Universal Children’s Day 2015 – Stop Violence Against Children

The date 20 November marks the day on which the Assembly adopted theDeclaration of the Rights of the Child, in 1959, and the Convention on the Rights of the Child, in 1989.

The Convention, which is the most widely ratified international human rights treaty, sets out a number of children’s rights including the right to life, to health, to education and to play, as well as the right to family life, to be protected from violence, to not be discriminated, and to have their views heard.

 

Of course children can be anything -but are they all given the opportunities to meet that goal?

Some children only know violence – and being so young they start to believe that this is normal -being beaten at home, bullied at school, caught in the crossfire, watching their parents being murdered in front of them. This is no start for children and it should not be normal!

Education has to be threat – free -no corporal punishment or humiliation -this does not help children learn.

Arms manufacturers and dealers should face the children that they are determined to injure, maim and kill -stare into their eyes while they make their deals and promote their ‘products’! When will we ever learn?

From INEE

Emerging Practices for DM&E in Education for Peacebuilding Programming
Search for Common Ground

Practical Guide  

Search for Common Ground, in partnership with UNICEF, is very excited to announce the launch of the Emerging Practices in Design, Monitoring, and Evaluation of Education for Peacebuilding Programming Guide, a step forward in bridging the gap of designing M&E systems for education for peacebuilding programming. The Guide presents critical information, practical tips, resources and tools for all stages in program cycles to help capture and assess education for peacebuilding’s potential impact and contribution to sustainable, transformative change.”

Click here to download the Guide.

 

 

 

 

 

 

 

 

 

HRW Report on Barriers to Education for Syrian Refugee Children in Turkey
Human Rights Watch 

Report 
Prior to the conflict, the primary school enrollment rate in Syria was 99 percent and lower secondary school enrollment was 82 percent, with high gender parity. Today, nearly 3 million Syrian children inside and outside the country are out of school, according to UNICEF estimates—demolishing Syria’s achievement of near universal education before the war.This report is the first of a three-part series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon.The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent a lost generation of Syrian children.

This report is primarily based on research conducted in June 2015 in Istanbul, Izmir, Turgutlu, Gaziantep, Mersin, and Ankara. Human Rights Watch interviewed non-camp Syrian refugee families to assess their educational situations. We focused on non-camp refugees because of the low rate of enrollment among non-camp refugees in comparison to the high rate inside camps.

Click here to download the full report.

 

 

High Representative/Vice-President Mogherini and Commissioners Mimica, Stylianides and Jourová on the occasion of Universal Children’s Day:

We are finally entering the much anticipated post-2015 era: leaders from all over the world have committed to goals which shall improve the lives of millions of children. Had we achieved all the goals we had previously set, our task today would be much easier. In fact, the road ahead is still very long. The post-2015 must be different. We must act more decisively and consistently than ever, to make sure that in the next fifteen years we will truly turn the page. Let us aim high, and try to build a world that does not need a post-2030 Agenda. 

Strengthening child protection systems is one of our priorities, as outlined in the new EU Action Plan on Human Rights and Democracy. We have launched a diplomatic outreach with a global focus on all forms of violence against children and women and a focus on ending child, early and forced marriage and female genital mutilation/cutting.

While we address long lasting cruel practices, the current refugee crisis and the dire consequences for migrant, refugee and internally displaced children adds a new dimension of urgency. Half of the world refugees are children: they need to be treated first and foremost as children. Their protection and rights, including their right to education and non-discrimination, must be a priority, including within the European borders. Increasing cooperation between child protection systems could improve their protection when they seek asylum status in the EU. Despite the global declining trend in funding, the EU has already increased its commitment to education in emergencies. We cannot afford to have lost generations of children with no or little education.

Protecting child victims of trafficking and sexual or non-sexual exploitation and enhancing cooperation on these issues with non-EU countries and international organizations are part of the EU Strategy towards the Eradication of Trafficking of Human Beings 2012-2016. The EU is also a defender of Fifth Goal of Agenda 2030 on achieving gender equality and empowering all women and girls. This week new EU rules on victim’s rights entered into force. Under these new rules children are entitled to special protection as vulnerable victims in all European criminal justice systems.

Promoting children’s rights worldwide requires close cooperation with international organizations and UN bodies. The EU has always promoted such cooperation and keeps reinforcing it. Boys and girls are not only the future of our societies: they are the present. If we deprive them of their fundamental rights, we deprive ourselves of their richness. And we fail in our fundamental duties. Global peace and security cannot be achieved without fair and sustainable development and respect for all the rights of all children. One day they will be adults.  The way we protect our world and our children will impact on how they will protect their own world and their own children, in a not-so-distant future.”

STATEMENT/15/6127

see also https://rayharris57.wordpress.com/2012/11/10/universal-childrens-day-20th-november-2012/ for resources

Access and Quality of learning….even in a crisis

What is good about what we learned about the focus on access since 1990’s is that this was never enough, now we are talking (and acting) on issues to do with quality and even children’s well – being. We are making progress!

Educational Access and Quality of Learning in Crisis Review
Department for International Development

Review
This review assesses interventions to promote educational access, quality of learning, and wellbeing for children in crisis-affected countries.

Interventions for children in crisis-affected or post-crisis countries can promote educational access, quality of learning, and wellbeing. This rigorous review has 3 primary goals:

  1. to assess the strength and quality of the existing evidence of effective practices and interventions in regions affected by crises
  2. to identify relevant evidence of effective interventions from higher-income countries
  3. to develop conceptual models that can be tested in future research.

Click here to download the review.

 

and more about quality…

Global Education Monitoring Report Teachers’ Page
UNESCO EFA GMR  

Interactive Website 

This Global Education Monitoring Report Teachers’ Page aims to provide teachers with the advocacy tools they need in order to ensure quality education for all.

In order to solve the learning crisis that has left 250 million children not learning the basics, all children must have teachers who are trained, motivated and enjoy teaching. They must be able to identify and support weak learners and be backed by well-managed education systems.

Governments must increase access while also making sure that learning improves for all. Adequately funded national education plans that aim explicitly to meet the needs of the disadvantaged and that ensure equitable access to well-trained teachers must be a policy priority.