Educational Models and their Impact on

Children's Human rights

Unit 6Class 9

Convention on the Rights of the Child

The Convention on the Rights of the Child is the first legally binding international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social rights. In 1989, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not. The Convention sets out these rights in 54 articles and two Optional Protocols. It spells out the basic human rights that children everywhere have.

http://www.unicef.org/crc/

Recognition of children as subjects of rights is expressed, explicitly or implicitly, in a number of articles in the Convention:

Article 5 – parental provision of direction and guidance in accordance with respect for children’s evolving capacity; Article 9 – non-separation of children from families without the right to make their views known; Article 12 – the right to be listened to and taken seriously; Article 13 – the right to freedom of expression; Article 14 – the right to freedom of conscience, thought and religion; Article 15 – the right to freedom of association; Article 16 – the right to privacy; Article 17 – the right to information; Article 29 – the right to education that promotes respect for human rights and democracy.

Children's Right to Develop

For children, the right to life is the chance to be able to live and have the possibility to grow, to develop and become adults. This right comprises two essential aspects: the right to have one’s life protected from birth and the right to be able to survive and develop appropriately.

It is then necessary for children to be able to benefit from appropriate healthcare,  a balanced diet, and a quality education, as well as being able to live in a healthy environment.

http://www.humanium.org/en/fundamental-rights/life/

Basic Educational Models

http://etcjournal.files.wordpress.com/2011/03/mmm4d.jpg

Difference Between Two Basic Educational Models

In the school-centered model, planning begins with the realities of the school. Technology is retrofitted into the school or the school is enlarged to accommodate technology. The student is then interfaced with the technology. “Student-centered” simply means that students are factored into a school-based equation.

In the student-centered model, planning begins with the realities of the student. Technology is a part of his/her life. School is one of many different technologies.

http://etcjournal.com/2011/03/23/7679/:

Traditional School-Centered Educational Models

http://blogs-images.forbes.com/stevedenning/files/2011/09/principles-traditional-education.jpg

What does student-centered learning really mean?

It's about avoiding the idea of students as "customers," with the concomitant notion that the customer is always right.

It's about avoiding the notion that a magic bullet exists (such as digital classrooms) to educational success.

It's really about putting the most talented leaders in front of our students, and empowering them to stimulate the intellectual and especially the moral growth of students.

http://www.nationofchange.org/what-does-student-centered-learning-really-mean-1315233966

“Quality education” means: taking account of the following three elements:

– matching performance to expectations (fitness for purpose);

– self-improvement and transformation (focus on processes);

– empowerment, motivation and participation (focus on learners).

Student-Centred, not School-Centred learning can quarantee Quality Education!

 

Student-Centred learning and “Quality Education”

Recommendation CM/Rec(2007)13 of the Committee of Ministers to member states on gender mainstreaming in education. (Adopted by the Committee of Ministers on 10 October 2007 at the 1006th meeting of the Ministers’

Deputies)

What is Democratic/Civic Education

“Education for democratic citizenship” means education, training, dissemination, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and moulding their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.

http://www.coe.int/t/dg4/education/edc/Who/Whatis_EN.asp

Education for Democratic Citizenship and Gender Equality.

Gender equality means an equal visibility,empowerment and participation of both sexesin all spheres of public and private life. Itrequires the acceptance and appreciation ofthe complementarity of women and men andtheir diverse roles in society.

School and Gender Equality

Gender equality practices in schools are at the very core of gender mainstreaming implementation. Inequality often is more a consequence of insufficient awareness than deliberate wrong doing. It needs a renewed commitment of schools to gender equality in order to challenge negative stereotypes and to advance and maximise the potential of young women.

Children's Voice and Opinion: In Education, In Decision Making Processes, and in Citizenship

“Listening to children and considering seriously what they have to say can hardly be said to have been a frequent hallmark of inter-personal relationships or societal organization.

The participatory thrust of the CRC demands considerable - sometimes profound - change in cultural attitudes towards children.

Even adults who are utterly sympathetic to the principle of enabling children to express their views may often feel uncomfortable with the ways, means and implications of putting this into practice. Indeed, children themselves frequently experience similar feelings of unease.”

Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

Article 12 is a substantive right, saying that children are entitled to be actors in their own lives and to participate in the decisions that affect them. Democratic participation is the means through which to achieve justice, influence outcomes and expose abuses of power. It is also a procedural right enabling children to challenge abuses or neglect of their rights and take action to promote and protect those rights. It enables children to contribute to respect for their best interests.

The Implications of Article 12

Why children want to be involved in issues that affect them?

It offers them new skills. It builds their self-esteem. It challenges the sense of impotence often associated with childhood. It empowers them to tackle abuses and neglect of their rights. They have a great deal they want to say. They think that adults often get it wrong. They feel their contribution could lead to better decisions. They feel it is right to listen to them when it is their life at issue. They want to contribute to making the world a better place. It can be fun. It offers a chance to meet with children from different environments, of different ages and experience.

Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

Children can become successfully involved in:

Research; Monitoring and making decisions regarding their health; Managing their own institutions such as schools; Evaluating services intended for younger people; Peer representation; Advocacy; Project design, management, monitoring and evaluation; Campaigning and lobbying; Analysis and policy development; Publicity and use of the media; Conference participation.