Improving outcomes: Children’s rights
in practice
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The true measure of a nation’s standing is
how well it attends to its children – their
health and safety, their material security,
their education and socialization, and their
sense of being loved, valued, and included
in the families and societies into which
they are born.
An overview of child well-being in rich countries UNICEF
Report Card 7
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QUIZ
• Which three countries have not ratified the
Convention?
• When was the UN Convention on the
Rights of the Child ratified by the UK?
• Who does the CRC apply to?
• Give three examples of duty bearers?
• How many rights are there?
• What is article 42?
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Scenario
Kemi is a very bright 13 year old girl, but she is
often late to school. While her attainment is very
good, ‘lateness’ and handing in or doing
homework is seen as problem.
Kemi has two younger siblings, who she cares for.
She has a good network of friends.
Kemi’s mother has two jobs. She works early
(cleaning) and late (elderly care home
assistant).
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Article 29
States Parties agree that the education of the child shall be directed to:
(a) The development of the child’s personality, talents and mental and
physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental
freedoms, and for the principles enshrined in the Charter of the
United Nations;
(c) The development of respect for the child’s parents, his or her own
cultural identity, language and values, for the national values of the
country in which the child is living, the country from which he or she
may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in
the spirit of understanding, peace, tolerance, equality of sexes, and
friendship among all peoples, ethnic, national and religious groups
and persons of indigenous origin;
(e) The development of respect for the natural environment
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UNICEF UK’s Rights Respecting
Schools Award is based on principles of
right to life, survival and development,
dignity, non-discrimination, participation,
best interests, holistic, transparency and
accountability
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Four standards
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Leadership and management
Knowledge of the Convention
Ethos
Pupil participation
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Knowledge of the Convention
This involves:
– Learning AS a right
– Learning ABOUT rights
– Learning THROUGH rights
– Learning FOR rights
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In a rights-respecting school
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The impact of RRSA
The UNCRC has been absorbed into the core values that
drive our work and lead our school ethos. …staff feel
better about themselves, feel more valued and better
included within a rights-respecting ethos, bench-marking
what we do and where we want to be as a school
community. This is the most positive programme that I
have been involved in as a school leader’
Dr Michael Dobbins, Principal,
Foyle View School, L/Derry
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The atmosphere in the
school is much better
now. The way that
students and teachers
talk to each other – it’s
more of a conversation
now.
Year 10 pupil, Bolton
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Impact
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Pupil self-esteem – feeling heard and valued
Empowerment
Relationships
Engagement in learning
Understanding diversity within the school and
within the world
• Global citizenship and justice
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Find out more
www.unicef.org.uk/rrsa
Rights Respecting
Schools Award
Contact Frances Bestley
francesb@unicef.org.uk
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