Declaration of Child Rights-Centric Education

About

This is the text of the proposed "Declaration of Rights-Centric Education"; it will be published as "Official (Draft Version 1)" on the Main website when we soft-launch Rights-Centric Education (tentatively on the weekend of 1-2 June) to collect provisional signatures.

We hope to have the Final Declaration in place by 2024/11/20 (the 35th Anniversary of the UN Convention on the Rights of the Child) for the Official Launch.

We are collecting Provisional Signatures as a means to gain visibility and traction on this initiative; suggestions for improvement to the Declaration are welcome (especially if you provisionally sign, but even otherwise) and we will work on them here. After the Final Declaration is published, you can decide if you still want to sign it (we hope you will!)

Draft Declaration of Rights-Centric Education

PREAMBLE

Whereas the Preamble of the UN Convention on the Rights of the Child (CRC) of 1989 begins with the consideration that

• “in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world”; and

Recalling that General Comment 1 (2001) of the UN CRC on Article 29 (1) “The Aims of Education”, states

• “efforts to promote the enjoyment of other rights must not be undermined, and should be reinforced, by the values imparted in the educational process. This includes not only the content of the curriculum but also the educational processes, the pedagogical methods and the environment within which education takes place, whether it be the home, school, or elsewhere”; and
• “education must be provided in a way that respects the inherent dignity of the child”; and

Bearing in mind that the United Nations General Assembly (2005), in the “First phase (2005-2007) of the World Programme for Human Rights Education”, affirms that

• “It is essential to ensure that educational objectives, practices and the organization of the schools are consistent with human rights values and principles”; and

Further recalling that General Comment 1 (2001) of the UN CRC on Article 29 (1) “The Aims of Education” states

• “Education” in this context goes far beyond formal schooling to embrace the broad range of life experiences and learning processes which enable children, individually and collectively, to develop their personalities, talents and abilities and to live a full and satisfying life within society.

Observing also that

• Whilst member states' obligation to compulsorily provide primary education (Article 28) is delegated by conventional practice to an institution labelled "school", schools are not the only institution providing for the education of Children; and
• The afore-mentioned "broad range of life experiences and processes" takes place in multiple environments, both institutional and non-institutional, and includes environments not explicitly labelled "educational";

WE, THE SIGNATORIES, HEREBY RECOGNIZE THAT

1. The UN Convention on the Rights of the Child (UN CRC) of 1989 recognized the fundamental human dignity of all children (any person under the age of 18, or the applicable majority age); they are not property (of their parents nor the State), nor are they helpless objects of charity: they are the Subject of their own Rights; and
2. Prevalent practices of Education (as defined below) evolved, or were developed, prior to Children being recognised as the Subject of Rights;
3. These practices may have resulted in harm to the human dignity of Children that may constitute violations of Child Rights in member states that have ratified the UN CRC; and
4. These practices may continue to cause such harm and violations until they are overhauled to ensure the respect, protection, and fulfilment of Child Rights; and

WE AFFIRM THAT

1. The Rights of the Child are inalienable, indivisible, and interdependent; and
2. There can be no justification to violate them in the provision of Education (as defined below); and

WE DEMAND THAT

1. Practices relating to the Education of the Child (defined broadly as "all experiences and processes which enable, or are purported to enable, children, individually and collectively, to develop their personalities, talents and abilities and to live a full and satisfying life within society") be overhauled as expeditiously as possible to ensure respect, protection, and fulfilment of Child Rights; and
2. This protection be applicable in all environments, with special emphasis on domestic settings and institutions, both State and non-State, established expressly for the purpose of Education of the Child.

Explanatory Remarks

These explanations are provided to add clarity to the Declaration, but are not part of the official Declaration.

1. "The Education of the Child takes place in multiple environments, both institutional and non-institutional, including environments not explicitly recognized as educational" - for example, the Child's home environment is part of Educational practice, but might not be recognized as such, especially if the Child is enrolled in School. Moreover, institutions such as day-cares, orphanages, juvenile detention centers, child probation facilities, etc also perform educational roles even though their purpose is not always defined as educational

1. Prevalent practices of Education (as defined below) evolved, or were developed, prior to Children being recognised as the Subject of Rights; - this section included the following elaboration, but now thinking it is better to leave it as explanatory remarks to make the declaration more concise? Also, what about the impact of broadcast media (it's done by an institution but the children are not physically inside them - they usually experience them at home), digital environments (environment is owned by institutions but content can be individual),? if we're listing environments in the declaration shouldn't they be included?
   • Paradigms, systems, structures, processes, values and norms in Institutional settings (including inter alia daycares, pre-schools, schools, institutions providing supplementary education such as exam preparation and extra- or co-curricular activities, institutions providing non-formal or informal education, community centers, religious institutions, child detention centers, child probation facilities, foster care facilities, universities, vocational training centers, etc.), and
   • Paradigms, values and norms in non-Institutional settings (involving, inter alia, Parents or Legal Guardians, extended family members inclusive of other children, employed caregivers (e.g. nannies), employed educators (e.g. tutors), etc); and