there is a need to the child to live in another family. In Serbia, the foster parent has the right to receive compensations for foster care, social security contributions, certain rights arising from the employment related to foster care and the right to subsidies for utility services. In this article, the author presents the rights in relation to foster care in Serbia, as well as comparative law solutions.
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Yeung, Lui. "UN convention on the rights of the child." In ACM SIGGRAPH 98 Electronic art and animation catalog. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/281388.282016.

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Nurhidayat, Sutama Sutama, Harun Joko Prayitno, and Anam Sutopo. "Integrating Child Rights Education and English Language Teaching." In International Conference of Learning on Advance Education (ICOLAE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220503.103.

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Guštin, Matko. "CHALLENGES OF PROTECTING CHILDREN’S RIGHTS IN THE DIGITAL ENVIRONMENT." In The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22439.

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The imperative of every state is to protect the children’s rights as the most vulnerable social group. The protection of children’s rights has been particularly intensified with the adoption of the UN Convention on the Rights of the Child (1989), which promotes four basic principles – non-discrimination, the right to life, participation in decision-making and active participation in resolving issues that affect their lives, as well as the best interests of the child. The consequences of the (still actual) COVID-19 pandemic are visible in many areas, including the protection of children’s rights. Namely, children had to get used to the “new normal” in an extremely short period of time, which in certain segments had an adverse effect on their development and social integration. The effects of the COVID-19 pandemic are also visible in the digital environment, which brings with it a number of positive and negative aspects in relation to children and their rights. Although the virtual environment has made it possible to fulfil one of the universal rights of children – the right to education, it has intensified a special form of violence – virtual, cyber violence that threatens the safety of children in the “new normal”. It is important to emphasize that the Council of Europe has adopted Recommendation CM/Rec (2018)7 of the Committee of Ministers to member states on Guidelines for Respect, Protection and Exercise of the Rights of the Child in the Digital Environment. Given that the digital environment shapes children’s lives in different ways, creating opportunities, but also certain risks to protect their well-being, this document recommends that member states review their legislation, policies and practices to promote the full range of children’s rights in the digital environment and providing effective responses to all the impacts of the digital environment on the well-being of children and the enjoyment of their human rights. European Union policies in the field of protection of children’s rights are also very important. Through its policies, the European Union seeks to enable every child to realize his or her full rights. The European Union’s Strategy on the rights of the child sets children apart from the leaders of tomorrow and the citizens of today. For the issues of this paper, a particularly important part of the Strategy are the guidelines for creating policies aimed at protecting the rights of children in the digital society. In addition to the above, there are a number of other documents of the Council of Europe and the European Union for the protection and promotion of children’s rights, which are analyzed in the context of digitalization. Special emphasis is placed on contemporary issues of development and protection of children’s rights to privacy in the digital environment, the right to access the Internet and digital literacy, but also cyber violence as a form of endangering the child’s safety, and the discussion on which issues was further stimulated by the COVID-19 pandemic.
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Srinivas, Jyothi, Max Williamson, and Aisling Curtis. "249 Getting young people’s rights right: paediatric dept staff survey on UN Convention on the Rights of the Child (UNCRC)." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.483.

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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.
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Sujatmiko, Sujatmiko, Willy Wibowo, and Taruli Sihombing. "Policy on Child Protection During the Covid-19 Pandemic." In 1st International Conference on Law and Human Rights 2020 (ICLHR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210506.015.

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Vlašković, Veljko. "OSVRT NA PRAVO DETETA IZ MANjINSKE ZAJEDNICE DA SE OBRAZUJE NA SVOM JEZIKU." In XVIII Majsko savetovanje. University of Kragujevac, Faculty of Law, 2022. http://dx.doi.org/10.46793/xviiimajsko.779v.

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The right of a child from a minority group to education in her/his own language is a narrower expression of the right to education in general, but also an extremely important segment of the cultural identity of the child, his parents and the community to which the child belongs. Such content of this right may lead to tensions and conflicts between the general goals of education and the need to protect the collective interests of minority groups, which may mean their survival. Thus, on the one hand, the right to education is an individual right of the child that aims to enable the development of the child's full potential while striving to provide every child with equal opportunities to access appropriate services and content of education. On the other hand, education in the language of a minority community serves to preserve the identity of the child and his or her parents. It is up to the states to enable a kind of coexistence of these values and goals within the limits of their greatest available resources, while respecting all other rights of the child. In that case, the child right to be educated in her/his own language becomes an additional quality that can improve the holistic development of a particular child.
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Reports on the topic "Child Rights"

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Rejuvenate, Rejuvenate. Responding and Reflecting on Child Rights. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/rejuvenate.2021.001.

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The series of Rejuvenate dialogues are intended to foster debate across a community of practice working on child and youth rights. Our first dialogue examined the principles that can help support child and youth-centred research and community development. During the dialogue, we highlighted two key REJUVENATE principles: the importance of relationships, and the energy that young people can contribute to building new visions of the future. We met online on 14th September 2021. Presenters and participants joined from around the world, reflecting the diversity and breadth of experience in the field. We invited reflection on what the REJUVENATE principles get right, where they need to expand, and what they could improve on.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Hyrink, Tabitha, Violet Barasa, and Syed Abbas. Sexual and Reproductive Health and Rights (SRHR) and Maternal, Neonatal and Child Health (MNCH) in Bangladesh: Impacts of the Covid-19 Pandemic. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/ids.2022.028.

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The Covid-19 pandemic has exacerbated and drawn fresh attention to long-standing systemic weaknesses in health and economic systems. The virus – and the public health response – has wrought significant disruption on sexual and reproductive health and rights (SRHR) and maternal, neonatal and child health (MNCH) in Bangladesh. Known negative health outcomes include increased domestic and gender-based violence, child marriage, negative mental health, and adverse child health outcomes. This scoping paper for the Covid-19 Learning, Evidence and Research Programme for Bangladesh (CLEAR) aims to inform future research and policy engagement to support response, recovery, progress, and future health system resilience for SRHR and MNCH in Bangladesh, following the Covid-19 crisis. We present what is known on disruptions and impacts, as well as evidence gaps and priority areas for future research and engagement.
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Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

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Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
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Gorman, Clare, Lucy Halton, and Kushum Sharma. Advocating for Change in Nepal’s Adult Entertainment Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.010.

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The United Nations Human Rights Council has a powerful role to play in addressing the worst forms of child labour. Accountability mechanisms such as the Universal Periodic Review (UPR) – which work to support Member States to improve their human rights situation – are therefore widely seen as important opportunities to advocate for change. Ahead of Nepal’s third UPR cycle in 2021, the CLARISSA programme met with eight UN Permanent Missions to present recommendations addressing the exploitation of children within Nepal’s adult entertainment sector. This spotlight story shares the programme’s experience in advocacting within this process. It also highlights their approach of providing decision makers with recommendations to the Government of Nepal that were underpinned by the importance of integrating a participatory, adaptive and child-centred approach.
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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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Huq, Aurin. Impacts of Covid-19 on SRHR and MNCH in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.007.

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This research briefing summarises priority areas for future research as identified in the scoping paper "SRHR and MNCH in Bangladesh: A Scoping Review on the Impacts of the Covid-19 Pandemic" by Tabitha Hrynick, Violet Barasa and Syed Abbas from the Institute of Development Studies (IDS). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks. SRHR = sexual and reproductive health and rights; MNCH = maternal, neonatal and child health.
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Bulent, Kenes. The Proud Boys: Chauvinist poster child of far-right extremism. European Center for Populism Studies (ECPS), February 2021. http://dx.doi.org/10.55271/op0003.

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The Proud Boys is a far-right, anti-immigrant, all-male group who have been known to use violence against left-wing opponents. The group describes themselves as “Western chauvinists,” by which they mean “men who refuse to apologise for creating the modern world”. The group, which is the new face of far-right extremism, one that recruits through shared precarity and male grievances promotes and engages in political violence.
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Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

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In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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