The document summarizes the UN Committee on the Rights of the Child's perspective on children's right to participation under Article 12 of the UN Convention on the Rights of the Child. It discusses what participation means, the types of decisions children have the right to participate in, who has the right to participate, how children can express their views, and the obligations of states to ensure meaningful participation. It emphasizes that participation must be ongoing, include information sharing and dialogue, and that children's views must be given due weight according to their age and maturity.
Information about child rights in the world. Why it is important to know for a teacher, because of a is the person who develops the personality of a student. Only a teacher can develop the concept in students how they can protect themselves and gets their rights from the socity.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
This powerpoint contains information about the Rights of a Child established by UNICEF. All information are not min but of property of UNICEF. No copyright infringement intended.
Information about child rights in the world. Why it is important to know for a teacher, because of a is the person who develops the personality of a student. Only a teacher can develop the concept in students how they can protect themselves and gets their rights from the socity.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
This powerpoint contains information about the Rights of a Child established by UNICEF. All information are not min but of property of UNICEF. No copyright infringement intended.
Disclaimer:
All of the pictures and pieces of information on this site are the property of their respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
This contains UNICEF's information on the advocacy on the right of a child, thus, information are of property of UNICEF. no infringement intended. Recommended settings for the powerpoint is Font: International Playboy
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
Disclaimer:
All of the pictures and pieces of information on this site are the property of their respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
This contains UNICEF's information on the advocacy on the right of a child, thus, information are of property of UNICEF. no infringement intended. Recommended settings for the powerpoint is Font: International Playboy
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
The Office of the Children’s Commissioner provides independent advocacy for the interests, rights and well being of New Zealand’s children and young people up to the age of 18 on laws, policies, practices and other matters that affect them.
The Children’s Commissioner has a statutory right to investigate any matters affecting children and young people (unless the issue is before the Court).
Presentation from international meeting on children's work and child labour hosted by the Africa Child Policy Forum, Organisation for Social Science Research in Eastern and Southern Africa, and Young Lives in Addis Ababa, 20-21 March 2014
http://haukkalansaatio.com/2015/09/03/childs-right-to-be-heard-seminar/
Assessing "the state of the art" in Finland. The strenghts and weaknesses in impelementing children´s participation rights in Finland. This is a comment on Maria Herczog´s (member of the UN committee for CRC) presentation in Jyväskylä 25.9.2015.
Presentation to Centre for Studies of Childhood and Youth5th International Conference. "Researching children's everyday lives: socio-cultural contexts "
Lastensuojelun Keskusliitossa pohditaan, millaisin eri tavoin lapsivaikutusten arviointia voidaan edistää, kehittää ja valtavirtaistaa. Yhteisen keskustelun pohjaksi kävimme läpi aiheeseen liittyviä näkökulmia.
Varhaiskasvatuksen professori, psykoterapeutti Mirjam Kalland kertoi Lasten suojelun kesäpäivillä 6.6. 2018 reflektiivisyydestä lasten ja vanhempien kohtaamisessa.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
The right of the child to participation from the point of view of the UN Committee on the Rights of the Child
1. MFA, Helsinki, 11 Oct 2017,
Seminar on the Rights of Children and Young People to Participate
The right of the child to participation
from the point of view of the UN Committee
on the Rights of the Child
Prof. Kirsten Sandberg,
member of the UN Committee
2. Overview
• What is participation under art. 12?
• In what kind of decisions etc?
• Who has the right to participate?
• How can children express their views?
• What should States do to make children
heard?
• The importance of information
• The weight of children’s views
• Participation in the work of the Committee
3
3. Sources
• General comment No. 12 on the Right of the
Child to be Heard
• Other general comments
• Days of general discussion
• Concluding observations to States
• The Committee’s working methods
4
4. Article 12
1. States Parties shall assure to the child who
is capable of forming his or her own views the
right to express those views freely in all matters
affecting the child, the views of the child being
given due weight in accordance with the age
and maturity of the child.
• «shall» makes it a strong obligation
5
5. Two types of participation
• Participation at two levels:
– In general decisions, children as a group or
groups of children
– In individual decisions
• I will speak about the first one, children’s
participation in advocacy and opinion-making
• Relationship to right to freedom of expression
6
6. What is participation?
• "ongoing processes, which include
information-sharing and dialogue between
children and adults based on mutual respect,
and in which children can learn how their
views and those of adults are taken into
account and shape the outcome of such
processes“ (GC 12 para. 3)
7
7. (cont.)
• “The concept of participation emphasizes
that including children should not only be a
momentary act, but the starting point for an
intense exchange between children and
adults on the development of policies,
programmes and measures in all relevant
contexts of children’s lives.” (GC 12 para. 13)
8
8. In what decisions etc? «all matters affecting
the child»
• CRC has no list, not limited to certain questions
• GC 12: Wide interpretation preferable in order to
include children in social processes
• No general political mandate, see art. 13
• But art. 12 covers not only matters that have «child»
in the name!
• Curricula at school, school bullying, health,
transportation, social protection, local planning,
environmental issues, etc
• Children in general, or groups of children
• In kindergarten, schools, community and society 9
9. Environmental issues
Day of general discussion 2016:
• States should ensure that all children, including
younger children, are given opportunities to
participate in discussions on the impacts of
environmental issues and should build children’s
meaningful participation into environmental policy-
making at all levels.
10
10. Digital media
Day of general discussion 2014:
• States should ensure that children are consulted in
order to take into account their views and
experiences in developing laws, policies,
programmes, and in the setting up of services, and
other measures relating to digital media and ICTs
• Children should also be actively engaged in the
design and implementation of initiatives aimed at
fostering safe use of digital media and ICTs,
including online safety.
11
11. Public budgeting
GC 19 (2015) on public budgeting for the realization of
children’s rights:
• States parties should regularly hear children’s views
on budget decisions that affect them, through
mechanisms for the meaningful participation of
children at the national and subnational levels.
12
12. Concluding observations
Recommendation to the UK 2016:
• Establish structures for the active and meaningful
participation of children and give due weight to their
views in designing laws, policies, programmes and
services at the local and national levels, including in
relation to discrimination, violence, sexual
exploitation and abuse, harmful practices, alternative
care, sexual and reproductive education, leisure and
play.
13
13. Who has the right? Any child «capable of
forming his or her own views»
• Small children, see GC 7 (2005) on child rights in
early childhood and GC 12: A child is able to express
views from the earliest stage
• Requires recognition of non-verbal forms of
communication (play, body language, drawing)
• Children with disabilities or a minority language
are also able to form views, even if they cannot
express their views in the ordinary way! Adaptation
needed
14
14. Who has the right, cont.
• GC 20 (2017) on adolescence: The Committee
emphasizes the importance of participation as a
means of political and civil engagement through
which adolescents can negotiate and advocate for
the realization of their rights, and hold States
accountable
15
15. How can children express their views?
• In whatever way they like – oral, writing, photos, film,
music, poetry, drawing, theatre etc.
• Through what channels? Any. Social media,
newspapers, magazines, radio, TV, letters, email,
meetings, conferences
• No need to do it in the adult way, adults must accept
various forms of expressing views
16
16. What should States do to make children’s
views heard?
• Actively seek children’s views in all decision-making
that affect them!
• Create mechanisms for this purpose
– Schools: Class councils, student councils, student
representation at school boards etc
– Local children’s /youth councils /parliaments
– National children’s /youth parliament
• Establish online spaces (DGD on digital media)
• Support and encourage children’s own organisations
(GC 20)
17
17. What should States do, cont,
• Make sure that marginalised and disadvantaged
children are not excluded from consultation
processes on legislation and policies
• Combat negative attitudes to children.
– UK 2016: take urgent measures to address the
“intolerance of childhood” and general negative
public attitude towards children, especially
adolescents, within society, including in the media
18
18. Directly or through a representative body?
• Children do not need to go through a representative
body to express their views, they can do it in ad hoc
groups or individually
• “Consulting hours of politicians and officials, open
house and visits in schools and kindergartens create
additional opportunities for communication”, GC 12
• Probably the weight will (should) be greater if
expressed by a representative body – if it is truly
representative
19
19. Concluding observations
• UK 2016: Expedite the establishment of youth
parliaments in all devolved administrations … as
permanent forums for children’s effective
engagement with national legislative processes on
issues that affect them
• New Zealand 2016: Develop toolkits for public
consultation on national policy development,
including consulting with children on issues that
affect them, standardize … at a high level of
inclusiveness and participation
20
20. The importance of information
• Children cannot form views without being properly
informed on the matter and alternatives for action
• DGD on children’s rights and the environment 2016,
regarding environmental education:
– Education was seen as children’s main source of
gaining environmental information. It was further
stressed that education plays a significant role in
empowering children to become actors of
change and defenders of the environment
21
21. Due weight to children’s views
• Hearing children must not be tokenistic!
• Adults must listen to what children say and
seriously consider it
• According to age and maturity
• Best interests of the child shall be a primary
consideration, and art. 3 cannot be correctly
applied if the components of article 12 are
not respected
22
22. Basic requirements for children’s right to be
heard
All processes of participation must be:
• Transparent and informative
• Voluntary
• Respectful
• Relevant
• Child-friendly
• Inclusive
• Supported by training of adults and children
• Safe and sensitive to risk
• Accountable – feedback to children
23
23. Children’s participation in the work of the
Committee
• In the review process, see «working methods …»
– Children’s reports, videos, photo books
– Children’s meeting during pre-session
– Participation through video-conferencing
– Attend dialogue with the State or watch webcast
• In the development of general comments
– Consultations in different parts of the world
– Online consultations
• In days of general discussion
24
24. What did I say?
• All children have a right to express their views
• In all matters that affect them
• States should create structures for children to be
heard at school, local and national level
• Children need access to information in a form they
understand
• Adults need training
• Authorities must take children’s views into
consideration, avoid tokenism!
25