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1.
Gerison Landsdown 《Prospects》1999,29(2):191-201
Conclusion Paper commitments by governments to the convention are not enough. This brief overview of the current state of children's
education rights highlights the limits of the progress made so far. The convention provides us with a tool, a philosophy and
a framework of standards against which to monitor progress. The challenge is to use it to develop concrete plans of action
for implementing its principles in the lives of all children. At the present time, many schoolsfall far below its standards.
Change is urgently needed not only to improve enrolment and reduce the number of dropouts but also to promote the rights of
children to participate, to respect for their dignity, to an education directed at promoting fulfilment of potential, to freedom
from violence and to a culture of respect for human rights. Respect for these rights will benefit not only individual children
but also society as a whole. Children will be less disaffected if the curriculum is relevant to their needs. They will learn
more effectively if they are valued as individuals. They will become socially responsible if they learn principles of respect
for human rights through their treatment at school. Change will take time and will require more resources. But the outcome
is win-win. There can be no excuse for failing to make an active commitment to the fullest possible implementation of the
convention. We owe it to the world's children.
Original language: English
Gerison Lansdown (United Kingdom) Director of the Children's Rights Office established to promote implementation of the United Nations Convention on the Rights
of the Child and promote the case for a statutory Children's Rights Commissioner. She was co-editor of theAgenda for children (1994), a comprehensive analysis of the state of children's rights in the United Kingdom. She has published and lectured
widely in the field of children's rights, both nationally and internationally. She is currently an associate fellow at UNICEF's
International Child Development Centre in Florence. 相似文献
2.
Best Francine 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):229-237
The 21st century will, we hope, be the century of education or, as Jacques Delors put it in his report for UNESCO, the century of "lifelong learning". But this hope will only be realised if education is the subject and aim of a universal right. This right is enshrined in the 1948 Universal Declaration of Human Rights, which ought to be recognised in all countries of the world as the set of principles that should guide human action. The recognition of these rights should lead to a functioning democracy within educational establishments, where the rules of life should be the same for all: pupils, teachers and administrators. It is no less essential that human rights should constitute guiding principles for educational practice. The United Nations Decade for Human Rights (1995–2004) is an outstanding opportunity for each state to establish a plan of action for a true programme of human rights education. 相似文献
3.
《Journal of moral education》2012,41(1):29-41
We report an empirical assessment of suggestions that education in the appreciation of rights may be an effective agent of moral education. A children's rights curriculum was developed that was incorporated into the existing health and social studies curricula in Grade 8 classes (age 13-15) at five different schools over a 6-month period. The curriculum was designed to teach adolescents about their rights and responsibilities under the United Nations Convention on the Rights of the Child in an egalitarian and student-centred manner. Assessment of the impact of the rights curriculum showed that, when compared with their peers who did not receive the rights curriculum, the adolescents who did indicated higher levels of self-esteem, perceived peer and teacher support and increased rights-respecting attitudes. 相似文献
4.
As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995--2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school settings. 相似文献
5.
Sarah Ashton 《Educational Philosophy and Theory》2014,46(9):1082-1088
AbstractThis article highlights the lack of human rights recognition for arguably one of the most vulnerable groups in our society, children and young people in the care of the state. Currently under New Zealand legislation and policy frameworks these children do not have their rights upheld, as per New Zealand’s obligations under the United Nations Convention on the Rights of the Child (UNCRC). This is particularly important for the care and protection of children needing state care as the government has the responsibility as a state body to ensure their rights are upheld, alongside their direct responsibilities as the ‘corporate parent’. This article explores the vulnerability of this group and the ways in which their rights under UNCRC are not being met by current legislation and policy. It goes on to recommend changes to the way in which we approach legislative and policy development. 相似文献
6.
This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a human rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of human rights education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on classroom management. Although we recognise the findings of action research are necessarily situation specific and possibly transient and/or changeable, we draw on these findings to develop a model which may be of value to those seeking to develop schools as human rights communities. 相似文献
7.
B. R. Singh 《Educational studies》1994,20(1):87-103
The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate. 相似文献
8.
Gloria E. Miller Jessica Colebrook Benjamin R. Ellis 《Journal of educational and psychological consultation》2014,24(1):10-27
The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifically school psychologists, to work in concert with families to promote these premises through effective collaborative partnerships. Finally, we review examples of how the themes and positive ideology of the Convention can be enhanced through family–school collaboration infused into schooling practices within a multitiered service delivery framework to meet the learning and development best interests of the child. 相似文献
9.
Zoe Moody 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):151-164
During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this state of fact. National socio-legal developments have, of course, greatly inspired the authors of these treaties. However, the rights of the child assumed a new dimension in intergovernmental and non-governmental organisations, exchange platforms par excellence. This article seeks a better understanding of the circulation of children’s rights during the twentieth century, within the three above mentioned treaties. From an interdisciplinary and transnational perspective, the study aims to analyse the multiple facets of children’s rights and the origins of non-domestic influences in this international process. The article appraises the role of international and intergovernmental organisations. Based on archival data, it identifies the concepts, the institutions, the agents and the contexts that influenced the evolution of children’s rights. It shows how the genesis, the diffusion and the promotion of international treaties, as well as their subsequent regimes, structured the circulation of children’s rights. 相似文献
10.
王玉芝 《蒙自师范高等专科学校学报》2002,(5)
人权问题是当今国际政治的热门话题 ,美国把人权作为其政治工具 ,打着人权的幌子肆意干涉别国内政。对美国黑人民权的探析可以了解美国人权的实质 ,揭示美国人权的种族性。本文将从种植园奴隶制及战后重建的结局分析美国人权 ,揭示美国人权的种族性 相似文献
11.
Ally Dunhill 《Education 3-13》2018,46(1):16-26
The purpose of the article is to demonstrate how the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children’s lives and experiences at school. Within the overall context of education as a right, the Award supports children to learn about their rights and the rights of others. By learning through a rights-based framework, children experience a rights-based approach to education and start to become active rights thinkers and rights holders. This article presents findings regarding the lived experiences of children participating in a rights education programme from a primary school in England. The results are consistent with previous rights education research and confirm that teaching and supporting the human rights of children to children, through a rights education programme, encourages children to practice, protect and promote the rights of others within their school. 相似文献
12.
Claire Greslé-Favier 《Sex education》2013,13(6):715-725
This paper analyses abstinence-only education programmes and discourses within the frame of theories of adult discrimination against children. To begin with, a definition of abstinence-only programmes and of the political context in which they were created will be provided. These programmes will then be analysed through the lens of children's rights, as these have been defined by the United Nations. Finally, the concept of ‘childism’ as defined will be used to underline how abstinence-only education programmes can be seen to fit within the larger frame of discrimination against children. 相似文献
13.
人权教育:奠定现代公民社会的和谐基础——联合国《人权教学入门——中小学校的实践活动》述评 总被引：1，自引：0，他引：1
以联合国人权事务高级专员办事处编撰的《人权教学入门——中小学校的实践活动》为述评对象,提炼其理念、内容、话题和实施方式,特别讨论其中教师自身人权素养对学校人权教育具体实施所具有的直接影响;文章最后论述实施和创新人权教育中所特具的"中国问题",认为:看好中国人权理论和实践的发展前景——这是实施人权教育的基本前提;教育行政部门主导研制相应政策、法规条文和教学读物——这是实施人权教育的制度保障;学校努力营造校园人权文化氛围——这是实施人权教育的基础条件;教师对当前世界人权理念和现实的自觉体认——这是实施人权教育的本体要素。 相似文献
14.
国际人权教育的历史和理念 总被引：7，自引：0，他引：7
进入20世纪70年代,人权教育倍受国际注目。21世纪乃“人权的世纪”,这正成为世人的共识,在国际人权教育迅速发展的今天,如何全面把握人权教育的历史和理念,推进人权教育的顺利发展,无疑是我国教育工作教育面临的重要而紧迫的课题,为此,本文从历史和国际的视角,就欧洲评议会、联合国教科文组织、世界人权会议、联合国儿童基金会、联合国人权中心关于人权教育的理念进行简要述评。 相似文献
15.
Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
16.
Michael P. Donnelly 《Journal of School Choice》2016,10(3):283-296
AbstractHomeschooling is legal and growing in many countries but is virtually forbidden by law in Germany and a few others. The European Court of Human Rights (ECtHR) has reviewed and upheld this ban. Is home education a human right? How do these courts employ their jurisprudence of proportionality to find banning home education does not violate relevant constitutional or human rights norms? Why does Germany forbid home education? Why does the ECtHR uphold Germany’s position? What does this divergence imply about the right of home education and the jurisprudence of these courts? If the promise of human rights is individual liberty then a system that justifies or endorses state control of education for the purpose of cultural conformity can be said to be far too statist for a free and democratic society. In this article, I argue that both the German Constitutional Court (FCC) and the ECtHR have adopted an approach to education rights that is profoundly mistaken. I conclude that home education is a right of parents and children that must be protected by every state. Nations that respect and protect the right of parents and children to home educate demonstrate a commitment to respecting human rights; nations that do not, such as Germany and Sweden need to take steps to correct their failure to protect this important human right. 相似文献
17.
Jaap E. Doek 《Child abuse & neglect》2009,33(11):771-782
On 20 November 1989, the General Assembly of the United Nations adopted the Convention on the Rights of the Child (CRC). It entered into force on 2 September 1990 and has by now been ratified by 193 States, making the most universally ratified human rights treaty. This overview will present and discuss the impact of this treaty both at the international and the national level, an overview which necessarily has to be limited to some of the developments as a result of the implementation of the CRC.The first part of this paper will be devoted to the impact the CRC had and still has on the setting and development of the international agenda for the promotion and protection of the rights and welfare of children. Special attention will given to developments, achievements, and remaining challenges at the international level with regard to protection of children in armed conflict; prevention and the protection of children from sexual exploitation; and from all forms of violence. This will include some information on the impact of these international developments and actions at the national level, for example, in the area of legislation.The second part will focus on the impact at the national level. Given the wide scope of the CRC this part will be limited to some of the General Measures of Implementation (law reform, national programmes, and independent monitoring) and the General Principles (non-discrimination, best interest, right to be heard) of the CRC. This will be based on reports of States on the implementation of the CRC submitted to the CRC Committee and the Concluding Observations of this Committee and on a number of studies. The conclusion will provide remarks on poverty as one of the major remaining challenges for the implementation of children's rights. 相似文献
18.
衷尔彬 《重庆第二师范学院学报》2005,18(4):20-22,46
今年是联合国成立60周年.60年来,一方面,联合国为世界的和平和发展做了许多有益的工作,世界越来越离不开联合国;另一方面,人们越来越发现联合国的机制与世界格局的要求正在拉大距离.联合国必须改革,联合国的权力机构安理会的改革更是首当其冲.人们寄希望于联合国的60寿诞,但是各国巨大的利益冲突,使联合国的改革左右为难,怎么改才能使各国都能接受,人们翘首以待. 相似文献
19.
Biao Idowu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):213-231
This article submits that while the world continues to view education as a human right, it also persists in depriving an important section of it – namely adult learning and education (ALE) – of adequate funding. Located within the lifelong learning domain, which facilitates both the resolution of challenges and adjustment to the vagaries of living throughout a lifetime, ALE is indispensable within the framework of the United Nations 2030 Agenda with its 17 Sustainable Development Goals (SDGs). This article identifies four factors which are currently responsible for the poor funding of ALE. These factors are: (1) the world’s obsession with the provision of school education; (2) the lack of adequate instruments to work out ALE’s returns on investment; (3) the hope that employers will ultimately supply ALE; and (4) the assumption that an expansion of formal schooling will eventually lead to the establishment of literate societies free of inter-generational crises. Since ALE is generally framed as a broad literacy education project, the author undertakes a review of literacy education costing. This leads him to posit that quality literacy education can be supplied at a unit cost ranging between USD 150 and USD 250 annually within any Global Alliance for Literacy (GAL) country. Finally, the article offers four recommendations to increase ALE funding going forward.
相似文献20.
李一行 《山西大学师范学院学报》2014,(4):45-48
不干涉原则是国际法的一项基本原则,在包括联合国宪章在内的国际法文件中都有所体现,也被国际法院的案例一再确认。随着人权主义思潮的兴起和国际人权灾难性事件的发生,不干涉原则有了新的发展。通过回顾不干涉原则的产生与发展、分析不干涉背后的国际法价值,结合国际法实践对这一原则进行梳理和阐释,可以为更好地认识和运用不干涉原则提供理论支持。 相似文献