The aim of this study was to explore care leavers' experiences to independency after being discharged from public care. The study explored the services provided for young adults who have left public care and how they perceived the support provided for them during their transition and after. The study has also an interest on the care leavers' rights according to the UN Convention on the Rights of a Child. A qualitative study approach was used to collect data, due to the focus on the interpretation of the care leavers' experiences and to get in-depth information and descriptions about their experiences and perspectives. Semi-structured interviews were conducted with four participants who have left care. Moreover, the findings show that the participants were disadvantaged in many areas during their transition and the support received were limited. From the findings, the care leavers were lacking stability, encouragement and both emotional and adequate practical support after being discharged from care.

My doctoral research has explored how young children’s participation was put into practice—how it was ‘lived’ and negotiated—in the context of one early learning and childcare setting. The concept of children’s participation is rooted in large part in the UN Convention on the Rights of the Child (1989), which enshrines children’s right to express their views and have those views taken into account. However, young children’s participation rights are often overlooked. The more prominent discourse about young children has been one that focuses on early childhood as a preparatory period of life, in which adults must intervene and shape children’s development. My research has therefore focused on child-adult relationships within the early childhood setting, looking at how young children and early childhood practitioners ‘lived’ children’s participation and negotiated the tensions and challenges that arose for them. To carry out the research, I used an ethnographic methodology to study one fieldwork site in depth. ‘Castle Nursery’ was an early learning and childcare setting in Scotland, where practitioners professed to work in participatory ways with young children. The long-term nature of ethnography allowed me to observe how children’s participation was lived and negotiated at Castle Nursery over an eight-month period of fieldwork. The research found that practitioners challenged adult-led, ‘schoolified’ practices by foregrounding young children’s knowledge and contributions to the setting. Children’s participation was embedded into play-based pedagogy at Castle Nursery, with practitioners organising time and space to allow young children a great deal of influence over their daily experiences. Rather than planning adult-led learning activities, practitioners instead cultivated a rich learning environment for children to explore, through free-flow play. The thesis has also highlighted a variety of tensions and challenges that arose. Even at Castle Nursery, where practitioners were proud of the ways their work challenged conventional norms about young children, there were limits to how far practitioners would take a participatory approach. The thesis has particularly highlighted the importance of reflective practices about the ethical dimensions of early childhood practice. Uncertainty seemed to be an inevitable and enduring feature of living young children’s participation.

This thesis focuses on the problem of learning processes in an organization that has decided to implement the UN Convention on the Rights of the Child (CRC). It is based on an assumption that there is interdependency between learning about the CRC and its implementation. The aim is to understand the conditions for individual learning and group learning in the organization. The empirical material consists of 52 interviews, notes and written material from the UN, the Swedish government, and regional levels. The research design is qualitative and the method used is abduction and retroduction. Sensitizing concepts have also been used. The regional context is a county council which has decided to implement the CRC by educating a "pilot-group", and whose task will be to integrate the CRC in the organization. The theoretical frame is mainly constructivistic; learning is an "inside-out" process. It is the individual who does the learning, but these individuals meet in the pilot-group and create knowledge based on their own experiences. The most significant results point out that learning about the CRC is a prerequisite for implementation. Once the individuals have learned about the CRC and how to understand and interpret its implicantions, they also know what has to be done in the administration in order to speed upp and secure implementation. Other important results show how the individuals act depending on to their position in the organization. The administration directors show passive resistence by not including the question on the agenda. The operations managers show active resistence by not taking the CRC into consideration in their contracts "because then you have to show what you have accomplished".

The aim of this thesis is to examine how the UN Convention on the Rights of the Child is incorporated in theplans for equal treatment in Swedish preschools. The four main principles in the convention, including articles2, 3, 6 and 12 make the lens through which the analysis is conducted. Article 2 is about each child’s right toenjoy the rights of the convention without discrimination of any kind, whilst article 3 states that the best interestof the child shall always be the primary consideration. Article 6 ensures every child the right to life, survival anddevelopment whilst article 12 is about every child's right to be heard and the views of the child being given dueweight in accordance with the age and maturity.43 different plans for equal treatment make up the studies' empirical data and they are analysed through ahermeneutic approach. The result shows a clear overrepresentation of articles 2 and 12 in the data, which isconsistent with the contents of the regulatory documents for Swedish preschool. Article 3 is nearly absent fromthe plans, while article 6 is featured only in regard to the right to development.

The purpose with this paper is to study potential enabling and preventing factors when introducing a Swedish project in India. I have introduced a Swedish projecin India. The project aims to strengthen young men's self-esteem and to discuss respect, equality and children rights. The basis for the project is the UN convention on the rights of the child. The project was introduced ten university students. These university students were trained in conversation methods and wilimplement discussion meetings with young guys. I have studied the implementation process and conducted interviews with the participants. The aim with this paper was to gain a deeper insight into how best to implement a Swedisproject in India. The result shows that implementation process is complicated, buthat the implementation of a Swedish project in India is more than possible.

This is a qualitative study based on semi-structured, open interviews with three social workers whose tasks involve taking decisive decisions regarding children. The purpose of the study is to investigate social workers' experiences of the implementation of the UN Convention on the Rights of the Child (CRC) into Swedish law and how it affects their work after the incorporation of 2020. The purpose of the incorporation was that all the changes should be in benefit for children's participation. And that the CRC should focus on the workof social workers, with demands and responsibilities. The incorporation has so far proven tobe positive. The social workers have presented various programs and support materials forthe social workers in order to facilitate full use of the Convention on the Rights of the Childin children's investigations. Overall, my findings suggest that the incorporation of CRC into Swedish law has affected social workers' practices due to the fact that children’s human rights are taking a more prominent position.

yes / There have been many praises as well as criticisms against both the UN Convention on the rights of the child and the African Charter on the rights and welfare of the child. However, many writers are of the view that the African charter was an unnecessary duplication of the convention. This paper outlines some of the differences and similarities between the UN convention on the rights of the child, and the African children’s charter. The paper traces the development of children’s right treaties internationally and on the African continent, and argues that the adoption of the African children’s charter is in tandem with the United Nation’s call for regional arrangements for the protection and promotion of human rights, therefore not an unnecessary duplication of the UN convention.

<p>Even though many states have ratified the UN Convention on the Rights of the Child and sworn to protect human rights, viloations occur every day both in developed and developing countries. United Nations gave Sweden critique for not implementing the Convention conrerning article 11, which raises the question how respected the Convention is amongst other states? Does democracy contribute to a higher level of implementation?</p>

Author: Gabriella Agné and Helena Larsson Title: Disability policy program – a case study of a municipals implementation of UNs Convention on the Rights of Persons with Disabilities. Supervisor: Marianne Westring-Nordh Assessor: Ulf Drugge This study aims to examine how a small municipal in southern Sweden works with the implementation of the UN Convention on the Rights of Persons with Disabilities and examine the assistant officers knowledge about this work and user organizations inclusion and user involvement. The study operates from a qualitative approach based on the results of nine semi-structured interviews with local politicians, assistance officers and representatives from three different user organizations. The results show that the municipal has chosen to work with the implementation of the convention by creating policy programs for their departments through dialogue with user organizations, and by mapping the accessibility to public places. The results also show that the assistant officers have been given no information regarding the convention or the policy programs from their employers and instead operate from national legislations and prepositions. The user organizations feel that they were initially included in the process, but that their impact has later been removed due to structural reorganization.

This paper analyses the child rights and juvenile justice system in the contemporary Russian Federation as one of the member countries, that adopted the UN Convention on the Rights of the Child 1989. The choice of the researched country is based on the fact, that Russia is one of the few countries in the world, that has adopted a system of juvenile justice and particularly, the juvenile court as an executive juvenile legal authority, that is primarily addressed to the facilitation of child rights and its compliance to the Convention. The paper provides a qualitative content analysis on the juvenile justice and the child rights in Russia, formed in the sequential themes, in which the child rights are compiled and discussed. The results of this paper show how the juvenile justice system is developed in Russia and which advantages/disadvantages it has, as well as what are the new themes in the Russian legislation on the child rights. Therefore, these results are relevant to the field of criminology, in order to conduct future research on the child delinquency, juvenile victimology and other related areas. Thus, an important aspect of this research is to underline a need in the further research in child rights protection, specifically becoming not only as an international obligation, but a national one for all of the countries. The analysis of this paper can serve as the basis for subsequent scientific research and thereby, to contribute to the new solutions of problems associated with the realization of the child rights and their protection. / <p>Madsen, D. Juvenile Justice and the UN Convention on the Rights of the Child. A qualitative content analysis on the example of the Russian Federation. <em>Degree project in Criminology 15 Credits</em>. Malmö University: Faculty of Health and Society, Department of Criminology, 2020</p>