Relevant bibliographies by topics / Implementation of children’s rights

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

Academic literature on the topic 'Implementation of children’s rights'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Implementation of children’s rights"

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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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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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Pare, Mona. "Children’s Rights Are Human Rights and Why Canadian Implementation Lags Behind." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 4, no. 1 (November 23, 2017): 24–47. http://dx.doi.org/10.22215/cjcr.v4i1.1163.

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Child rights scholarship is increasingly calling for further theorization of children’s rights, and research using the Convention on the Rights of the Child as a framework is being criticized. This paper discusses children’s rights as a legal concept that is part of wider international human rights law. It recognizes the importance of critical studies and the contribution of other disciplines, but it makes a plea for not rejecting a legal reality. Children do have rights, and these are legal norms. The paper refers to Canadian practice as an example of how the lack of recognition of children’s rights as human rights can adversely affect the place of children in a country that is known for its respect for human rights.
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Riddell, Sheila, and E. Kay M. Tisdall. "Transforming children’s rights? Dilemmas, challenges and implementation." Journal of Social Welfare and Family Law 43, no. 1 (January 2, 2021): 1–7. http://dx.doi.org/10.1080/09649069.2021.1876304.

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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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Arce, Matías Cordero. "Maturing Children’s Rights Theory." International Journal of Children’s Rights 23, no. 2 (June 9, 2015): 283–331. http://dx.doi.org/10.1163/15718182-02302006.

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Children’s rights research is an under-theorised field of studies. The Convention on the Rights of the Child (crc) has gained the status of source and (“theoretical”) framework of research, policy and practice, thus making most research efforts a matter of discussing implementation. This paper wishes to advance a critical, that is, politically committed theoretical agenda for children’s rights research that is not bounded by the institutional framework (i.e. crc) but intends to freely think it. Programmatically, it delves on the following issues, that call for further research, of the like that might start filling in this theoretical void: the position of children’s rights research within the wider interdisciplinary field of childhood studies, children’s citizenship (instead of “participation”), the normative legitimacy of children’s rights/laws, children’s law as a branch of antidiscrimination law, and the necessary independence of children’s laws from children’s sciences.
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Cassidy, Claire. "Children’s Status, Children’s Rights and ‘dealing with’ Children." International Journal of Children's Rights 20, no. 1 (2012): 57–71. http://dx.doi.org/10.1163/157181812x608282.

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Several models of child exist, each maintaining child as something other to adult. Stables asserts: “…how we think about [children] does affect how we deal with them” (2008: 1). Seeing children as becomings is a problem. Here, I would like to consider the recommendations from the most recent United Nations’ report card on the implementation of the UNCRC in the UK and place these against the question of how society ‘deals with’ children and whether a report that is more positive than ‘must do better’ is likely to take us beyond seeing the child as different, as other, as becoming.
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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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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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Schapper, Andrea. "Children’s Rights Implementation as a Multi-Level Governance Process." Human Rights Quarterly 39, no. 1 (2017): 104–29. http://dx.doi.org/10.1353/hrq.2017.0003.

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Dissertations / Theses on the topic "Implementation of children’s rights"

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Ogbuitepu, Flora O. "Seeking an effective national supervisory intitution on the implementation of childrens rights in Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/16769.

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It can be argued that the definition of a child as a human being below the age of 18 years is a western construct due to the fact that in Africa the duration of childhood is much shorter than that of the West. Thus, in some African societies childhood ends at the age of 14 or 16 depending on the cultural implications in that society. It must be pointed out here that there is no universal definition of childhood due to the fact that the definition of a child is culture specific. Having laid down the differences in the definition of childhood between Africa and the West, it is necessary to discuss the concept of children’s rights.
Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010.
A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Angelo Mutusse of the Centre of Human Rights, Faculty of Law, Eduardo Mondlane University, Maputo, Mozambique. 2010.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Twum-Danso, Afua Oppong. "Searching for a middleground in children’s rights : the implementation of the Convention on the Rights of the Child in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/453/.

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The Convention on the Rights of the Child, adopted unanimously by the United Nations General Assembly in 1989, is the world’s most widely and rapidly ratified international convention. Although it was hoped that the Convention would have an enormously positive impact on all children, this has not happened in many parts of the world for a variety of reasons, including its western bias, which has, hitherto, dominated the debate on children’s rights. However, this universality vs. relativity dichotomy does not help us to protect children on the ground. Hence, it is necessary to move beyond the binary debate relating to the universality and relativity of children’s rights and engage with children’s local realities, which illustrate that there is, indeed, a middle ground in which people live their lives that may facilitate dialogue on children’s rights with local communities. In order to identify this middle ground the thesis focused on eliciting the perceptions of adults and children in two local communities in Accra, Ghana, the first country to ratify the Convention in February 1990, on children’s rights, constructing childhood and the socialization of children and their implications for the implementation of the Convention. Special attention is given to Article 12, which has caused controversy in countries around the world.
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Niemi, Pia, and Emma Cete. "Knowledge and Attitudes amongst Teacher-Students in Senegal regarding Girls’ Right to Education : A qualitative study concerning the disparity in school attendance due to gender." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81462.

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Despite Senegal’s ratifications of the UN Conventions CRC and the CEDAW, a noticeable discrepancy regarding secondary school attendance due to the pupil’s sex has been recognized in enrolment and fulfilment ratios. (www.unicef.org, 2011a) The main issue to be examined in this thesis was the teacher-students’ knowledge of girls’ right to education and their attitudes concerning the difference in pupils participating in secondary schools based on the pupil’s sex and how the matter is being addressed amongst teachers. Qualitative interviews were carried out amongst teacher-students at University of Cheikh Anta Diop, Dakar. We reflected upon the collected material mainly through theories of feminism and social constructivism, and moreover briefly through post-colonialism and structural functionalism, as well as in relation to previous research. We found that the respondents lacked deeper juridical knowledge concerning right to education. Overall the respondents expressed an ambiguity in their gender awareness, and their perception of girls’ education in relation to cultural traditions. The main obstacles for girls schooling were gender cultural traditions and socio-economic factors.
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Johannes, Warren Dewald. "The Scope and content of the rights to ‘Basic Education’ and its implementation in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/646.

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In terms of Section 29 (1) of the Constitution, everyone has the right to basic education. This right is not subject to ‘reasonable legislative and other measures, available resources and progressive realisation.’ The right to basic, compulsory education is widely regarded as a fundamental human right. For example, this right is included in a number of international human rights treaties such as the ‘Universal Declaration of Human Rights’, the ‘International Covenant on Economic, Social and Cultural Rights,’ the ‘African Charter on the Rights and Welfare of the Child’, the ‘Convention on the Rights of the Child’, the ‘Dakar Framework for Action: Education for All’, and ‘UNESCO Convention against Discrimination in Education’. The South African Constitution, however, does not clarify the content and scope of the right to basic education. Consequently, the Constitution has given the state wide discretion to determine the scope, nature and content of this basic right. Apartheid left the South African education system fragmented and unequal. The South African educational system has gone through numerous curricula and institutional changes. The changes in the curriculum were part of the transformation process of the South African education system. In addition, the state has allocated substantial public funds towards basic education. However, the investment in basic education does not commensurate with the quality of teaching and learning in poor and marginalised schools. For example, several rural and farm schools in the Eastern Cape lacked toilet facilities; textbooks and other education support material; furniture; and other essential necessities. Education loses its transformative power when poor and marginalised schools continue to lack these essential services. Consequently, inequality is perpetuated and the poor and marginalised are unable to compete meaningfully in the social, economic and political life of South Africa. The mini dissertation concludes by recommending that the Department of Basic Education should ensure that all schools, especially those in rural communities and farms, have access to textbooks, qualified teachers, clean water and toilet facilities and other essential necessities needed for the delivery of quality basic education.
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Svensson, Jennie. "The implementation of children's rights - working with working children in Somoto Nicaragua." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27071.

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The United Nations' Convention on the rights of the child presents a legislative framework that nations worldwide through their ratification have promised to aim for. Going from theory to practice this field study intends to investigate how the work to implement the children’s rights is carried out in reality by social institutions in Somoto Nicaragua. This essay specifically looks at how a children’s rights approach is performed in the work with working children and will therefore focus on two rights that protrude as relevant to the target group; the right to education and the right to be protected from hazardous work and economic exploitation. Furthermore, this paper considers existent criticism towards the human rights conventions for being Eurocentric in its visions and not always applicable to local conditions. Therefore the perception of working children locally in Nicaragua is examined to see how well this is in accordance with the legislation on children’s rights or if the social institutions have met difficulties in the implementation. Fundamental in the work carried out by the social institutions has been to raise awareness in the society on the children’s rights. The conclusion is that attitudes to working children have gone through a change since the introduction of a children’s rights approach in Somoto, but what remains the major obstacle to implementation is the restricted access to economic resources.
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Chilemba, Enoch MacDonnell. "The national implementation of international human rights law pertaining to children with disabilities in selected jurisdictions in Africa." Thesis, University of Western Cape, 2014. http://hdl.handle.net/11394/3775.

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Doctor Legum - LLD
This thesis considers two jurisdictions, namely Malawi and South Africa, and attributes the problem to the lack of appropriate national implementation of the applicable human rights law by these states. Consequently, the study is based on the underlying assumption that one of the main ways of addressing this problem is for African states to undertake measures that comply with international standards for ensuring the appropriate national implementation of the applicable international human rights law.
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Susantijo, Susi. "The impact of the rule of law on the implementation of the Convention on the Rights of the Child in Indonesia and Australia /." Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/1655/.

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This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’. The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced. The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia. Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
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Agere, Leonard Munyaradzi. "An evaluation of the role of child and youth care centres in the implementation of South Africa’s children’s act." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015406.

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The aim of this study was to evaluate the role played by CYCCs to provide support and protection to children who have been found to be in need of care, according to the criteria given in the Children’s Act No. 38/2005 as amended. The study made use of a qualitative approach and the research design was provided by the case study. Data was gathered by means of semi-structured interviews and focus group discussions. The most important findings to emerge from the study were that the factors which affect the operation of CYCCs are either institutional, or else challenges arising from issues pertaining to infrastructure and human resources. However, it was also acknowledged that, despite the challenges which affect their ability to provide their services to young people, the CYCCs had also made progressive steps to halt the suppression of the fundamental rights of children. It has been recommended that the government should apply comprehensive funding to the objectives of the Children’s Act, which would entail increasing the subsidies to CYCCs. It has also been recommended that the Policy on Financial Rewards should call for the same benefits and salary scales to apply for professional staff working in the government and to those working in the CYCCs. The repercussions from failing to adjust to these recommendations will inevitably lead to the employment of a remedial model of care.
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Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.

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This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
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Korula, Anna Rebecca. "The protection of children in armed conflict : The Implementation of Human Rights Regimes." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503402.

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Books on the topic "Implementation of children’s rights"

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The human rights of children: From visions to implementation. Burlington, VT: Ashgate Pub, 2011.

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Invernizzi, Antonella, and Jane Williams. The human rights of children: From visions to implementation. Burlington, VT: Ashgate Pub, 2011.

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Ireland. Office of the Minister for Children and Ireland. Department of Health and Children, eds. The development and implementation of child impact statements in Ireland. Dublin: Stationery Office, 2006.

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Hodgkin, Rachel. Implementation handbook for the Convention on the Rights of the Child. New York: UNICEF, 2002.

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Fiji. Coordinating Committee on Children. National report on two years' implementation of the United Nations Convention on the Rights of the Child. Suva: Coordinating Committee on Children, 1995.

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Dolev, Talal. Initial periodic report of the state of Israel concerning the implementation of the Convention on the Rights of the Child (CRC). Jerusalem: Ministry of Foreign Affairs, 2001.

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Seminar, on the Implementation of the Convention on the Rights of the Child in Namibia (1991 Windhoek Namibia). Report of the Seminar on the Implementation of the Convention on the Rights of the Child in Namibia. [Windhoek]: UNICEF Windhoek, 1991.

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Cowden, Mhairi. Children’s Rights. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137492296.

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Pakistan, Ministry of Health Special Education and Social Welfare. First report on the implementation of the convention on the rights of the child. Islamabad: Ministry of Health, Special Education & Social Welfare, 1992.

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Azer, Adel. Towards the implementation of the Convention on the Rights of the Child in Egypt. [S.l.]: Unicef, 1994.

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Book chapters on the topic "Implementation of children’s rights"

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Sloth-Nielsen, Julia. "Monitoring and Implementation of Children’s Rights." In International Human Rights of Children, 31–64. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4184-6_2.

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Sloth-Nielsen, Julia. "Monitoring and Implementation of Children’s Rights." In Precision Manufacturing, 1–35. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-3182-3_2-1.

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Khazova, Olga. "How to ensure wider implementation of the CRC." In Global Reflections on Children's Rights and the Law, 3–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003131144-3.

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Assefa, Ayalew Getachew. "Monitoring implementation of the sexual and reproductive health and rights of adolescents children." In Advancing Sexual and Reproductive Health and Rights in Africa, 225–42. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003175049-14.

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Tasevska, Alma. "Implementation of the Rights of the Child at the Level of ECEC Institutions: Policies and Practices in North Macedonia." In Young Children in the World and Their Rights, 43–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68241-5_4.

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Grover, Sonja C. "The Convention on the Rights of the Child Communications/Complaints Procedure and the Convention General Implementation Articles." In Children Defending their Human Rights Under the CRC Communications Procedure, 3–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44443-6_1.

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Woodhouse, Barbara Bennett. "Children’s Rights." In Handbook of Youth and Justice, 377–410. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1289-9_20.

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Smith, Anne B. "Children’s Rights." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_263-1.

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Smith, Anne B. "Children’s Rights." In Encyclopedia of Educational Philosophy and Theory, 167–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_263.

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Kellett, Mary. "Children’s Rights." In Children’s Perspectives on Integrated Services, 165–77. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-32709-3_11.

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Conference papers on the topic "Implementation of children’s rights"

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Roy, Gargi, and Zhou Wen Chong. "Towards child-friendly mega-delta cities in Asia. A critical literature review." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/uuga9354.

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The ‘reinstatement’ of children within the planning discourse reflects a scholarly and professional recognition of the interdependencies between urban space and critical health issues of specific social groups (Gleeson & Sipe, 2006). This research paper interrogates the international policy concept of child-friendly cities, defined as “any system of local governance committed to fulfilling child rights as articulated in the Convention on the Rights of the Child. It is a city or community where the voices, needs, priorities and rights of children are an integral part of public policies, programmes and decisions” (UNICEF, 2018: 10). It considers the conceptual limitation of the policy concept when children’s ability to survive, grow and thrive are increasingly threatened by extreme weather events and environmental degradation. The research paper looks specifically at the urban challenges faced by mega-delta cities in Asia (e.g. Bangkok, Dhaka, Hanoi, Ho Chi Minh City, Kolkata, Shenzhen, Yangon) where children make up a sizeable demographic group. Utilizing the uneven spatial development of Dhaka, Bangladesh (Ganges-Brahmaputra Delta) as case study, the paper explores how the conceptual limitation of CFCs shapes its implementation gaps. Lastly, this research paper considers the long-term impact of the COVID-19 pandemic on children living in the mega-deltas cities of Asia.
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Kertati, Indra. "PROVISION, PROTECTION AND PARTICIPATION: A Study of The Implementation of Children’s Rights In Boven Digoel Regency, Papua." In Proceedings of the 3rd International Conference on Gender Equality and Ecological Justice, GE2J 2019, 10-11 July 2019, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.10-7-2019.2299658.

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Попанова, Аниса Асламбековна. "RIGHTS OF SPOUSES TO RAISE UNDERAGE CHILDREN." In Сборник избранных статей по материалам научных конференций ГНИИ "Нацразвитие" (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/may191.2021.74.73.015.

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В работе рассматриваются общая характеристика и особенности реализации прав и обязанностей родителей по воспитанию несовершеннолетних детей в семейном законодательстве РФ. The work examines the general characteristics and peculiarities of the implementation of the rights and obligations of parents in the upbringing of minor children in the family legislation of the Russian Federation.
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Thohari, Fuad, and Afwan Faizin. "Implementation of Constitutional Courts Decision on Illegitimate Children in Indonesia." In 1st International Conference of Law and Justice - Good Governance and Human Rights in Muslim Countries: Experiences and Challenges (ICLJ 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclj-17.2018.12.

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Mitrović, Ljubinko, and Predrag Raosavljević. "HUMAN RIGHTS OMBUDSMEN IN THE PANDEMIC: CHALLENGES IN PROTECTION OF VULNERABLE GROUPS." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18353.

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Pandemic of virus COVID-19 posed numerous and unprecedented challenges to citizens and authorities which required shift in behavior and actions of all segments of society. Representing Ombudsmen Institution of Bosnia and Herzegovina, authors shared their experience in monitoring implementation of the decisions of all levels of government and presented challenges in striking the right balance between interests of public health and protection of rights of vulnerable groups. Public authorities in Bosnia and Herzegovina have passed emergency measures aimed at containing the spread of virus, but some of them failed to maintain human rights standards. Following the decisions of crisis centers to limit the freedom of movement, it was necessary to secure rights of children to education, protection from domestic violence and neglect in the family context. In introducing online education, authorities were asked to adapt recognition and grading system to the children in different conditions and circumstances, especially to the children with difficulties in development, children living in poverty and on margins of society such as Roma children or those living in institutions. Ombudsmen Institution registered increase in the number of domestic violence cases because measures limiting freedom of movement had impact on victims' ability to seek help from trusted sources, usually members of immediate family or representatives of law enforcement agencies. Having in mind that large number of citizens could not afford access to the official gazettes in any form, Ombudsmen requested that all enacted legislation be accessible online recommended that the decision banning reporters from conferences be reconsidered, guided by the right of citizens to be informed of their government actions. Examining the practice of placing COVID stickers on mail by the Post Office, Ombudsmen issued recommendation to stop such practice as it was deemed disproportional to the right to privacy and protection of personal data, while the protection of postal workers could have been ensured by other protective measures. It also became evident that national budgetary capacities had to be increased in order to prevent deterioration in provision of basic public services such as health and social protection, since economic consequences of the pandemic were disproportionally felt by the groups exposed to poverty, such as Roma, refugees or migrants. Drawing conclusion from concrete cases, authors offer review of particular emergency measures, analyze their adequacy, justifiability and timeliness, while presenting authorities’ response to Ombudsmen’s findings in formulating more adequate and efficient but, at the same time, least intrusive measures taken in response to the disaster. In search of common response to such widespread phenomenon, governments should recognize the intention of Ombudsmen Institutions to be in „permanent session“ over protection of vulnerable groups and should more actively involve it in discussions on emergency measures and their effect on human rights and freedoms. It proved to be better suited to act quickly, to apply more effective remedies and to correct government actions thanks to its knowledge of the local context than traditional institutions for protection of human rights, such as constitutional courts, international courts or treaty bodies.
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Gu, Chenhua. "Children’s rights and children’s wellbeing in UK." In Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssr-19.2019.13.

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Lolong, Wenly R. J., and Adensi Timomor. "Formulative Policy on Criminal Acts of Sexual Violence Against Children as the Guarantee Implementation of Child Rights Protection in Indonesia." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007415000510058.

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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.

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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.
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Pereira Cava, Patrícia. "Equality and justice in children’s rights." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg141_01.

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Munongi, Lucia, and Jace Pillay. "CHILDREN’S RESPONSIBILITIES IN THE ERA OF CHILDREN’S RIGHTS: IMPLICATIONS FOR PRACTICE." In 45th International Academic Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.045.025.

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Reports on the topic "Implementation of children’s rights"

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Biadgleng, Ermias Tekeste, and Jean-Christophe Maur. The Influence of Preferential Trade Agreements on the Implementation of Interllectual Property Rights in Developing Countries. Geneva, Switzerland: International Centre for Trade and Sustainable Development, 2011. http://dx.doi.org/10.7215/ip_ip_20111121.

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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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Gupta Bhaya, Sreetama, and Rajita Kurup. Beyond Land Titles, Towards Resilience: An experience from India through the implementation of the Forest Rights Act, 2006. Oxfam, November 2020. http://dx.doi.org/10.21201/2020/6799.

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Bolton, Laura. Donor Support for the Human Rights of LGBT+. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.100.

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This rapid review synthesises evidence on the bilateral and multilateral donors promoting and protecting the human rights of LGBT+ people on a global scale. It focusses on those donors that have policies, implementation plans and programmes on LGBT+ rights. This review also examines the evidence on the impact of their work. The bilateral donors providing the most support for LGBT+ (Lesbian, Gay, Bisexual, Transgender, +) communities in 2017-18 are the Swedish International Development Cooperation Agency (Sida), UK Department for International Development (DFID), The Netherlands Development Cooperation, Norwegian Agency for Development Cooperation (Norad), and the European Commission (EC). Whilst the multilateral donors providing the most support for LGBT+ are the UN and World Bank. The United Nations (UN) is doing a huge amount of work on LGBT+ rights across the organisation which there was not scope to fully explore in this report. The UN Office of the High Commissioner on Human Rights (UNOCHR) in particular is doing a lot on this theme. They publish legal obligation information, call attention to rights abuses through general assembly resolutions. The dialogue with governments, monitor violations and support human rights treaties bodies. The work of the World Bank in this area focuses on inclusion rather than rights. A small number of projects were identified which receive funding from bilateral and multilateral donors. These were AMSHeR, International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA), and Stonewall. This rapid review focused on identifying donor support for LGBT+ rights, therefore, searches were limited to general databases and donor websites, utilising non-academic and donor literature. Much of the information comes directly from websites and these are footnoted throughout the report. Little was identified in the way of impact evaluation within the scope of this report. The majority of projects found through searches were non-governmental and so not the focus of this report.
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Idris, Iffat. LGBT Rights and Inclusion in Small Island Developing States (SIDS). Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.067.

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This review looks at the extent to which LGBT rights are provided for under law in a range of Small Island Developing States (SIDS), and the record on implementation/enforcement, as well as approaches to promote LGBT rights and inclusion. SIDS covered are those in the Caribbean, Pacific, and Atlantic-Indian Ocean-South China Sea (AIS) regions. The review draws on a mixture of grey literature (largely from international development agencies/NGOs), academic literature, and media reports. While the information on the legal situation of LGBT people in SIDS was readily available, there was far less evidence on approaches/programmes to promote LGBT rights/inclusion in these countries. However, the review did find a number of reports with recommendations for international development cooperation generally on LGBT issues. Denial of LGBT rights and discrimination against LGBT people is found to varying extents in all parts of the world. It is important that LGBT people have protection in law, in particular the right to have same-sex sexual relations; protection from discrimination on the grounds of sexual orientation; and the right to gender identity/expression. Such rights are also provided for under international human rights conventions such as the Universal Declaration of Human Rights, while the Sustainable Development Goals are based on the principle of ‘leave no one behind'.
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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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Montefusco, Maria, and Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Edited by Christina Lindström. Nordens välfärdscenter, June 2021. http://dx.doi.org/10.52746/ovbi5427.

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No person with a disability shall be left behind. This report presents suggested indicators for monitoring the implementation of the UN Convention on the Rights of Persons with Disability and Agenda 2030 in the Nordic region. The vision of the Nordic cooperation is to become the most integrated and sustainable in the world by 2030. The vision mirrors the sustainable development goals of Agenda 2030, according to which no-one shall be left behind. Persons with disabilities have the right to inclusion, and the Nordic countries monitor the developments of living conditions for persons with disabilities. All countries have also ratified the Convention on the rights of persons with disabilities and have high ambitions with regard to Agenda 2030. Throughout the region we face similar challenges concerning inclusion. Participation is not equal, not in employment, nor in education, economy, or health. But to improve this we need to see it. Even if a set of indicators is not the only way forward, they can help us measure if we are on the right track. In this report, we suggest a set of indicators that could be developed further and used to follow the developments towards inclusion and measure living conditions. By developing such a set of comparable indicators in the Nordic countries, we can see whether the countries separately and collectively follow the intentions of the UNCRPD to improve the living conditions of people with disabilities. The indicators are also an aid in the work to identify whether we are working correctly to achieve the Agenda 2030 targets.
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Aguilar Herrera, María Alejandra, and Alba Paula Granados Agüero. Inclusion of human, ethnic and gender rights in the Nationally Determined Contributions (NDCs) of Colombia and Peru (in Spanish). Rights and Resources Initiative, March 2021. http://dx.doi.org/10.53892/zltf9832.

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In December 2015, the Paris Agreement was adopted at the 21st Conference of the Parties (COP21) of the United Nations Framework Convention on Climate Change (UNFCCC). Five years after the submission the NDC proposals and their initial implementation, signatory countries had to update and share the progress of their NDCs in 2020. This study carried out by Asociación Ambiente y Sociedad, ONAMIAP (National Organization of Andean and Amazonian Indigenous Women of Peru) and RRI analyzes the degree that human rights, women’s rights, and the rights of Indigenous Peoples and Afro-descendants are included in the NDCs of Colombia and Peru, as well as in the processes related to updating them.
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Pelham, Sarah, Tamara Göth, Jorrit Kamminga, Husnia Alkadri, Manizha Ehsan, and Anna Tonelli. 'Leading the Way': Women driving peace and security in Afghanistan, the Occupied Palestinian Territory and Yemen. Oxfam, January 2021. http://dx.doi.org/10.21201/2021.7222.

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In Afghanistan, the Occupied Palestinian Territory (OPT) and Yemen, women’s rights organizations are leading efforts to realize the Women, Peace and Security (WPS) agenda, in spite of ongoing conflict, insecurity and occupation. But without national duty bearers and international actors stepping up to meet their commitments, implement National Action Plans (NAPs) and provide resources and support, the full potential of the agenda will not be reached. This briefing paper explores challenges, lessons learned and opportunities related to realizing the WPS agenda, and makes recommendations to a range of national and international stakeholders on how to support its implementation in Afghanistan, OPT and Yemen.
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