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Journal articles on the topic 'Children’s right to education'
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Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.
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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.
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Lindahl, Marita. "Children’s right to democratic upbringings." International Journal of Early Childhood 37, no. 3 (December 2005): 33–47. http://dx.doi.org/10.1007/bf03168344.
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Johansson, Eva. "Children’s integrity — A marginalised right." International Journal of Early Childhood 37, no. 3 (December 2005): 109–24. http://dx.doi.org/10.1007/bf03168349.
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Almog, Shulamit, and Lotem Perry-Hazan. "Conceptualizing the Right of Children to Adaptable Education." International Journal of Children’s Rights 20, no. 4 (2012): 486–500. http://dx.doi.org/10.1163/157181812x634463.
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The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.
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Aridi, Vicky. "Finding a Legal Balance between the Right to Strike and Right to Education in Kenya." Strathmore Law Review 5, no. 1 (August 1, 2020): 85–109. http://dx.doi.org/10.52907/slr.v5i1.119.
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The teachers’ right to strike and the children’s right to education are both essential rights recognised by national and international laws in Kenya. Despite this fact, there are instances where conflicts arise between these two rights. The courts have a mandate to balance competing human rights in instances of conflict. However, whenever there has been a conflict between the two rights, Kenyan courts have issued injunctions that require public-school teachers to suspend their strike. By doing so, the courts are leaving the teachers with no effective alternative mechanism to address their pertinent needs. The question of how a balance between the teachers’ right to strike and the children’s right to education in Kenya can be attained is thus an essential concern that is at the focal point of this paper. In a bid to address this question, Kenya’s Constitution, Children’s Act, Labour Relations Act, and case law from the Court of Appeal; namely, TSC v KNUT & 3 others, are analysed to reveal Kenya’s position on the two rights and the various balancing approaches available.
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Karimova, Dilafruz. "Children’s right to education in islamic law." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 12 (2020): 1454–60. http://dx.doi.org/10.5958/2249-7137.2020.01938.2.
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Gudžinskienė, Vida, Rita Raudeliūnaitė, and Rokas Uscila. "The Possibilities of Implementation of the Rights of the Child in Children’s Day Care Centres." Pedagogika 121, no. 1 (April 22, 2016): 209–24. http://dx.doi.org/10.15823/p.2016.15.
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As economic and cultural changes proliferate in our society, there is an increasing number of families the functioning of which disrupted – they are called social risk families. Social risk families are dominated by such negative factors as alcohol consumption, violence, negligence, failure to comply with societal norms, which are observed by growing up children every day. Gradually children growing up in social risk families become socially injured and need exceptional assistance. In order to assist socially injured children children’s day care centres are established, one of the functions of which is to implement children’s rights. The objective of the study: to theoretically and empirically validate the possibilities of children’s day care centres to implement children’s rights. The subject of the study – the possibilities of children’s rights which are implemented in children’s day care centres. The methods of the study: theoretical methods – the analysis of scientific literature, documents. Empirical methods – a questionnaire survey (instrument – questionnaire), which was aimed at collecting information on the implementation of socially injured children’s rights attending children’s day centres. 255 children, who attend day centres in rural areas, participated in the study. The age limit of children is not less than 14 years and not more than 18 years and parents of whom gave permission that their child could participate in the study. Such children’s age span was chosen, taking into consideration the fact that the children of such age are sufficiently mature and able to adequately express their opinion (the United Nations Convention on the Rights of the Child (1989), G. M. Biegel (2009). The statistical methods of data analysis: descriptive statistics (the analysis of a frequency distribution), Spearman’s correlation coefficient.
The results of the study. The documents regulating the activity of children’s day care centres and the educational, socio-cultural activities, which are performed in the centres, and the material assistance, which is provided there, create the preconditions for the implementation of socially injured children’s rights. The empirical study on the implementation of children’s rights in children’s day care centres established that: a favourable psychological atmosphere which is created by the employees in day care centres and the carried out activities create conditions to implement the rights of the majority of socially injured children (a right to be not discriminated, free, healthy, respected, supervised, a right to a cultural activity, leisure and rest, education, (self-) development, a right to express their opinion, be provided for and supervised); the implementation of children’s rights in children’s day care centres is aggravated by a considerable distance between the children’s place of residence and a day care centre. Consequently, part of children stay in a day care centre briefly, they give little or no time for doing homework, participate in sociocultural activities rarely. Part of children have their rights to education and (self-)development, thoughtful and comprehensive leisure partly ensured; more than half of the investigators do not receive material assistance in day care centres. Children’s day care centres only partly ensure a children’s right to be provided for and healthy. It is appropriate to organise the ride of children in children’s day centres, which are in rural areas, in such a way that conditions would be created to all the children, who attend a day care centre, to participate both in educational and sociocultural activities.
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Macleod, Colin. "Shaping Children’s Convictions." Theory and Research in Education 1, no. 3 (November 2003): 315–30. http://dx.doi.org/10.1177/1477878503001003004.
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This article examines the degree to which children are entitled to an autonomy enhancing upbringing of a sort that imposes constraints on the efforts parents can legitimately undertake to shape the religious and moral beliefs of their children. The article describes a conception of child-rearing, called Socratic nurturing, that places emphasis on raising children in ways that facilitate the development of robust powers of critical reflection. It is argued that the well-being of children is well-served by Socratic nurturing and that children have a right to Socratic nurturing. The article addresses and rebuts some objections to attributing such a right to children.
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TURCZYK, MAŁGORZATA. "REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION: THE CASE OF THE CHILD’S RIGHT TO A FAMILY." Society Register 5, no. 2 (May 15, 2021): 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.
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The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare often overlooks the dimension/significance of recognising children's participation in safeguarding their human rights. Meanwhile, the processes of early normative socialisation are of great importance to their development and their future attitudes towards law in general and towards their human rights and others' rights. Social participation is where the child can experience his or her rights and learn about respecting others' rights. With this in mind, a question must be asked about how children's rights are realised in early childhood in the context of their participation in the socialisation process. The author uses the example of the child’s right to a family as a lens to observe how the idea of the children’s participation in securing children’s rights may be realised or violated. The article is based on an analysis of the subject's literature, in which legal discourse and teachings on child-rearing and early education are used as the interpretative context.
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Payà Rico, Andrés, and Jaume Bantulà Janot. "Children’s Right to Play and Its Implementation: A Comparative, International Perspective." Journal of New Approaches in Educational Research 10, no. 2 (July 15, 2021): 279. http://dx.doi.org/10.7821/naer.2021.7.665.
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The child's right to play is specifically addressed in the framework of the Convention on the Rights of the Child. The international recognition of this right is the central theme of this study. Through a documentary analysis of the reports of the States Parties to the Convention and the Concluding Observations of the Committee on the Rights of the Child, the study assesses the recognition of this right. The entry into force of General Comment 17 on the right of the child to rest, recreation, play, recreational activities, cultural life and the arts (art. 31) in 2013 should have marked a turning point in policies on children in the States Parties, but this did not occur. Policies cannot be developed in favour of children where play is ignored. Identifying the difficulties in exercising this right is also a challenge. Play should be part of the objectives, goals and strategies of action plans for children.
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Nthontho, Maitumeleng. "Children as stakeholders in education: Does their voice matter?" South African Journal of Childhood Education 7, no. 1 (April 28, 2017): 7. http://dx.doi.org/10.4102/sajce.v7i1.434.
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<p><span>Children’s right to freely express their opinion in education is very rare, and it is critical for schools to realise it. Although at times they are consulted about their difficulties, children are seldom asked to participate in the development of programmes that affect their lives. The aim of this conceptual article is therefore twofold: (1) to explore the extent to which schools recognise children as rights holders and protect their right to freedom of expression in educational matters, and (2) to determine the implications of the previous findings in children’s right to freedom of expression in their education. Literature on children’s participation in education was reviewed. Legislations and policies on the right to freedom of expression were also analysed. The study revealed that regardless of their legitimate position in education and positive outcomes from engaging children as stakeholders in education, schools resist change. A significant finding of the study was that learners’ engagement in school affairs deepens democracy, and hence school improvement. Hart’s ‘Ladder of Participation’ on involvement of children in school matters is therefore recommended.</span></p>
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Batool, Warda, Marina Apostolopoulos, Melissa Bagirakandi, Nichola Nonis Jayawardena, and Justine Lee. "Expressions of Children and Families on Children’s Rights: Lessons from STM: EC 2019." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (November 6, 2020): 276–300. http://dx.doi.org/10.22215/cjcr.v7i1.2624.
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The Shaking the Movers: Early Childhood (STM: EC) event was held at Ryerson University and was the first to invite young children to participate in learning about and discussing their inherent rights. In this article, five graduate students draw on young children’s and family members’ expressions, with regard to children’s right to non-discrimination (United Nations General Assembly, 1989, Article 2), as well as lessons learned, and their suggestions for future STM events. Children and families experiences as presented in the STM: EC report (Robichaud et al., 2019) were examined and the following themes emerged: children’s ideas and thoughts about their rights, spaces for children to learn about their rights, and adults’ views and ideas about children’s rights. The authors provide evidence on how events such as STM are beneficial in understanding children’s expressions and ideas regarding their rights, and the importance of creating spaces that foster children’s rights.
Keywords: Shaking the Movers, children’s rights, right to non-discrimination, children’s expression, early childhood education
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Wartini, Atik. "HAK PENDIDIKAN ANAK DALAM KELUARGA DALAM PANDANGAN IMAM SYAFI’I DAN RELEVANSINYA DENGAN PENDIDIKAN ANAK USIA DINI DI INDONESIA." Musãwa Jurnal Studi Gender dan Islam 14, no. 1 (January 7, 2015): 67. http://dx.doi.org/10.14421/musawa.2015.141.67-76.
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A child’s right to education within the family according to Imam Syafi’i and its significance for early childhood education in Indonesia This research is based on library research on the rights of the child to education within the family from the viewpoint of Imam Shafi’i, and the impact of his teachings on early childhood education in Indonesia. The study is interesting because the first schools to appear in Indonesia were of the Syafi’i tradition. Imam Syafi’i jurists and ushuliyyin have collections of poems that express the need to develop education in early childhood. Despite this, the theory of children’s education in the school of Imam Syafi’i is under researched. This study examines three research questions. First, how does one undertake a biography of the thought of Imam Syafi’i and Imam Syafi’i school of thought. Second, what is the concept of children’s rights in the family in the view of Imam Syafi’i. And third, is there reference to early Childhood education that implies the concept of children’s rights to education in the view of Imam Syafi’i. This study concludes that Imam Syafi ‘i in scientific rihlah is purely academic. Imam Syafi’i also elicits several important ideas on a child’s rights within the family, the right to education and the right to self-expression. Imam Syafi’i schools are relevaant to early childhood education in Indonesia in which these (religious education) schools are widespread.
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Leonard, Madeleine. "Children’s Views on Children’s Right to Work." Childhood 11, no. 1 (February 2004): 45–61. http://dx.doi.org/10.1177/0907568204040184.
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Sounoglou, Marina, and Aikaterini Michalopoulou. "Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education." Journal of Education and Learning 6, no. 2 (December 22, 2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.
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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.
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Vongvannasay, Khonsavanh, Khamphang Vongphachanh, and Vilay Langkavong. "The Right of Children in Accessing Primary Education: Vientiane Province Case Study." Asia-Pacific Journal on Human Rights and the Law 16, no. 1-2 (October 6, 2015): 26–41. http://dx.doi.org/10.1163/15718158-01601003.
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The right to education is an important fundamental right for all Lao citizens and is regarded as one of the priorities of development in Lao pdr. The Lao pdr realizes the importance of education for all as a significant tool to help the country graduate from the least developed country status in 2020. Primary and tertiary education is therefore one of the Lao pdr Government’s priorities. This research analyses the existing rights of children to access primary education in Vientiane Province, the education system in Lao pdr and its education policy for all children. The researchers conducted an in-depth review on the actual implementation of children’s access to education in Vientiane Province, identifying barriers to the full implementation of education policy in the province as well as other important external factors for education. Recommendations are made for increasing children’s access to education, thereby improving the right to education in the state and building a much stronger foundation for the development of Lao pdr.
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Jarvis, Pam. "Policy for play: Responding to children’s forgotten right." Contemporary Issues in Early Childhood 18, no. 4 (November 22, 2017): 443–44. http://dx.doi.org/10.1177/1463949117742789.
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Dobrila, Mirela Carmen. "Online Education during Pandemic: Sharenting vs. Children’s Right to their Own Image and Education." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 431–46. http://dx.doi.org/10.18662/rrem/13.1/380.
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This article examines the legal issues that have forced the transition to an online school learning process for children, caused by the SARS-CoV-2 coronavirus and the pandemic. Although we believe that from a legal point of view, children's access to education must be respected, the article highlights the problems regarding the amplification of the sharenting phenomenon (already at worrying levels), determined by the transition to online learning. The article shows that the development of the educational process in the online environment determines the amplification of the sharenting phenomenon: this happens because teachers and parents have no legal knowledge and have not been trained on the risks of the online environment and the limits to children's rights (posting videos and audio of children in the online educational process); the school educational process takes place through social media platforms that are not designed for online learning and are not prepared to respect the child's right to his own image and his privacy and dignity. The article also analyzes the legal implications in the European context related to children's rights.
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Huser, Carmen. "‘I want to share this video with you today.’ Children’s participation rights in childhood research." Human Rights Education Review 2, no. 2 (November 3, 2019): 45–63. http://dx.doi.org/10.7577/hrer.3322.
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The Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address children’s participation choices; including conditional assent, dissent, and their influence on the research. These outcomes are important because a) little is known about the ways children choose to participate, and b) they raise questions about the realisation of children’s participation rights. This paper concludes by examining the implications for research that acknowledges children’s demonstration of their participation rights in physical, creative, and social-emotional spaces.
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Uke, Waode Ade Sarasmita, and Dra Irawaty. "Street Children’s Problem in Getting Education: Economic and Parental Factors." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 103–8. http://dx.doi.org/10.2478/mjss-2018-0010.
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AbstractEvery child in this universe has the same right to get an education. However, some street children are not able to claim what they are supposed to obtain, such as the right to get a decent education and to play like other children, due to economic conditions which do not allow them to obtain their rights. The researchers attempt to facilitate them to develop their skills in English so that they can achieve their dreams. This research result indicates that most street children in Kendari undergo some financial and family problems which make them unable to afford education tuition fee. These problems appear to be the factors causing them to stop attending schools. Therefore, they prefer to be street children and work as street musicians, bearers, and parking attendants, for example to meet their day-to-day needs. Data were gathered through questionnaires and interviews. To analyze the data, qualitative method was employed.
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Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.
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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.
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Moinipour, Shabnam. "The Islamic Republic of Iran and children’s right to education: acceptability & adaptability." Human Rights Education Review 4, no. 2 (May 12, 2021): 26–48. http://dx.doi.org/10.7577/hrer.3930.
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Iran, as a United Nations member state, has made moral and legal commitments to conform to international human rights standards, including the 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR) and the 1989 Convention on the Rights of the Child (CRC), which address the right to education. This article reviews Iran’s commitments to children’s educational rights, drawing on the 4-A scheme developed by the former Special Rapporteur of the UN High Commission for Human Rights on Education, Katarina Tomaševski, whereby education should be available, accessible, acceptable, and adaptable. It examines the State’s obligation to ensure education is acceptable and adaptable. It identifies a number of legal and political reasons why children are unable to claim their educational rights. It calls for substantial educational and societal reform and the prioritisation of the child’s best interests, over those of the State.
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Redmond, Gerry. "To their Fullest Potential?" International Journal of Children’s Rights 22, no. 3 (October 27, 2014): 618–40. http://dx.doi.org/10.1163/15718182-02203005.
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In this paper a framework is proposed for conceptualising ‘fullest potential’ towards which, according to the Convention on the Rights of the Child (crc), children’s education should be directed (Article 29). Children’s development to their fullest potential is linked explicitly to their right to a standard of living adequate for their development (Article 27). The paper argues that focus on ‘fullest potential’ as a human rights issue exposes a tension between the rights of children, the obligations of parents to their children and the obligations of the state to support all children’s development.
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KAPSALYAMOV, Kairat, Saule KAPSALYAMOVA, Dinara OSMANOVA, Baurzhan ZHUZBAEV, and Bakhyt ZHUSIPOVA. "International Legal Regulation of the Children’s Rights." Journal of Advanced Research in Law and Economics 10, no. 7 (December 31, 2019): 2002. http://dx.doi.org/10.14505/jarle.v10.7(45).08.
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This research discusses the urgent problems of regulating children’s rights at the global level. The goal is a comprehensive theoretical analysis of the children’s rights and their normative consolidation in international law; studying the effectiveness of protection mechanisms and the development of theoretical and practical proposals directed to improving the measures taken by Kazakhstan in this direction. The methodological basis of the study forms historical and comparative legal methods, which involved the analysis of scientific works on the issues of sociology, psychology, economics and law. At the same time, research methods include logical and systematic analyzes. The primary sources of information were laws and regulations defining the development aspects of the institution responsible for protecting the rights of children.
Analyzing the situation in Kazakhstan showed that there are sufficient issues to be addressed. For instance, it is necessary to ensure that all children have the right to receiving high-quality educational services such as preschool organizations. Moreover, the existing ones should be modernized, and their total number should be increased. In villages, it is necessary to establish ungraded schools according to the desire of the people. The research results can be applied in the legal education system in studying the children’s rights; as well as in professional legal and pedagogical educational institutions, in the study of subjects such as ‘Human Rights’ and ‘Children's Rights’.
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Colliver, Yeshe, and Holly Doel-Mackaway. "Article 31, 31 Years On: Choice and Autonomy as a Framework for Implementing Children’s Right to Play in Early Childhood Services." Human Rights Law Review 21, no. 3 (May 5, 2021): 566–87. http://dx.doi.org/10.1093/hrlr/ngab011.
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Abstract Article 31(1) of the Convention on the Rights of the Child (CRC) provides all children, everywhere, with the right to play. The CRC is the most widely ratified international human rights treaty, yet children’s right to play is considered ‘the forgotten right’. The widespread State inaction to fulfil this right could be partly due to continued uncertainty about how to define play. This Article argues for the application a large body of recent research with the group most qualified to determine whether activities are play or not: young children. This research demonstrates that choice and autonomy are two universal and essential indicia for an activity to be experienced as play. The Article contends that the fulfilment of young children’s right to play would significantly increase if early childhood education and care (ECEC) institutions within States utilised these two indicia within daily programmed activities and in ECEC policies.
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Firat, Hatice. "Turkish education and children’s rights." International Journal of Academic Research 5, no. 4 (August 21, 2013): 412–19. http://dx.doi.org/10.7813/2075-4124.2013/5-4/b.60.
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Wallberg, Pamela, and Maria Kahn. "The Rights Project: How Rights Education Transformed a Classroom." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 31–35. http://dx.doi.org/10.18357/jcs.v36i1.15138.
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Current research has suggested many possible benefits of rights education, including increased empathy, tolerance and respect (Alderson, 1999; Allan & I’Anson, 2004; Covell, 2005; Decoene & De Cock, 1996). In this case study of a rights education project - the Rights Project - we demonstrate some ways rights discourse served to transform the understanding of a group of four year-olds in a preschool. Rather than contributing to the maintenance of a hierarchical, rules regulated classroom, rights education transformed the classroom into a new learning environment based on equity, inter-dependence and group accountability. This article focuses specifically on children’s discussions around, and practical use of, two articles stated in the United Nations Convention on the Rights of the Child: Article 13, ‘the right to be listened to’ and Article 31, ‘the right to play’ (United Nations General Assembly, 1989). As children explored the meaning of each right, their understanding of social being transformed and their recognition of the relationship between rights and responsibilities seemed to shift their perspectives from ‘me’ to ‘we’.
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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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Grover, Sonja. "Rights education and children’s collective self-advocacy through public interest litigation." Human Rights Education Review 1, no. 1 (June 23, 2018): 65–83. http://dx.doi.org/10.7577/hrer.2691.
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If human rights education of schoolchildren addresses advocacy at all, it is mostly or exclusively in terms of civic participation, which perhaps includes civil protest. This approach implicitly discourages young people from considering engaging with the courts as an additional or alternative vehicle in seeking a remedy for violations of their fundamental human rights. Human rights education is incomplete when it fails to address the child’s right to legal standing in the effort to seek justice; for instance, as part of a child collective that is significantly adversely and directly impacted by particular government actions. Exemplars of children acquiring legal standing and pursuing their rights through the courts can serve as a useful educational tool in raising awareness of the potential for child public interest advocacy through the courts. One such exemplar, the youth-led class action environmental protection case Juliana et al. v the United States et al., is discussed.
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Moody, Zoe. "Children’s Rights to, in and through Education: Challenges and Opportunities." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 11–25. http://dx.doi.org/10.32320/1581-6044.31(3-4)11-25.
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Children’s rights in education incorporate many challenges in terms of both implementation and the pedagogical and social change opportunities they bring. First, ensuring access for all to quality education, regardless of characteristics like gender, migrant status, disability status, socio-economic status, ethnic background, family language etc., is a global concern. Second, effective implementation of the United Nations Convention on the Rights of the Child (1989) in schools – whether protecting them from discrimination and violence or creating a spirit of mutual understanding and acceptance, or fostering learning based on participatory pedagogies and structures for greater social justice – remains a challenge for the 21st century school. Finally, the ambition to enable children to become genuine agents of change capable of responding to today’s challenges in a globalised world, in all its complexity and diversity, while respecting the rights of all, raises many questions which the field of education faces now and will increasingly do so in the future. Exploring the multidimensional relationships between children’s rights and education, this article aims to give a clear picture of the field globally, through the prism of diversity, participation and social transformation as challenges for research and practice. Its aims are threefold: addressing the right of the child to, in and through education. First, the main obstacles to accessing education worldwide are identified; the issue of producing an inclusive, rights-infused environment in schools is then examined; finally, the transformative dimension of education and rights-education is discussed.
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Faiz, Melike, and Selman Tunay Kamer. "Prospective Teachers’ Opinions Concerning Children’s Rights." Journal of Education and Learning 6, no. 3 (March 23, 2017): 118. http://dx.doi.org/10.5539/jel.v6n3p118.
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Consideration of the child as a social being and his/her not having the power of self-protection have propounded the significance of children’s rights. Teachers are important to educate the individual. Prospective teachers who will be teachers of the future will have a considerable amount of presidency. Thus, the main objective of this research is to reveal the opinions of prospective teachers regarding children rights. Among the qualitative research methods, phenomenological research method has been adopted in this study. Among the participants of the study were 30 prospective teachers who were senior students from three different teacher education programs from a university placed in Turkey. Participants were from the departments of preschool teacher education (n=10), primary school teacher education (n=10) and social studies teacher education (n=10). Data were collected through a structured interview and analyzed by means of content analysis method. According to the findings, most prospective teachers believe that children possess differences in their educational settings, family life, economical situations and their environment that they are being raised. Hence, almost all of them stated inequality among children. Regarding implementation of child rights in the families, all prospective teachers have regarded child at an important position within the family; however, they have mentioned that families did not pay required attention to children’s right. According to prospective teachers, families should realize child as an individual, look after their rights and pay respect to children’s opinions. Furthermore, implementation of children’s rights at schools highlighted two views: The first one stress that schools are not provided required sensitivity to children’s rights, and secondly children show discipline problems in school due to limitless freeness provided for them. Regarding helping children for comprehending their rights, prospective teachers mentioned importance of reaching the large masses by means of mass media and raising the awareness of families through activities such as seminars.
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Lansdown, Gerison, Shane R. Jimerson, and Reza Shahroozi. "Children's rights and school psychology: Children's right to participation." Journal of School Psychology 52, no. 1 (February 2014): 3–12. http://dx.doi.org/10.1016/j.jsp.2013.12.006.
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Howe, R. Brian, and Katherine Covell. "Meeting the Challenge of Populism to Children’s Rights: The Value of Human Rights Education." Journal of Human Rights Practice 13, no. 1 (February 1, 2021): 45–66. http://dx.doi.org/10.1093/jhuman/huab002.
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Abstract This article analyses the rise of the new right-wing, nationalistic, xenophobic, and authoritarian populism as a challenge to children’s human rights. Informed by human needs theory, it situates the new populism in the context of globalization, economic grievances, and cultural resentment and backlash against out-groups. Fuelling the rise in support for populism has been growing existential insecurity combined with a lack of effective education on human rights. The outcome, as shown in countries where populism has come into power, has been a threat and an attack on the human rights of children, as described in the UN Convention on the Rights of the Child. An important means of meeting the challenge of populism, we contend, is comprehensive and robust human rights education in schools, underpinned by education on children’s rights. As called for by the UN Committee on the Rights of the Child, children’s rights education needs to be integrated into school curricula, policies, practices, teaching materials, and teacher training. Models of human rights education in schools are available and studies have shown positive results in promoting knowledge, understanding, and support for human rights. As described by the United Nations, through providing education about, through, and for human rights, the ultimate goal—yet to be realized—is to advance a culture of human rights. Such a culture would serve as a counter to populism.
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Ferguson, Lucinda. "Vulnerable children’s right to education, school exclusion, and pandemic law-making." Emotional and Behavioural Difficulties 26, no. 1 (January 2, 2021): 101–15. http://dx.doi.org/10.1080/13632752.2021.1913351.
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Khoso, Abdullah, and Ahmad Hilmi Mohamad Noor. "Migrant Workers in Malaysia: covid-19’s Impact on the Rights of their Children and Siblings in Pakistan." International Journal of Children’s Rights 29, no. 2 (June 15, 2021): 475–95. http://dx.doi.org/10.1163/15718182-29020008.
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Abstract With the help of narratives of migrant workers in Kuala Lumpur, Malaysia, this article seeks to understands the impacts of the covid-19 (known as the 2019 novel coronavirus) pandemic on the rights of their children and children’s siblings in Pakistan. The pandemic impacted the flow of remittances to their families, which further impacted children’s right to education, livelihoods and food. They also revealed that the pandemic had impacted their children’s right to protection, play and development. Children had lost the freedom to play and go outside, socialise and learn. Migrant workers’ children and siblings with limited financial support should have been provided with adequate financial and social security support by Pakistan, but they were not. They also revealed that during the pandemic, children were also regular victims of harsh treatment and physical abuse by adult family members, reflecting the exacerbation of issues of breaches of their fundamental right to protection and emotional integrity.
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Brantefors, Lotta, and Nina Thelander. "Teaching and Learning Traditions in Children’s Human Rights." International Journal of Children’s Rights 25, no. 2 (August 8, 2017): 456–71. http://dx.doi.org/10.1163/15718182-02502009.
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The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children’s human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory – particularly the concept of curriculum emphases – as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerment emphasis; (3) the awareness of rights emphasis; and (4) the right respecting emphasis. With the curriculum emphases concept it is possible to define the main motives for teaching and learning, and also to see what is emphasised in education. In the last section, the traditions are applied and tested on empirical examples. The conclusion is that the emphases concept is a fruitful analytical instrument that makes the different traditions of the teaching and learning of children’s human rights visible.
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Hviid, Pernille. "“Next year we are small, right?” Different times in children’s development." European Journal of Psychology of Education 23, no. 2 (June 2008): 183–98. http://dx.doi.org/10.1007/bf03172744.
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Jordan, Michael David. "Parents’ Rights and Children’s Interests." Canadian Journal of Law & Jurisprudence 10, no. 2 (July 1997): 363–85. http://dx.doi.org/10.1017/s0841820900001570.
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When is a liberal democratic state justified in enforcing an educational policy on its citizenry? This question is especially relevant in contexts where religious minorities wish to receive exemptions from mandatory educational policies. Parents in such groups argue that these educational demands threaten the traditional ways of life of their communities, infringing on their parental right to raise their children as they see fit. Parents may also claim that their free exercise rights, as granted by the First Amendment, are violated by an educational policy that requires them to breach a religious command specifying a certain type of religious upbringing for their children. The customary way that both the courts and commentators have addressed this issue is to represent it as a conflict among four divergent interests: 1) The child’s interest both in an adequate education and in the maintenance of a stable family and cultural community; 2) the parents’ interest in controlling the upbringing of their children and in protecting their right to the free exercise of religion; 3) the community’s interest in preserving its identity; 4) and, the State’s interest, on the one hand, in educating its children in order to maintain an informed citizenry capable of participating in the economic and political spheres, and on the other hand, in the maintenance of diversity.While each of these interests appears significant and relevant to the enforcement of an educational policy, I will challenge the traditional way of addressing this problem as a balancing of these interests. Instead, I argue that the interests of children should be given primacy, and only after these interests have been addressed can the interests of others be given weight in determining and enforcing an educational policy.
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Ozturk, Ayse, and Gulay Ozdemir Dogan. "Effective Children’s Rights Education from the Perspectives of Expert Teachers in Children’s Rights Education: A Turkish Sample." Journal of Education and Learning 6, no. 4 (August 8, 2017): 303. http://dx.doi.org/10.5539/jel.v6n4p303.
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The purpose of this study was to investigate Effective Children’s Rights Education (ECRE) from the perspectives of classroom teachers who are experts in children’s rights education (TECR). The data were collected through focus group interview method in this research designed as a case study. The sample of the study consists of six qualified primary school teachers for children’s rights education selected by critical case sampling method. The data were interpreted with the help of content analysis method. Five different understandings have been proposed related to effective children’s rights education. In the light of these understandings, detailed information has been obtained in reference to proposed ways for the administration of effective children’s rights education and where and with whom the process should take place. Furthermore, information has been obtained about the arrangements that TECR have made at class and school levels for an effective children’s rights education. The research is important in terms of providing information on the insights into ECRE and its practices at schools in Turkey.
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Muzaqi, Moh. "PENERAPAN KOMPETENSI PEDAGOGIS TENAGA PENDIDIK PAUD PADA PENCAPAIAN PERKEMBANGAN BAHASA DAN MATEMATIKA ANAK USIA DINI." JIV 3, no. 2 (December 31, 2008): 131–43. http://dx.doi.org/10.21009/jiv.0302.3.
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Some of the teachers’ competencies required in early childhood education are the competencies in pedagogy and andragogy. These competencies deal with teachers’ skill in understanding children’s development, preparing lesson plan, and using the right method and materials suitable to the children’s characteristics. This research was conducted to discover how the teachers using pedagogy competency in language and mathematics in early childhood education. The result of this research was based on parents’ evaluation and observation on their children’s development as they have learned language and mathematics in the early childhood education program.
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Gillett-Swan, Jenna, and Jonathon Sargeant. "Assuring children’s human right to freedom of opinion and expression in education." International Journal of Speech-Language Pathology 20, no. 1 (October 19, 2017): 120–27. http://dx.doi.org/10.1080/17549507.2018.1385852.
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Lo, Yan Lam. "Hong Kong pre-service teachers’ attitudes towards and knowledge of children’s rights." Education, Citizenship and Social Justice 15, no. 2 (October 1, 2018): 119–35. http://dx.doi.org/10.1177/1746197918800670.
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The Convention on the Rights of the Child emphasizes that the education of the child should be directed to the development of respect for human rights and fundamental freedoms. However, though Hong Kong is a one of the States Parties to the Convention on the Rights of the Child, the government does not put much emphasis on promoting Convention on the Rights of the Child. Children’s rights education is not compulsory in schools or in teacher training institutions in Hong Kong. It is detrimental if teachers do not possess adequate knowledge and positive attitudes towards children’s rights as they hold a crucial role in educating children about their rights and nurturing rights-respecting students. Through modifying Rogers and Wrightsman’s Children’s Rights Attitudes Scale, the present research examined pre-service teachers’ attitudes towards children’s self-determination rights, nurturance rights, and the conflict between self-determination and nurturance rights, and also their knowledge of children’s rights, in order to uncover the areas of improvements.
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Alme, Hilde, and Monika Alvestad Reime. "Nature kindergartens: a space for children’s participation." Journal of Outdoor and Environmental Education 24, no. 2 (May 13, 2021): 113–31. http://dx.doi.org/10.1007/s42322-021-00081-y.
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AbstractChildren’s right to participate has become internationally recognised and the early years are a pivotal phase for realising children’s rights. Knowledge of how young children can enact their right to participation in different environmental and educational contexts is important for improving and facilitating pedagogical practices around the world. The use of the natural environment for educational purposes has become increasingly popular in the Nordic countries, the UK, Australia and in the United States. In this article, we explore how children and staff experience children’s participation through play and everyday life in kindergartens that organise most of the days outside. In Norway they are referred to as nature kindergartens. The primary data sources are focus group interviews with 30 children and 20 staff members from six nature kindergartens in Norway. The results show that the open and fluid character of nature creates a dynamic space for children’s play, stimulates creativity and social inclusion, promotes responsibility, and facilitates generational interdependency. Staff promote and participate in children’s initiatives but refrain from introducing and controlling activities. We conclude that the environmental and educational contexts in nature-kindergartens offer a range of participative situations while questioning whether all children have the capabilities for required active engagement.
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Church, Amelia, and Amanda Bateman . "Children’s Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?" International Journal of Early Childhood 51, no. 3 (October 17, 2019): 265–81. http://dx.doi.org/10.1007/s13158-019-00250-7.
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Forrester, Donald. "Outcomes in Children’s Social Care." Journal of Children's Services 12, no. 2-3 (September 18, 2017): 144–57. http://dx.doi.org/10.1108/jcs-08-2017-0036.
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Purpose There are often calls for more focus on outcomes in Children’s Social Care yet there is little consensus on what these outcomes should be. Key challenges include who should decide what outcomes should be measured and the sheer range of issues that social workers deal with. The purpose of this paper is to provide a reflective account of approaches to measuring outcomes that the author has used in recent studies in order to illustrate the complexity involved in understanding what the purpose of Children’s Social Care is and therefore how outcomes might be measured. Design/methodology/approach A review of and reflection on lessons from recent research studies carried out by the author and colleagues. Findings The results are used to illustrate and support an argument that Children’s Social Care performs multiple functions and that this has implications for thinking about outcomes. Helping children and parents is one element of the work, but assessing risk across large numbers of referrals and identifying those that require involvement is equally important. Furthermore, the social work role requires complex considerations around liberty and the rights of parents and children. One consequence of this is that the quality of the service provided is important in its own right. Research limitations/implications It is suggested that the evaluation of Children’s Social Care involves four types of outcomes: measures of the quality of the service provided; assessment of whether the “right” families are being worked with; client-defined measures of change; and the development of appropriate standardised instruments. Examples of approaches in each area are discussed. Practical implications The theoretical considerations suggest that we need to have a multi-dimensional approach to evaluating, inspecting and leading Children’s Social Care services. In particular, the importance of the quality of delivery and appropriate targeting of the service are emphasised, as well as considering various approaches to measuring outcomes. Originality/value The paper proposes a combination of qualitative and quantitative measures of process, assessment and outcomes for evaluating outcomes in Children’s Social Care.
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Sloth-Nielsen, Julia, and Helen Kruuse. "A maturing manifesto: The constitutionalisation of children’s rights in South African jurisprudence 2007-2012." International Journal of Children’s Rights 21, no. 4 (2013): 646–78. http://dx.doi.org/10.1163/15718182-02102005.
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This article represents the next in a series of five-year overviews of children’s rights in the courts in South Africa. Using the Convention on the Rights of the Child and the African Charter on the Welfare of Children as a point of departure, the study suggests that it is in the public sphere that children’s rights have had their most impact in the period under review. The article highlights eight areas of distinction in this five-year period: these include judicial approval of resource mobilisation for the fulfilment of children’s rights, emphasis on the quality of and standards in education; the development of innovative remedies to deal with unreasonable state measures affecting children, and an increasing focus on the right to dignity of the child. The authors conclude that the scope of the cases cited points to the growing insertion of children’s rights considerations in increasingly diverse areas of legal interaction. Furthermore, the authors posit that the CRC and ACRWC – together with non-binding sources of international law – have substantively informed and enriched the jurisprudence of South African courts.
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Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.
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Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
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Schweitzer *, Friedrich. "Children’s right to religion and spirituality: legal, educational and practical perspectives1." British Journal of Religious Education 27, no. 2 (March 2005): 103–13. http://dx.doi.org/10.1080/0141620042000336602.
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Cairns, Liam, Seamus Byrne, John M. Davis, Robert Johnson, Kristina Konstantoni, and Marlies Kustatscher. "Children’s Rights to Education – Where is the Weight for Children’s Views?" International Journal of Children’s Rights 26, no. 1 (March 7, 2018): 38–60. http://dx.doi.org/10.1163/15718182-02601007.
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This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concerning the extent to which the views of children are given due weight in decision-making processes in schools, whether the background a child comes from affects the way school staff listen to them and whether school rules act as a barrier or enabler for children’s rights. In turn, these questions are related to what educational processes might look like that place due weight on the views of children, what cultures create barriers to listening in practice, and what we can learn from children’s overall experiences. The paper presents findings from a participatory empirical peer research project (funded by a Carnegie Research Incentive Grant and the University of Edinburgh Challenge Investment Fund), conducted with and by young people in schools in Scotland and the north of England. This paper is innovative as it is the product of collaborative working between academics at the University of Edinburgh, staff at Investing in Children and the young researchers who co-authored this article for publication.
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Ozturk, Ayse, and Ahmet Doganay. "Development of a Scale for the Attitude Towards Children’s Rights Education." Educational Process: International Journal 6, no. 3 (September 1, 2017): 26–41. http://dx.doi.org/10.22521/edupij.2017.63.3.
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