scholarly journals Quality Education through Child-Friendly Schools: Resource Allocation for the Protection of Children’s Rights

2013 ◽  
Vol 5 (1) ◽  
pp. 101-109 ◽  
Author(s):  
Mariam ORKODASHVILI ◽  
Keyword(s):  
Resource Allocation ◽  
Children's Rights ◽  
Quality Education ◽  
Children’S Rights ◽  
Child Friendly

Implementasi Anti Bullying Dalam Membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Faizal Rezza Fahlefi ◽  
Atok Miftachul Hudha
Keyword(s):  
Data Collection ◽  
Child Protection ◽  
Children's Rights ◽  
Quality Education ◽  
School Programs ◽  
Child Friendly ◽  
School Model ◽  
Bullying Programs ◽  
Education Process ◽  
Descriptive Qualitative

Abstract: Basis for the implementation of Child-Friendly Schools regarding Article 4 of Law No.23 of 2002 concerning Child Protection. Schools designate as implementing agents in the education process who must have a friendly culture in carrying out their functions to achieve the goals of education. The purpose of this study was to analyze the implementation of anti-bullying in preparing the SRA, the participation of stakeholders, and the challenges in the process of implementing anti-bullying in the making of Child-Friendly Schools in SD and MI Tanah Bumbu Regency. This research uses descriptive qualitative. With data collection techniques in the form of interviews, observation of participation, and study documentation. The results of this study indicate that: 1) this child-friendly school model is to create quality education for every child with children's rights and is also free from the conversation, friendly school programs namely anti-bullying is one way to tackle and correct problems or help bullying in school; 2) educators and parents need to be good listeners and ensure they participate in anti-bullying programs. 3) the problem of bullying for this program is not run once but to be maintained forever. It is needed from the two schools to provide training and workshops for teachers, parents, and students. Furthermore, for the relevant agencies to add an anti-bullying curriculum so that all parties know about the apprenticeship, consider, there is also a place for an anti-bullying association.Keywords: Anti-bullying, Child Friendly Schools, BullyingAbstrak: Dasar penerapan Sekolah Ramah Anak yaitu terdapat pada Pasal 4 UU No.23 Tahun 2002 tentang perlindungan anak. Sekolah berperan sebagai agen pelaksana dalam proses pendidikan yang harus memiliki budaya ramah dalam menjalankan fungsinya untuk mencapai tujuan Pendidikan. Tujuan penelitian ini untuk menganalisis implementasi anti bullying dalam membentuk SRA, peran serta stakeholder, dan faktor yang menjadi permasalahan dalam proses implementasi anti bullying dalam membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu. Penelitian ini menggunakan deskriptif kualitatif. Dengan Teknik pengumpulan data berupa wawancara, observasi patisipasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa: 1) sekolah ramah anak model tersebut untuk mewujudkan pendidikan yang berkualitas bagi setiap anak dengan mempertimbangkan hak-hak anak serta terbebas dari diskriminasi, program sekolah ramah yaitu anti bullying salah satu cara untuk menanggulangi dan pencegahan perilaku atau dampak bullying di sekolah; 2) Sangat penting bagi pendidik dan orang tua menjadi pendengar yang baik serta meyakinkan dan melibatkan mereka ikut serta dalam program anti bullying. 3) permasalah bullying jarang dapat diketahui apabila kasus bullying terjadi baru ditangani dengan cepat. Untuk program ini tidak sewaktu saja dijalankan tetapi untuk dipetahankan selamanya. Perlu dari pihak kedua sekolah untuk lebih memberikan pelatihan dan workshop baik itu kepada guru, orang tua, maupun siswanya. Selanjutnya untuk pihak dinas terkait agar menambahkan kurikulum anti bullying agar semua halayak tahu tentang penagangan, dampaknya, juga tersedia tempat untuk atau wadah perkumpulan anti bullying.Kata Kunci: Anti bullying, Sekolah Ramah Anak, Bullying

scholarly journals Special courtroom as an element of child-friendly justice: organizational and legal aspect

2021 ◽  
pp. 16-26
Author(s):  
Pavlo Parkhomenko
Keyword(s):  
Legal Aspect ◽  
Children's Rights ◽  
Case Law ◽  
Legal Regulation ◽  
International Standards ◽  
Children’S Rights ◽  
European Court ◽  
Child Friendly ◽  
Basic Approaches ◽  
The Impact

The entry of a child into the sphere of justice, regardless of its status, requires the creation of such conditions that would minimize the possibility of the impact of negative factors in the process of administering justice on the child himself. In this regard, one of the effective and important elements in the child-friendly justice system may be the organization of a special courtroom, which would be adapted to hear cases involving a child, which is not widely used in national practice and does not have the appropriate legal regulation in general. In addition, to date, there are no studies that would reflect the problems of organizing a courtroom, in which it is possible to try different categories of cases with the participation of the child. The article attempts to conduct a theoretical and legal study of existing international standards and national legal regulation of the organization of child-friendly courtrooms, identifying the basic elements for its creation, through which it is possible to formulate basic approaches to the administration of child-friendly justice. The author stressed that international standards refer to the components of child-friendly justice, including the issue of creating the most comfortable conditions for the child in the courtroom and directly during the hearing. To substantiate the conclusions, we analyzed the national case law and the case law of the European Court of Human Rights, which demonstrates cases of violation of children's rights by not creating appropriate conditions for the trial of children, and emphasizes the importance of the situation in which the trial took place. from litigation involving adults. Positive practices of organization of special courtrooms in some courts of Ukraine are given. Based on the analysis, it was found that the issue of arranging a courtroom friendly to children has no legislative and departmental regulations, in connection with which proposed ways to address the legislative gap in this direction and guidelines for organizing a special courtroom, which is positively assessed. Рrovided children who were invited to court and who had the opportunity to compare the general courtroom and the special. Keywords: international standards, children's rights, child-friendly justice, child interview, courtroom.

scholarly journals DEVELOPING RELATIONSHIP OF TEACHERS AND STUDENTS THROUGH SNAP DIARY AS A CHILDREN'S FRIENDLY SCHOOL SUPPORT IN ELEMENTARY SCHOOL

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Wulan Tri Puji Utami
Keyword(s):  
Children's Rights ◽  
Educational Process ◽  
Children’S Rights ◽  
Strategic Action ◽  
School Aged Children ◽  
Teachers And Students ◽  
Protective Environment ◽  
Child Friendly ◽  
Number Of Classes ◽  
Relationship Of

<p><em>Education really aims to humanize humans. When a childborn into the world, he is equipped with various potential that must be actualized. The process of actualization is done deliberately called the educational process. The teacher plays an important role in the processeducation primarily in shaping a child's ability to shape skillsin the form of cognitive, affective and psychomotor. Teachers are also influential to make improvements to a healthy learning environment, conducive and comfortable for students. Complete school facilities are certainly not a guarantee for the protection of children's rights because violence in primary school-aged children is still common in schools. Implementation of child-friendly school program is done to reduce the problem to the students according to rights in convention of child. One of the main pillars of child-friendly school is the availability of a healthy, safe and protective environment. Schools also serve to protect children's rights so that children feel safe from violence, abuse and exploitation. While it is easy to understand that a nonviolent environment is a prerequisite of productive learning, it is certainly more difficult to take precautions. Improving the relationship of teachers and students to be one strategic action to understand the needs of each student. Effective communication relationship can be done through snap diary program. Every student has right and freedom to talk about the events that he has experienced. Through a snap diary, students can express the events they experienced not only through writing but also through pictures. Teacherwhich has a large number of classes will be easier to analyze the problems of students through snap dairy.</em><em></em></p>

The New Complaints Mechanism for the Convention on the Rights of the Child

2014 ◽  
Vol 22 (1) ◽  
pp. 205-225 ◽  
Author(s):  
Suzanne Egan
Keyword(s):  
Human Rights ◽  
Children's Rights ◽  
Children’S Rights ◽  
General Assembly ◽  
Optional Protocol ◽  
Rights Of The Child ◽  
Child Friendly

The un General Assembly has recently adopted a third Optional Protocol to the crc, providing for an individual complaint mechanism for children. The product of a sustained campaign on the part of ngos and children’s rights advocates, the Protocol achieves a certain parity of esteem for children vis-à-vis complainants under other core un human rights instruments by enabling them to make complaints specifically with respect to rights guaranteed by the Convention and its two substantive protocols. This article examines the terms of this new procedure in the light of its drafting history and explains why the resulting text has in many respects disappointed in terms of delivering a much-hoped for “child-friendly” complaint mechanism for children.

Observing Juvenile Courtrooms: Testing the Implementation of Guidelines on Child-Friendly Justice in Spain

Youth Justice ◽  
2020 ◽  
pp. 147322542091802
Author(s):  
Esther Fernández-Molina ◽  
María Bermejo ◽  
Olalla Baz
Keyword(s):  
Justice System ◽  
Children's Rights ◽  
Children’S Rights ◽  
Council Of Europe ◽  
Juvenile Courts ◽  
Child Friendly ◽  
European Standards

In 2010, the Council of Europe adopted Guidelines on child-friendly Justice. This means, inter alia, developing an accessible justice system and focusing on respecting children’s rights to participate in and to understand proceedings. This research was conducted to establish the implementation of child-friendly justice through 129 observations in the courtrooms of two Spanish juvenile courts. The findings show that attempts have been made to comply with European standards, especially by judges who have implemented the required adaptations and encouraged the participation of children. However, the infrastructure does not appear to be the most appropriate, and questionable practices have been identified.

scholarly journals Partisipasi Forum Anak Banyumas dalam Mewujudkan Kabupaten Layak Anak di Kabupaten Banyumas Ditinjau dari Perspektif Multi Stakeholder Partnerships

2021 ◽  
Vol 2 (2) ◽  
pp. 277-287
Author(s):  
Irma Alviana ◽  
Slamet Rosyadi ◽  
Simin Simin ◽  
Rukna Idanati
Keyword(s):  
Child Protection ◽  
Task Force ◽  
Sampling Technique ◽  
Children's Rights ◽  
Children’S Rights ◽  
Analysis Methods ◽  
Child Friendly ◽  
The Government ◽  
Stakeholder Partnerships ◽  
Multi Stakeholder

The Children's Forum is a forum for children's participation in development that bridges children's aspirations to the government. Child-friendly Cities/Districts aim to ensure the fulfillment of children's rights in a city/district. Both were formed by the Ministry of Women's Empowerment and Child Protection, so their existence is interrelated with each other. In Banyumas Regency both have been formed, so that with the presence of the Banyumas Children's Forum, participation can be analyzed as an effort to create a Child-friendly City in Banyumas Regency. This study aims to find out how the participation of the Banyumas Children's Forum in realizing Child-friendly City in Banyumas Regency is viewed from the perspective of multi-stakeholder partnerships using descriptive qualitative research methods. The selection of informants used was purposive sampling technique. Collecting data using interview, documentation and observation methods and data analysis methods using interactive analysis methods. The results showed that the Banyumas Children's Forum was formed by a Decree of the Banyumas Regent, fostered by the Banyumas Regent, and facilitated by the facilitators. However, the relationship between the facilitator and the Banyumas Children's Forum has not been closely intertwined because the task of the facilitator is conditional if the Children's Forum needs assistance. For the Child-friendly City program, it is the responsibility of all stakeholders, including the Banyumas Children's Forum which is included in the Banyumas Child-friendly City Task Force. The Banyumas Children's Forum is included in one of the institutional cluster indicators, which are responsible for realizing Child-friendly City. Therefore, to help realize a Child-friendly City, a Children's Forum has now been formed in 27 sub-districts throughout Banyumas, and it is being targeted to establish a Children's Forum in all villages. The activities of the Banyumas Children's Forum are monitored and evaluated directly by the Banyumas Regent as the supervisor and the Head of the Section for the Fulfillment of Children's Rights of the DPPKBP3A.

scholarly journals ‘Children in Criminal Procedure – Friendly Law’

2021 ◽  
Vol 2 (2) ◽  
pp. 241-255
Author(s):  
Marcin Wielec
Keyword(s):  
European Union ◽  
Criminal Procedure ◽  
Children's Rights ◽  
Children’S Rights ◽  
Scientific Article ◽  
The European Union ◽  
Council Of Europe ◽  
Legislative Proposal ◽  
Child Friendly ◽  
The Law

The considerations undertaken in the scientific article constitute an analysis and evaluation of the solutions included in the government's legislative proposal aimed to change the provisions of the Code of Criminal Procedure, the Family and Guardianship Code, and the Law on the System of Common Courts with regard to the position of minor victims. The legislative initiative is a significant change that aims to improve the protection of children participating in criminal procedures. This legal act’s draft indicates the provision of a special position to children in the criminal procedure. If children happen to be the aggrieved parties in criminal procedures, they deserve to be met by the court and participants with exceptional awareness and sensitivity. I am of the opinion that the criminal procedure must be structured in such a way that the participating children feel safe. The judiciary should aim to be child-friendly. It is extremely important that children feel understood as well as they understand the new legal reality in which they find themselves. In this analysis, I have referred to the regulations on the protection of children's rights under the international law and the law of the European Union. In this study, I have laid emphasis on the point that the proposed legislative solutions should meet the assumptions of the European directives issued by the European Union institutions as well as the Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice, the main act on the protection of children's rights issued by the Council of Europe.

scholarly journals PELATIHAN DAN MODELLING IMPLEMENTASI SEKOLAH RAMAH ANAK BAGI GURU- GURU SEKOLAH MENENGAH ATAS

2021 ◽  
Vol 5 (1) ◽  
pp. 1017
Author(s):  
Endang Fauziati ◽  
Suharyanto Suharyanto ◽  
Irwan Nurcholis ◽  
Amelia Santriane
Keyword(s):  
Well Being ◽  
Children's Rights ◽  
School Bullying ◽  
Children’S Rights ◽  
Conceptual Foundation ◽  
Grade Levels ◽  
Rights Of The Child ◽  
Child Friendly ◽  
Almost All ◽  
Internal And External Factors

ABSTRAKDalam dunia  pendidikan, school bullying merupakan salah satu masalah sosial yang cukup memprihatinkan karena terjadi hampir disemua tingkat kelas dan diseluruh dunia. Banyak faktor  internal maupun eksternal yang  berkontribusi pada school bullying. Pemahaman atas hak-hak anak serta implementasinya dalam Sekolah Ramah Anak merupakan salah satu solusinya. Pengabdian masyarakat ini bertujuan untuk memberikan pelatihan dan modelling tentang Sekolah Ramah Anak. Diharapkan para peserta memiliki landasan konseptual yang komprehensif tentang Sekolah Ramah Anak dan dapat mengimplementasikannya di sekolah masing-masing. Pelatihan dan modelling dilaksanakan melalui aplikasi Zoom, Schoology dan Whatsapp. Setelah pelaksanaan pelatihan, para peserta memiliki pemahaman dasar konseptual yang lebih komprehensif tentang Konvensi Hak-Hak Anak dan implementasinya dalam Sekolah Ramah Anak. Sehingga, mereka mampu berimaji membuat rancangan program implementasi Sekolah Ramah Anak di sekolah masing-masing. Kata kunci: hak-hak anak; sekolah ramah anak; student well-being. ABSTRACTIn the education world, school bullying represents a social problem that needs excellent attention because it occurs in almost all grade levels across the globe. Many internal and external factors contribute to school bullying. Understanding children's rights and their implementation in Child-Friendly Schools is one of the solutions for the problem. This community service aims to provide training and modelling on Child-Friendly Schools. It is hoped that the participants gain a comprehensive conceptual foundation on Child-Friendly Schools and implement it in their institutions. Training and modelling are carried out through the Zoom, Schoology and Whatsapp applications. The result of the activity indicated that the participants had a more comprehensive conceptual, basic understanding of the Convention on the Rights of the Child and its implementation in Child-Friendly Schools. In addition, they could design programs to implement Child-Friendly Schools in their institution. Keywords: children's rights; child-friendly schools; student well-being.

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