Children’s
Rights
Presentation Notes
Recognising & Realising
A professional development resource
for adults working with children and young people
CR Presentation.indd 1
11/10/2013 15:08
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CONTENTS
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Welcome and Introductions ............................................................................................ 5
Rights - What & Why..................................................................................................... 17!
Context: Putting the World to Rights ............................................................................. 39!
The Articles ................................................................................................................... 61!
Tools For Reflection and Improvement ......................................................................... 71!
Implementation & Impact .............................................................................................. 79!
Appendix 1 (Participation – Scottish Borders Council) ................................................. 87!
Appendix 2 (Historical Background) ............................................................................. 88!
Appendix 3 (Janusz Korczak) ....................................................................................... 90!
Appendix 4 (Development of SNAP) ............................................................................ 91!
Appendix 5 (Scottish Legislative Context) .................................................................... 92!
Appendix 6 (Education Policy Context) ........................................................................ 96!
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PROGRAMME OUTLINE
(Possible Timings)
9.00
Registration and Coffee
9.15
Session 1: Welcome and Introductions
10.00
Session 2: Rights – What & Why
11.00
Tea/Coffee
11.15
Session 3: Context: Putting the World to Rights
12.00
Session 4: The Articles
12.45
Lunch
1.30
Session 4: The Articles (continued)
2.15
Session 5: Tools for Reflection and Improvement
3.00
Session 6: Implementation & Impact
3.30
Close
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WELCOME AND
INTRODUCTIONS
Large Group Welcome Energiser
Aim:
To allow participants to feel welcome.
To generate discussion between participants about their views
and opinions on Children’s Rights.
Resources
• Sufficient space within the training room for participants to
and
safely move about.
Preparation:
• Flipchart paper with the words ‘Agree’ and ‘Disagree’ fixed onto
opposite walls of the training room (optional).
• Group quotes cards (Support Resource 1): sufficient copies of
resource should be made so that each participant has one
card; cards should be printed/copied in colour.
Time:
20 minutes
Outline:
1. WELCOME
• Distribute a ‘Group Quote’ card to each participant before the
(Slide #1-3)
training begins; these cards will be used to mix participants into
‘home groups’. Try to give the same colour to the groups of
participants that naturally form before the training starts.
• Welcome participants to the training and briefly introduce self
and training aims.
• Outline Health and Safety arrangements (e.g. fire alarms, fire
exits, assembly points etc).
• Outline comfort and hospitality arrangements (e.g. location of
toilets, break times, provisions for tea/coffee/lunch etc).
• Invite participants to form a standing circle; if participant
numbers are sufficiently small, each person could be invited to
introduce themselves.
(Slide #4)
•
•
2. AGREE/DISAGREE ACTIVITY
• Inform participants:
• You will read out a number of statements.
• On hearing each statement, participants should move
towards either the Agree or Disagree side of the training
room, or locate themselves somewhere in the middle,
as appropriate.
• Participants should feel free to move position when
listening to points that are raised and discussed.
• You will then ask people to share the reasons why they
have located themselves in their position, or why they
have moved position.
!
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•
Read out a statement from the ‘Agree-Disagree’ prompts (or
other similar statements). Invite participants to move to ‘agree’,
‘disagree’ or ‘somewhere in the middle’.
•
Facilitate whole-group discussion:
1. Ask one side if there is anyone willing to share their
reasons for standing in their current position.
2. Continue to ask that same side if anyone could expand
or add to what has already been said.
3. Ask the opposite side if anyone would like to respond to
what has been said, or if anyone would like to share
why they are standing there; repeat with the remaining
group who has not yet spoken.
At this point, it is important that the trainer facilitates the discussion
between participants to explore the variety of thoughts and opinions in
the room, and avoids being the ‘source of answers’.
(Slide #5)
3. SMALL GROUP FORMATION
Ask participants to find 3 other people, each with a different quote
card, to form a small group of 4; each newly formed small group should
find a table to sit around.
Small Group Focus Activities
Aim:
• To allow small groups to form.
• To allow individual participants to check their current knowledge
and understanding of Children’s Rights.
• To ensure a clear understanding of what a Right is.
Resources
• ‘Self-Check’ resource (p.5 of Participant Booklet).
and
Preparation:
Time:
25 minutes
Outline:
1. INTRODUCTIONS
• Invite participants to introduce themselves to the group.
(Co-operative learning activities could be used here; e.g. Find
the Fib – each participant tells the group 3 things: 2 facts about
themselves and 1 fib; the group then has to discern which of the
points is the fib).
(Slide #6)
(Slide #7-9)
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2. RIGHT, LET’S START
I.
GROUP TASK
• Participants should share their quotes with their small group.
• Challenge: prepare a Tweet (140 characters) which summarises
the core message of all 4 quotes. These Tweets should then
either be Tweeted to @rswhome, with the hashtag #RRCR, or
written on flipchart paper for a plenary discussion.
II.
•
PERSONAL TASK
As each participant to complete the ‘What Do I Already Know?’
page from the ‘Self-Check’ resource.
(Allow sufficient time for participants to complete the self-check
and then discuss the exercise as a small group. Encourage
participants not to change their answers once they have
completed the exercise individually).
SLIDE 1
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Transforming lives through learning
7|Page
SLIDE 2
Recognising and Realising
Children’s Rights
Aims:
• raise awareness and develop knowledge/understanding of
the UNCRC
• allow individuals and establishments to self-evaluate their
practice in light of the UNCRC
• support improvement planning within establishments
• (support children to know, understand and claim their rights)
INTRO
BREAK
CONTEXT
WELCOME
WHAT & WHY
ARTICLES
TOOLS
Transforming lives through learning
As participants come in to the room, the ‘Intro’ slides can be shown in the background:
click ‘INTRO’ on the screen to start.
When ready, press ‘Esc’ to come back to this screen in order to review the aim of the
training day with participants.
WELCOME:
• Distribute a ‘Group Quote’ card to each participant (try to ensure an equal
distribution of each quote).
• Welcome participants to the training and briefly introduce self and training
aims.*
• Outline Health and Safety arrangements (e.g. fire alarms, fire exits, assembly
points etc).
• Outline comfort and hospitality arrangements (e.g. location of toilets, break
times, provisions for tea/coffee/lunch etc).
*NB – the final aim is in brackets since this highlights the intended impact from the
training rather than suggesting that the pack is directly for children or young people.
!
!
!
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SLIDE 3
Education Scotland
SG
PBT
HMIE
Nat
CPD
LTS
Education
Scotland
Families,
Inclusion and
Local
Authorities
School Years
Lifelong
Learning
Strategy,
Performance
and Corporate
Resources
Rights, Support and Wellbeing Team:
• Promoting and supporting children’s rights,
• Promoting wellbeing of children and young people;
• Intervening to address inequality and disadvantage
Transforming lives through learning
Transforming lives through learning
Quick overview of Education Scotland and the Rights, Support and Wellbeing Team.
9|Page
SLIDE 4
Welcome – Agree / Disagree
Remember to take your Quote Card with you.
Transforming lives through learning
1. Inform participants:
• You will read out a number of statements.
• On hearing each statement, participants should stand and move towards either
the Agree or Disagree side of the training room, or locate themselves
somewhere in the middle, as appropriate.
• Participants should feel free to move position when listening to points that are
raised and discussed.
• You will then ask people to share the reasons why they have located
themselves in their position, or why they have moved position.
2. Read out a statement from the ‘Agree-Disagree’ prompts below (or other similar
statements). Invite participants to move to ‘agree’, ‘disagree’ or ‘somewhere in the
middle’.
3. Facilitate whole-group discussion:
• Ask one side if there is anyone willing to share their reasons for standing in their
current position. Continue to ask that same side if anyone could expand on, or
add to what has already been said.
• Ask the opposite side if anyone would like to respond to what has been said, or
if anyone would like to share why they are standing there; repeat with the
remaining group who has not yet spoken.
At this point, it is important that the trainer facilitates the discussion between
participants to explore the variety of thoughts and opinions in the room, and avoids
being the ‘source of answers’.
!
Agree-Disagree Prompts:
Children need to be taught about their responsibilities when learning about their rights.
Children already know enough about their rights.
Promoting children’s rights endangers the rights of the adults looking after the children.
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Some further possible prompts:
It is the responsibility of every adult working with children to protect the children’s
rights.
All children have the right to an education that is available, accessible, acceptable and
adaptable. (cf SHRC)
Young people are given a negative press in society.
All children should have the same opportunities regardless of how much money their
families have. (cf Right Blether)
Children and young people should be seen as active partners in their education rather
than service users. (Participation)
SLIDE 5
Welcome – Small Group Formation
Form a
group of
4 people,
each
with a
different
quote
!
!
Transforming lives through learning
SMALL GROUP FORMATION
• Ask participants to find 3 other people, each with a different quote card, to form
a small group of 4.
• Each newly formed small group should find a table to sit around.
!
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SLIDE 6
Welcome – Small Group Activity
As a
group,
produce
a Tweet
to sum
up the
core
message
from
ALL 4
QUOTES
Transforming lives through learning
NB – Small Group Focus Activities should have been completed prior to completing
this task (see outline sheet).
GROUP TASK
• Participants should share their quotes with their small group.
• Challenge: prepare a Tweet (140 characters) which summarises the core
message of all 4 quotes. Groups should then Tweet their summary to
@rswhome with the hashtag #RRCR, or have it written down for sharing at a
plenary discussion.
Text from quote cards:
“Where, after all, do universal human rights begin? In small places, close to home - so
close and so small that they cannot be seen on any maps of the world!Unless these
rights have meaning there, they have little meaning anywhere. Without concerted
citizen action to uphold them close to home, we shall look in vain for progress in the
larger world.”
Eleanor Roosevelt
“Children and young people in Scotland want a Scotland that is safe, that treats them
fairly, where they are respected and where they are included.”
Tam Baillie (Education Scotland Speech 2012)
“To achieve (Scotland being the best place to grow up), we require a positive culture
towards children. One where children are welcomed and nurtured. One where we all
are alert to their needs and look out for them. Where they are listened to – whatever
their age – and where their views are heard and their rights protected. They should be
respected as people in their own right!.. with rights to a present day life that allows
them to fulfil their potential.”
Scottish Government (UNCRC: The Foundation of GIRFEC)
“Children and adolescents are a third of humanity; childhood is a third of life. Children
do not become human beings – they already are.”
Janusz Korczak
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SLIDE 7
Welcome – Self Check (I)
On your own,
complete the ‘What
Do I Know Already’
section of your
Self Check.
Once complete,
discuss as a
group.
Transforming lives through learning
PERSONAL TASK
• Ask each participant to complete the ‘What Do I Already Know?’ from p.5 of
their Participant Booklet.
• Slide 11 should be displayed for question 1.
• Slide 12 will be required for question 10.
(Allow sufficient time for participants to complete the self-check and then discuss the
exercise as a small group. Encourage participants not to change their answers once
they have completed the exercise individually).
!!
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SLIDE 8
Welcome - Self Check
Transforming lives through learning
!
•
Display for question 1: what children’s rights might be being infringed?
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!
SLIDE 9
Welcome - Self Check
Good idea.
Thanks,
Ethan.
I’ll get some
more sand for
you, Andrew.
Transforming lives through learning
!
!
•
Display for question 10: what children’s rights might be being enjoyed here?
•
Background information: the boy in the middle of the left-hand photo is
completely deaf; it was not seen as the norm for him to be given such learning
opportunities that he was afforded at the Child Labour Rehabilitation Project
school. He could not access the full curriculum, but he was the best woodturner in the school. His carpentry skills were developing to a point where he
would be able to earn a living from them.
•
Highlight to participants that this task is not about ‘the answers’, although
responses will be explored at the end of the training.
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RIGHTS - WHAT & WHY
Presentation and Group Activities
Aim:
•
•
•
•
To ensure that all participants have a clear understanding of
the definition of ‘right’ and ‘human rights’
To confirm the difference between a want, a need and a right
To review the roles of ‘right holder’ and ‘duty-bearer’
To confirm understanding of the contemporary need and
benefits of highlighting, supporting and promoting children’s
rights at international, national and local levels
Flipchart paper for each group
Two colours of post-it notes for each group
Resources
•
and
•
Preparation:
Time:
1 hour
Outline:
1. BODY OF RIGHTS (part 1) – WANTS, NEEDS AND RIGHTS
(activity adapted from Welsh (Save the Children) Material
(Slide #10)
I.
Instructions:
• Supply each group with a piece of flip-chart paper, 2
colours of post-it notes, and marker pens.
•
Invite each group to draw a large outline of a person on
each sheet.
•
Inform the groups that they will be asked to think about
what people need and want in order to have a good life:
i. NEEDS should be listed on pink post-it notes
(or other colour): these should be posted
INSIDE the outline of the body.
ii. WANTS should be listed on yellow post-it notes
(or other colour): these should be posted on the
OUTSIDE of the outline of the body.
•
Give the groups a letter A or B, alternating throughout
the room:
i. A groups should list the wants and needs of an
adult.
ii. B groups should list the wants and needs of a
child.
•
Give groups 5 minutes, or so, to discuss and list the
needs/wants, posting their notes in or around the body
outline on the flipchart paper as appropriate.
!
17 | P a g e
(Slide #11)
Slide #1213)
(Slide #14)
(Slide #15)
(Slide #16)
II.
Ask participants to think about what makes a ‘right’.
Ask them to focus on the NEEDS, and highlight which of these
needs would they turn into rights; groups could highlight their
chosen needs/rights by circling or putting a large asterisk next
to them.
III.
Ask participants to define ‘Right’ and ‘Human Right’; clicking
will display definitions from the Oxford online dictionary (for
‘Right’) and from SHRC/OHCHR (for ‘Human Rights’); slide #13
displays 3 insights from young people regarding rights (from
SCCYP)
IV.
Explore the difference between a want, a need and a right.
V.
Body of Rights Activity Continued:
i.
Invite A groups and B groups to pair up.
ii.
Ask the combined groups to reflect on the two
‘bodies of rights’ sheets (i.e the adult and the child):
a. Compare the sheets: are there any
differences between the needs and rights of
adults and children?
b. Discuss if children need separate/discreet
rights?
iii.
Present and discuss some reasons for discreet
children’s rights: maturity; voicelessness and
invisibility; seen as a possession
VI.
Review the diagram which outlines the definitions of ‘rightholders’ and ‘duty-bearers’; facilitate some brief discussion
around: how well children in establishments are aware of their
rights; how readily can children claim their rights; how
consistently the adults in education see themselves as dutybearers of these rights
2. BODY OF RIGHTS (part 2) – NEED AND POWER OF
CHILDREN’S RIGHTS
(Slide #1731)
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•
This section reviews the contemporary need to promote and
support children’s rights from international, national and local
perspectives. These slides reflect some of the paths that
establishments have taken as a ‘way in’ to children’s rights:
global citizenship; creating learning partnerships across the
world/country/local authority; meeting the needs of all pupils;
promoting equality and inclusion; local community need.
•
Three sections:
1. The need to promote children’s rights (slide #18-26);
2. The power of promoting children’s rights (slide #27-30);
3. Current opportunities for promotion (slide #31).
SLIDE 10
Body of Rights
Save the Children
Transforming lives through learning
Group activity – Body of Rights (adapted from Welsh Material [Save the Children])
• Supply each group with a piece of flip-chart paper, 2 colours of post-it notes,
and marker pens.
•
Invite each group to draw a large outline of a person on each sheet.
•
Inform the groups that they will be asked to think about what people need and
want in order to have a good life:
• NEEDS should be listed on pink post-it notes (or other colour): these
should be posted INSIDE the outline of the body.
• WANTS should be listed on yellow post-it notes (or other colour): these
should be posted on the OUTSIDE of the outline of the body.
•
Give the groups a letter A or B, alternating throughout the room:
• A groups should list the wants and needs of an adult.
• B groups should list the wants and needs of a child.
•
Give groups 5 minutes, or so, to discuss and list the needs/wants, posting their
notes in or around the body outline on the flipchart paper as appropriate.
!
19 | P a g e
SLIDE 11
Body of Rights
Save the Children
Transforming lives through learning
Group activity – Body of Rights (adapted from Welsh Material [Save the Children])
• Ask participants to think about what makes a ‘right’.
•
!
!
Ask them to focus on the NEEDS, and highlight which of these needs would
they turn into rights; groups could highlight their chosen needs/rights by circling
or putting a large asterisk next to them.
20 | P a g e
SLIDE 12
What are Rights?
In your groups, come
up with a definition
of:
- Right
- Human Right
Oxford Online Dictionary:
A moral or legal entitlement
to have or do something
Human rights are the basic rights and
freedoms which everyone is entitled to. We
are all entitled to human rights in order to
live with dignity.
Human rights are rights inherent to all
human beings, whatever our nationality,
place of residence, sex, national or ethnic
origin, colour, religion, language, or any
other status. We are all equally entitled to
our human rights without discrimination.
These rights are all interrelated,
interdependent and indivisible.
Transforming lives through learning
What Are Rights?
Given that participants have been asked to think about what makes a right, ask them
now to think about these two terms: right; human right.
Invite groups to discuss these two terms and come up with a clear definition of each.
• Ask groups to appoint a scribe to note the definitions, and be able to share
them in a plenary.
!
•
Give participants time to discuss and write up their definitions.
•
Share the definitions from the SHRC; OHCHR; and the young people (SCCYP
– on next slide)
•
Some points for leading discussion:
• The term ‘right’ may conjure up images of compensation-claim lawyers’
adverts, but it is important that the vision of dignity and respect, which
rights seek to protect, is not lost.
• ‘Rights’ can be seen from the perspective of the bearer, but much of the
work undertaken to bring about the protection of children’s rights has
come about from experiences of atrocity, poverty and abuse; it is in this
context that children’s rights can be seen from the perspective of the
adults, the duty-bearers, in ensuring that the dignity, respect and basic
requirements for development of children are all protected and
promoted.
!
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SLIDE 13
What are Rights?
In your groups, come
up with a definition
of:
- Right
- Human Right
Oxford Online Dictionary:
A moral or legal entitlement
to have or do something
• When something is called a right, it
means that nobody can take it
away from you. It is yours, it
protects you, and helps you to have
a good life
• Rights are a list of promises to
children and young people to keep
us safe
• Rights are to make sure that
children are treated fairly and
looked after properly
Transforming lives through learning
What Are Rights? (2)
• Share and discuss (if appropriate) some children’s views of rights with the
group.
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SLIDE 14
Body of Rights – Wants, Needs & Rights
• Want - a desire for something
• Need - the state of requiring help, or of
lacking basic necessities such as food
• Right - a moral or legal entitlement to have or
do something
Transforming lives through learning
Body of Rights Activity (continued)
• Discuss the following with participants:
• Are we clear on the difference between these? Are they easily confused?
• Understanding what rights really are is an essential part of leading
colleagues through this professional learning experience; it is quite easy for
wants, needs and rights to become confused when talking about children’s
rights. Rights are not mere wants: they are core entitlements.
•
Recap main learning points:
• Wants refers to something you don’t need but would like to have. Looking
at something from a position of wants can make the person wanting
something appear greedy.
• A need is an aspiration that can be quite legitimate, but it is not necessarily
associated with an obligation to cater for it; satisfaction of a need cannot be
enforced. Looking at something from a perspective of need may put the
person in need in a position of weakness, as it may rely on the benevolence
of others to share that which is needed.
• Rights come from needs, but not all needs have rights associated with
them. A human right is something to which someone is entitled solely by
virtue of being alive; it is something which enables a person to live with
dignity. A right can be enforced before the government and entails an
obligation on the part of the government. Looking at something from a
perspective of rights puts the person with that right in a position of strength:
it protects their core entitlements.
!
23 | P a g e
SLIDE 15
Body of Rights –
Separate Children’s Rights?
Maturity
Voiceless &
invisible
Possessions
Transforming lives through learning
Body of Rights Activity (continued)
• Invite A groups and B groups to pair up.
• Ask the combined groups to reflect on the two ‘bodies of rights’ sheets (i.e the
adult and the child):
• Compare the sheets: what are the differences/similarities?
• Discuss if children need separate/discreet rights?
Some key learning points to lead discussion:
• Are there many significant differences between the wants/needs of children and
adults? (Probably not). What is the key difference then between the two
groups?
• Children’s rights are human rights. Everyone, including children and young
people, have the human rights set out in the UK Human Rights Act. Children
have certain human rights in addition.
• Why do children need additional rights? Children are relatively more vulnerable
to abuse and exploitation compared to adults.
Some reasons why:
• Maturity because of their particular physical and developmental needs and
immaturity, children need special protection – in other words it’s much easier for
adults to hurt children than to hurt other adults, which is why some adults think
it’s ok to hit children when they’ve been cheeky, when they wouldn’t dream of
hitting an adult who was rude to them.
• Voiceless and invisible Children can be voiceless and invisible without explicit
mechanisms and pathways to hear them – in other words children and young
people don’t have the same ability as adults to make themselves heard without
specific rights.
• Possessions because children have not always been accepted as holders of
rights – they are sometimes seen as “possessions” of their parents, something
that parents decide for and about rather than being people in their own right.
24 | P a g e
SLIDE 16
Rights-Holders and Duty-Bearers
Getting It Right, Save the Children
Transforming lives through learning
Taken from ‘Getting it Right’ by Save the Children:
• The duty-bearer and rights-holder relationship
A fundamental element of rights-based approaches is the process
through which duty-bearers meet, and are held to account for, their
obligations, and through which rights-holders are empowered to claim
their entitlements. So you will need to understand how this relationship
works at various levels in your particular context. Your programme
should help enable the effective functioning of the duty-bearer–rightsholder relationship. You may need to take action to hold duty-bearers to
account and to support them to fulfil their obligations. You may also
need to empower and strengthen the capacity of children as rightsholders (and others in civil society) to claim the entitlements to which
they are due. The diagram describes this relationship.
•
!
Who is the duty-bearer?
Duty-bearers are those defined as having obligations under the UNCRC
and other international human rights conventions.
The state is the main duty-bearer. It has obligations to respect, protect
and fulfil people’s rights. It may delegate some of its responsibilities to
others (such as private companies or civil society groups). The
international community also has obligations to support the state in
meeting its responsibilities to fulfil children’s rights.
Parents and others who care for children are also duty-bearers, with
specific responsibilities towards children. They may be described as
secondary duty-bearers. Other individuals and groups may have
certain responsibilities for children, depending on the moral codes of the
particular society or culture. These are generally moral duties rather
than legal duties.
!
25 | P a g e
SLIDE 17
Children’s Rights Today
The Need for Children’s Rights
The Power of Children’s Rights
The Opportunities for Promoting
Children’s Rights
Transforming lives through learning
•
The good practice visits which were undertaken in the making of this resource
indicated that establishments started their ‘rights journey’ from many different
starting points; for example, global citizenship work; the need to review
relationships and behaviour policies; community issues; a review of pupil
councils and active pupil participation in the life of the establishment. Most
establishments indicated that they were already doing many things which
supported the rights of the child, but they did not know it! Linking the activities in
the life of the establishment to the articles and the language of rights built a
coherence and supported the authentic embedding of rights.
•
In acknowledgement of these good practice visits, inform participants that they
will be shown a number of slides which will review the following points across
international, national and Scottish focuses:
• The contemporary need to promote and protect the rights of children.
• The possible impact of educating and supporting children in their rights.
• The opportunities that exist in our establishments for promoting and
protecting children’s rights.
•
It is essential that the universality and indivisibility of rights is affirmed before
proceeding: ALL RIGHTS APPLY TO ALL CHILDREN. The following slides
highlight a starting article for reflection; with more time and research, it would be
evident that many (if not all) rights could be shown to be pertinent to the context
of each photograph/slide.
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SLIDE 18
The Need for Children’s Rights Today
Transforming lives through learning
The need to protect children is not merely a historical issue; the need to protect and
promote children’s rights continues today. Note the continued work of Save the
Children.
• Focus on Article 24: right to the best health-care possible (including clean
drinking-water).
This Save the Children Advert has been used with permission.
SLIDE 19
The Need for Children’s Rights Today
Transforming lives through learning
Ongoing need to protect and promote children’s rights internationally.
• Focus on Article 6 – right to life and development.
This Save the Children Advert has been used with permission.
27 | P a g e
SLIDE 20
The Need for Children’s Rights Today
Transforming lives through learning
27 June 2012
Ongoing need to protect and promote children’s rights internationally.
• Focus on Article 2: non-discrimination.
!
SLIDE 21
The Need for Children’s Rights Today
cpag.org.uk
Transforming lives through learning
Ongoing need to protect and promote children’s rights nationally (UK).
• Focus on Article 26: the state should make sure there is enough money to look
after you.
Data taken from !""#$%%&&!"#$%&"'(&")*.
28 | P a g e
SLIDE 22
The Need for Children’s Rights Today
Keith Towler, April 2013
Transforming lives through learning
!
Ongoing need to protect and promote children’s rights nationally (UK)
• Focus on Article 3: best interests of the child.
• Keith Towler is the Children’s Commissioner for Wales. This BBC article from
April 2013 discusses the new Welsh Social Services and Wellbeing Bill which
outlines a common set of processes for people of all ages, and therefore does
not consider the specific interests of children.
SLIDE 23
INNOCENTI
REPORT CARD
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29 | P a g e
Viewing the need for children’s rights from a national/international comparative
perspective.
• Focus on Article 29: Right to an education which develops the personality, talents,
mental and physical abilities of the child to their fullest potential.
• Data taken from the UNICEF Innocenti Report Cards: most recent published in April
2013 (Report Card 11: http://www.unicef-irc.org/publications/pdf/rc11_eng.pdf).
• The table above ranks 29 developed countries according to the overall well-being of
their children. Each country’s overall rank is based on its average ranking for the five
dimensions of child well-being considered in this review:
• A light blue background indicates a place in the top third of the table;
• Mid blue denotes the middle third; and,
• Dark blue the bottom third.
• Possible points for highlighting:
• Description of the report:
• Latest overview of child wellbeing in 29 of the world’s most
economically advanced countries.
• Similar report previously produced in 2007.
• 3 parts to the report: 1=league table; 2=children’s view of their own
satisfaction; 3=changes in wellbeing over first decade of the 2000s.
• Description of the table:
• 5 dimensions of wellbeing measured: material wellbeing; health and
safety; education; behaviours and risks; housing and environment.
• Light blue = top 1/3; mid-blue = mid 1/3; darker blue = lower 1/3 of
table.
• Points of information:
• UK comes out approx. 16th in league table; improvement from bottom of
2007 league.
• Education is noteworthy:
• Education is measured in terms of:
• Participation:
• Pre-school participation rate – UK in top 1/3.
• Further education participation rate – bottom of league.*
• NEET rate – bottom 1/3 (5th bottom) (MCMC in Scotland).
• Achievement:
• Average PISA test scores – UK high in middle 1/3 of table.
• While there is improvement from 2007, the data would suggest that there is
still much work to be done to meet the needs of all children in education.
* ”The United Kingdom is the only developed country in which the further education
participation rate falls below 75%; this may be the result of an emphasis on academic
qualifications combined with a diverse system of vocational qualifications which have
not yet succeeded in achieving either ‘parity of esteem’ or an established value in
employment markets.” (p.18 of report)
!
30 | P a g e
SLIDE 24
The Need for Children’s Rights Today
Film courtesy of
Transforming lives through learning
Ongoing need to protect and promote children’s rights nationally (Scotland).
• Focus on Article 12: You should have a say in decisions that affect you.
• Film produced by young people through the Children’s Parliament
(http://www.childrensparliament.org.uk).
31 | P a g e
SLIDE 25
Educational Outcomes for Scotland’s Looked After Children
Table 4: Cases of Exclusion rate per 1,000 pupils by all pupils, looked
after children and stage, 2009/10 and 2010/11
2009/10
ALL PUPILS
LAC PUPILS
Stage
Total
Total
P1
3
32
P2
5
56
P3
7
82
P4
11
108
P5
15
131
P6
18
190
P7
25
238
S1
72
757
S2
118
881
S3
144
793
S4
88
368
S5
15
59*
S6
5
Primary
12
123
Secondary
82
642
Special
174
591
Transforming lives through learning
Scotland
45
365
2010/11
ALL PUPILS
LAC PUPILS
Total
Total
3
17
4
67
7
56
11
60
15
139
18
139
23
176
64
569
103
774
130
810
81
392
58
13
0
4
11
96
72
588
148
516
40
326
Ongoing need to protect and promote children’s rights national (Scotland).
• Focus on Article 28: Right to an education.
• LAC data is from 2009/10 and 2010/11: shows that LAC (our most vulnerable CYP)
were on average more than 8 times more likely to be excluded; pupils in special
education coming out as almost twice as likely to be excluded than pupils in
mainstream.
Background information:
• Criminal Justice: 50% of Scottish prisoners have been in care and the Polmont
prisoner population is estimated at up to 80% from a care background.
Who Cares Scotland Submission Education and Culture Committee
32 | P a g e
SLIDE 26
The Need for Children’s Rights Today
Article 28/29
Transforming lives through learning
Ongoing need to protect and promote children’s rights nationally (Scotland).
• Focus on Article 28/29: Right to an education; which develops the personality,
talents, mental and physical abilities of the child to their fullest potential.
•
Graph taken from “Educational outcomes for Scotland's Looked After Children
2011-12” (http://www.scotland.gov.uk/Resource/0042/00426029.pdf).
•
The top line on the graph is the average tariff score for all children in Scotland
(representing attainment levels); the bottom line is the average tariff score for
looked after children.
!
33 | P a g e
SLIDE 27
The Power of Children’s Rights
Transforming lives through learning
Human rights education for children can have a powerful impact (International focus).
Focus on Article 2: non-discrimination.
•
•
Film taken from HREA’s ‘Path to Dignity’ (http://www.path-to-dignity.org): young
people empowered to see injustice and claim their rights.
If time is limited, you may only want to show a part of this clip.
34 | P a g e
SLIDE 28
The Power of Children’s Rights
Transforming lives through learning
Human rights education for children can have a powerful impact (Scottish focus).
• Focus on Article 12: You should have a say in matters that affect you – like the
quality of school meals.
Story of Martha Payne:
• Martha launched her ‘Never Seconds’ blog as a school writing project: the blog
reviews the food of her school dinner.
• The blog gained support of Jamie Oliver and started getting international hits,
resulting in extensive in media interest.
• Acquired revenue of over £130,000 given to Mary’s Meals.
• Martha awarded ‘Public Campaigner of!!"#$%#&'$()*(+$&,-$./01&,$234"!5$%60,4$
!"#$%&'%(')*"'+",#-'.,/$%'0&'123145!
35 | P a g e
SLIDE 29
The Power of Children’s Rights
Transforming lives through learning
Human rights education for children can have a powerful impact (Scottish focus).
Focus on Article 12: You should have a say in matters that affect you: like the
development of anti-bullying policies.
•
•
•
•
•
Scottish Borders Youth Commission on Bullying established in March 2011.
Response to SG ‘National Approach to Anti-Bullying for Scotland’s Children and
Young People’ in November 2010.
Youth Commissioners made 33 recommendations to Council for the new policy on
29 March 2012.
Respectful Relationships (anti-bullying) policy approved by SBC Education
Committee.
Further background information available in Appendix 1.
36 | P a g e
SLIDE 30
The Power of Children’s Rights
Article 12
Transforming lives through learning
Human rights education for children can have a powerful impact (Scottish focus).
• Focus on Article 12: You should have a say in matters that affect you: like
promoting political literacy by including 16/17 year olds to have their say in the
independence referendum.
Background information:
• The Scottish Independence Referendum (Franchise) Bill passed Stage Three at the
Scottish Parliament. The Bill was backed by 103 MSPs, and received support in the
debate from MSPs from the Scottish National Party, Scottish Labour, Scottish
Liberal Democrats, and Scottish Green Party.
•
!
The Bill makes provision for 16 and 17-year-olds to be eligible to vote in the
Referendum on Scottish Independence next September. This will be the first time
16-year-olds will be able to vote in a national referendum in the United Kingdom.
37 | P a g e
SLIDE 31
Seeing the Opportunities
Transforming lives through learning
Plenty of opportunities to promote and support children’s rights (Scottish focus).
Focus on Article 31: You have the right to relax, play music, play sports and enjoy
music: like attending events at the 2014 games, or going to the Fringe, or
performing in the Mòd, or simply having the chance to play freely.
•
•
•
•
•
!
Possible points for discussion:
Schools and early-years establishments are very busy places, with many good and
exciting projects going on; but do we associate these activities, and the many
others that go on across our communities, with promoting and support children’s
rights?
Article 31 is often understood as simply being the ‘Right to play’; this is an
important part of the article, as is indicated by the development of the National Play
Strategy (‘vision’ document published in June 2013 http://www.scotland.gov.uk/Resource/0042/00425722.pdf), but there is more to it
than what might traditionally be seen as ‘play’.
Taking just this one article (31) as a focus, we can see that there are many
opportunities within Scotland to promote and support the articles of the UNCRC:
such cultural activities as the Edinburgh Festival and Fringe; the forthcoming
Commonwealth Games in 2014; the Royal National Mòd. Do we readily link such
activities into the promotion and support of the UNCRC?
!
38 | P a g e
CONTEXT: PUTTING THE
WORLD TO RIGHTS
Presentation and Group Activities
Aim:
•
•
•
To ensure that all participants know the context and history of
human rights, children’s rights and the UNCRC
To review some of the organisations that promote (children’s)
human rights pertinent to a Scottish context
To highlight how a rights-based approach is being realised in
Scottish legislation and educational policy
Flipchart paper for each group
Participant booklet, p.7-15
Resources
•
and
•
Preparation:
Time:
45 minutes
Outline:
1. PUTTING THE WORLD TO RIGHTS
Understanding the history and context of the development of
children’s rights is an essential element of this training. There are 2
ways of delivering this historical outline:
(Slide #32)
I.
BY GROUP ACTIVITY: EXPERT GROUPS
• Small group participants each take a letter A-D.
• Ask participants to form expert groups comprised of
other people with the same letter (i.e. As together; Bs
together etc).
• The As should use p.7-8 from their Participant Booklet
to produce a summary which they should all write into
the appropriate box on p.15 of their Participant Booklet.
In a similar way, Bs should use p.9-10; Cs – p.11-12;
and, Ds – p.13-14.
• Experts should be ready to pass on their new learning
to the other members of their original group.
• Click until the instructions for the ‘expert’ feedback is
displayed.
• Review, for everyone, a brief outline of the development
of the UNCRC and the map which displays the 3
countries who are yet to ratify the convention; please
note, South Sudan are yet to sign the convention.
• Review the process of reporting for countries who have
ratified the UNCRC (UK).
• Similarly review the legislation which gave rise to the
Commissioner for Children and Young People; click to
view a short introductory film of Tam Baillie.
II.
BY PRESENTATION (this should only be used by facilitators
who are confident in the body of knowledge behind the slides,
and when time restricts the possibility of the ‘expert group’
option).
• Click the green box at the top-right hand corner of slide
(Slide #38)
(Slide #3940)
(Slide #42)
(Slide #43)
(Slide #3245)
39 | P a g e
(Slide #46)
•
#32 to access the presentation slides for this content.
Click as normal to proceed through the slides.
2. SCOTTISH EDUCATIONAL CONTEXT
(Slide #47)
I.
Scottish Legislative Context: outlining some of legislation that
has been enacted since the UK ratification of the UNCRC
(further details can be selected from the slide notes)
II.
Scottish Education Policy Context: outlining some of the policy
guidance that has been published for Scottish Education; it may
be worth asking participants to reflect on their awareness of the
links between these documents and the rights of the child
III.
Key initiatives - CfE and GIRFEC: outline the CfE and GIRFEC
vision of having the child at the centre as active partners in their
learning while the adults consistently try to ensure the wellbeing
of every child by knowing and meeting their needs
IV.
Children and Young People Bill: outline the implications of the
new Bill for Children’s Rights
(Slide #4849)
(Slide #50)
40 | P a g e
SLIDE 32
Context – Putting the World to Rights
EXPERT GROUPS:
As – p.7
Cs – p.11
Bs – p.9
Ds – p.13
• In your expert group, read
through your allotted page
from the booklet.
• As a group, produce a
summary (p.15) including
an overview and key facts
• Return to your home
group to pass on your
learning.
Transforming lives through learning
•
Understanding the history and context of the development of children’s rights is an
essential element of this training.
•
There are 2 ways of delivering this historical outline:
•
•
•
BY GROUP ACTIVITY: EXPERT GROUPS
Small group participants each take a letter A-D.
Ask participants to form expert groups comprised of other people with the same
letter (i.e. As together; Bs together etc).
The As should use p.7-8 from their Participant Booklet to produce a summary
which they should all write into the appropriate box on p.15 of their Participant
Booklet. In a similar way, Bs should use p.9-10; Cs – p.11-12; and, Ds – p.13-14.
Experts should be ready to pass on their new learning to the other members of their
original group.
•
•
•
•
•
BY PRESENTATION (this should only be used by facilitators who are confident in
the body of knowledge behind the slides, and when time restricts the possibility of
the ‘expert group’ option).
Click the green box at the top-right hand corner of the screen to access the
presentation slides for this content.
Click as normal to proceed through the slides.
41 | P a g e
SLIDE 33
Context – Putting the World to Rights
HUMAN RIGHTS HISTORY
• Ancient history
UDHR
• 1215 – Magna Carta
UNCRC
• 1320 – Declaration of Arbroath
• 1628 – Petition of Right
ECHR
• 1776 – US Declaration of Independence
• 1787 – US Constitution
• 1789 – French Declaration of the Rights of
EHRC
Man and of the Citizen
SHRC
• 1791 – US Bill of Rights
• 1864 – 1st Geneva Convention
• 1945 – United Nations
SCCYP
Transforming lives through learning
Protecting the dignity of our human existence is not new: throughout history there have
been many examples of a call to protect the freedom and dignity of people.
A few exemplar pre-cursors to formal declarations of human rights are listed; it is
important to review the main ideas of this slide. It would be appropriate to highlight that
history is peppered with examples of people who have struggled to survive amid a
context of suffering, abuse of power, inequality or poverty; it is this context, of desiring
the basics for survival and development, which has been a key motivator which has
provoked people into promoting human rights.
Further information available in Appendix 2.
!
42 | P a g e
SLIDE 34
HUMAN RIGHTS HISTORY
Context – Putting the World to Rights
UDHR
UNCRC
ECHR
Universal
Declaration
SCCYP of
Human Rights
EHRC
SHRC
• WWII
Context:
atrocities
and human
I perceived
clearly
that I was
participating in a truly significant historic
suffering
event in which a consensus had been
• World leaders agreed to protect the
reached as to the supreme value of the
rights
andperson,
dignitya of
every
human
value
thathuman
did not
person
originate in the decision of a worldly
power, butinrather
• Introduced
1946in the fact of existing—
which gave rise to the inalienable right to
• Commission
onwant
Human
Rights (1947)
live free from
and oppression
and
to
fully developSept
one’s1948;
personality.
• Proposed
adopted 10 Dec 1948 Hernán Santa Cruz
(Member of drafting Sub-Committee)
Transforming lives through learning
•
UDHR – Universal Declaration of Human Rights.
•
Translated into 407 languages across the world.
•
UN leaders wanted to build on the UN Charter with an outline of rights which would
guarantee the freedoms of every human person across the world.
•
First introduced in 1946; give to the 18 members of the Commission on Human
Rights in 1947.
•
First draft of the declaration was proposed to the member states of the UN in
September 1948; it was adopted in December of the same year.
•
Quote on slide indicates the sense of something powerful and righteous was
happening.
!
43 | P a g e
SLIDE 35
Context – Putting the World to Rights
UDHR
UNCRC
• Some historical background to children’s
rights:
– Eglantyne Jebb
– Janusz Korczak
ECHR
UN Convention
on
the Rights
SCCYP
of the Child
EHRC
SHRC
Transforming lives through learning
•
Early C20th – many people felt the need to look at the human rights of children
differently.
•
There are many precursors to what we currently know as ‘children’s rights’ (some
examples below), but to give a sense of the background we will briefly look at two:
Janusz Korczak and Eglantyne Jebb.
1796 – The Rights of Infants, by Thomas Spence (early assertion of the natural
rights of children).
1890 – National Child Labor Committee (US) – organisation committed to the
abolition of child slavery.
1917 – Declaration of Children’s Rights produced by Proletkult following
Russian Revolution.
•
!
“In the opinion of one Petrograd activist, Elena Bagdateva, the Proletkult had to
become involved in child care to shield young people from the harmful effects of
"the petty-bourgeois mother, the money-grubbing father, and the bigoted
grandmother." The school and the workplace should become as important to
children as the family. The Moscow Proletkult even passed a "Declaration of
Children's Rights," which guaranteed that children could pick their own form of
education, their own religion, and could even leave their parents if they chose.
p.180, Culture of the Future The Proletkult Movement in Revolutionary Russia, Lynn Mally.
44 | P a g e
SLIDE 36
Historical Proponent of Children’s Rights
Declaration of the Rights of the Child (1923):
• The child must be given the means requisite for
its normal development, both materially and
spiritually.
•
The child that is hungry must be fed, the child
that is sick must be nursed, the child that is
backward must be helped, the delinquent child
must be reclaimed, and the orphan and the waif
must be sheltered and succoured.
•
The child must be the first to receive relief in
times of distress.
•
The child must be put in a position to earn a
livelihood, and must be protected against every
form of exploitation.
•
The child must be brought up in the
consciousness that its talents must be devoted
to the service of its fellow men.
Eglantyne Jebb
Transforming lives through learning
•
•
•
•
•
•
•
•
•
•
•
"
"
Eglantyne Jebb: born 1876 in Shropshire (Ellesmere).
Wealthy family with strong social conscience/commitment to public service.
Studied history at Lady Margaret Hall, Oxford; Primary School Teacher (for 1 year).
Moved to Cambridge to look after sick mother; became involved with Charity
Organisation Society.
1913: journey to Macedonia on behalf of Macedonian Relief Fund; returned just
before start of WWI.
Involved in project to import European newspapers (with her sister Dorothy): some
of the articles from Germany and Austria-Hungary showed that life in the enemy
countries was worse than what propaganda suggested.
Towards end of war, suffering of children in these war-torn countries was apparent.
1919 – Fight the Famine Council set up a fund to raise money for the German and
Austrian children (the Save the Children Fund); successfully raised a large sum of
money.
This success prompted Eglantyne and Dorothy to attempt to set up an international
movement for children: the International Save the Children Union (founded in
Geneva in 1920): new focuses for aid in Greece and Soviet Russia.
As the Russian relief effort was ending, Eglantyne turned her attention to children’s
rights: she attended a meeting of the International Union with a plan for a Children’s
Charter.
Eglantyne drafted the Declaration of the Rights of the Child in 1923 which was
adopted by the International Union at its 4 th general assembly; it was adopted by
the League of Nations in 1924.
Amid the new peace in Europe, the Save the Children movement focused on
promoting the Declaration.
First International Child Welfare congress held in Geneva in 1925; expanded version
adopted by UN in 1959; one of the main inspirations behind the UNCRC.
45 | P a g e
SLIDE 37
Historical Proponent of Children’s Rights
Janusz Korczak
“Children are not the people
of tomorrow, but people
today. They are entitled to be
taken seriously. They have a
right to be treated by adults
with tenderness and respect,
as equals. They should be
allowed to grow into whoever
they were meant to be.”
- Janusz Korczak (1878–1942)
Transforming lives through learning
•
•
•
•
•
•
•
!
Janusz Korczak : born Henryk Goldsmit on 22nd July 1878 in Warsaw; birthname
(adopted pseudonym Janusz Korczak).
Polish Jewish doctor, writer and teacher: focused on children throughout his life.
His work changed the general attitudes of teachers and parents towards children
and young people: his general premise was that every child has his or her own path
which he starts upon from the point of his/her birth; it is not for a teach or parent to
impose their or other goals on the child, but to support the child to achieve their
OWN goals.
Ultimately, his educational philosophy was an experiment with educational
relationships as a true partnership rather than the teacher being seen as the
definitive figure of knowledge and authority.
Director of two orphanages in Warsaw: one Jewish, one Catholic. Following the
German occupation, the Jewish orphanage was moved inside the Warsaw ghetto;
refusing to abandon the children, on 5th August 1942, he processed through the
ghetto with 200 children on their way to deportation for the Treblinka death camp.
Even prior to any formal legislation, guidance or policy, he envisaged a document
which wouldn’t be a plea for goodwill, but a demand for action; he drew up his
(unfinished) Magna Charta Libertatis concerning the rights of the child in 1919.
Some examples of his thoughts are available in Appendix 3.
46 | P a g e
SLIDE 38
Context – Putting the World to Rights
UDHR
UNCRC
ECHR
SCCYP
EHRC
SHRC
• Return to your original group.
• Person A should tell the group
about their area of ‘expertise’.
• Everyone else in the group
should use p.15 of the
Participant Booklet to take
notes.
• Then person B.
….and so on.
Transforming lives through learning
•
Invite groups to return to their original groups.
•
Inform the whole group that their original groups have the ‘expertise’ to explain the
story behind all of these boxes (on screen).
•
Each participant should take turns to share their ‘expertise’ knowledge with their
group.
•
The remaining boxes on p.15 of the Participant Booklets should be completed as
each person shares their information.
47 | P a g e
SLIDE 39
Context – Putting the World to Rights
UNCRC
UN Convention
on the Rights
of the Child
•
•
•
•
•
•
Need
see to
Children’s
differently
“Wetoneed
find ways Rights
of talking
about
children’s
rights
in
a
way
that
everyone
1948 – UDHR
instinctively gets behind. Who could
1959
– Special
provision
children
possibly
disagree
that it isfor
downright
th
WRONG
that,
in
this
day
and
age,
1978 – 34 Session of UN Commission
millions of children still don’t get an
1989 – CRC Ratified by UN
education or enough food and
1990
– CRC die
brought
intoforforce
thousands
each day
want of basic
healthcare
or
protection?
• 1991 – CRC ratified by UK
• 54could
Articles
(42 about
CYP)
Who
disagree
that these
are
RIGHTS?”
• Applicable from birth to 18*
Jasmine Whitbread, Chief
• 3 Optional Protocols
Executive, Save the Children
Transforming lives through learning
!
1917 – Declaration of Children’s Rights produced by Proletkult following Russian
Revolution.
1919 – Polish paediatrician and educationalist Janusz Korcak wrote about children’s
rights in his book ‘How to Love a Child’.
1924 – Declaration of the Rights of the Child (Declaration of Geneva) adopted by
League of Nations in 1924 (focus=care & protection).
1945 – 50 nations form the UN following the war.
1948 – UDHR / amended form of ‘Declaration of the Rights of the Child’ adopted by UN
1959 – Declaration expanded to 10 points to include special treatment, education and
care for disabled children, as well as the rights to play and recreation.
1978 – Polish delegation to 34th session of the UN Commission tabled a motion that
the UN should adopt a convention on the rights of the child (previously attempted in
1959.
1989 – UNCRC ratified; brought into force in 1990; ratified by UK government in Dec
1991).
1979 – UN International Year of the Child.
Optional Protocols:
# Involvement of children in armed conflict.
# Sale of children, child prostitution and child pornography.
# On 19 December 2011, the UN General Assembly approved a third optional
protocol on a Communications Procedure, which will allow individual children to
submit complaints regarding specific violations of their rights under the Convention
and its first two optional protocols.
* Children’s rights are applicable from birth until the young person’s 18th birthday; in
Scotland, this is extended until a young person’s 21st birthday if they have been looked
after or accommodated.
48 | P a g e
SLIDE 40
Context – Putting the World to Rights
UNCRC
UN Convention
on the Rights
of the Child
Map shared by L.tak on Wikipedia (CC)
Transforming lives through learning
•
Discuss with participants which countries have NOT signed and ratified the
UNCRC.
•
•
•
!
Click to display map
The USA and Somalia have signed the Convention, but are yet to ratify it.
South Sudan is yet to sign the Convention.
49 | P a g e
SLIDE 41
Context – Putting the World to Rights
UDHR
UNCRC
ECHR
European
Convention
SCCYP on
Human Rights
• Council of Europe in wake of WWII
• Opened for signature in 1950; brought
into force in Sept 1953
• 59 Articles
• 3 Sections:
EHRC
SHRC
1.
2.
3.
Rights and freedoms
Court and procedures
Concluding provisions
• European Court of Human Rights
established in 1959
• 15 protocols open for signature:
amendment and expansion
Transforming lives through learning
•
•
ECHR – European Convention on Human Rights.
ECtHR – European Court of Human Rights.
•
Similar developments within Europe as described in the history of the UDHR.
•
100 representatives of the 12 member states of the Council of Europe gathered in
Strasbourg for the first meeting of the Consultative Assembly to draft a ‘charter of
human rights’, and create a court which would enforce it.
•
The convention is made up of 59 articles across 3 sections (as described above).
•
ECtHR was established in 1959 to enforce the convention.
•
15 protocols are open for signature which either seek to amend the original
convention or expand its scope.
50 | P a g e
SLIDE 42
Context – Putting the World to Rights
UNCRC
• Every 5 years
• Reports to the UN:
– UK Government
– Scottish Government
– Together
– Joint Children’s Commissioners
• Concluding Observations
• Action Plan
Reporting
Process
!
•
•
•
•
•
•
•
•
•
•
Transforming lives through learning
Any country that has ratified the UNCRC must report to the UN, initially 2 years
after ratification and then, periodically, after every five years. These reports present
the progress of the country on how it is fulfilling its obligations to promote and
support children’s human rights:
The initial UK report was in 1994.
The last periodic report was in 2007.
The UK’s latest report has been prepared this year in anticipation of the next
visit/examination of the UN Committee of the Rights of the Child which is due to
take place in 2014.
A variety of reports are made to the UN:
The UK Government (encompassing progress information from across the 4
member countries).
Scottish Government has prepared its own contribution for the UK report.
Non-governmental organisations report on progress (represented by Together who
has published an annual ‘Together’s State of Children’s Rights in Scotland’ report
since 2010.
A joint report from the UK’s 4 Children’s Commissioners.
Following the last submission, the ‘Concluding Observations’ were given back to
the UK in 2008 which has given rise to the Scottish action plan, ‘Do The Right
Thing’. The Scottish Government produced its progress report on ‘Do The Right
Thing’ in 2012.
51 | P a g e
SLIDE 43
Context – Putting the World to Rights
SCCYP
Scotland’s
Commissioner
for Children and
Young People
• 2003 – Commissioner for Children and
Young People (Scotland) Act:
–
–
–
–
–
Promote and safeguard the rights of children
Promote awareness and understanding of UNCRC
Review adequacy and effectiveness
Promote best practice
Research matters relating to children’s rights
• 2004 – First Commissioner of Scotland
appointed
• Independent of Government
• Current Commissioner: Tam Baillie
• A RIGHT blether consultation:
74,059 responses
Transforming lives through learning
•
Review the legislation which gave rise to the Commissioner’s role; the
aims/purpose of the Commissioner; and the name of the current Commissioner.
•
Film included with permission from SCCYP.
Background information:
• A RIGHT blether was the national consultation undertaken by Scotland’s
Commissioner for Children and Young People in 2010. It provided an opportunity
for children and young people across Scotland to say what was important in their
lives and to take part in a national vote. A total of 74,059 votes were received.
•
During 2011 Scotland's Commissioner for Children and Young People, Tam Baillie
asked children between the ages of 2 and 5 to have their very own creative
conversation using their own forms of expression. This creative conversation was
called a RIGHT wee blether.
52 | P a g e
SLIDE 44
Context – Putting the World to Rights
UDHR
UNCRC
ECHR
SCCYP
Equality and
Human Rights
EHRC
Commission
SHRC
!
• 2006 – Equalities Act
• 2007 – Commission begins its work
• Mandate: to challenge discrimination;
protect and promote human rights
• Vision: a Britain where everyone is
treated equally with dignity and respect
with the same opportunities
• Mission: catalyst for change and
improvement on equality and human
rights
• Current chair of Commission in
Scotland: Kaliani Lyle
Transforming lives through learning
•
EHRC – Equality and Human Rights Commission.
•
EHRC has a statutory remit to promote and monitor human rights; and to protect,
enforce and promote equality across the nine "protected" grounds - age, disability,
gender, race, religion and belief, pregnancy and maternity, marriage and civil
partnership, sexual orientation and gender reassignment.
•
The Scotland Committee is responsible for ensuring the overall work of the
Commission reflects the needs and priorities of Scotland. The Committee sets
strategic direction and steers the Commission's work in Scotland.
53 | P a g e
SLIDE 45
Context – Putting the World to Rights
UDHR
UNCRC
ECHR
Scottish Human
SCCYP
Rights
Commission
EHRC
SHRC
• 2006 – Scottish Commission for
Human Rights Act
• 2008 – Commission begins its work
• Independent of Government(s)
• Promotes awareness, understanding
and respect of human rights
• ECHR focus and all rights instruments
• Scottish National Action Plan
• Current chair: Prof. Alan Miller
Transforming lives through learning
•
SHRC – Scottish Human Rights Commission.
Review data on slide.
Background information on SNAP:
• The purpose of Scotland’s National Action Plan for Human Rights (SNAP) is to help
focus and co-ordinate action by public, private, voluntary bodies and individuals to
make rights real in practice, and deliver positive outcomes in people’s day to day
lives.
• SNAP will ensure that people and organisations in Scotland understand what their
human rights and their responsibilities are. It will make a real difference, bridging
the gap between people's legally recognised human rights and their lived
experience. It is a roadmap for the realisation of human rights. (In Scotland)
• Latest draft of SNAP pursues three key outcomes:
# People are empowered to understand and claim their rights, and dutybearers are enabled and accountable to realise rights.
# We effectively tackle injustices and improve lives in Scotland.
# We give effect to international obligations in Scotland and embrace our
responsibilities internationally.
•
A draft will be reviewed by the Advisory Council in October 2013, and the
anticipated launch date is International Human Rights Day, 10 December 2013.
Further information about the development of SNAP is available in Appendix 4.
!
54 | P a g e
SLIDE 46
Scottish Legislative Context
1989
UNCRC ratified by UN General Assembly
1991
UNCRC ratified by UK government
1995
The Children (Scotland) Act
1998
Human Rights Act and the Scotland Act
2000
Standards in Scotland’s Schools Act
2002
Disability Strategies and Pupils’ Educational Records (Scotland) Act
2003
Protection of Children (Scotland) Act
2003
The Commissioner for Children and Young People (Scotland) Act
2004
Additional Support for Learning Act
2006
Equality Act
2006
Scottish Schools Parental Involvement Act
2006
Scottish Human Rights Commission
2007
Health Promotion and Nutrition (Scotland) Act
2010
Equality Act
2011
UN Declaration on Human Rights Education and Training (HRET)
lives through
learning People (Scotland) Bill
2013 Transforming
Children
and Young
•
This slide gives a brief overview of the timeframe since the UNCRC was ratified
and the legislation in Scotland since then.
•
Behind the policy and guidance documents is a framework of legislation which
guides and supports development; over the years, human rights and children’s
rights have been present in legislation (some examples from below could be cited),
but the link to our day-to-day work and even the policy documents is not always
clearly perceivable.
•
Further detail is available in Appendix 5, but the following points may suffice:
•
The slide presents a large number of policies, but do we see the common theme of
doing what is best for children and young people? It may not be clearly evident, but
the protection, provision and participation which the UNCRC seeks to promote is
thematic across these acts:
•
Example 1: Standards in Scotland’s School Act (2000) – article 29 is quoted as the
purpose/direction of Scottish education which should develop the personality,
talents, mental and physical abilities of the child to their fullest potential. Were we
aware? Does this make sense of recent educational policy guidance?
•
Example 2: the Health Promotion and Nutrition (Scotland) Act (2007) stops the
differentiation between children who receive a free school meal (in some schools,
there were differently coloured dinner tickets for those receiving free meal). Were
we aware? Can we see article 2 (non-discrimination) in action?
!
!
55 | P a g e
SLIDE 47
Scottish Education Policy Context
2001 For Scotland’s Children
2001 Better Behaviour Better Learning (BBBL)
2005 Happy, Safe and Achieving Our Potential
2006 More Choices More Chances
2006 National Behaviour Research-low level disruption the main problem
2007 We Can and Must Do Better
2008 Getting it right for every child (GIRFEC)
2008 Improving Relationships and Promoting Positive Behaviour
2008 Equally Well
2008 Achieving Our Potential
2009 Building Curriculum for Excellence Through Positive Relationships
and Behaviour
2009 The Early Years Framework
2011 Included, Engaged and Involved part 2
2013 Better Relationships, Better Learning, Better Behaviour
lives through learning
2013Transforming
UNCRC
The foundation of Getting It right for Every Child
•
Outline with participants, the overview of educational policy guidance. Did they
perceive any link with promoting children’s rights?
•
You may wish to briefly exemplify how one or more of these policies link to
children’s rights.
•
!
!
!
!
Supporting information is available in Appendix 6.
56 | P a g e
SLIDE 48
CfE / Pre-birth to 3
Food & Health
MESP
Wider
Achievement
Curricular
Areas
IDL
Ethos
Transforming lives through learning
•
Outline to participants that it is appropriate to quickly review 2 of the most
significant developments in Scottish education at this point:
1. CfE has a vision of allowing all children to reach their potential. This can be viewed
as follows:
• 4 capacities: what we want for all our children and young people in
education (cf. best interests; non-discrimination).
!
!
•
Arrows: these represent the 2 dynamics which realise the four capacities:
the CfE entitlements, and the principles of curriculum design (e.g.
relevance, personalisation & choice etc).
•
4 contexts for learning (cf. right to an education – which develops
personality, talents, mental and physical abilities to a child’s potential).
•
Health and Wellbeing (cf. right to an education – which develops
personality, talents, mental and physical abilities to a child’s potential).
•
Child-centred practice (cf. participation, partnership and the right to be
heard)
57 | P a g e
SLIDE 49
GIRFEC
Transforming lives through learning
(Continued from Slide 51)
2. GIRFEC
Getting it right for every child is the methodology for ensuring that any practitioners
helping children and their families work in a way that fully embraces UNCRC. This
applies to both adult and children’s services.
•
•
The Getting it right for every child values and principles stress the promotion of
children’s well-being by keeping them safe, promoting their development and
respecting their views. Ensuring children have the best possible chances requires a
whole child approach, building on strengths and promoting resilience, alongside
encouraging opportunities and valuing diversity.
•
Getting it right for every child translates the UNCRC approach to special care and
assistance by embedding UNCRC Articles within the GIRFEC values and
principles. Most importantly, GIRFEC requires every practitioner to apply a UNCRC
approach in day-to-day practice by putting children at the centre.
UNCRC: The Foundation of Getting It Right For Every Child,
http://www.scotland.gov.uk/Resource/0041/00417256.pdf
58 | P a g e
SLIDE 50
Children and Young People Bill
- Introduced on 17 April 2013
- Implications of the Bill for children’s
rights:
- Scottish Ministers will have to
consider children’s rights whenever
they take decisions.
- Scottish Ministers will have to
promote children’s rights.
- There will be a reporting duty
on Scottish Ministers and other
organisations who support children.
- The powers of Scotland’s Commissioner
for Children & Young People will be
extended.
Transforming lives through learning
Review what the Children and Young People Bill says about the rights of children and
young people with participants:
•
Scottish Ministers will have to consider children’s rights whenever they take
decisions.
This means!
Ministers will have to think about how their decisions impact on children’s rights.
They will also have to take steps which they believe will help to make rights real
for children and young people.
• Scottish Ministers will have to promote children’s rights.
This means!
Scottish Ministers will have to make sure that everyone is aware of children’s
rights and understands what they are.
• There will be a reporting duty on Scottish Ministers and other organisations
who support children.
This means!
Scottish Ministers and public bodies will have to report every three years, telling
people what they are doing to encourage and support children’s rights.
• The powers of Scotland’s Commissioner for Children & Young People will be
extended.
This means!
The job of the Children’s Commissioner is to promote children’s rights.
The Bill will allow the Commissioner to investigate issues affecting
individual children where there is a concern that their rights, views and
interests have not properly been taken into account.
!!!
!
!
59 | P a g e
!
60 | P a g e
THE ARTICLES
Presentation and Group Activities
Aim:

To ensure that all participants have the opportunity to read,
discuss and reflect on articles 1-42 of the UNCRC.
Resources
 Article Cards (Support Resource 2: 1 set per group of
and
participants)
Preparation:
 Articles Worksheets (Support Resource 3A-C: 1 set per group;
on A3 paper)
 Participant Workbook (p.25-52)
 Markers
Time:
2 x 45 minutes
Outline:
1. OUTLINE
(Slide #51)
I.
Outline the structure of the articles of the UNCRC, and review
the qualities (universal, inalienable, indivisible and
accountable).
II.
Highlight the group’s article cards: each article is reproduced
on cards – on one side is a summary version; full text on the
other side. If the print is too small, invite participants to refer to
their copy of the UNCRC.
(Slide #52 58)
2. ARTICLE ACTIVITIES
Facilitators should consider which/how many of these activities are
appropriate for the training; activities can be used as followup/consolidation exercises after the main training event. The
variety of activities listed below allow participants to establish a
good knowledge and understanding of the articles. Most of the
‘article activities’ are found in this section, however further
activities are planned in the ‘improvement planning’ section for the
purpose of consolidation.
I.
First read-through of articles: article cards are dealt out among
the small group members; each group member takes 5
minutes to read through the articles in their ‘hand’.
II.
Provision; Protection; Participation – participants take turns in
suggesting which of the 3 domains each article belongs to; on
discussion, the group writes the article number and a keyword
to describe the content of each article in the appropriate
column on sheet A from the Articles Worksheets (Support
Resource 3A).
III.
Second read-through of articles: each group member passes
their hand to their neighbour, and takes 5 minutes to read
through the articles in their new ‘hand’.
(Slide #52)
(Slide #53)
(Slide #54)
61 | P a g e
IV.
Underpinning Rights: non-discrimination; best interests; life,
survival & development; to be listened to – participants take
turns in suggesting which rights are underpinned by each of
the 4 key articles; on discussion, the group writes the article
number and a keyword to describe the content of each article
in the appropriate column on sheet A from the Articles
Worksheets (Support Resource 3B).
V.
Third read-through of articles: each group member passes
their hand to their neighbour, and takes 5 minutes to read
through the articles in their new ‘hand’
VI.
GIRFEC & SHANARRI – highlight the SG document ‘UNCRC:
The Foundation of Getting It Right for Every Child’ which links
the articles of the UNCRC with the wellbeing indicators of
GIRFEC. Participants take turns in suggesting which of the
wellbeing indicators each article correlates with; on discussion,
the group writes the article number and a keyword to describe
the content of each article in the appropriate column on sheet
A from the Articles Worksheets (Support Resource 3C).
SG version from the above document is displayed on slide
#58.
(Slide #55)
(Slide #56)
(Slide #5758)
62 | P a g e
SLIDE 51
The Articles
54 Articles:
• Part 1 (1-42): provisions
• Part 2 (42-45):
implementation and
monitoring
• Part 3 (46-54):
final clauses
•
•
•
•
UNIVERSAL
INALIENABLE
INDIVISIBLE
ACCOUNTABLE
Transforming lives through learning
Human rights are Universal:
All individuals are equal as human beings and by virtue of the inherent dignity of each
human person.
Human rights are Inalienable:
All people everywhere in the world are entitled to human rights.
Human rights apply regardless of anything else. You do not need to have done
anything for them to apply, they cannot be taken away from you and you cannot give
them up.
Rights should not be linked to responsibilities.
This refers to children's rights as well as adults’ rights.
Human rights are Indivisible:
Rights are completely interdependent and depend on each other for their effectiveness.
So for example children have the right to relax and play and they also have the right of
free assembly. They need to exercise both these rights for either one to work properly
Human rights are Accountable:
Both individuals and governments have certain duties and obligations to respect,
protect and fulfil the rights of others.
Description taken from the Save the Children material produced for ‘Children’s Rights
Wales’
(http://www.childrensrightswales.org.uk/userfiles/file/Teachers_new.ppt)
63 | P a g e
SLIDE 52
The Articles
Articles Activity 1:
Deal out the article
cards to your group.
Take some time to
read through the
articles you have
been given.
Transforming lives through learning
64 | P a g e
SLIDE 53
The Articles
54 Articles:
• 3 domains:
– PROVISION
– PROTECTION
– PARTICIPATION
Transforming lives through learning
Articles Activity 2:
Sort all articles into the 3 ‘P’s:
• Take turns to describe an
article and discuss which
domain it promotes.
• Using your groups A3
sheet, write the article’s
number and an agreed
keyword to describe it.
Remind participants to hang onto their own cards.
Background information:
• The UNCRC has 54 articles in total:
• 1 to 41 are substantive articles describing specific rights, the majority of which
impact on services provided by Local Authorities.
• 42-54 talk about how the UN and National Governments work to ensure those
rights.
•
•
The rights can be organised around 3 domains, often referred to as the 3 Ps.
PROVISION of services, such as education or healthcare.
•
PROTECTION of children and young people from abuse or from dangerous drugs
(for example).
•
Promoting the PARTICIPATION children and young people so that their views are
sought, heard and actively influence decisions or outcomes.
65 | P a g e
SLIDE 54
The Articles
Articles Activity 3:
Pass your article
cards to the person
next to you.
Take some time to
read through the
new articles you
have been given.
Transforming lives through learning
66 | P a g e
SLIDE 55
The Articles
Articles Activity 4:
4 Underpinning Rights:
Article 2 –
•
Think how these articles Non-discrimination
underpin the ones on
the cards in your hand. Article 3 –
•
Take turns to highlight
Child
an article, discuss which
of these 4 articles it Article 6 –
aligns with.
Right to life, survival &
•
Best interests of the
Using your group’s A3 development
sheet, write the article Article 12 –
number and a keyword Right to be heard
to describe it.
Transforming lives through learning
Again, remind participants to retain their cards, and to use the A3 sheets to write their
answers.
Background information:
• Although the articles are indivisible and interdependent, there are 4 underpinning
rights which can be seen to support all the others:
• Article 2 covers the principle of Universality.
• Article 3 puts the best interest of the child first – before any other consideration – in
all actions concerning children.
• Article 6 recognises that every child has the inherent right to life and that States
must ensure ‘to the maximum extent possible the survival and development of the
child’.
• Article 12, the right to be heard, is seen as a gateway right. Without Article 12 it is
very difficult for children and young people to exercise their other rights.
Participation therefore is often the first step to raising awareness of rights.
•
An example: when you look at article 9 for instance, which says you should not
separated from your parents unless it is for your own good, you have to remember
that this applies to all children, without discrimination, that any decision about
taking a child away from his/her parents has to be in the best interests of the child,
that all children have the right to life and to survive and develop healthily and that
children and young people have the right to be heard and express their views about
any decision to separate them from their parents.
•
You can go through this exercise for each of the 41 substantive rights,
demonstrating the underpinning nature of these rights !!
!
67 | P a g e
SLIDE 56
The Articles
Articles Activity 5:
Pass your article
cards to the person
next to you.
Take some time to
read through the
new articles you
have been given.
Transforming lives through learning
68 | P a g e
SLIDE 57
Articles Activity 6
The Articles
Transforming lives through learning
•
•
Activity invites participants to see the articles at the heart of GIRFEC by sorting the
cards into the 8 indicators of wellbeing.
In a similar way to the previous sorting activities, participants should take turns to
discuss the articles and use the A3 SHANARRI wheel to write the article numbers
and keywords.
Background information:
• Previously outlined the link between UNCRC and GIRFEC
• UNCRC: The Foundation of Getting It Right For Every Child,
http://www.scotland.gov.uk/Resource/0041/00417256.pdf
!
!
69 | P a g e
SLIDE 58
UNCRC Articles & GIRFEC Wellbeing Indicators
UNCRC: The Foundation of
Getting it Right for Every Child
Transforming lives through learning
•
What the government came up with.
•
UNCRC: The Foundation of Getting It Right For Every Child,
http://www.scotland.gov.uk/Resource/0041/00417256.pdf
!
70 | P a g e
!
TOOLS FOR REFLECTION
AND IMPROVEMENT
Presentation and Group Activities
Aim:
• To highlight some evaluation and planning tools to assist
establishments in their work of promoting and supporting the
UNCRC.
• To ensure that all participants have the opportunity to read,
discuss and reflect on articles 1-42 of the UNCRC.
Resources
• Article Cards (Support Resource 2: 1 set per group of
and
participants).
Preparation:
• Articles Worksheets (Support Resource 3D-E: 1 set per group;
on A3 paper).
• Participant Booklet (p.16-52).
• Markers.
• Support Resources 4-5.
Time:
45 minutes
Outline:
1. INTRODUCTION
(Slide #59)
Outline the importance of self-evaluation for an establishment to
successfully embed rights; consider the following key questions
with participants:
• How are we doing?
• How do we know?
• What are we going to do now?
Introduce the need to apply these key questions to 3 focus areas:
• Myself and my practice: how well do I know, understand and
apply the UNCRC in my work with children/young people?
• Our context: which of the articles of the UNCRC does our
establishment/school/context have the opportunity to
specifically protect, support and promote?
• To our improvement planning across the school/establishment:
our starting point on our ‘rights journey’; what progress we plan
to make; who, how and by when we will progress; how we will
know that we have made progress.
(Slide #60)
2. PERSONAL SELF-EVALUATION
I.
Highlight and describe the Common Core which is applicable
to all those who work with children and young people; it may
be worth highlighting that this is complementary to the
professional standards for teaching staff; can be used by all
staff and with all staff in PRD discussions.
II.
Highlight the Personal Self-Evaluation Tool (p.17-21 of the
Participant Booklet) and invite participants to take time (at
some point, not necessary during the training) to take time for
personal, professional reflection and action planning in light of
the UNCRC.
71 | P a g e
(Slide #61)
(Slide #62)
(Slide #63)
(Slide #64)
(Slide #65)
3. ARTICLE ACTIVITY: ARTICLES IN MY CONTEXT
I.
Fourth read-through of the articles: each group member passes
their hand to their neighbour, and takes 5 minutes to read
through the articles in their new ‘hand’.
II.
Participants take turns in suggesting which of the articles have
particular relevance for their work/context (particular dutybearer responsibility, or particular scope to promote and
support right-holder awareness; on discussion, the group writes
the article number and a keyword to describe the content of
each article in the appropriate column on sheet A from the
Articles Worksheets (Support Resource 3D).
It is important that you reaffirm the indivisibility of the articles.
Participants are not being asked to simply pick and choose:
they are identifying particular responsibilities of their roles, and
thinking about where to start with plan for improving their rights
practise.
4. IMPROVEMENT PLANNING
I.
Introduce ‘The Relational School’ and the idea of identifying
current progress across various facets of school life (further
detail on slide notes).
II.
Highlight the ‘Establishment Reflection Tool’ and describe how
it should be used; invite participants to take some time (with the
most relevant people) to undertake this school evaluation
activity as a baseline measure, and as a measure of progress
once an improvement plan has been established. (Paper copies
and the reporting tool spreadsheet in Support Resources 4-5).
5. ARTICLE ACTIVITY: SHARING GOOD PRACTICE
I.
Notionally split the large group into two sets of 4 small groups.
II.
Assign one of the 4 underpinning rights to each small group
within each set.
III.
Using Support Resource 3E, invite small group members to
consider how they support this right in their current work, or
how they have seen others support this right (this must be done
individually with each member of the group writing their own
ideas in their own area of the placemat on Support Resource
sheet 3E).
IV.
Invite group members to share their ideas and to agree on the
best 5 ideas about how this right can be supported; each
member should write these 5 ideas down in the appropriate box
of p.16 of the Participant Booklet.
V.
Carousel: inviting participants to keep within their set of small
groups, ask all number 1s to get together, and all the number
2s, and so on; participants should share their ideas, taking
notes in the boxes from p.16 of the Participant Booklet.
VI.
Give One Get One: invite participants to find a partner from the
other set of small groups for them to share their ideas.
I.
II.
72 | P a g e
If time is limited:
As described in points I-IV above.
Facilitate a plenary to collate ideas from all groups which can
then be made available electronically (e.g. through the
professional learning community; by email; on the signposting
blog).
SLIDE 59
Tools
1. How are we doing?
2. How do we know?
3. What are we
going to do now?
• UNCRC and
MY practice
• UNCRC and
OUR practice
• Strategy for
Improvement
Transforming lives through learning
•
It is important to take time to reflect on what the UNCRC means for those who work
with children and young people.
•
There are 3 levels for this reflection:
# How well do I know and support the articles of the UNCRC in my practice?
!
#
Which of the articles particularly pertain to the work I do with children/young
people? How effectively do I currently support and promote these articles in
and through my work? How do I know that what I do is effective?
#
!
What can I do now? What can I do better?
73 | P a g e
SLIDE 60
Tools – The Common Core
“The Common Core describes the
skills,
knowledge
and
understanding, and values that
everyone should have if they work
with children, young people and
their families, whether they are
paid or unpaid.”
• Common Skills Working group
(2010-2012)
• Published June 2012
• Views of Children and YP
• Public consultation
http://bit.ly/the_common_core
Transforming lives through learning
•
Review the ‘Personal Self-Evaluation’ document from p.17 of the Participant
Booklet. If time is constrained, review The Common Core, highlight the selfevaluation sheets in the Booklet, and invite participants to complete this at another
time.
Background information:
What “common” and “core” means
The Common Core is a description of the skills, knowledge and understanding and
values that are valid for every employee and volunteer working with any child, young
person or family. They are common because they apply to everyone, even though the
detailed application may vary for different workers and/or different ages/groups of
children, young people or families. They are core because they are fundamental if
workers are to help improve the lives of children, young people and families.
Key principles of the strengths based approach include:
• Working with people, rather than seeing them as passive recipients of services –
“doing with”, rather than “doing to”.
• Helping people to identify and focus on the innate strengths within themselves and
communities and enhancing and supporting them.
• Supporting people to make changes for the better through enhancing skills for
resilience, relationships, knowledge and self-esteem.
• Building networks and friendships so people can support each other, make sense
of their environments and take control of their lives.
• Demonstrating the characteristics and values within the Common Core helps to
ensure all workers are able bring a strengths based approach to their work.
!
74 | P a g e
!
SLIDE 61
The Articles
Articles Activity 7:
Pass your article
cards to the person
next to you.
Take some time to
read through the
new articles you
have been given.
Transforming lives through learning
SLIDE 62
Tools – Articles in My Context
Article Activity 8:
Which Articles are
most relevant
for your context?
(For you as duty-bearers, and for your teaching to allow
the children/young people to be rights-holders)
Transforming lives through learning
•
•
•
Another card-sort activity which focuses on the contexts of the participants.
Invite participants to sort through the Article Cards to identify which of the articles
are most pertinent to our work and engagement with children and young people.
Participants should use the A3 activity sheet to record discussion.
75 | P a g e
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SLIDE 63
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•
The RSW Team often asks schools/establishments to consider the relationships
within their community, meeting children’s needs, and implementing improvement
strategies.
•
(Click) The ‘relational school’ is often referred to in order to support establishments
in reflecting on various aspects of school life; the values, culture and ethos of a
school/establishment is frequently seen as the starting point for consideration, but
the UNCRC challenges us to see that the starting point has to be the consideration
of how well children’s rights are recognised and realised.
•
(Click) The ‘Improvement Planning’ section of this training invites us to reflect on
the current practice in our school/establishment, and to identify/evidence the good
practice from across the various facets of life within the school/establishment,
(click) but then to identify what the next steps might be and how to access relevant
support information.
•
(Click) This training experience is focused on raising awareness of the UNCRC and
its implications; participants have a copy of a self-evaluation questionnaire (p.22 of
Participant Booklet) which invites them to rate their current practice (using a trafficlight evaluation), (Click) and to plan to make progress by exploring possible steps
for improvement (p.23-24 of Participant Booklet).
!
76 | P a g e
SLIDE 64
Tools – Rights and Improvement
• Traffic-light self
evaluation
• Baseline and
progress reports
• Suggested
development
activities
• Spreadsheet tool
to produce reports
Transforming lives through learning
•
Outline the establishment self-evaluation tool and invite participants to use this in
their school/centre to establish base-line and progress reports.
•
Spreadsheet included with resources.
77 | P a g e
SLIDE 65
Impact
Articles Activity 6:
• Your group will be
given one of these 4
Articles to consider
• Placemat: how do
you
currently
support this Right,
or how might you
support it?
• Agree on the best 5
ideas
• Carousel
• Give-One-Get-One
Transforming lives through learning
4 Underpinning Rights:
Article 2 – without discrimination
The Convention applies to EVERYONE.
Article 3 – best interests of the child
The best interests of the child must be a
top priority in all things that affect children.
Article 6 – survival & development
Every Child has the right to life.
Governments must do all they can to
ensure that children survive and develop to
their full potential.
Article 12 –
respect for the views of the child
Every child has the right to say what they
think in all matters affecting them, and to
have their views taken seriously.
•
Give each group one of the 4 underpinning rights to focus on.
•
Invite groups to create a placement on flipchart paper (4 spaces for participants to
brainstorm and 1 centre square for the 5 best ideas across the group; the 5 best
ideas should be recorded in the appropriate box of p.16 in the Participant Booklet).
•
Invite participants to go back into their Expert Groups and share the ideas:
participants should record these on p.16 of the Participant Booklet.
•
If time permits, invite participants to go back to their home group then find the other
group in the cohort who had the same focus article. Group members should then
pair up to share good practice ideas further.
78 | P a g e
IMPLEMENTATION &
IMPACT
Presentation and Group Activities
Aim:
•
To allow participants to consider how to implement a plan to
promote children’s rights to ensure impact.
To highlight two online resources to support implementation.
Participant Booklet p.6
•
Resources
•
and
Preparation:
Time:
30 minutes
Outline:
1. IMPLEMENTATION CONSIDERATIONS
I.
Highlight the importance of considering how any improvement
(Slide #66initiative is to be implemented.
67)
II.
If relevant to the composition of the group, give participants the
opportunity to get together with colleagues from their own
establishment/school/context to review the questions from the
slide; invite them to take a note of their discussion and/or an
outline of what they intend to do following the training.
Facilitators should change the questions in these slides to
support both local practice and the participants on the training.
(Slide #68)
2. SUPPORT AND RESOURCES
Outline 2 online resources to assist practitioners in developing
rights-based practices and establishments:
I.
Recognising and Realising Children’s Rights Blog
A signposting blog which directs visitors to organisations,
resources and websites to support their professional learning.
II.
(Slide #6971)
(Slide #72)
!
Glasgow and Clyde Valley Rights-Based Learning Project Blog
A repository of resources from practitioners from early years,
primary and secondary sectors. Includes: teaching, learning
and management resources; awareness-raising ideas; and, film
clips of rights-based learning in action.
3. REVIEW SELF-CHECK
I.
Invite participants to repeat their self-check on p.6 of the
Participant Booklet; ask them to compare this version with the
original one on p.5.
4. CONCLUDING FILM
I.
Show the Montage Film from the work of the Glasgow and
Clyde Valley Rights-Based Learning Project.
79 | P a g e
!
80 | P a g e
SLIDE 66
Implementation Considerations - LEA
•
•
•
•
•
•
•
•
•
Is this a stated priority?
Who needs to be trained?
Who will lead the training?
What supports will be necessary for participants in
the training?
What will be required to support
development/impact after the initial training?
Who will do the follow-up?
When will the follow-up happen?
How will impact be measured?
How will good practice be recognised and shared?
Transforming lives through learning
•
Training without an implementation plan is in danger of not having impact.
•
This slide and the next one outline some initial points to invite participants to reflect
on what their next steps might be.
•
Facilitators should tailor this to their context as appropriate.
SLIDE 67
Implementation Considerations in Establishments
•
•
•
•
•
•
•
•
•
Is this a clear improvement priority?
What is our starting point? How do we know?
Is our Ethos currently based on rights?
Who will lead the rights agenda with staff? How?
Who will lead the rights agenda with pupils? How?
When will we learn about rights?
What support/resources are available?
What improvement is feasible in this year?
How will we know we have grown in how we realise
children’s rights?
• How will good practice be recognised and shared?
Transforming lives through learning
81 | P a g e
SLIDE 68
Support and Resources
http://bit.ly/rrchildrensrights
http://bit.ly/CLYDERIGHTS
Transforming lives through learning
•
•
The top link refers to the Blog which accompanies this resource: it is a signpost to
organisations, resources and website to support impact and improvement with
establishments’ support and promotion of children’s rights.
The second link is the Glasgow and Clyde Valley Rights Based Learning Project’s
repository of exemplars of a rights based approach in action.
82 | P a g e
SLIDE 69
Review – Self Check (II)
On your own,
complete the ‘What
Have I Learned
About’ section of
your
Self Check.
Plenary
Transforming lives through learning
•
Invite participants to do the self-check once again; this time they should use p.6
from their Participant’s Booklet.
• The next two slides display the necessary photographs.
• As a plenary, it might be useful to go over the answers. (Some of the answers
below are not exhaustive).
1: Possible rights might include:
3. Adults should do what’s best for you.
6. Best development of the child.
12. You have the right to an opinion and for it to be listened to and taken
seriously.
23. If you are disabled, either mentally or physically, you have the right
to special care and education
28. You have the right to education
29. You have the right to education which develops your personality,
respect for other’s rights and the environment
2: 1989 – UNCRC ratified; brought into force in 1990;
3: Ratified by UK government in Dec 1991.
4: South Sudan, Somalia and USA.
5: From birth until 18th birthday (in Scotland, the rights of young people are further
supported up to the age of 21 if they have been ‘looked after’ or in care).
6: 54 articles; only 42 of these directly apply to children: 43-54 pertain to adults and
governments about how to recognise and realise children’s rights.
7: Tam Baillie is the current Children’s Commissioner in Scotland.
8: Scotland’s National Action Plan (for Human Rights).
83 | P a g e
9: Next reporting cycle starts in January 2014.
10: Possible rights might include:
1. Everyone under 18 has these rights.
2. You have the right to protection against discrimination.
3. Adults should do what’s best for you.
12. You have the right to an opinion and for it to be listened to and taken
seriously.
15. You have the right to be with friends!
23. If you are disabled, either mentally or physically, you have the right
to special care and education.
24. You have the right to the best health possible and to medical care
and information.
27. You have the right to have a good enough standard of living.
28. You have the right to education.
29. You have the right to education which develops your personality,
respect for other’s rights and the environment.
31. You have the right to play and relax!.
!
84 | P a g e
!
!
SLIDE 70
Review – Self Check
Transforming lives through learning
What children’s rights might be being infringed?
SLIDE 71
Review - Self Check
Good idea.
Thanks,
Ethan.
I’ll get some
more sand for
you, Andrew.
Transforming lives through learning
What children’s rights might be being enjoyed here?
85 | P a g e
SLIDE 72
Making An Impact With Rights
Transforming lives through learning
•
Montage by the Glasgow and Clyde Valley Rights Based Learning Project.
SLIDE 73
Recognising and Realising
Children’s Rights
Aims:
• raise awareness and develop knowledge/understanding of
the UNCRC
• allow individuals and establishments to self-evaluate their
practice in light of the UNCRC
• support improvement planning within establishments
• (support children to know, understand and claim their rights)
RSW@educationscotland.gov.uk
Transforming lives through learning
86 | P a g e
APPENDIX 1
PARTICIPATION – SCOTTISH BORDERS COUNCIL
Scottish Borders Council is committed to realising the rights of children, and in
particular empowering children and young people through article 12 of the UNCRC:
“The right to have a say in decisions which affect your life”
In 2011/12 young people were appointed as Youth Commissioner on Bullying – to
make evidenced recommendations to inform the new anti-bullying policy, Respectful
Relationships. This youth work opportunity provided 12 young people with a 12 month
experience of carrying our research, networking, and writing recommendations to
Scottish Borders Council. This realised article 12 of the UNCRC and their
recommendations and the subsequent policy places child rights at its heart – ensuring
the right to education, right to be protected from harm, the right to be free from
discrimination and the right to have their voices heard in developing and implementing
the policy within their learning setting.
In 2013 we have worked to further understand the rights of the child and to promote
child rights in our area by working in an EU Youth in Action funded child rights project
with youth communities in Sweden. In 2014 we will launch a calendar for decisionmakers, adults and community leaders to raise their awareness of the rights of the
child.
The Scottish Borders Council Child Rights group are currently developing a schools
initiative: “Child Rights Ambassadors” – to enable school pupils from the primary and
secondary sectors to be leaders and promoters of the UNCRC in their school
community. Ambassadors will receive training, handbook, and a pin badge to
recognise their role in promoting the understanding of rights to both their peers and
adults.
!
!
87 | P a g e
APPENDIX 2
HISTORICAL BACKGROUND INFORMATION
" The Cyrus Cylinder:
" Ancient clay cylinder on which a declaration is written from the Persian King
Cyrus the Great in the 6th century BC.
" Describes the genealogy of Cyrus the Great and outlines some of the history
and politics of the time, and the principles by which the King sought to lead
(e.g. justice, liberty).
" In the 1960’s, the Shah of Iran described the cylinder as the world’s first
charter of human rights; there is some debate about this.
" Natural Law
" There have been many theories and proponents of a ‘Natural Law’
throughout history (many of the great philosophers and theologians such as
Plato, Aristotle and Thomas Aquinas).
" Link between human rights and natural law: ‘natural law is the view that
certain rights or values are inherent in or universally cognizable by virtue of
human reason or human nature’. (i.e our very existence should be protected,
and how we act should support and promote the continuance of our
existence (survival and development).
" 1215 - Magna Carta Libertatis:
" Built on the King Henry I’s Charter of Liberties in 1100, and amid a context of
dishonesty and abuses of power, King John of England was ‘led’ to sign the
‘Great charter of liberties’ to assure protection of freedom of the citizens so
that his power could not be abused arbitrarily.
" Clear precursor to a charter of human rights.
" Some examples:
" The Church should be free from governmental interference
" All free citizens should be able to own and inherit property
" All free citizens should be protected from excessive taxes
" Widows with property should have the right not to remarry
" 1320 – Declaration of Arbroath
" Written in 1320, 6 years after Robert the Bruce’s Bannockburn victory.
" Written as a request to the Pope to recognise the freedom of Scotland and
the Scots from English rule.
" Seen by many as a template for the American Declaration of Independence
from Britain 500 years later.
" Famous quote: "We hold these truths to be self-evident: that all men are
created equal, that they are endowed by their creator with certain
unalienable rights, that among these are life, liberty and the pursuit of
happiness."
88 | P a g e
" 1628 – Petition of Right
" Hostility between Parliament and the King over extortion and unpopular
foreign policy.
" Sent by the English Parliament to King Charles I as a statement of liberties
for citizens; it included:
" No taxes can be levied without Parliamentary consent.
" No citizen can be imprisoned without due cause.
" No soldiers should be quartered in citizens’ homes.
" Martial law should not be used in times of peace.
" 1776 - US Declaration of Independence
" Context: the 13 American colonies part of British Empire; the American War
of Independence (started in 1775).
" Primarily written by Thomas Jefferson to explain the vote and decision of
Congress to become independent of Britain.
" Two clear themes: the rights of the individual; and the right of revolution.
" 1787 – The US Constitution outlines the basic freedoms of all United States citizens
that should be protected.
" 1789 – French Declaration of the Rights of Man and of the Citizen
" Abolition of the absolute monarchy.
" National Constituent Assembly adopted the Declaration and set the context
for the development of the French Republic.
" Guarantees the rights to liberty, property, security and resistance to
oppression, based on a natural right of each person in equality to all others.
" 1791 – US Bill of Rights (first 10 amendments to the Constitution)
" Limits the powers of the federal government and protest the rights of citizens,
residents and guests in US territory.
" Protects freedoms of speech, religion, to keep and bear arms, assembly and
petition; it prohibits unreasonable detention, inhumane punishment and
forced self-incrimination.
" 1864 – 1st Geneva Convention
" Provision of care for wounded soldiers without discrimination, and protection
for medics who care for them (Red Cross).
" 1945 – Towards the end of WWII, in a context of suffering, death, loss, poverty and
!
starvation, 50 nations met in San Francisco and formed the UN to promote and
protect peace with the following ideal: “We the peoples of the United Nations are
determined to save succeeding generations from the scourge of war, which twice in
our lifetime has brought untold sorrow to mankind.”
!
!
89 | P a g e
APPENDIX 3
JANUSZ KORCZAK
" The child has the right to love.
" “Love the child, not just your own.”
" The child has the right to respect.
" “Respect the mysteries and the ups and downs of that difficult task of
growing up.”
" The child has the right to optimal conditions in which to grow and develop.
" “We undertake to eliminate hunger, overcrowded conditions, neglect and
"
"
"
"
"
"
"
"
exploitation. Suffering bred of poverty spreads like lice - sadism, crime and
brutality are nurtured on it.”
The child has the right to live in the present.
" “Children are not the people of tomorrow. They are people today.”
The child has the right to mistakes.
" “There are no more fools among children than among adults.”
The child has the right to fail.
" “We renounce the deceptive longing for the perfect child.”
The child has the right to be taken seriously.
" “You will never understand children if you belittle their qualities. Who asks
the child for her opinion or consent?”
The child has the right to protection.
" “We undertake to protect the child from all forms of violence and abuse.”
The child has the right to education.
" “One is struck by the fact that everywhere military spending is greater than
that for education.”
The child has the right to forgiveness.
" “More often than not we are the harsh judges, rather than their counsellors
and consolers.
The child has the right to respect for his grief.
" “Even though it be for the loss of a pebble.”
(It would be worth elaborating this point – Korczak’s list is more a list of statements of
understanding or duty aimed at adults to inform their view of and treatment of children;
it may be of value to explore the view that the respecting of children’s rights is not
merely the fruit of a charitable perspective, but rather is a moral, professional and legal
imperative).
Further sources:
http://www.bcmj.org/good-doctor/dr-janusz-korczak-and-his-legacy
http://korczak.com/Biography/kap-1who.htm
http://www3.lancashire.gov.uk/corporate/web/?siteid=5633&pageid=31036&e=e
90 | P a g e
APPENDIX 4
DEVELOPMENT OF SNAP
" Evidence based: The evidence base for the development of SNAP comes
from the collective experience and research of a wide range of bodies.
" Participation Process: Following the publication of Getting it Right? in
October 2012 SHRC coordinated a five month participation process where
individuals and organisations provided their views on the priority human
rights issues in Scotland and what action should be taken to address
them. During the participation process around 430 people took part in
events and 144 written contributions were received. A report of the
participation process is available online.
" Co-production: SHRC has worked with a range of civil society organisations
to establish co-production groups of rights holders to ensure that the lived
experiences of people whose rights SNAP aims to uphold directly inform its
development and implementation. A full list of co-production groups is
available online.
" Independent Monitoring: We are working hard to link the assessment of
progress on SNAP to existing monitoring at International, UK, Scottish, local
and organisational levels. Over time this will help to ensure that human rights
are embedded into monitoring and accountability systems, including
international human rights reporting as well as the Scottish Government’s
National Performance Framework.
" Advisory Council of over 25 individuals with a wealth of experience across
all areas of civil life in Scotland provide advice on the development of SNAP.
A full list of the Advisory Council members is available online.
91 | P a g e
APPENDIX 5
SCOTTISH LEGISLATIVE CONTEXT
(Salient points in bold)
The UNCRC was 10 years in the making and was eventually adopted by the UN
General Assembly in 1989, exactly thirty years after the 1959 Universal Declaration of
Human Rights. UNCRC was ratified 1989 by the UN General Assembly and
brought into force 1990 Ratified by UK government in Dec 1991, brought into force
15 Jan 1992 across the UK.
Explanation of background to the UN Convention on the Rights of the Child (UNCRC).
The roots of the UNCRC can be traced back to 1923 when Eglantyne Jebb, founder of
Save the Children, summarised the rights of children in five points. Her Declaration of
the Rights of the Child was adopted by the League of Nations in 1924 and the five
points subsequently became known as the Declaration of Geneva.
Following World War II, and its atrocities, the United Nations (UN) concentrated on
producing the Universal Declaration of Human Rights, which was adopted in 1948.
Although the rights of children were implicitly included in this Declaration, it was felt by
many to be insufficient and that the special needs of children justified an additional,
separate document. In November 1959, the UN General Assembly adopted the
second Declaration of the Rights of the Child. This consisted of ten principles
and incorporated the guiding principle of working in the best interests of the
child. However, this 1959 Declaration was not legally binding and was only a
statement of general principles and intent.
Ten years in the making, the UNCRC was adopted by the UN General Assembly in
1989, exactly thirty years after the 1959 Declaration. On 2 September 1990 it entered
into force as international law.
European Convention on Human Rights (ECHR), is an international treaty by which
signatory states oblige themselves to secure certain rights to persons within their
jurisdiction (Art.1 ECHR). The Committee of Ministers, the executive organ of the
Council of Europe, adopted a text in August 1950. This document was the basis of the
European Convention on Human Rights. The ECHR was signed on 4 November 1950
in Rome and entered into force on 3 September 1953.
UNCRC ratified 1989, brought into force 1990
Ratified by UK government in Dec 1991, brought into force 15 Jan 1992 across the UK.
The Children (Scotland) Act 1995 – this act centers on the needs of children and
their families and defines both parental responsibilities and rights in relation to
children.
The Children (Scotland) Act 1995 marks a significant stage in the development of
legislation on the care of children in Scotland. It is centered on the needs of children
and their families and defines both parental responsibilities and rights in relation to
children. It sets out the duties and powers available to public authorities to support
children and their families and to intervene when the child's welfare requires it.
92 | P a g e
The essential principles behind the Act, which is the primary legislative
framework for Regulations, Directions and Guidance, are
•
•
•
•
•
•
each child has a right to be treated as an individual;
each child who can form a view on matters affecting him or her has the right
to express those views if he or she so wishes;
parents should normally be responsible for the upbringing of their children
and should share that responsibility;
each child has the right to protection from all forms of abuse, neglect or
exploitation;
so far as is consistent with safeguarding and promoting the child's welfare,
the public authority should promote the upbringing of children by their
families;
any intervention by a public authority in the life of a child must be properly
justified and should be supported by services from all relevant agencies
working in collaboration.
1998 Human Rights Act and the Scotland Act
The European Convention on Human Rights (ECHR) was incorporated into Scots law
through the Human Rights Act 1998 and the Scotland Act 1998. The Human Rights
Act requires public authorities to comply with ECHR, while the Scotland Act
provides that actions of Scottish Ministers and Acts of the Scottish Parliament that do
not comply with ECHR are unlawful. Many of the provisions in ECHR are similar to
those in the UNCRC and, while these rights are general rather than being solely
for children, they are of benefit to children.
National Human Rights Institutions
In the second UK periodic report, the UN Committee published its Concluding
Observations in October 2002 para 17 recommending the establishment of
‘independent human rights institutions with a broad mandate and appropriate
powers and resources’. The committee also indicated that these institutions
should be independent and easily accessible to children. e.g. Scottish
Commissioner for Children and Young People, Scottish Commission for Human
Rights.
2000 Standards in Scotland’s Schools Act – provides that school education
should develop the personality, talents and mental and physical abilities of
children to their fullest potential (Article 29(1)(a) – taking account of the views of
children in decisions that significantly affect them. It also places a duty on
Ministers and local authorities to improve the quality of school education.
2002 Disability Strategies and Pupils’ Educational Records (Scotland) Act –
places a duty on local authorities and schools to plan progressively to improve
access to education for pupils with disabilities.
2003 Protection of Children (Scotland) Act – aims to improve the safeguards for
children by preventing unsuitable people from working with them. The Act allowed
Scottish Ministers to set up the Disqualified from Working with Children List which
came into operation in 2005. It is now an offence for an organisation to knowingly
employ a person in a child care position if that person is disqualified from working in
such a position.
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2003 The Commissioner for Children and Young People (Scotland) Act established the office of Children’s Commissioner. Prof Kathleen Marshall,
Scotland’s first Commissioner for Children and Young People was appointed in April
2004. The general function of the Commissioner is to promote and safeguard the
rights of children with particular emphasis on the rights set out in the UNCRC,
and to:
• promote awareness and understanding of the rights of children;
• review the adequacy and effectiveness of any law, policy and practice as it relates
to the rights of children;
• promote best practice by service providers; and
• commission and undertake research on matters relating to the rights of children.
Current commissioner is Tam Baillie.
(Feb) 2006 Equality Act - An Act to make provision for the establishment of the
Commission for Equality and Human Rights; to dissolve the Equal Opportunities
Commission, the Commission for Racial Equality and the Disability Rights Commission;
to make provision about discrimination on grounds of religion or belief; to enable
provision to be made about discrimination on grounds of sexual orientation; to impose
duties relating to sex discrimination on persons performing public functions; to amend
the Disability Discrimination Act 1995; and for connected purposes.
(May) 2006 Scottish Schools (Parental Involvement) Act – places a duty on
Scottish Ministers and education authorities to promote parents’ involvement in their
child’s school education and makes provision for new arrangements for parental
representation in schools.
(Dec) 2006 Scottish Commission for Human Rights - Legislation to create a
Scottish Commission for Human Rights (SCHR) was passed by the Scottish
Parliament in November 2006 and received Royal Assent in December of that year.
The proposals are designed to comply with the Paris Principles, and so the SCHR will
be independent of the Scottish Executive and accountable to the Scottish Parliament.
The SCHR’s overall objective will be to promote understanding and awareness
of, and respect for, human rights. Although the SCHR will be expected to focus on
the European Convention on Human Rights its remit will cover all international human
rights instruments ratified by the UK, including the UNCRC.
2007 Health Promotion and Nutrition (Scotland) Act - schools have to encourage
health promotion and serve only healthy and nutritious meals, snacks and
drinks.
The act's four key aims are:
# local authorities must ensure that food and drink in schools meets defined
nutritional standards, both at lunchtime and out with lunch;
# local authorities must promote the uptake of school meals, particularly
free school meals and ensure that those receiving free school
meals are anonymous;
# nutrient standards within the act give local authorities the power to provide
children with snacks and drinks at any time of the day, either free of charge
or with a charge;
# Scottish ministers and local authorities must ensure that all schools are
health promoting environments.
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2010 Equality Act - A new Equality Act came into force on 1 October 2010. The
Equality Act brings together over 116 separate pieces of legislation into one single Act.
Combined, they make up a new Act that provides a legal framework to protect the
rights of individuals and advance equality of opportunity for all. The Act simplifies,
strengthens and harmonises the current legislation to provide Britain with a new
discrimination law which protects individuals from unfair treatment and
promotes a fair and more equal society.
In December 2011, the UN General Assembly adopted the United Nations
Declaration on Human Rights Education and Training (HRET).
This Declaration asserts that everyone has the right to know, seek and receive
information about their human rights and fundamental freedoms. It is a call to the
United Nations, governments, non-governmental organizations and other bodies to
intensify their efforts to promote the universal respect and understanding of HRET.
The Declaration defines HRET as comprising “all education, training, information,
awareness-raising and learning activities aimed at promoting universal respect for and
observance of human rights and fundamental freedoms.” It also states that HRET
encompasses:
Education about human rights.
Education through human rights.
Education for human rights.
The Declaration recognizes that HRET is a lifelong process that includes all parts of
society, at all levels and should be based on principles of equality.
2013 Children and Young People (Scotland) Bill - The Bill will further the Scottish
Government’s ambition for Scotland to be the best place to grow up in by putting
children and young people at the heart of planning and services and ensuring their
rights are respected across the public sector.
#To ensure that children’s rights properly influence the design and delivery of policies
and services.
#To improve the way services work to support children, young people and families.
#To strengthen the role of early years support in children’s and families’ lives,
#To ensure better permanence planning for looked after children.
#Strengthen existing legislation that affects children and young people by creating a
new right to appeal a local authority decision to place a child in secure accommodation,
and by making procedural changes in the areas of children’s hearings support
arrangements and school closures.
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APPENDIX 6
EDUCATION POLICY CONTEXT
(Salient points in bold)
2001 For Scotland’s Children - Better Integrated Children’s Services.
2001 Better Behaviour Better Learning – The report of the Discipline Task Group
containing 36 recommendations aimed at improving discipline in schools.
2005 Happy, Safe and Achieving Our Potential - providing a framework for the
development of personal support in Scottish schools.
2006 More Choices More Chances - The NEET (Not in Education, Employment or
Training) Strategy, More Choices, More Chances is an action plan to reduce the
proportion of young people not in education employment or training in Scotland.
2007 We Can and Must Do Better – Educational outcomes for looked after children
and young people.
2008 Getting it Right for Every Child - Scotland's approach to supporting children
and young people. The GIRFEC approach arose out of the review of the Children's
Hearings System in 2004. It recognised that in order to improve outcomes for
vulnerable children, agencies need to intervene earlier, in a better and more integrated
way in response to identified needs and risks, and not when a threshold is reached to
trigger action. The origins of the approach lie in the Kilbrandon Report (1964),[
reinforced by publications such as 'For Scotland's Children’.
The Getting it right approach is a consistent way for people to work with all
children and young people. The approach helps practitioners focus on what
makes a positive difference for children and young people – and how they can
act to deliver these improvements. Getting it right for every child is being
threaded through all existing policy, practice, strategy and legislation affecting
children, young people and their families.
2008 Improving Relationships and Promoting Positive Behaviour – Good
relationships and positive behaviour across whole school communities are
fundamental to the successful delivery of Curriculum for Excellence. Reafirms
the continued roll out of the national approaches in supporting this, restorative
approaches, solutions oriented approaches etc.
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2008 Equally Well - "Scotland's health is improving rapidly but it is not improving
fast enough for the poorest sections of our society. Health inequalities ... remain
our major challenge."
Equally Well, the report of the Ministerial Task Force on Health Inequalities was
launched in June 2008. The report produced in partnership with COSLA was followed
by a detailed action plan in December 2008. Equally Well has actions for all and
delivering on these will require strong joint working between NHS, local government,
the Third Sector and other with community planning partnerships. Particularly in focus,
is bringing together the actions needed for the 3 big social frameworks:
# Equally Well;
# Early Years Framework;
# Achieving our Potential.
The Equally Well review in 2010 updated this work, and highlighted areas for
more intense effort.
2008 Achieving Our Potential - A Framework to tackle poverty and income
inequality in Scotland.
2009 Building Curriculum for Excellence Through Positive Relationships and
Behaviour - Response to the Behaviour in Scottish Schools Research .
2009 The Early Years Framework – This framework is about giving all our
children the best start in life and the steps the Scottish Government, local
partners and practitioners in early years services need to take to start us on that
journey.
The Early Years Collaborative - The objective of the Early Years Collaborative
(EYC) is to accelerate the conversion of the high level principles set out in
GIRFEC and the Early Years Framework into practical action. This must:
#Deliver tangible improvement in outcomes and reduce inequalities for Scotland’s
vulnerable children;
#Put Scotland squarely on course to shifting the balance of public services towards
early intervention and prevention by 2016;
#Sustain this change to 2018 and beyond.
2011 Included, Engaged and Involved part 2 – National guidance for schools and
local authorities in managing exclusions.
2011 National Care Standards - From 1 April 2011 a new regulatory body, Social
Care and Social Work Improvement Scotland (SCSWIS), is responsible for regulating
social services. The National Care Standards will still apply: see
http://www.nationalcarestandards.org/24.html for the care standards relevant to
services for children and young people.
2013 Better Relationships, Better Learning, Better Behaviour – Response to the
BISSR 2012.
2013 UNCRC The foundation of getting it right for every child - A report showing
how Getting it right for every child fully supports the implementation of UNCRC
in Scotland, and that UNCRC is the foundation of GIRFEC.
2013 Play Strategy for Scotland: Our Vision -.Together with the action plan, this
strategy seeks to improve the play experiences of all children and young people,
including those with disabilities or from disadvantaged backgrounds.
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