Relevant bibliographies by topics / United Nations Convention on the Rights of the Child (CRC)

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  4. Book chapters
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Academic literature on the topic 'United Nations Convention on the Rights of the Child (CRC)'

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Published: 19 February 2023
Last updated: 20 February 2023

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Journal articles on the topic "United Nations Convention on the Rights of the Child (CRC)"

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Broughton, Fiona. "Are unborn children rights-holders under the United Nations Convention on the Rights of the Child?" Boolean: Snapshots of Doctoral Research at University College Cork, no. 2010 (January 1, 2010): 17–21. http://dx.doi.org/10.33178/boolean.2010.5.

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In September 1992, Ireland ratified the United Nations Convention on the Rights of the Child (CRC), committing itself to the promotion, protection and fulfilment of the rights of all children on a non-discriminatory basis as outlined in the Convention. But just who is a child under the wording of the CRC? Article 1 of the CRC defines the child as “every human being below the age of eighteen years, unless under the law applicable to that child majority is attained earlier”. So the CRC is clear on a maximum age limit for one to qualify as a ‘child’ and thus gain rights under the CRC. It makes no mention, however, of a minimum age limit for a human being to qualify as a ‘child’ under the Convention. Does a child gain rights under the Convention from the moment of his existence, i.e., immediately following conception, or from the moment of ...
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Schaaf, Robert W. "Convention on the Rights of the Child." International Journal of Legal Information 20, no. 1 (1992): 57–60. http://dx.doi.org/10.1017/s073112650001091x.

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The Convention on the Rights of the Child adopted by the United Nations General Assembly resolution 44/25 on November 20, 1989 was last reported in this column in the Winter of 1990 (IJLI, v. 18, no. 3). As noted then, the Convention entered into force on September 2, 1990. The initial documentation of the States parties to the Convention and the Committee on the Rights of the Child now provide additional information. These documents carry the words “Convention on the Rights of the Child” on the upper left corner of the cover pages and the new symbol “CRC” on the top of the upper right corner. The first documents noted emanate from the first meeting of the States parties to the Convention which opened at UN headquarters on February 27, 1991. The initial document, a single-page item carrying the symbol CRC/SP/1, dated November 30, 1990, is the provisional agenda of the first meeting.
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LeBlanc, Lawrence J. "The Convention on the Rights of the Child." Leiden Journal of International Law 4, no. 2 (September 1991): 281–91. http://dx.doi.org/10.1017/s0922156500002326.

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The United Nations General Assembly adopted the Convention on the Rights of the Child in November, 1989, bringing to a close ten years of debate and discussion over the merits of the project as well as the content of its main provisions. Although some representatives expressed misgivings about the content of several articles of the convention, it was adopted by a broad consensus among the member states of the United Nations. In fact, in less than one year, by September, 1990, the convention had been ratified by more than twenty countries, the threshold figure established by Article 49 of the convention, and it entered into force. This set in motion the process for the election of the ten-member Committee on the Rights of the Child (CRC), the body that has been charged with implementing the convention, in February, 1991, and it is scheduled to begin functioning in the fall of 1991. As recently as March, 1991, the United Nations Secretary-General reported to the states parties that 71 states had either ratified or acceded to the convention and that almost 60 other states had signed it. By June, 1991, the ratification of the convention by Belgium brought the total of states parties to over 90.
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Lundy, Laura, Ursula Kilkelly, and Bronagh Byrne. "Incorporation of the United Nations Convention on the Rights of the Child in Law: A Comparative Review." International Journal of Children’s Rights 21, no. 3 (2013): 442–63. http://dx.doi.org/10.1163/15718182-55680028.

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Incorporation in law is recognised as key to the implementation of the UNCRC. This article considers the ways in which a variety of countries have chosen to incorporate the CRC, drawing on a study conducted by the authors for UNICEF-UK. It categorises the different approaches adopted into examples of direct incorporation (where the CRC forms part of domestic law) and indirect incorporation (where there are legal obligations which encourage its incorporation); and full incorporation (where the CRC has been wholly incorporated in law) and partial incorporation (where elements of the CRC have been incorporated). Drawing on evidence and interviews conducted during field visits in six of the countries studied, it concludes that children’s rights are better protected – at least in law if not also in practice – in countries that have given legal status to the CRC in a systematic way and have followed this up by establishing the necessary systems to support, monitor and enforce the implementation of CRC rights.
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Underwood, Kathryn, Elaine Frankel, Karen Spalding, and Kathleen Brophy. "Is the right to early intervention being honoured? A study of family experiences with early childhood services." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 5, no. 1 (November 9, 2018): 56–70. http://dx.doi.org/10.22215/cjcr.v5i1.1226.

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This article presents an empirical study of family interactions with childhood disability and early years services in Ontario, Canada, with a focus on whether the right to early intervention is being honoured. International mandates, national legislation, and local policies have increased global awareness of the rights of children to be provided with environments for optimal healthy development and education, including the right to early intervention. The right to early intervention is articulated by the United Nations in several international declarations and conventions. Article 20 of the Convention on the Rights of the Child (CRC, 1989) was the first convention to use the term disability. It specifically addresses the particular rights of disabled children, with articulation of the right to “enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in the community” (A.20, s.1, 1990). Further, the CRC clearly states that children have the right to special care and assistance for both the child and the service providers working with the child. Services are to be delivered free of charge in order to ensure that the child has access to education, training, health care, rehabilitation, preparation for employment, and recreation services. In all cases these services must consider the fullest social integration and individual development that is consistent with cultural and spiritual beliefs (A.20, s.2-4).
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Khadka, Suman. "Social rights and the United Nations – Child Rights Convention (UN-CRC): Is the CRC a help or hindrance for developing universal and egalitarian social policies for children’s wellbeing in the ‘developing world’?" International Journal of Children’s Rights 21, no. 4 (2013): 616–28. http://dx.doi.org/10.1163/15718182-55680016.

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Children’s social policies, which are crucial for attaining social rights and welfare/wellbeing, are influenced by the Child Rights Convention (CRC). However, despite the CRC becoming the unilateral framework for interpreting child wellbeing, its inherent complexities and the persistent deprivations experienced by children in ‘developing’ countries calls for alternate approaches while formulating children’s social policies. Key limitations of the CRC include inappropriate prioritisation of rights when resources are limited or when rights conflict, the apolitical nature of the Convention itself and its failure to integrate into wellbeing analysis the existence of two different welfare states/or lack of it in the world. Despite the usefulness of ‘welfare state frameworks’ in combating absolute child poverty in the West, it is rarely applied in the South. This article analyses CRC from the political economy perspective focusing on social rights and the ‘developing’ world which offers a useful critique to the mainstream child rights discourse.
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Mohammed, Abdul-Rahim, and Adams Sulemana Achanso. "Problematising the Dominant Child Rights Discourses: Why We Need a Nuanced Approach to Combat Child Labour." Advances in Social Sciences Research Journal 8, no. 2 (February 28, 2021): 476–86. http://dx.doi.org/10.14738/assrj.82.9764.

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Three decades have now passed since the promulgation of the United Nations Convention on the Rights of the Child (CRC) in 1989. Despite the almost universal ratification of the CRC, as well as the heightened global awareness of the prevalence of child labour, the phenomenon persists. Following the ratification of the CRC, the rights-based approach to combating child labour became the dominant theoretical perspective. By problematising the dominant child-rights framework, this paper contributes to the discourse on child labour by arguing for a more nuanced approach to addressing the phenomenon. The paper achieves this objective by underscoring the importance of understanding and engaging with the reasons why children work, the socio-economic contexts within which they work, and why policies designed to address child labour should address the structural barriers that directly and indirectly promote child labour.
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Vaghri, Ziba, Zoë Tessier, and Christian Whalen. "Refugee and Asylum-Seeking Children: Interrupted Child Development and Unfulfilled Child Rights." Children 6, no. 11 (October 30, 2019): 120. http://dx.doi.org/10.3390/children6110120.

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The 21st century phenomenon of “global displacement” is particularly concerning when it comes to children. Childhood is a critical period of accelerated growth and development. These processes can be negatively affected by the many stressors to which refugee and asylum-seeking children are subjected. The United Nations Convention on the Rights of the Child (CRC) is the most ratified human rights treaty in history, with 196 States Parties (SPs). The CRC provides a framework of 54 articles outlining government responsibilities to ensure the protection, promotion, and fulfillment of rights of all children within their jurisdictions. Among these are the rights of refugee and asylum-seeking children, declared under Article 22 of the CRC. Refugee and asylum-seeking children, similarly to all other children, are entitled to their rights under the CRC and do not forgo any right by virtue of moving between borders. The hosting governments, as SPs to the CRC, are the primary duty bearers to fulfill these rights for the children entering their country. This manuscript provides an overview of the health and developmental ramification of being displaced for refugee and asylum-seeking children. Then, an in-depth analysis of the provisions under Article 22 is presented and the responsibilities of SPs under this article are described. The paper provides some international examples of strengths and shortcomings relating to these responsibilities and closes with a few concluding remarks and recommendations.
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Seatzu, Francesco. "The Interpretation of the American Convention on Human Rights through the Prism of the United Nations Convention on the Rights of the Child." International Human Rights Law Review 9, no. 1 (May 24, 2020): 1–26. http://dx.doi.org/10.1163/22131035-00901007.

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This article considers the Inter American Court of Human Rights (IACtHR)’s and Inter-American Commission on Human Rights (iachr)’s approach to interpreting and applying the American Convention on Human Rights (achr) provisions through the prism of the United Nations Convention on the Rights of the Child (crc) and ascertains the features of each convention that supports this approach. It concentrates on the IACtHR’s and iachr’s development and implementation of the principle of the best interest of the child, and on two specific areas of the IACtHR’s and iachr’s jurisprudence on children’s rights – children’s migration and trafficking of children – and concludes with some suggestions as to how this approach might be improved further in a manner that gives wider scope for the promotion of children’s rights and freedoms in the achr contracting states.
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Chaney, Paul. "Limited Gains, Enduring Violations." Journal of South Asian Development 12, no. 3 (November 3, 2017): 286–307. http://dx.doi.org/10.1177/0973174117735213.

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Against the backdrop of continuing rights violations in Bangladesh, this article analyses issue-salience and framing in the policy discourse of civil society organizations (CSOs) and state elites on the implementation of the United Nation’s Convention on the Rights of the Child (CRC). Data from the reports submitted to the second-cycle United Nations’ Universal Periodic Review (UPR), the official monitoring mechanism associated with UN rights treaties, show how state discourse is framed in instrumental, administrative terms. In contrast, civil society discourse is critically framed and highlights poor implementation and enforcement of the CRC, poverty and corruption. This helps to explain on-going rights violations in an increasingly hostile political context wherein government is unresponsive to civil society claims, mobilization is suppressed and CSOs are forced to focus on service delivery and advocacy functions.
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Dissertations / Theses on the topic "United Nations Convention on the Rights of the Child (CRC)"

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Mollica, Caitlin. "Interpreting Youth Representation in Transitional Justice." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/380576.

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The political agency of young people has been increasingly acknowledged within the practice and scholarship on peace and conflict. Recognition that young people have agency denotes a normative shift in the beliefs of the international community with respect to the capacity and position of young people in conflict. This is significant as these beliefs about young people in conflict inform their interactions during post conflict reconstruction. Since the almost unanimous ratification of the United Nations Convention on the Rights of the Child (CRC), post conflict practices have sought to recognise the active and influential role of young people in conflict and transitional justice. The voices of child soldiers, in particular, occupy a prominent place in the development of post conflict practices as states aim to employ mechanisms that are more inclusive and representative of a diverse range of experiences. These developments in practice, which derived from shifts in the beliefs of stakeholders with respect to the impact of conflict on children, have resulted in increased focus on their needs and experiences within international relations scholarship. The distinct voices of youth however, despite a few notable exceptions in the peacebuilding scholarship, remain largely excluded from the discussion, particularly in the transitional justice field. The same is true within the practice of transitional justice, as an overreliance on the CRC has produced conditions where the distinct agency of youth is either misrepresented or overlooked. One of the most significant challenges facing contemporary transitional justice practices, therefore, is how to reconcile the dilemma that has emerged between normative and external representations of youth and the distinct stories told by youth about their experiences. Where truth and reconciliation processes are concerned, growing acceptance amongst the international community and in transitional states of the importance of reflecting the diverse and unique stories and beliefs of youth presents a unique challenge, particularly in the reporting stage. The widely-held belief that Truth and Reconciliation Commission (TRC) processes are inclusive and representative of voices traditionally excluded from retributive approaches to transitional justice is often tested by the meaningful engagement of youth. Indeed, the broader focus on political reconciliation in TRCs, which prioritises community reconciliation over the restoration of interpersonal relationships, produces a framework for the development of conflict narratives that silences youth whose stories do not fit expectations and beliefs of how young people should experience conflict and participate in transitional justice. While youth are increasingly active participants in the TRC processes of transitional states, their voices continue to be silenced in favour of more conventional beliefs about young people. This is evident in the final reports of TRCs, which demonstrate the persistence of broad, generalised assumptions and binary depictions in their representations of the conflict experiences of young people. In doing so, the reporting stages of TRCs perpetuate conditions that deny youth agency and ownership over their conflict stories. Drawing on the cases of South Africa, Sierra Leone and the Solomon Islands, my thesis examines how TRCs have engaged with youth and represented their stories. I argue that despite significant developments in the visibility of youth in TRC processes, a tension persists between external beliefs about youth and the self-reflections of youth. This tension is problematic as it produces a dilemma for states engaged in the process of reconciliation, particularly those attempting to create a formal record of conflict. I suggest that how youth are represented in the institutional mechanisms of transitional justice has a significant impact on our capacity to understand their experiences of conflict and to adequately address their post-conflict needs. This has implications for how we engage with marginalised stakeholder’s more broadly in reconciliation processes, as it demonstrates the importance of meaningful engagement and interpersonal reconciliation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Govt & Int Relations
Griffith Business School
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Cardamone, Nicole. "A Promising Approach: The United Nations Convention on the Rights of the Child as an Instrument to Combat Child Poverty in the United States." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2015.

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Thesis advisor: M. Brinton Lykes
Most recent figures indicate that approximately one in five children in the United States is poor (Children’s Defense Fund, 2010; Moore et al., 2009). Thus, the United States ranks considerably below other Northern Hemisphere nations in indices of both child poverty and child well-being (Rainwater & Smeeding, 2003; UNICEF, 2007). Moreover, while the United States has not ratified the United Nations Convention on the Rights of the Child (CRC), this treaty has been central in reframing policy and practices towards reducing child poverty in some other Northern Hemisphere nations. Many authors and activists have suggested that US nonratification of this Convention is based on “American exceptionalism.” This paper examines these claims – and counterclaims – and explores, through comparisons with several other Northern Hemisphere nations, how the Convention on the Rights of the Child, if ratified and implemented through US policy and practice, could play a significant part in tackling child poverty in this nation
Thesis (BA) — Boston College, 2011
Submitted to: Boston College. College of Arts and Sciences
Discipline: International Studies Honors Program
Discipline: International Studies
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Gerber, Paula. "From convention to classroom : the long road to human rights education /." Connect to thesis, 2008. http://eprints.unimelb.edu.au/archive/00003989.

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Wakatama, Markim. "The situation of street children in Zimbabwe : a violation of the United Nations Convention on the Rights of the Child (1989)." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7449.

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This study investigated the situation of street children in Zimbabwe with reference to the United Nations Convention on the Rights of the Child (1989). It examined the services that have been provided to meet street children’s needs and safeguard their rights. There is a dearth of literature focusing on street children in Zimbabwe. The available literature is descriptive; it contributes very little towards understanding of the problem and needs of street children. It does not provide a useful framework for formulating policy and designing interventions or practices with the children. Models being used by some non-governmental organizations derive mainly from studies conducted in Latin America and other developing countries like India, Kenya and South Africa. This study draws, mainly on literature from Latin America and other studies outside of Zimbabwe. Quantitative and qualitative data were gathered from street children and service providers, using a triangulation of methods. Ethnography was particularly useful as it allowed the project to adopt a child-centered approach. Interviews and group discussions were conducted with service providers. Documents from non-governmental organizations helped to understand their work with the street children. A breakdown of the extended family unit, poverty, HIV/AIDS, corruption and land reform have hindered the protection of children’s rights as prescribed by the United Nations Convention on the Rights of the Child. Zimbabwe has no mechanisms in place to enforce them. Although a range of difficulties plague projects for street children, some projects have succeeded in improving the well-being of some street children. Zimbabwe is violating the United Nations Convention on the Rights of the Child. It should seriously and urgently consider re-deploying its ‘welfare’ departments into ‘development ‘departments for it to realize the rights of street children.
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Mohammed, Nishitiman. "A comparative analysis of how the rights of children as set out in the United Nations Convention on the Rights of the Child are made effective through their implementation in Kurdistan/Iraq and the United Kingdom." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1569.

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The United Nations Convention on the Rights of the Child was unanimously adopted in 1989. It was hoped that the Convention would have a positive impact on all children however, despite a country ratifying the Convention and proclaiming to have laws in the interests of children it is still possible for that country to fail in the attempt to implement children’s rights effectively. This can clearly be seen in Kurdistan, Iraq where implementation of children’s rights remains limited. With the continuing violence in Iraq, children’s rights have been somewhat neglected and as with many such situations children are the innocent victims. Ensuring and improving the rights of the next generation of Iraq is vitally important at a time when the country is going through important changes and re-generation. This thesis gives information on the historical background of the UNCRC and looks at its substantive provisions in detail, it then goes on to compare the implementation of children’s rights in Kurdistan and the UK. The thesis highlights methods of implementation in both countries and looks at ways in which some of the Convention’s articles are written into law. The thesis concludes with recommendations on how Kurdistan can move forward to achieve better implementation of children’s rights.
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Masalcha, Jennifer Fatin. "Advocating the Incorporation of the United Nations Convention on the Rights of the Child into Swedish law : Which frames do Swedish advocates use?" Thesis, Högskolan Väst, Institutionen för ekonomi och it, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5400.

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This study examines what frames the Swedish Lev Upp till Barnkonventionen campaign use, and whether the frames are in accordance to the frames suggested by Keck and Sikkink in their award-winning book Activists Beyond Borders. The Swedish Lev Upp till Barnkonventionen campaign is the only campaign in Sweden that aims to promote the implementation of the United Nations Convention on the Rights of the Child into Swedish law. It started in 2009 as a network driven by 7 organizations, UNICEF, BRIS, World Childhood Foundation, Swedish Save the Children (Rädda Barnen), ECPAT, Plan Sverige and SOS-Barnbyar, together with the Swedish Children‟s Ombudsman (Barnombudsman). An ideational analysis of the texts, that the campaign uses to appeal to society and persuade, shows that four frames are frequently used within the campaign. Two of the frames are in accordance with the proposed frames, being "bodily harm to innocent and vulnerable people" and "legal inequality". The other two frames set the problem to be poverty/economic vulnerability or psychological harm. Although, all four frames identified follow the three parts a frame should include according to Keck and Sikkink – a problem, a cause with a short causal chain and a specific type of action to solve the problem. This study has contributed with another case study to the limited amount of cases that study how international norms are framed in national contexts. Furthermore, this study has discovered that Sweden, although is using other frames too, use the frames that Keck and Sikkink have proposed.
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Johnny, Leanne. "Children's right to participate in education: ethical and legal implications of the United Nations convention on the rights of the child for Canadian schools." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114195.

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On November 20, 1989, the United Nations General Assembly adopted the United Nations Convention on the Rights of the Child. As a signatory to the Convention, Canada has pledged to uphold the rights of children in all its public institutions, including schools. One of the guiding principles embodied in the Convention, age-appropriate participation, holds that young people have the right to be heard in matters affecting them and to have their views taken into account according to their age and level of maturity (article 12). This dissertation examines what legal and ethical implications this principle has for the Canadian education system. For instance, is the inclusion of children in educational decision-making consistent with desirable educational outcomes? Moreover, what legal obligations do schools possess when it comes to implementing the right to participate? Likewise, does our legislative framework in education support the right for children to participate and be heard in decisions affecting them? Drawing upon insights from the philosophy of education, this dissertation argues that not only is the right to participate theoretically grounded in the aim of promoting children's future capacity for autonomy, but also that upholding this right in education is an important means for ensuring that the education they receive will not impede their future autonomy (i.e. as adults and citizens), but will instead facilitate its growth and expansion. Unfortunately, the right for children to participate has not been adequately protected within education legislation. In addition, while there has been some judicial support for the view of children as citizens with rights to be heard, legal directives are often not applied in schools. As a result, despite Canada's commitment to the Convention, the realization of the right for children to participate and be heard in matters affecting them still remains haphazard and inconsistent in the education system.
Le 20 novembre 1989, l'assemblée générale des Nations Unies adopta la convention des Nations Unies sur les droits de l'enfant. En tant que signataire de la convention, le Canada s'est engagé à faire respecter les droits des enfants dans toutes les institutions publiques, y compris les écoles. L'un des principes directeurs renfermés dans la convention, la participation en égard à l'âge, maintient que les jeunes ont le droit d'être entendus dans les affaires les concernant et d'avoir leurs opinions prises en considération, en égard à leur âge et leur degré de maturité (article 12). Cette thèse examine les implications légales et éthiques qu'a ce principe pour le système d'éducation canadien. Par exemple, l'inclusion des enfants dans la prise de décision en éducation est-elle compatible avec des résultats éducationnels souhaitables? De plus, quelles obligations légales les écoles ont-elles lorsqu'il s'agit d'instaurer le droit de participer? De même, notre cadre législatif en éducation protège-t-il le droit des enfants de participer et d'être entendus en relation avec les décisions les concernant? Nous inspirant des idées de la philosophie de l'éducation, cette thèse argumente que non seulement le droit de participer est théoriquement ancré dans l'objectif de promouvoir la capacité future d'autonomie des enfants mais aussi que le respect de ce droit en éducation est un moyen important d'assurer que l'éducation qu'ils reçoivent ne nuira pas à leur autonomie future (en tant qu'adultes et citoyens) mais encouragera au contraire sa croissance et son expansion. Malheureusement, le droit des enfants de participer n'a pas été adéquatement protégé dans la législation relative à l'éducation. De plus, bien qu'il y ait eu un appui judiciaire en faveur de l'opinion des enfants comme citoyens ayant des droits d'être entendus, des directives légales sont peu souvent mises en pratique dans les écoles. Conséquemment, malgré l'engagement du Canada envers la convention, la réalisation du droit des enfants de participer et d'être entendus dans les affaires les concernant demeure fortuite et inconsistante dans le système éducationnel.
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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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Le, Borgne Carine Hélène Marie-Thérèse. "Implementing children's participation at the community level : the practices of non-governmental organisations." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25508.

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Article 12 of the UN Convention on the Rights of the Child recognised children’s human right to participate in decisions that affect them. Yet, twenty-five years after ratification, children’s participation remains frequently problematic in practice. This thesis examines the practice of NGOs that have been implementing children’s participation at the community level for more than ten years in two specific settings: Tamil Nadu (in south India) and Scotland (UK). The thesis is an explorative study; it examines the findings through two case studies (one in each country). Each case study involved observations/informal discussions and semi-structured interviews with children and staff members from the NGOs. Relevant documents were obtained and scrutinised. The analysis of the empirical data uses three concepts: competencies, child-adult relationships and influence to illuminate and analyse the implementation of children’s participation within the two case studies. Firstly, the empirical analysis highlights that children within children’s participation projects acquired knowledge and skills and then applied them in particular situations within the participation projects (personal and social competencies). Nevertheless, the two case studies showed that adults’ crucial role in legitimising children’s competencies can either facilitate or block children’s participation. Secondly, the child-staff/adults’ relationships were not enough to be considered as the hierarchy within the organisation’s social order was needed to be analysed to have ‘successful’ participation projects. Thirdly, Lundy (2007) provides a model for how adults can be more accountable to children and enhance children’s influence over decision-making in their communities, but some missing elements can undermine the extent to which children’s views are appropriately acted upon. Based on a modification of Lundy’s model, this thesis proposes a tripartite collaborative and intergenerational framework involving the relationships between children and adults in power facilitated by staff members. The thesis contributes to debates about children’s participation by arguing that implementing children’s participation requires a relational and contextual focus on collaboration and intergenerational dialogue. The thesis makes recommendations for practitioners and decision-makers on how to deploy Lundy’s modified perspective to implement children’s constructive participation at the local level.
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Danovska, Ketija. "Vaccination Hesitancy Among Parents in Stockholm, Sweden : A qualitative study examining the effect of the incorporation of the “United Nations Convention on the Rights of the Child” into Swedish Law in 2020." Thesis, Södertörns högskola, Miljövetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43153.

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Background: On 1 January 2020, the UNCRC was incorporated into the Swedish national law. The Convention argues that all children have the right to health, life, survival and development. The Articles of the UNCRC require higher authorities, health facilities and parents to act in the best interest of children, and to do everything to secure children’s rights. Interpreting the Convention, it is possible to conclude that all children have the right to safe and effective vaccines. Even though vaccines are accessible and free of charge to all children in Sweden, vaccination coverage for multiple vaccine-preventable diseases in Sweden has dropped. As one of the reasons for this drop in vaccination coverage is proposed vaccination hesitancy. To fulfil children’s rights as proposed in the UNCRC, vaccination hesitancy needs to be understood and addressed.  Aim: The objective of the study is to understand causes of vaccination hesitancy among parents living in Stockholm, Sweden and to examine how healthcare professionals in Stockholm County are working to eliminate vaccination hesitancy, in goal to promote children’s rights to health, life, survival and development after the UNCRC became a Swedish law on 1 January 2020. Additionally, to analyze if strategies applied by Stockholm County are truly addressing identified causes of vaccination hesitancy among parents living in Stockholm, Sweden and in that way increasing vaccination rates this year. Method: This study used a qualitative research strategy. Vaccination hesitancy in Sweden was studied using 20 semi-structured interviews with parents living in Stockholm, while effect of the UNCRC incorporation into Swedish law on vaccination hesitancy was studied using a semi-structured interview with one health professional working in Stockholm County. The gathered data was summarized, categorized and analyzed according to the proposed themes of two theories. The theoretical framework consisted of the Health Belief Model and Social-Ecological Model. Conclusion: It was possible to conclude that the choice of immunization among parents is shaped by; 1) sources and type of the received information on vaccines, vaccination and vaccine-preventable diseases included in the general Swedish child vaccination program, 2) their views on vaccine quality, safety, effectiveness and necessity for satisfying children’s rights to health, life, survival and development, 3) the level of knowledge of epidemiological concepts, mechanisms, infectious diseases and vaccines included in the vaccination program, and 4) the level of trust in the Swedish Government and healthcare, and belief if they are acting in the best interest of children. After the UNCRC incorporation into Swedish law, there have not been observed any changes in the strategic work of Stockholm County against vaccination hesitancy. For the past ten years, they are applying methods at the individual- and interpersonal level, which are not quite reaching vaccine hesitant parents living in Stockholm. Other methods at the community- and public policy level are needed. Due to unclear implications of the UNCRC entrance as a national law and COVID-19 pandemic, it is not possible to estimate if there are any changes in the vaccination rates this year.
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Books on the topic "United Nations Convention on the Rights of the Child (CRC)"

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Kabeka-Mwansa, Theresa, and Theresa Kabeka-Mwansa. United Nations Convention on the Rights of the Child monitoring report. Lusaka]: CHIN, 2009.

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Kabeka-Mwansa, Theresa. United Nations Convention on the Rights of the Child monitoring report. Lusaka]: CHIN, 2009.

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Loewenson, Rene. United Nations Convention on the Rights of the Child: The Zimbabwe situation. Harare, Zimbabwe: [s.n., 1991.

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The Convention on the Rights of the Child: United Nations lawmaking on human rights. Lincoln: University of Nebraska Press, 1995.

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A commentary on the United Nations Convention on the Rights of the Child. The Hague: M. Nyhoff Publishers, 1999.

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Pellatt, Anna. United Nations Convention on the Rights of the Child: How does Alberta's legislation measure up? Calgary: Alberta Civil Liberties Research Centre., 1999.

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Ireland. Department of Foreign Affairs. United Nations Convention on the Rights of the Child: First national report of Ireland. Dublin: The Department, 1996.

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Philippines. Commission on Human Rights. The United Nations Convention on the Rights of the Child and its optional protocols. [Quezon City]: Commission on Human Rights of the Philippines, 2009.

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Sutherland, Elaine E., and Lesley-Anne Barnes Macfarlane, eds. Implementing Article 3 of the United Nations Convention on the Rights of the Child. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/9781316662977.

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Langley, Winston. The United Nations and the magna carta for children. Boston, Mass: John W. McCormack Institute of Public Affairs, University of Massachusetts Boston, 2000.

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Book chapters on the topic "United Nations Convention on the Rights of the Child (CRC)"

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Akhtar, Rajnaara C., and Conrad Nyamutata. "The United Nations Convention on the Rights of the Child." In International Child Law, 86–232. 4th edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2020. http://dx.doi.org/10.4324/9780429505485-3.

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Pledger-Fonte, Debra. "United Nations Convention on the Rights of the Child." In Encyclopedia of Immigrant Health, 1456–58. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_787.

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Burton, Frances. "United Nations Convention on the Rights of the Child (1989)." In Core Statutes on Family Law, 340–48. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-54510-7_77.

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Sutherland, Elaine E. "Article 2 of the United Nations Convention on the Rights of the Child." In Child Rights and International Discrimination Law, 23–41. New York, NY : Routledge, 2019. | Series: Routledge research in international law: Routledge, 2019. http://dx.doi.org/10.4324/9780429020926-2.

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Lundy, Laura. "United Nations Convention on the Rights of the Child and Child Well-Being." In Handbook of Child Well-Being, 2439–62. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-90-481-9063-8_94.

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"Human Rights Conventions, CRC – Convention On The Rights Of The Child." In A Concise Encyclopedia of the United Nations, 326–28. Brill | Nijhoff, 2010. http://dx.doi.org/10.1163/ej.9789004180048.i-962.269.

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"Human Rights Conventions, CRC – Convention on the Rights of the Child." In A Concise Encyclopedia of the United Nations, 257–60. Brill | Nijhoff, 2000. http://dx.doi.org/10.1163/9789004481206_061.

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Christine, Evans. "Part III Organs Monitoring Treaty Compliance, 14 The Committee on the Rights of the Child." In The United Nations and Human Rights. Oxford University Press, 2020. http://dx.doi.org/10.1093/law/9780198298373.003.0015.

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This chapter looks at the Committee on the Rights of the Child, which was created ‘for the purpose of examining the progress made by States parties in achieving the realization of the obligations undertaken in the present Convention’, the Convention on the Rights of the Child (CRC). Among one of the principal tasks of the Committee is the review of State party reports. The Committee is unique among treaty bodies in that it currently reviews State party reports under three substantive treaties. Article 45 explicitly recognises the role of UNICEF and other competent bodies in the implementation of the Convention and it has resulted in a vibrant rights-based constituency for child rights across the globe. The chapter then evaluates the working methods of the Committee and analyses how these have developed.
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Ilias, Bantekas. "Art.7 Children with Disabilities." In The UN Convention on the Rights of Persons with Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198810667.003.0008.

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This chapter examines Article 7 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The first instrument to specifically address the rights of children with disabilities was the 1989 Convention on the Rights of the Child (CRC).The CRC recognizes four key guiding principles that permeate our understanding and construction of all pertinent rights related to children. These principles are: a) the best interests of the child (Article 3 CRC); b) respect for the views of the child (Article 12 CRC); c) the right to life, survival, and development (Article 6 CRC); and d) non-discrimination (Article 2 CRC). The CRC was also the first instrument specifically to address the rights of children with disabilities, particularly in Article 2(1) (non-discrimination) and Article 23 (general welfare for disabled children). However, Article 7 CRPD and other children-related rights in the CRPD (eg Article 23) constitute a significant improvement to Article 23 CRC.
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Hiskes, Richard P. "Introduction: Children’s Rights as Human Rights." In Suffer the Children, 1–4. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197565988.003.0001.

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The world does not really believe that human rights pertain to children. This is so in spite of the fact that the 1989 UN Convention on the Rights of the Child (CRC) has been ratified by all nations worldwide except for one, the United States. This book explores the reasons behind the US refusal in ...
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Conference papers on the topic "United Nations Convention on the Rights of the Child (CRC)"

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KOBALADZE, Lika. "CHILD WELL-BEING AS AN ELEMENT TO THE RIGHT TO HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.20.

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The United Nations Convention on the Rights of the Child51 (the Children’s Convention), which Georgia signed up to in 1994, sets out the inherent rights of all children. Child wellbeing can only exist when children have all of their rights fulfilled – these include the rights to survival and development; to be free from discrimination; to have their best interests considered; and to participate and have their voices heard and considered. Child wellbeing is an overarching social state that can only be achieved when certain conditions are met52 . Even if some children experience wellbeing in some domains, child wellbeing can only exist when all children experience wellbeing and are happy. As for the Right to Happiness, the Resolution adopted by the UN General Assembly on 28 June 201253 identifies the pursuit of happiness as "a fundamental human goal" and promotes a more holistic approach to public policy and economic growth — one that recognizes happiness and wellbeing as important pieces of sustainable and equitable development. Key words: Child Well-Being, Right to Happiness, Element of Happiness, Children Happiness indicators
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Reports on the topic "United Nations Convention on the Rights of the Child (CRC)"

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Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

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Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).
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