A core function of the United Nations over the past six decades has been the promotion and protection of human rights. In pursuit of this goal, the UN General Assembly has adopted numerous human rights treaties covering a vast array of rights. Because it has the highest number of ratifications, the Convention on the Rights of the Child (CROC), is often lauded as the most successful of all the human rights treaties. Although the breadth and depth of human rights treaties is impressive, the amount of research into their effectiveness is not. Very little scholarship has been undertaken to evaluate the extent to which human rights treaties are being complied with by countries that have ratified them and whether ratification of a human rights treaty has a positive impact on the human rights situation within a State Party’s jurisdiction. The research that has been undertaken has been largely quantitative and limited to studies of compliance with civil and political rights. This thesis builds on this limited scholarship by qualitatively analysing the ‘compliance’ levels of two States, Australia and the United States, with the norm in Article 29(1) of CROC relating to human rights education (HRE). Although the United States has not ratified CROC, it was selected as one of the case studies for this research in order to enable comparison to be made between HRE in a State that has ratified CROC, and a State that has not, thereby shedding light on whether ratification of a human rights treaty makes a difference.

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / A Pedagogia Hospitalar é um ramo da pedagogia que compreende os procedimentos necessários à continuidade da escolarização para crianças e adolescentes que se encontram adoecidos e internados por período superior a 15 dias. Pressupõe-se práxis e técnicas pedagógicas específicas, o que requer a formação de pedagogos preparados para atender a esta demanda. Embora os documentos oficiais discorram sobre a atuação do pedagogo em ambientes diferentes do da sala de aula tradicional das escolas regulares, a formação profissional em nível de graduação ainda é incipiente para preparar o pedagogo para atuar em contextos hospitalares. A presente pesquisa, de caráter qualitativo descritivo, teve como objetivo analisar a percepção dos pedagogos em relação ao preparo recebido para atuar em contextos hospitalares, desafios e perspectivas. O projeto foi aprovação pelo Comitê de Ética em Pesquisa da UNIFESP sob Parecer nº 1.267.627/2015. Após visita in-loco para confirmar as instituições que desenvolviam atividades em classes hospitalares, foram obtidos os endereços eletrônicos de 10 responsáveis dos respectivos serviços. O retorno positivo foi recebido de nove instituições hospitalares. Dos 18 pedagogos contatados, participaram do estudo oito profissionais com formação em pedagogia que concordaram com os termos da pesquisa e atenderam aos critérios de atuar em contextos hospitalares no atendimento escolar de crianças e adolescentes em tratamento de doenças crônicas. A coleta de dados foi realizada por meio de entrevista semiestruturada, realizada em local e horário de preferência dos participantes, garantindo um ambiente tranquilo, reservado e com pouca interferência externa. As entrevistas tiveram duração média de 60 minutos, foram gravadas e transcritas na íntegra, imediatamente após a realização. Após a transcrição de todas as entrevistas, os dados foram tratados com a análise de conteúdo, na modalidade temática. A leitura flutuante foi realizada para a impregnação dos significados implícitos nas falas, organizadas em quadro sinóptico para a identificação das Unidades de Contexto, Unidades de Registro e a categorização a partir dos significados abstraídos das falas. Dois núcleos direcionadores foram previamente definidos “o papel do pedagogo e o preparo para atuar no contexto hospitalar” e “sugestões para o aprimoramento das práticas pedagógicas no contexto hospitalar”, dos quais emergiram oito categorias e 31 subcategorias. Os resultados permitiram identificar aspectos relevantes para atuar na continuidade da escolarização de crianças e adolescentes no contexto hospitalar, sendo possível conhecer, para além da formação inicial ou continuada, as experiências na práxis pedagógica, a sensibilidade dos pedagogos nos contextos hospitalares, seus medos, ansiedades, dúvidas em relação a atuação profissional e a importância deste profissional como integrante das equipes de saúde dos hospitais. O produto educacional foi elaborado com estratégias formativas que possam contribuir para o preparo de pedagogos para a atuação em contextos hospitalares, em especial em classes hospitalares. / The Hospital Pedagogy is a branch into the Pedagogy field comprising the procedures needed for a long-term teaching for children and adolescents who are sick and hospitalized for a period exceeding 15 days. Praxis and specific teaching techniques are expected, which requires the formation of educators prepared to meet this demand. Although official documents report on the educator´s performance in different settings of the traditional classroom in regular schools, professional formation at the undergraduate level is still incipient to prepare this professional to work in hospital settings. This is a descriptive qualitative study, aiming to analyze the perception of educators in relation to the training received to work in hospital settings, challenges and perspectives. The project was approved by the Ethics Committee of UNIFESP under Opinion No. 1267627/2015. After visiting in loco to confirm the institutions that developed activities in hospital classes, the electronic addresses of 10 heads of the respective services were obtained. The positive feedback was received from nine hospitals. Among the18 educators contacted, eight professionals with training in pedagogy participated of the study. They all agreed with the terms of the research and they met criteria to work in hospital settings in the school attendance of children and adolescents in treatment of chronic diseases. Data collection was conducted through semi-structured interviews held in a place and time the participants chose, ensuring a quiet environment and with little outside interference. The interviews lasted an average 60 minutes, all recorded and transcribed in full immediately after the performance. After transcription of all interviews, data were analyzed in relation to content analysis in the thematic mode. Reading was performed to obtain the values implied in the statements; they all were organized into a summary table to identify the Context Units, Registration Units and categorization from the significances acquired from speaking. Two oriented nuclei were previously defined: "the role of the educator and the training to work in hospitals" and “proposals for the improvement of pedagogical practices in hospitals", of which eight categories and 31 subcategories emerged The results allowed to identify relevant aspects to act in a long-term teaching of children and adolescents in hospital, being possible to know, beyond the initial or continuing education, experiences of pedagogical praxis, the sensitivity of educators in hospital settings, their fears, anxieties, questions about the professional performance and the importance of this professional as part of health teams in hospitals. The educational product was developed with training strategies that may contribute to the education of educators to work in hospital settings, particularly in hospital classes

Tanzania ratified the Convention on the Rights of the Child 1991, but still 32 per cent of the Tanzanian children estimate to be involved in child labour. Why children work, the work they most commonly do, and under the conditions which they work differ regionally. This study aims to find the underlying causes behind child labour among boys in Babati Town, both from the researcher’s - and the children’s own perspective. The study was accomplished through a qualitative case study in Babati Town and the data were gathered through semi-structured interviews, primarily with the child labourers’ themselves to get the right child perspective. The data from the interviews was analyzed according to four chosen theories of underlying causes behind child labor with the purpose to see to what extent the findings of the study correlate to the indicators outlined in each theory. The study found that indicators from each theory correlating with the Babati case with poverty as the major underlying cause behind the labouring. From the child labourer’s perspective was poverty the underlying cause for their labouring. Poverty on its own was though, from the researcher’s perspective, found to be insufficient to explain the prevalence of child labour. The problem of child labour is massive due mainly widespread poverty but also due the social context and its traditions, insufficient funding, school policies and inadequate implementing of important regulations as the Convention on the Rights of the Child.

Legal status of a minor in civil proceedings The diploma thesis describes different stages and types of civil proceedings in their relation to the legal position of a minor (person under the age of 18). Legal position of a minor is assessed mainly in relation to his mental capacity and to the procedural rights to which the minor is entitled. The thesis approaches all of the civil proceedings from the point of view of a minor and points out all proceedings in which the minor can find himself to be a witness or a party. The main focus is given to the proceedings governed by the Act no. 292/2013 Coll., Code on Special Court Proceedings. A detailed description of the proceedings regarding interim relief, the court proceedings itself as well as the execution of a court decision is given. Furthermore, the implementation of the UN Convention on the Rights of the Child into the Czech civil proceedings was assessed. The main focus of this assessment was given to the best interest principle and to the child's right to be heard in matters directly affecting him. Each proceeding is also analysed from the point of the public authorities and other parties involved. In particular, the thesis assessed the position of the court (judge), of the child care services and the legal guardians of the minor. The main goal of the...

Doctor Legum - LLD / South Africa

Dissertation (LLM)--University of Pretoria, 2013 / gm2015 / Centre for Human Rights / LLM / Unrestricted

Syftet med denna studie var att undersöka hur lärare upplever att undervisningen bedrivs gällande barnkonventionen samt om undervisningen har förändrats till följd av att barnkonventionen blivit lag. Syftet med studien var också att undersöka hur lärare och elevers kännedom är gällande barnkonventionen. En kombination av datainsamlingsmetoder användes, intervjuer med både lärare och elever samt enkätundersökning bland lärare. Fyra lärare och åtta elever deltog i intervjuerna och 82 lärare deltog i enkätundersökningen. Resultatet av studien visar på att eleverna har kännedom om att barnkonventionen finns men kunskapen gällande innehållet varierar bland eleverna. Lärarnas kännedom om barnkonventionen är god och resultatet visar på att majoriteten av lärarna som deltagit i föreliggande studie upplever att de arbetar med barnkonventionen dagligen i och med skolans värdegrund. Själva undervisningen om barnkonventionen sker i samband med FN-dagen eller barnkonventionens dag. Lärarna som deltagit i studien menar att undervisningen inte förändrats i och med lagstadgande av konventionen. Resultatet av studien visar på att en stor majoritet av de lärare som deltagit i föreliggande studie upplever att de inte erbjudits varken information eller vidareutbildning gällande barnkonventionen under deras verksamma år. En majoritet av de deltagande lärarna menar även på att kunskap om barnkonventionen inte ingick i deras lärarutbildning. / The purpose of this study was to examine how teachers experience that the teaching is conducted regarding the Convention on the Rights of the Child, CRC, and whether it has changed as a result of the CRC becoming law. The purpose of the study was also to investigate how teachers and pupils' knowledge is about the CRC. A mix of methods was used, interviews with both teachers and pupils as well as survey among teachers. Four teachers and eight pupils participated in the interviews and 82 teachers participated in the survey. The study comes to the conclusion that the pupils are aware about of the CRC but the knowledge about the content varies among the pupils. The teachers' knowledge of the CRC is good and the result shows that the majority of teachers who participated in the present study feel that they work with the CRC on a daily basis because of the school's values. The actual teaching of the CRC takes place in conjunction with “FN-dagen” or “barnkonventionens dag”. The teachers who participated in the study do not experience that the teaching has changed as a result of the CRC becoming law. The results of the study show that a vast majority of the teachers who participated in the present study feel that they lacks further education or information regarding the CRC. A majority of the participating teachers have also stated that knowledge of the CRC was not included in their teacher education.

This study has a two-fold purpose; to examine the conceptions of newly qualified preschool teachers concerning preschool teaching and children’s right to participation, as well as their conceptions of professional implications of the legislation of the Convention on the Rights of the Child (CRC) in January 2020. A lack of professional competence regarding CRC has been noticed in Sweden by the Committee on the Rights of the Child and the Swedish government has both published strategies to strengthen the rights of the child and introduced further training concerning CRC to preschool teachers. Previous research shows that preschool teaching is a complex phenomenon, but a number of didactics has been developed to adapt the concept of teaching to preschool context. A study about research in education about human rights (EHR) shows that EHR tend to focus primarily on participation and agency in early childhood education, whereas other areas such as children’s awareness about their own rights and respect towards the rights seem to be connected to primary school. The study’s theoretical framework is phenomenography and concerns qualitatively different ways to experience different phenomenon in the surrounding world, in this case the conceptions of newly qualified preschool teachers. For this purpose, data was collected in a total of ten semi-structured interviews; nine of them via telephone and sound recorded for later transcription, and one through writing. A phenomenographic analysis of the data collection resulted in a total of six categories of description based on the conceptions referential meaning and limitation towards the context and other conceptions.  The categories in the first part, relating to conceptions about the relation between teaching and participation are: Participation as a base for preschool education, Participation through experience-based teaching and The child’s awareness about its right to Participation by reflection. The qualitative differences resided in the level of didactic perception and reasoning about participation. The categories in the second part, relating to conceptions about one’s own didactic competence regarding CRC as well as professional implications of the legislation of the CRC, are: The need for didactic competence regarding the CRC; The mission to actualize the CRC and The need to reflect upon contradictions.  The following conclusions are drawn: participation can be viewed from a preschool didactics perspective in order for the child to develop its participation as well as an awareness about its right to participation; further didactic discussions in relation to education about CRC are needed in both preschool teacher education and preschools in order to actualize CRC in a preschool context. There is also a need for discussions about the implications of the legislation of CRC in relation to individual preschools.

Sedan barnkonventionen blev lag i Sverige år 2020 ska barnens rättigheter i samhälletstärkas, vilket omfattas inom den fysiska planeringen. Denna uppsats ämnar till att undersökahur barnperspektivet hanteras inom kommuner, för att skapa en tydligare bild harNorrköpings och Motalas kommun användas för analys. Kvalitativa intervjuer medrepresentanter har genomförts och ska tillsammans med dokumentgranskning av kommunalaplaner stå till grund för jämförelse av kommunernas arbete med barnperspektivet. Resultatethar visat att barnkonventionen till viss del har stärkt barnens rättigheter inom den kommunalaplaneringen, men också att olika aspekter så som resursbrist och målkonflikter bidrar till attperspektivet inte helt inkluderas inom planeringen, utan i många fall bortprioriteras. Dettasker trots att retoriken kring barnperspektivet visar sig vara stark, då kommunerna själva ochdess representanter beskriver barnperspektivet som viktigt. Tydligare riktlinjer, mallar ochändrade prioriteringar behövs för att helt implementera barnperspektivet. / Since the Convention on the Rights of the Child became law in Sweden in 2020, the rights ofchildren have been strengthened, including in spatial planning. This essay will examine howthe child perspective is handled, the municipalities of Norrköping and Motala have been usedfor in depth analysis. Qualitative interviews with representatives have been conducted, andtogether with documents of municipal plans, they have formed the basis for comparing themunicipalities' working methods. The results have shown that the Convention has to someextent strengthened children's rights, but also aspects such as lack of resources and conflictsof goals contribute to the perspective being deprioritized. This is despite the fact that therhetoric is strong, as the municipalities and their representatives describe it as important.Clearer guidelines and changed priorities are needed to implement the children's rights.

The purpose of this study is to investigate how social workers experience children's participation in childcare investigations, and whether the work has been affected since the Convention on the Rights of the Child was enacted. The study is based on a qualitative method and has been conducted through five semi-structured interviews with social workers. The data have been processed using a thematic analysis, thereafter the empirical material has been analyzed based on KASAM, the concept of power, Shier's Pathways to Participation model and previous research. Our results show that there is a lack of a uniform view of how children's participation should be attended to in practice. Furthermore, a lack of resources and the children's age and level of maturity appeared as factors that could reduce children's opportunities for participation. At last, the results indicate that the statutory provision of the Convention on the Rights of the Child had a minimal impact on the social worker’s daily work. In only a few cases it seems to have contributed to more frequent discussions about the convention.