UN: Committee on the Rights of the Child releases Concluding Observations for Session 54

CRIN (Child Rights Information Network) has included this update on the Committee on the Rights of the Child ,in their recent newsletter:

UN: Committee on the Rights of the Child releases Concluding Observations for Session 54

Date: 16/06/2010
Organisation: UN OHCHR – Committee on the Rights of the Child
Resource type: CRC News


On the 11th June 2010, the Committee on the Rights of the Child released their Concluding Observations for the countries examined during the course of the 54th Session.


To access the Concluding Observations for the countries examined in the 54th Session, click on the individual country below:

Countries examined on the CRC:

Argentina   Belgium   FYR of Macedonia   Grenada  

Japan   Nigeria   Tunisia   Guatemala*


Countries examined on the OPSC:

Argentina   Belgium   Colombia   FYR of Macedonia

Japan   Serbia

Countries examined on the OPAC:

Argentina   Colombia   Japan   Serbia

FYR of Macedonia

To access the alternative reports submitted by NGOs for the 54th Session, click  here

For further information on the 54th session, click on the links below:

Organisation Contact Details:

UN OHCHR – Committee on the Rights of the Child
8-14 Avenue de la Paix
CH 1211 Geneva 10
Tel: +41 22 917 9000
Website: http://www2.ohchr.org/english/bodies/crc/index.htm


For those working in emergencies – Global launch of four major INEE tools!

Those working for education in times of crisis and emergency need all the help they can get -and often very quickly. Four tools are being launched and information about this global launch, as well as the regional and virtual launch events is on the INEE website: www.ineesite.org/launches2010.

The four new tools which  have been developed by hugely committed groups of individuals working across agencies, disciplines and locations. The immense amount of work and expertise that these documents represent is a clear reflection of the unique community that INEE represents.

INEE Minimum Standards for Education: Preparedness, Response, Recovery
The INEE Minimum Standards for Education: Preparedness, Response, Recovery express a commitment that all individuals – children, youth and adults – have a right to education. The standards articulate the minimum level of educational quality and access in emergencies through to recovery. They can be used as a capacity-building and training tool for humanitarian agencies, governments and affected populations to enhance the effectiveness and quality of their educational assistance. They help to enhance accountability and predictability among humanitarian actors and improve coordination among partners, including education authorities. The INEE Minimum Standards are founded on the Convention of the Rights of the Child, the Dakar 2000 Education for All goals, and the Sphere Project’s Humanitarian Charter.

INEE Secretariat and Working Group on Minimum Standards facilitated a highly consultative process that engaged national authorities, practitioners, policy-makers, academics and other educators around the world to develop the Minimum Standards in 2003-2004 and to update them in 2009-2010. The updated 2010 edition of the INEE Minimum Standards Handbook:

  • reflects recent developments in the field of education in emergencies
  • incorporates the experience and good practices of the users of the Handbook
  • is more user-friendly than the 2004 edition of the Handbook.

The 2010 edition of the Handbook is currently available in English and French and will soon be translated in Arabic, Portuguese, Spanish, and other languages. To request a hardcopy of the document, please email materials@ineesite.org with your name, address, and the number of copies requested. For more information about the update process, and for details of what is new in this edition, please see the INEE website here.

INEE Guidance Notes on Teaching and Learning

The INEE Teaching and Learning Guidance Notes provide a framework to identify and address critical teaching and learning issues to ensure all people the right to quality and safe education in emergencies through to recovery. Building on the INEE Minimum Standards, the Teaching and Learning Guidance Notes articulate evidence-based good practice on critical issues related to:

  • curricula adaptation and development;
  • teacher training, professional development and support;
  • instruction and learning processes;
  • the assessment of learning outcomes.

Accompanying the Guidance Notes is a Resource Pack of vetted resources, including sample tools, teaching materials and case studies, which can be used to adapt the good practices within the Guidance Notes to one’s specific context.

The good practices contained within these Guidance Notes are designed to help governments, NGOs, UN agencies, and other education stakeholders plan and implement high quality education programmes. While progress has been made in recent years to ensure that all children and youth affected by crisis have access to educational opportunities, the content of what is taught, the teacher training and teaching methodologies, and the evaluation of learning outcomes are too often inadequately addressed. The Guidance Notes reiterate the importance of focusing on learners, learning outcomes, and access issues and provide guidance to help achieve the quality goals of EFA by promoting quality education that indicates measurable learning achievements for learners of all ages, but particularly children and adolescents.

The INEE Guidance Notes on Teaching and Learning is currently available in English. To request a hardcopy of the document, please email materials@ineesite.org with your name, address, and the number of copies requested. For more information about the process to develop this tool, please go to www.ineesite.org/teachinglearning

INEE Reference Guide on External Education Financing

Developed by the INEE Working Group on Education and Fragility, theINEE Reference Guide on External Education Financing is a resource that explains donor education funding strategies and mechanisms. It focuses on external education financing in low-income countries, including those in fragile situations (i.e. crisis, post-crisis or the risk of crisis associated with conflict, natural disaster or challenges to government legitimacy) in which governments typically face challenges in delivering core public services, including education. The Reference Guide is organized in three parts, which provide:

  • An exploration of how donors view the education needs of low-income countries and fragile situations, and a review of donor goals and strategies in the education sector, as well as “good donor practice”;
  • A overview of the variety of organisations that fund and deliver education;
  • A summary of the principle funding mechanisms for education, their objectives, how they are funded and how they work.

A range of brief case studies and additional resources and reading are also included in the annexes of the document. The Reference Guide is available in English and French, and will soon be available in Arabic and Spanish. You can request hardcopies of the Reference Guide by emailingmaterials@ineesite.org with your name, address, and the number of copies requested. You can access much more information about the document on the INEE website here


INEE Pocket Guide to Gender With the input of many INEE members, the INEE Gender Task Team has developed this quick INEE Pocket Guide to Gender to help practitioners make sure that education as part of emergency preparedness, response and recovery is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis.

The INEE Pocket Guide to Gender outlines useful principles for a gender-responsive approach to guide all education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming in the education sector. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education. Finally, key gender terms and a selection of resources are listed at the end of the Guide.

The INEE Pocket Guide to Gender complements the INEE Minimum Standards for Education and the IASC Gender Handbook, and is intended for anyone working to provide, manage, or support education services as part of emergency preparedness, response or recovery.

Click here to download the INEE Pocket Guide to Gender – Gender Equality in and through Education. You can also order hard copies of the pocket guide, which will be available from early July. To request hard copies please email materials@ineesite.org with your name, address, and the number of copies requested. Please click here to access the INEE Gender Task Team webpage for more relevant tools, resources and training materials.

Football goals and education goals – EFA and MDGs

education goals

UNESCO has the mandate to coordinate support for achieving Education for All ‘goals’ by 2015 – take a look…

What do football and education have in common? Success in both is measured in goals.

To mark the occasion of the first World Cup to take place in Africa, as well as the priority that Africa represents for UNESCO, below is a selection of research, activities and projects carried out in Africa by the Organization’s Education Sector with a view of meeting the Education for All Goals as well as the Millennium Development Goals.

Related links

UNESCO supports “1 GOAL : Education for all”, a GCE-FIFA 2010 World Cup initiative

Facts and figures on education in sub-Saharan Africa (EFA Global Monitoring Report 2010)

Literacy Initiative for Empowerment in Africa

The Teacher Training Initiative for Sub-Saharan Africa

EDUCAIDS: School-centred HIV and AIDS care and support in Southern Africa

UNU and UNESCO African Education for Sustainable Development project

Pre-school education stories

The Cinderella of the education system?

Early Childhood Education and Care is such an important component of an education system,yet still maintains a low profile in terms of real investment in children.It still has to be separated from ‘real education’ (which of course can be beneficial in terms of attitudes towards what constitutes play and what is work in school). However the transition can be too brutal and many countries (including Vietnam) include a school readiness program, which is focused on the children -but perhaps it is the primary schools that need to change and be ready for the children and be more child friendly.

It is time to go to the ball!

From INEE:

Early Childhood in Emergencies Working Group
The Early Childhood in Emergencies Working Group (EEWG) works under the umbrella of the Consultative Group on Early Childhood Care and Development (CGECCD).

The EEWG is co-convened by UNICEF and Save the Children and includes more than 100 organizations and individuals working in early childhood, emergencies and other related fields.

The purpose of the EEWG is to analyze and synthesize information gathered from research, case studies, successful practices and tools from the fields of EC and Emergencies and to use this information to:

  • Develop tools and publications and to disseminate this information
    for use by global actors and stakeholders in EC and Emergencies.
  • Advocate for improved investments, policies, and commitment to
    action related to young children in Emergency and Transition
  • Inform the current gap in understanding that EC programming in
    Emergency situations needs to include the diverse needs of
    children in each phase of the emergency, transition and normalcy.
  • Inform capacity development of EC and Emergencies’ stakeholders
    to effectively act for children in these settings.

What is our strategy and what we do?
Through collaboration with other like-minded agencies, individuals, and experts, including:

1.    The Inter-agency Network on Education in Emergencies (INEE) through the EC in Emergencies Task Team .  Key activities include:

    • Development of a Position Paper and brief which explores current and emerging issues related to young children and emergencies, as well as recommendations for future action (currently in process).
    • Revision of the INEE Good Practice Guide for Early Childhood Development ; this will feed into the revision process of the INEE Minimum Standards, and be integrated into INEEMinimum Standards training.

2.    The Agency Learning Network on the Care and Protection of Children in Crisis-Affected Countries (CPC Learning Network) through one of 6 Global Technical Groups . Key activities include:

  • Review of existing policies/strategies on EC in emergency and transition situations.
  • Advocacy and practical guidance for mainstreaming of ECCD into the emergency coordination mechanisms, such as the Cluster approach.
  • Establishment of an EC in Emergencies knowledge database with information from Northern and Southern sources and contexts.
  • Provision of practical guidelines, tools and materials with process, output and outcome indicators for effectively monitoring and evaluating the impact of ECCD programs on children, caregivers, families and
    communities in Emergencies.
  • Development of strategies for EC inclusion in early preparedness phases to mitigate the negative impacts of emergencies and to strengthen community empowerment and ownership
  • Support to research and knowledge generation in EC in Emergencies


Manuals and Guidelines

This section includes manuals and guidelines on how to implement ECCD in Emergencies programming:

Delivering Education for Children in Emergencies: A Key Building Block for the Future (International Save the Children, 2008)

This new report from Save the Children demonstrates that it is possible to provide quality education even in the midst of conflict. Moreover, while the international community is beginning to meet the challenge, there is much more that can be done if donor governments would rise to the occasion.

Starting Up Child Centered Spaces in Emergencies: A Field Manual (Kostelny, K., 2008)

To help mobilize communities on behalf of children during and after emergencies, Christian Children’s Fund (CCF) has developed a Child Protection Approach that utilizes diverse tools, including Child Centered Spaces (CCSs) as a means to reach and support children. This manual is divided into three sections: 1) A description of CCF’s child protection framework, which includes CCF’s vision as it relates to child protection, child well-being, and child rights. It also describes CCF’s Deprivation, Exclusion and Vulnerability Model, and explains the strategic rationale for establishing Child Centered Spaces; 2) A list of 13 practical recommended steps for implementing CCSs. Throughout this section, field examples are provided to demonstrate steps of the CCS process in different emergency contexts. A quick checklist is also supplied for each step, indicating the key elements and activities for the step. The steps are intended to serve as guidelines, as each emergency situation is unique and requires adaptation of the approach within the local context; 3) Lastly, there is a compilation of annexes, references, and resources for working with CCSs.

IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (Inter-Agency Standing Committee, 2007).

This set of guidelines enable humanitarian agencies, workers, and communities to implement a set of multi-sectoral responses to support people’s mental health and psychosocial well-being in the midst of an emergency.  With a definite focus on social interventions and supports, these guidelines also highlight the importance of utilizing local resources (e.g., teachers, health workers, healers, women’s group, etc.) to promote psychosocial well-being.  The guidelines also include attention to protection and care of people with severe mental disorders. Of particular importance to early childhood care and development, see Action Sheet 5.4: Facilitate support for young children (0-8 years) and their caregivers. This section reveals suggestions and key actions to support young children (0-8 years) experiencing emergency situations.

REPORT: Too Often in Silence – Report of School-Based Violence in West and Central Africa

From the latest INEE newsletter a report on school based violence. In any contxt school based violence is unforgivable in the name of education. Corporal punishment cannot be condoned in an era of protection of children’s rights.
Too Often in Silence – Report of School-Based Violence in West and Central Africa

This report discusses school violence in West and Central Africa and finds that over half of primary school children in the region were victims of corporal punishment in schools. The report also highlights that children with disabilities and those displaced by conflict are particularly at risk of school-based violence.

Violence in school can lead to high drop-out rates, reduces the chances of achieving the Millennium Development Goal on gender parity in primary and secondary schools, can destroy children’s psychological well-being, can impact their grades, and has health consequences.
The report calls on governments to harmonize laws on child protection and education, and impose stricter standards on schools to reduce violence. Recommendations for curbing and tackling this trend are offered for governments, aid organizations, NGOs, schools, teachers, and the community.
To view the full report click here.

Educators for Social Responsibility, peace education and writers’ workshops

Educators for Responsibility have been known for their peace education initiatives. In their newest newsletter (June’s e-news) there is reference to a writer’s workshop and publications organised by WKCD (What kids can do – see below). What is important is that it focuses on student strengths and their cultural identity -some things that many schools would benefit from learning about, in terms of implementing ‘ideas that work’.

Educators for Social Responsibility

Educators for Social Responsibility (ESR) works directly with educators to implement systemic practices that create safe, caring, and equitable schools so that all young people succeed in school and life, and help shape a safe, democratic and just world.  Founded in 1982, ESR is a national leader in school reform and provides professional development, consultation, and educational resources to adults who teach young people in preschool through high school.


Learn more about resources available from their Online Store.

Their  Online Teacher Center provides teaching resources on a range of issues related to security, conflict resolution, peacemaking, violence prevention, and more.


What Kids Can Do had the chance to work with Latina/o middle school students in Austin, Los Angeles, and Oakland creating poems and essays that spoke to their cultural identity. Here is a link to the small publication that came from this collaboration with the National Council of La Raza.  Here is a link to the mini-curriculum WKCD writer Abe Louise Young created from this project: “Cultural Conversations through Creative Writing.”

TEACH UNICEF – new site , new resources for teaching and learning

Check out  the newly redesigned TeachUNICEF websitewww.teachunicef.org.


The new site provides free topical units, lesson plans, stories, podcasts, and videos. Each topic has a portfolio of resources which allow an educator to choose a resource which best meets the needs of their classroom. Some of the other unique site features are:

  • Downloadable videos and podcasts;
  • Take Action section  – activities to engage youth in addressing global issues;
  • Links to a variety of UNICEF resources; and
  • An advanced search.