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Littérature scientifique sur le sujet « Children’s right to education »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Children’s right to education"

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Kraljić, Suzana. « Implementation and Protection of the Child’s Right to Education ». Šolsko polje XXXI, no 3-4 (21 décembre 2020) : 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.
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Lindahl, Marita. « Children’s right to democratic upbringings ». International Journal of Early Childhood 37, no 3 (décembre 2005) : 33–47. http://dx.doi.org/10.1007/bf03168344.

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Johansson, Eva. « Children’s integrity — A marginalised right ». International Journal of Early Childhood 37, no 3 (décembre 2005) : 109–24. http://dx.doi.org/10.1007/bf03168349.

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Almog, Shulamit, et Lotem Perry-Hazan. « Conceptualizing the Right of Children to Adaptable Education ». International Journal of Children’s Rights 20, no 4 (2012) : 486–500. http://dx.doi.org/10.1163/157181812x634463.

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The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.
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Aridi, Vicky. « Finding a Legal Balance between the Right to Strike and Right to Education in Kenya ». Strathmore Law Review 5, no 1 (1 août 2020) : 85–109. http://dx.doi.org/10.52907/slr.v5i1.119.

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The teachers’ right to strike and the children’s right to education are both essential rights recognised by national and international laws in Kenya. Despite this fact, there are instances where conflicts arise between these two rights. The courts have a mandate to balance competing human rights in instances of conflict. However, whenever there has been a conflict between the two rights, Kenyan courts have issued injunctions that require public-school teachers to suspend their strike. By doing so, the courts are leaving the teachers with no effective alternative mechanism to address their pertinent needs. The question of how a balance between the teachers’ right to strike and the children’s right to education in Kenya can be attained is thus an essential concern that is at the focal point of this paper. In a bid to address this question, Kenya’s Constitution, Children’s Act, Labour Relations Act, and case law from the Court of Appeal; namely, TSC v KNUT & 3 others, are analysed to reveal Kenya’s position on the two rights and the various balancing approaches available.
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Karimova, Dilafruz. « Children’s right to education in islamic law ». ACADEMICIA : An International Multidisciplinary Research Journal 10, no 12 (2020) : 1454–60. http://dx.doi.org/10.5958/2249-7137.2020.01938.2.

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Gudžinskienė, Vida, Rita Raudeliūnaitė et Rokas Uscila. « The Possibilities of Implementation of the Rights of the Child in Children’s Day Care Centres ». Pedagogika 121, no 1 (22 avril 2016) : 209–24. http://dx.doi.org/10.15823/p.2016.15.

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As economic and cultural changes proliferate in our society, there is an increasing number of families the functioning of which disrupted – they are called social risk families. Social risk families are dominated by such negative factors as alcohol consumption, violence, negligence, failure to comply with societal norms, which are observed by growing up children every day. Gradually children growing up in social risk families become socially injured and need exceptional assistance. In order to assist socially injured children children’s day care centres are established, one of the functions of which is to implement children’s rights. The objective of the study: to theoretically and empirically validate the possibilities of children’s day care centres to implement children’s rights. The subject of the study – the possibilities of children’s rights which are implemented in children’s day care centres. The methods of the study: theoretical methods – the analysis of scientific literature, documents. Empirical methods – a questionnaire survey (instrument – questionnaire), which was aimed at collecting information on the implementation of socially injured children’s rights attending children’s day centres. 255 children, who attend day centres in rural areas, participated in the study. The age limit of children is not less than 14 years and not more than 18 years and parents of whom gave permission that their child could participate in the study. Such children’s age span was chosen, taking into consideration the fact that the children of such age are sufficiently mature and able to adequately express their opinion (the United Nations Convention on the Rights of the Child (1989), G. M. Biegel (2009). The statistical methods of data analysis: descriptive statistics (the analysis of a frequency distribution), Spearman’s correlation coefficient. The results of the study. The documents regulating the activity of children’s day care centres and the educational, socio-cultural activities, which are performed in the centres, and the material assistance, which is provided there, create the preconditions for the implementation of socially injured children’s rights. The empirical study on the implementation of children’s rights in children’s day care centres established that: a favourable psychological atmosphere which is created by the employees in day care centres and the carried out activities create conditions to implement the rights of the majority of socially injured children (a right to be not discriminated, free, healthy, respected, supervised, a right to a cultural activity, leisure and rest, education, (self-) development, a right to express their opinion, be provided for and supervised); the implementation of children’s rights in children’s day care centres is aggravated by a considerable distance between the children’s place of residence and a day care centre. Consequently, part of children stay in a day care centre briefly, they give little or no time for doing homework, participate in sociocultural activities rarely. Part of children have their rights to education and (self-)development, thoughtful and comprehensive leisure partly ensured; more than half of the investigators do not receive material assistance in day care centres. Children’s day care centres only partly ensure a children’s right to be provided for and healthy. It is appropriate to organise the ride of children in children’s day centres, which are in rural areas, in such a way that conditions would be created to all the children, who attend a day care centre, to participate both in educational and sociocultural activities.
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Macleod, Colin. « Shaping Children’s Convictions ». Theory and Research in Education 1, no 3 (novembre 2003) : 315–30. http://dx.doi.org/10.1177/1477878503001003004.

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This article examines the degree to which children are entitled to an autonomy enhancing upbringing of a sort that imposes constraints on the efforts parents can legitimately undertake to shape the religious and moral beliefs of their children. The article describes a conception of child-rearing, called Socratic nurturing, that places emphasis on raising children in ways that facilitate the development of robust powers of critical reflection. It is argued that the well-being of children is well-served by Socratic nurturing and that children have a right to Socratic nurturing. The article addresses and rebuts some objections to attributing such a right to children.
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TURCZYK, MAŁGORZATA. « REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION : THE CASE OF THE CHILD’S RIGHT TO A FAMILY ». Society Register 5, no 2 (15 mai 2021) : 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.

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The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare often overlooks the dimension/significance of recognising children's participation in safeguarding their human rights. Meanwhile, the processes of early normative socialisation are of great importance to their development and their future attitudes towards law in general and towards their human rights and others' rights. Social participation is where the child can experience his or her rights and learn about respecting others' rights. With this in mind, a question must be asked about how children's rights are realised in early childhood in the context of their participation in the socialisation process. The author uses the example of the child’s right to a family as a lens to observe how the idea of the children’s participation in securing children’s rights may be realised or violated. The article is based on an analysis of the subject's literature, in which legal discourse and teachings on child-rearing and early education are used as the interpretative context.
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Payà Rico, Andrés, et 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 (15 juillet 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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Thèses sur le sujet "Children’s right to education"

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Kihara, Ivy Evonne Wanjiku. « The Impact of Terrorism and Counter-Terrorism on the Right to Education ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1099_1318496212.

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After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.
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Sayeed, Sanjidaa. « Education and Healthcare Possibilities for Street Children in Babati Town,Tanzania ». Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4115.

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Street children are the most vulnerable group in any society. It is estimated that 150 millions children lives on the street in the world. Most of these children lack all basic needs. This study is been done in Babati district, Tanzania. Focus of this study is to examine the possibilities to Education and Healthcare of street children in Babati. This is a qualitative study based on semi structured interviews with street children, authorities responsible for Education and Healthcare of these children and other actors involve in this subject. The result of this study is that the government of Tanzania has developed a guideline (focus on HIV/AIDS related problems causing orphans) to assist these children with shelter, food, education, healthcare etc. There are 656 identified street children in Babati is receiving assistance from the authority but the interviewed street children are receiving any assistance are none. NGOs in Babati working with street children follow the same guideline assisting street children. Children not falling under this guideline do not have many chances to receive any assistance from the authorities and other actors in Babati. The authorities and actors need to expand their focus on reaching all street children in Babati.
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Ekundayo, Osifunke Sekinah. « The legal protection of children’s right to free and compulsory primary education in Nigeria : problems and prospects ». Thesis, SOAS, University of London, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.694706.

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Basnet, Lila Dhoaj. « Gender discrimination and children's right to education in Nepal : Perspectives of parents and children ». Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23748.

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Gender discrimination is considered as problematic issues for promoting equality and attainment of universal rights of children especially, in south Asia. In Nepal, where a patriarchal system of social relations predominates, parental preference inclines to the male child and is reflected in the socio-cultural practices, status and economic potentiality associated. Yet, such preference tends to negatively influence the girls' educational right, welfare, health and survival opportunities. This study focuses on how boys and girls receive different allocation of resources within the family based on existing socio-cultural practices in Sarlahi district. It explores the impact of prevailing cultural values and gender discourses in schooling of children together with intra-household resource allocation from children’s and adult’s perspectives. Furthermore, the study examines the implications of the socio-cultural perspective of child work combined with schooling in the rural parts of Nepal. The study is drawn on the theoretical perspectives of the new social studies of children and childhood viewing children as independent, competent social actors having their own rights and perspectives. Qualitative fieldwork was carried out among the children of diverse socioeconomic backgrounds involving multiple methods of data collection: observation, interview, essay writing and focus group discussion. Research participants primarily included 20 children (10 boys and 10 girls) of 12-16 years age. In addition, 5 parents and 5 teachers between 37-52 years old were also included as adult participants. The empirical materials were analyzed qualitatively. The study found out that young girls were more disadvantaged in comparison to their male counterparts. These disadvantages encompass all aspects of their life including intra-household resource distribution in terms of health and nutrition, pocket money, play and entertainment. However, the study also reveals that girl’s rather inferior position in resource allocation is shaped by such factors as age, and birth order within siblings. With reference to schooling, young girls were mainly discriminated against quality of education. It means all the children (both boys and girls) attended school but the discrimination was magnified in terms school they enrolled and the quality of education they received. Boys attend boarding schools that of superior quality than the government schools, where most girls were enrolled. Parental education and attitudes had negative impact on girls schooling. Gender discrimination against girls in schooling was mainly affected by the sociocultural factors such as pro-male bias, household work burden, unequal access and expected returns in the labor market, educational costs, accessibility and proximity to the school and religious factors. Yet, children continue to make significant contribution in the family livelihoods with routine and non-routine forms of household tasks beside their schooling activities.
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Chilemba, Enoch MacDonnell. « A critical appraisal of the right to primary education of children with disabilities in Malawi ». Thesis, University of Pretoria, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7124_1360933073.

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Isokpan, Aisosa Jennifer. « The Boko Haram insurgency and the child's right to education in Nigeria ». Thesis, University of the Western Cape, 2016. http://hdl.handle.net/11394/5351.

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Magister Legum - LLM
Armed conflict impacts negatively on the child's right to education as the targeted attacks on schools, school children, teachers and school facilities can cause a drop in school enrolment and attendance as well as longer term effects on the standard of education provided. This study assesses the impact of armed conflict on the child's right to basic education in the context of the Boko Haram insurgency in Nigeria. Also, considering that the child's right to education protected in international and regional human rights instruments is not suspended during armed conflict, the study also assesses how well the Nigerian government in line with its international and regional human rights obligations has responded to the educational needs of children affected by the Boko Haram insurgency.
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Ande, Meseret Kifle. « The right to education of children with disabilities in Ethiopia ». Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.

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Mweni, Sabelo Kenneth. « The right to education of asylum seeker and refugee children ». Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27907.

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This research reviews the application of the law on the right of refugee children to education and the challenges inhibiting this right. Radical changes in the legal framework protecting refugee children's right to education has occurred since South Africa became a democratic state in 1994. The enactment of international law into the 1994 Constitution contributed into the protection of various children right and insured equal access into the education system. However, refugee children have been prejudiced in the right to access education based on numerous challenges. The lack of access education for refugee children is an unconstitutional practice in schools rather than a legislative injustice. This paper uses journal reports, newspaper articles, academic writing on both national and international perspective on the infringement of education rights on refugee children. The findings provide clarity on unconstitutional practices and the legal standpoint on such practices. The right to education constitutes a valuable foundation for integration. South Africa is obligated by both national and international law to provide immediate education to refugee children.
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Niemi, Pia, et 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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Pare, Mona-Christine. « Street children's right to education : the failure of international law in protecting the rights of a vulnerable group ». Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1663.

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This thesis studies the role of international law in protecting the rights of marginalized groups and examines the case of street children as a group whose rights are not adequately protected. It argues that the omission of a reference to street children in international law is a contributing factor to the systematic violation of street children's rights. This discussion examines the concept of group and the meaning of group status in international human rights law. It links the notion of a "vulnerable group" to discrimination and discusses the required special measures and attention in applying the principle of non-discrimination. To illustrate this, the example of the right to education is employed to demonstrate the difficulty in applying international human rights law as it currently stands to street children. The right to education serves to illuminate the discrimination against street children and provides concrete meaning to the application of the principle of non-discrimination to specific groups. Therefore, the thesis examines the international rights of the child and all relevant binding and non-binding instruments to explain how particular provisions and principles may, constructively or adversely, affect the implementation of street children's right to education. The study finds that notwithstanding the apparent inadequacy of international law, relevant provisions have not been used optimally. An examination of the case study of Brazil confirms this, while underscoring the difficulty in linking norms and practice nationally and internationally. The discussion concludes that international law has the potential to better protect street children's right to education. By extension, the practical applications thereof extend to the rights of other groups that are not expressly covered at present. The key to this lies in exploring the role of human rights mechanism in teleologically interpreting human rights norms to determine, and monitor, state obligations towards specific groups.
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Livres sur le sujet "Children’s right to education"

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Article 28 : The right to education. Leiden : Martinus Nijhoff Publishers, 2006.

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Verheyde, Mieke. Article 28 : The right to education. Leiden : Martinus Nijhoff Publishers, 2006.

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Potts, Patricia. Right from the start. Milton Keynes [England] : The Open University, 1992.

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Sher, Barbara. Moving right along. Whitethorn, Calif : Bright Baby Books, 1985.

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Harris, Neville S. Children, education, and health : International perspectives on law and policy. Aldershot, Hampshire, England : Ashgate, 2005.

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Mohit, Anuradha. Handbook on right to education for children with disabilities. New Delhi : UNESCO, 2007.

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Child Workers in Nepal Concerned Centre, dir. Threshold of change : CWIN's efforts in mitigating the impact of armed conflict in Rolpa, Rukum, and Salyan. Kathmandu : CWIN-Nepal, 2011.

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Shkatulla, V. I. Polozhenie uchiteli͡a︡ i rebënka v sovremennom mire. Moskva : "Prometeĭ", 1992.

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Stambaugh, Joan. What's right with me ? : Hope for the dyslexic. Mustang, Okla : Tate Pub. & Enterprises, 2016.

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1942-, Gabelko Nina Hersch, dir. Every child's right : Academic talent development by choice, not chance. New York, NY : Teachers College Press, 2008.

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Chapitres de livres sur le sujet "Children’s right to education"

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Schweitzer, Friedrich. « Children’s Right to Religion and Religious Education ». Dans International Handbooks of Religion and Education, 1071–86. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_63.

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Zhou, Xiang. « Guaranteeing Migrant Children’s Right to an Education ». Dans Education Policy and Reform in China, 45–54. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6492-1_4.

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Tomás, Catarina, et Mariana Dias. « Interpreting Children’s Rights ». Dans Human Rights in the Field of Comparative Education, 81–95. Rotterdam : SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-152-8_6.

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Te One, Sarah. « Children’s Rights, Early Childhood, Sociocultural Contexts ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_93-1.

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Lundy, Laura, et Amy Brown. « Children’s Rights, Voice, and Power in Education ». Dans Encyclopedia of Teacher Education, 1–5. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_30-1.

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Lundy, Laura, et Alison MacKenzie. « Equity in Education : A Children’s Rights Perspective on Teacher Education ». Dans Encyclopedia of Teacher Education, 1–5. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_351-1.

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Gadour, Abdelbasit. « The Rhetoric of Inclusive Education in Libya : Are Children’s Right in Crisis ? » Dans Policy, Experience and Change : Cross-Cultural Reflections on Inclusive Education, 73–89. Dordrecht : Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_6.

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Shier, Harry. « Student Voice and Children’s Rights : Power, Empowerment, and “Protagonismo” ». Dans Encyclopedia of Teacher Education, 1–6. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_27-1.

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Marples, Roger. « Parents’ Rights and the Control of Children’s Education ». Dans Procreation, Parenthood, and Educational Rights, 137–67. 1 [edition]. | New York : Routledge, 2016. | Series : Routledge research in applied ethics ; 3 : Routledge, 2017. http://dx.doi.org/10.4324/9781315465531-8.

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Riddell, Sheila. « Children’s Independent Rights in Education : Setting the Scene ». Dans Autonomy, Rights and Children with Special Educational Needs, 1–13. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55825-3_1.

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Actes de conférences sur le sujet "Children’s right to education"

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Preložnjak, Barbara. « IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION ». Dans 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/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
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Zhang, Jing, et Liyun Lu. « Legal Protection of Pre-school Children’s Right to Education ». Dans Proceedings of the 2018 3rd International Conference on Education, E-learning and Management Technology (EEMT 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemt-18.2018.38.

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Erdmanis, Rihards. « Legal Aspects of Parental Responsibility in the Education of a Child ». Dans 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Miron, Rareș Alexandru. « The ‘Good Society’ and the ‘Good Citizen’ Children’s Right to Participate ». Dans WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.75.

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Fitriyani, Any, Endang Sutrisno et Waluyadi Waluyadi. « The Legal Study of the Compulsory Immunization Program to Comply with Children’s Right to Health ». Dans International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.020.

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Nurhayati, Sri, Wellanda Alby Nugraha et Hani Solihah. « Needs Analysis of Childrens’ Right Curriculum for Parenting Education ». Dans 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.059.

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Neacșu, Mihaela Gabriela. « Education for Children’s Rights - Prolegomena to a Modern School Curriculum ». Dans WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.82.

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Liu, Mei. « Legal Analysis of Children's Right to Play ». Dans 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.240.

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Nugraha, Reza, M. Yoesoef et Afnan Arummi. « Gender Equality and Children’s Rights : The Adults’ Ideology in Two Egyptian Children's Graphic Novels ». Dans Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296253.

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Jayati, Yunni Tri. « The Role of Child Protection in Fulfilling Children’s Rights : A Literature Review ». Dans 6th International Conference on Education and Technology (ICET 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.078.

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Rapports d'organisations sur le sujet "Children’s right to education"

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Schelzig, Karin, et Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, novembre 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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Morehart, Miriam. "Children Need Protection Not Perversion" : The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2204.

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Jukes, Matthew C. H., Yasmin Sitabkhan et Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, septembre 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Chatterjee, Chirantan, Eric Hanushek et Shreekanth Mahendiran. Can Greater Access to Education Be Inequitable ? New Evidence from India’s Right to Education Act. Cambridge, MA : National Bureau of Economic Research, juin 2020. http://dx.doi.org/10.3386/w27377.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), juillet 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Shah, Manisha, et Bryce Millett Steinberg. The Right to Education Act : Trends in Enrollment, Test Scores, and School Quality. Cambridge, MA : National Bureau of Economic Research, février 2019. http://dx.doi.org/10.3386/w25608.

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Yeboah, Thomas, et Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), novembre 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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Tarricone, Pina, Kemran Mestan et Ian Teo. Building resilient education systems : A rapid review of the education in emergencies literature. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Spivack, Marla. To mitigate the effects of COVID-19 on education outcomes, systems should prioritise foundational skills and adapt instruction to children’s learning levels. Research on Improving Systems of Education (RISE), septembre 2020. http://dx.doi.org/10.35489/bsg-rise-ib_2020/01.

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Serneels, Pieter, et Stefan Dercon. Aspirations, Poverty and Education : Evidence from India. Research on Improving Systems of Education (RISE), octobre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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