Displacement and Children's Rights

2020 ◽  
pp. 202-230
Author(s):  
Faith O. Olanrewaju ◽  
Lady A. Ajayi ◽  
Adekunle O. Olanrewaju ◽  
Oluwatimilehin Deinde-Adedeji ◽  
Ejiroghene R. Loromeke
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
National Development ◽  
Group Discussions ◽  
Media Advocacy ◽  
The Sustainable Development ◽  
Internally Displaced ◽  
Rights Of The Child ◽  
Displaced Children ◽  
Civic Duties

This chapter examines the relationship amongst displacement, education, and sustainable national development. It pays attention to the effects of displacement on the rights of children to education in Nigeria. Data for the study were obtained via in-depth interviews from key informants and focus group discussions (FGDs) amongst internally displaced women in a government-managed and faith-based IDP camps in the Adamawa State as well as informal settlements in the Federal Capital Territory (FCT), Abuja on the quality of education offered in the camps. Findings from the study show that wide gaps exist between the education received by displaced children and the expectations of the Convention on the Rights of the Child. The study argues that the educational exclusivity of displaced children would have adverse effects on the sustainable development of the Nigerian state as it would decrease awareness of values about their civic duties needed for sustainable development. It thus recommends for increased media advocacy in pushing for better implementation of inclusive education in Nigeria.

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 Technical Education and Vocational Training for Sustainable Development

2015 ◽  
Vol 1 ◽  
pp. 15-20 ◽  
Author(s):  
Shiba Bagale
Keyword(s):  
Sustainable Development ◽  
General Education ◽  
Lifelong Learning ◽  
Vocational Training ◽  
Technical Education ◽  
National Development ◽  
Education For Sustainable Development ◽  
Training And Development ◽  
The Sustainable Development

Technical Education and Vocational Training is taken as an integral part of the national development. This has an important role in the national sustainable development. The knowledge, skills and attitudes are the overall aspects of the lifelong learning. In the context of Nepal, it has provided skills and jobs to many people who are away from the general education having several barriers within them. TEVT covers all the FIETS aspects of sustainability. This study has tried to highlight the major essence of the Technical Education and Vocational Training for the Sustainable Development of the nation. This paper has made an attempt to promote the TEVT through the perspectives of sustainable development. So it has highlighted on the aspects of education for sustainable development and the barriers behind it.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13085 Journal of Training and Development Vol.1 2015: 15-20

scholarly journals Sustainable Development Gals and Community Service Organizations Working for Children in Education in Sudan

2018 ◽  
Vol 5 (2) ◽  
pp. 4416-4424
Author(s):  
Azza O Abdelmoneium-PhD.
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Basic Education ◽  
Civil Society Organizations ◽  
Access To Education ◽  
The Sustainable Development ◽  
Displaced Children ◽  
Development Goals ◽  
Equality In Education ◽  
Poor Children

The sustainable development goals (SDGs) working towards the 2030 agenda are intergovernmental set of aspirations goals outlining 17 development goals and it has associated 169 targets. Among them is education, which ensures inclusive and equitable quality education, and promote lifelong learning opportunities. Civil society organizations (CSO), plays an important role in achieving SDG in education. The purpose of this paper is to discuss the problems encountered by CSO in providing basic education in Sudan for poor children, in particular, gender equality in education, child friendly schools to ensure quality in education. This paper used empirical data, which was part of a PhD dissertation on displaced children and CSO. Interviews and focus groups discussions conducted with children age 10-18 and with four CSO key managers. Interviews conducted with a sample of 129 poor children in Khartoum. The paper will present a case study from Sudan and the voices of the children in access to education and the role of CSO in providing gender equality in education. I argue that if CSO works with and for poor children in education, and have a sound strategy to gender equality in education; SDGs in education by 2030 might achieve. The paper will end with recommendations for access to education and gender equality in education. CSO should work with and for the poor children in education and should strive towards achieving gender equality in education.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

2020 ◽  
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez-Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals Co-production of knowledge and transformative learning towards a sustainable Asia

2021 ◽  
Vol 11 (1) ◽  
pp. 125-133
Author(s):  
Mochamad Indrawan ◽  
Dicky Sofjan
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Ad Hoc ◽  
Critical Mass ◽  
Group Discussions ◽  
The Sustainable Development ◽  
Production Of Knowledge ◽  
Development Agenda ◽  
Local Officials ◽  
Strategic Policy

In Asia, sustainable development has yet to find its critical mass. Non-state actors have the opportunity to catalyse change by awakening their collective consciousness through mutual learning and shared experiences. Initiated by Chulalongkorn University in Bangkok and the Indonesian Consortium for Religious Studies (ICRS) in Yogyakarta, a civic engagement project—involving partners and networks in Southeast Asia and Japan—was created to capture sustainable development initiatives from the ground, with a view towards strategic policy advocacy for a more sustainable Asia. The project aimed to bridge knowledge gaps by bringing together all relevant state and societal stakeholders to learn from one another and share their experiences, stories and narratives about change and self-transformation. Through a series of workshops, focus group discussions (FGDs), NGO fora and mayors’ symposia since 2015, the project resulted in an accumulation of knowledge that has the potential to galvanise the various efforts to push the sustainable development agenda forward on the ground. The collaboration of many partners and relevant stakeholders overall met its intended outcome by generating an ad hoc centre for the co-production of knowledge on sustainability and a “transformative learning” (Mezirow, 1991) platform. This was achieved by acknowledging the existence of various systems of knowledge, disciplines, and occupations while appreciating the tacit knowledge and unique insights coming from all participating partners, including the mayors, regents and local officials, and their civil society counterparts.

scholarly journals Alignment between the Strategic Plans of Island Regions and the Agenda 2030 for Sustainable Development

2021 ◽  
Author(s):  
Deolésio Mendes ◽  
Ana José ◽  
Joaquim Mourato
Keyword(s):  
Sustainable Development ◽  
National Development ◽  
Development Plan ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Sao Tome And Principe ◽  
Strategic Plans ◽  
Community Tourism ◽  
Social And Economic Development ◽  
Similarities And Differences

The climate of increasing competitiveness between cities, leads to an urgent need for territorial actors to find solutions, so that cities become a more attractive space for different targets. Although cities are considered centers of innovation and social and economic development, their unplanned and unsustainable growth has resulted in harmful consequences for the environment, community, tourism, among others. This research aims to make a comparative analysis between the Strategic Plan for Sustainable Development of Cape Verde, the National Development Plan of São Tomé and Príncipe and the Proposal for the Sustainable Development Plan of the Autonomous Region of Príncipe, considering the theoretical contributions and the guidelines of the UN 2030 Agenda for Sustainable Development. It concludes about the similarities and differences between the plans, both in terms of the depth of the elements analyzed, as well as in alignment with the Agenda 2030.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGY TRAINING IN FULFILLING INCLUSIVE EDUCATION AS THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) POINTS 4

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 257-264
Author(s):  
Samsinar Samsinar ◽  
Denada Faraswacyen L. Gaol
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Communication Technology ◽  
Sustainable Development Goals ◽  
Educational Process ◽  
Human Beings ◽  
Persons With Disabilities ◽  
The Sustainable Development ◽  
Development Agenda ◽  
Development Goals

The Sustainable Development Goals (SDGs) covers 17 goals with 169 measurable achievements and deadlines determined by the United Nations in 2015 as the world development agenda for the benefits of human beings and the Earth. The joint development ambition is set to be done in 2030. For the community service discussed in this article, the team focuses on the 4th goal, namely quality education. The goal ensures the quality of inclusive and equitable education, and promotes a lifetime learning opportunities for all. The practical objectives of such education include direct goals by children, teachers, parents, and the community. Such education means providing equal and fair opportunities for all disregarding their backgrounds, circumstances, economic abilities, etc., which are considered as obstacles to obtain education. The development of Information Communication Technology (ICT) has touched many fields in everyday life and is no exception for persons with disabilities. For persons with disabilities, ICT devices are widely used to support and ease the process of completing tasks and encourage creativity. The ICT training for educators and caregivers is an educational process aiming to provide sufficient understanding on the use of ICT device systems as supporting systems for completing daily tasks thus increasing productivity.

A Critical Analysis of the Kampala Convention from a Children’s Rights Perspective

2020 ◽  
Author(s):  
Charissa E Fawole
Keyword(s):  
Children's Rights ◽  
Legal Framework ◽  
Children’S Rights ◽  
Internal Displacement ◽  
Internally Displaced Persons ◽  
African Union ◽  
Internally Displaced ◽  
Rights Of The Child ◽  
Displaced Children ◽  
African Charter

Abstract A notable proportion of the persons living in situations of internal displacement in Africa are children. Despite the near-universal ratification of the Convention on the Rights of the Child and the wide ratification of the African Charter on the Rights and Welfare of the Child among States in Africa, it is not clear the extent to which the ratification of these treaties has influenced the region’s legal framework for the protection and assistance of internally displaced children. This contribution addresses this issue through its analysis of the African Union Convention for the Protection and Assistance of Internally Displaced Persons in Africa from a children’s rights perspective. While the Convention does incorporate some principles of a children’s rights perspective, the analysis reveals that there are some inadequacies regarding the Convention’s overall incorporation of a children’s rights perspective. Based on the analysis, this contribution provides recommendations to use a children’s rights perspective to implement the Convention.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

2020 ◽  
Vol 12 (23) ◽  
pp. 9934
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

The Sustainable Development of Persons With Disabilities in Developing Countries Through Open and Distance Education

2018 ◽  
pp. 119-152
Author(s):  
Sanjay Kant Prasad
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Inclusive Education ◽  
Education System ◽  
Persons With Disabilities ◽  
The Sustainable Development ◽  
Economic Progress ◽  
Full Participation ◽  
Open And Distance Learning ◽  
Mainstream Society

The United Nations Convention on Rights of Persons with Disabilities has provided a strong impetus to the full and effective involvement of persons with disabilities in society and development with equal access to opportunities to contribute to an equal footing with others in social and economic progress. . However, developing nations are yet to achieve the goal of full participation and equalization of opportunities for sustainable development of persons with disabilities. The special education system or inclusive education being a part of education system, needs to examine the feasibility of open and distance learning to provide opportunity to maximum number of persons with disabilities irrespective of their physical, sensory and psychological diversity, to make them a part of mainstream society. The Guidelines on Open and Distance developed for Persons with Disabilities, published by UNESCO will also be very effective in general and developing countries in particular.

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