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.

scholarly journals Integrating Sustainable Development and Children’s Rights: A Case Study on Wales

2021 ◽  
Vol 10 (3) ◽  
pp. 100
Author(s):  
Rhian Croke ◽  
Helen Dale ◽  
Ally Dunhill ◽  
Arwyn Roberts ◽  
Malvika Unnithan ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Integrated Approach ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
The Sustainable Development ◽  
Rights Of The Child ◽  
Development Goals ◽  
Deliberative Processes

The global disconnect between the Sustainable Development Goals (SDGs) and the Convention on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, although they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent guidance to Welsh public bodies for implementation attempts to contribute to a more integrated approach. It suggests that successful integration requires recognition of the importance of including children in deliberative processes, using both formal mechanisms, such as local authority youth forums, pupil councils and a national youth parliament, and informal mechanisms, such as child-led research, that enable children to initiate and influence sustainable change.

scholarly journals Family Support as a right of the child

2020 ◽  
Vol 21 (2) ◽  
pp. 8-26 ◽  
Author(s):  
Patrick Dolan ◽  
Nevenca Zegarac ◽  
Jelena Arsic
Keyword(s):  
Family Support ◽  
Family Environment ◽  
Well Being ◽  
Children's Rights ◽  
Theory And Practice ◽  
Children’S Rights ◽  
Legal Standards ◽  
Rights Of The Child ◽  
The Family ◽  
The Relationship

This paper considers Family Support as a fundamental right of the child. It examines the relationship between the well-being of the child as the core concept of contemporary legal and welfare systems and family as a vital institution in society for the protection, development and ensuring the overall well-being of the child. Considering the fact that international legal standards recognise that children’s rights are best met in the family environment, the paper analyses what kind of support is being provided to families by the modern societies in the exercising of children’s rights and with what rhetoric and outcomes. Family Support is also considered as a specific, theoretically grounded and empirically tested practical approach to exercising and protecting the rights of the child. Finally, international legal standards are observed in the context of contemporary theory and practice of Family Support, while the conclusion provides the implications of such an approach.

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.

Children's Rights: How Much Do Zimbabwe Urban Secondary School Pupils Know?

2011 ◽  
Vol 19 (2) ◽  
pp. 195-204 ◽  
Author(s):  
Pesanayi Gwirayi ◽  
Almon Shumba
Keyword(s):  
Secondary School ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Empowerment Theory ◽  
Urban District ◽  
Female Age ◽  
Rights Of The Child ◽  
Being There ◽  
Age Range

Abstract Research shows that the violation of the rights of the child manifests in various forms in our society. is study sought to investigate children's awareness about their rights and organisations which deal with their rights in Zimbabwean schools. The study is informed by the Empowerment Theory. Data were collected from a randomly selected sample of 376 secondary school children (200 male, 176 female; age range 12 to 16 years) from 3 schools in Gweru Urban District of Zimbabwe. Children were asked to list their rights and organisations which deal with child rights on given worksheets. The study found that most of the children were not aware about their rights and organisations which deal with their rights. The introduction of Children's Rights as a subject in schools can help increase children's safety, protection and well-being. There is also need to put more thrust on workshops and seminars on Children's Rights in Zimbabwean schools.

scholarly journals Bycie dziecka w Polsce „dobrej zmiany”– między Konwencją o Prawach Dziecka a rzeczywistością

2018 ◽  
Vol 43 (4) ◽  
pp. 114-124
Author(s):  
Małgorzata Dagiel ◽  
Małgorzata Kowalik-Olubińska
Keyword(s):  
Child Welfare ◽  
State Policy ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Political Reality ◽  
Rights Of The Child ◽  
Family State

The aim of the authors is to show the situation of the child in contemporary Poland at a time of a policy of ‘good change’ viewed through the lens of children’s rights guaranteed by the Convention on the Rights of the Child. The authors analysed a discourse of the Ombudsmen for Children’s interventions in order to reconstruct the image of being of the child in a new socio-political reality in Poland. The analysis shows the disagreement between the assumptions of the pro-family state policy and the situation of the child in Poland. Concern about child welfare presented by the governmental authorities is apparent and insufficient, which adversely affects children’s well-being and the quality of their lives.

scholarly journals A rights and equity-based Platform and Action Cycle to advance child health and well-being by fulfilling the rights of children

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Ilaria Simonelli ◽  
Raul Mercer ◽  
Sue Bennett ◽  
Andrew Clarke ◽  
Ana Isabel Fernandes Guerreiro ◽  
...  
Keyword(s):  
Child Health ◽  
Well Being ◽  
Children's Rights ◽  
Children's Health ◽  
Children’S Rights ◽  
Children’S Health ◽  
International Network ◽  
Child Rights ◽  
Rights Of The Child ◽  
Health And Well Being

The Think and Action Tank (TAT) on Children’s Rights to Health was established in 2013 as an international network of child health advocates. The TAT’s mission is, “To develop, implement, evaluate, and disseminate rights and equity-based strategies, models, and tools to advance children’s health and well-being by fulfilling their rights.” Toward this end, the TAT has developed a conceptual and operational framework to support a human and child rights-based approach to health; and a Platform and Action Cycle (PAC) as a strategy and tool to translate the principles of human and child rights-based approaches to health into practice. The PAC consists of three action steps—contextualizing, assessing, and improving. Through a structured process of generating rights and equity-based statements, indicators, and reports, the PAC establishes a mechanism to engage multi-disciplinary professionals and children themselves in efforts to realize the vision of the UN Convention on the Rights of the Child.

Placing Children’s Freedom from Violence at the Heart of the Policy Agenda

2020 ◽  
pp. 306-328
Author(s):  
Marta Santos Pais
Keyword(s):  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Policy Agenda ◽  
Global Policy ◽  
Violence Against Children ◽  
Rights Of The Child ◽  
The World ◽  
Forms Of Violence ◽  
Legal Mandate

Violence knows no geographic, cultural, or social borders. Around the world millions of children of all ages continue to be exposed to appalling levels of violence, in their neighborhoods, in their schools, in institutions aimed at their care and protection, as well as within the home. Children’s rights law, most notably the UN Convention on the Rights of the Child (CRC), provides a legal mandate to address all forms of violence against children. This chapter reviews the various forms of violence against children, their impact on child well-being, and the children’s rights law mandate to prevent it. It then discusses the global policy agenda for confronting violence against children and the challenges that must be overcome to achieve progress toward a world free of violence against children.

Children’s Rights in the Twenty-First Century

2020 ◽  
pp. 717-728
Author(s):  
Jonathan Todres ◽  
Shani M. King
Keyword(s):  
Large Scale ◽  
Well Being ◽  
Children's Rights ◽  
First Century ◽  
Children’S Rights ◽  
Significant Progress ◽  
Core Group ◽  
Violence Against Children ◽  
Rights Of The Child ◽  
Critical Issues

Significant progress has been made on implementing children’s rights and securing child well-being in the thirty years since the adoption of the Convention on the Rights of the Child. Yet millions of children continue to suffer children’s rights violations. Looking forward, this concluding chapter of the volume focuses on two areas: cross-cutting themes in children’s rights and selected critical issues in children’s rights. First, the chapter argues that a core group of key themes are particularly relevant to children’s rights and require greater attention: the time-sensitive nature of children’s rights, the interrelated nature of children’s rights, autonomy’s application to children, child participation, and the need to mainstream both children and children’s rights. The second part of the chapter discusses pressing issues that have and will continue to have major impact on children’s rights, including large-scale human rights crises, the private sector, technology, genetic and related scientific advances, the rise in populism, violence against children, and climate change. Through the combination of these cross-cutting themes and current issues, the chapter maps an agenda for research and advocacy that can advance children’s rights law scholarship and help foster progress toward ensuring the rights and well-being of all children.

scholarly journals INTERNATIONAL REGIMES FOR CHILD RIGHTS

2018 ◽  
pp. 229-236
Author(s):  
Rachana Raval ◽  
Bhavesh Bharad
Keyword(s):  
Child Labor ◽  
Compulsory Education ◽  
Well Being ◽  
Children's Rights ◽  
The United States ◽  
Children’S Rights ◽  
General Assembly ◽  
Late Nineteenth Century ◽  
Court System ◽  
Rights Of The Child

It was not until the late nineteenth century that a nascent children‘s rights protection movement countered the widely held view that children were mainly quasi property and economic assets. In the United States, the progressive movement challenged courts reluctance to interfere in family matters, promoted broad child welfare reforms and was successful in having laws passed to regulate child labor and provide for compulsory education. It also raised awareness of children‘s issues and established a juvenile court system. Another push for children‘s rights occurred in the 1960s and 1970s, when children were viewed by some advocates as victims of discrimination or as an oppressed group. In the international context, ―the growth of children‘s rights in international and transnational law has been identified as a striking change in the post-war legal landscape. 1 Children are a ―supremely important nation and international asset of the future well-being of the world depends on how the children grow & develop. United Nations adopted a resolution which proclaimed 1979 as an international year of the child. In consequence of this proclamation, In 1979, the Government of Polland submitted a draft on the rights of child for adoption by U.N. General Assembly as a lasting memorial year of the child after revised version & a decade campaigning, the UN General Assembly adopted the convention on the rights of the child on November 20 1989 and ratified by 135 nations including India.

scholarly journals Implementation and Protection of the Child’s Right to Education

Šolsko polje ◽  
2020 ◽  
Vol XXXI (3-4) ◽  
pp. 27-44
Author(s):  
Suzana Kraljić
Keyword(s):  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Human Beings ◽  
Right To Education ◽  
Rights Of The Child ◽  
Main Stress ◽  
Long Run ◽  
United Nations Convention ◽  
International Human

The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.

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