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Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools First Edition

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Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools First Edition Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools First Edition unite for children This fi rst edition of the Child Rights Education Toolkit is a provisional release prepared with a focus on experiences in countries with a UNICEF National Committee presence. It is important to note, however, that the principles and approaches contained in the Toolkit are applicable for all countries. We encourage both National Committee and UNICEF country offi ce colleagues to pilot the Toolkit and to apply its exercises and tools. We kindly request that you send any feedback or suggestions to the Child Rights Advocacy and Education Unit, Private Fundraising and Partnerships Division: [email protected] and [email protected]. Your inputs will inform the development of a second and fi nal edition of the Toolkit. © 2014 All rights reserved. This publication may be reproduced, as a whole or in part, provided that acknowledgement of the source is made. Notifi cation of such would be appreciated. Published by: UNICEF Private Fundraising and Partnerships Division (PFP) Geneva, 2014 Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools First Edition 3 - A guide for UNICEF National Committees - 1st Edition Chapter 1 How to use this Toolkit Chapter 2 Understanding child rights education Chapter 3 Introducing the ‘CRE Tree’ Chapter 4 Whole school approach Chapter 5 Learning as a right Chapter 6 Learning about rights Chapter 7 Learning through rights Chapter 8 Learning for rights Chapter 9 Foundations and sustainability Chapter 10 Programme cycle management Glossary 4 - Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools Toolkit structure at a glance Introduction • Chapter 1 provides background on the Toolkit. • Chapter 2 clarifi es what is meant by ‘CRE’; situates CRE in school settings in the context of CRE in other settings and in UNICEF’s work. • Chapter 3 introduces the metaphor of the CRE Tree; situates CRE work at the school level within the context of broader educational reform; out- lines the role of advocacy and capacity building. Types of CRE initiatives Using the CRE Tree, the following chapters provide an overview of types of initiatives: • Chapter 4: whole school approach (centre of tree) • Chapter 5: learning as a right (tree trunk) • Chapter 6: learning about rights (branch) • Chapter 7: learning through rights (branch) • Chapter 8: learning for rights (branch) 7 These chapters emphasize the importance of 6 systematic and logical connections between these 4 8 initiatives. 5 1 R Foundations and sustainability for CRE initiatives TE P • Chapter 9 emphasises the need for CRE initiatives to be properly ‘rooted’ in certain key principles; provides a framework for assessing CHAPTER 1 C the CRE Tree’s ‘growing conditions’. Programme cycle management for CRE initiatives • Chapter 10 outlines four stages ‘from seed to tree’: situation analysis/needs assessment; planning; implementation and monitoring; evaluation. SEED Glossary • Provides explanations of key terms. • Appendices are available as a separate document, providing additional tools, resources and materials. UNICEFUNICCE Child Rights Education Toolkit - 1st Edition - 5 Foreword The child rights education concept speaks to UNICEF’s global child rights mandate and should be embedded in our global approach to advocacy. It provides space to engage constructively The fi rst edition of this with children on the realization of rights globally, with emphasis on inequities and the situation Toolkit includes of marginalized children in both the developing and the industrialized world. quotations and project examples particularly Child rights education should be understood in a broad sense, far beyond the subject of a lesson relevant to work plan. It entails teaching and learning about the provisions and principles of the Convention on the undertaken by UNICEF Rights of the Child (CRC) as well as the ‘child rights approach’ to help empower both children National Committees. and adults to take action and put children’s rights into practice in their day-to-day lives – at home, The second edition will at school, in the community and, more broadly, at the national and global levels. Child rights also include material education is learning about rights, learning through rights (using rights as an organizing principle more relevant to UNICEF to transform the culture of learning) and learning for rights (taking action to realize rights). country offi ces. The principles and Child rights education promotes the vision articulated in the CRC Preamble that “the child approaches to child should be fully prepared to live an individual life in society, and brought up in the spirit of rights education, the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of however, are the same peace, dignity, tolerance, freedom, equality and solidarity”. Child rights education is seen for all UNICEF offi ces, as an essential tool for changing how children’s rights are perceived and applied in society. regardless of location. It aims to build the capacity of rights-holders, especially children, to claim their rights and the capacity of duty-bearers to fulfi l their obligations. It helps adults and children work together, providing the space and encouragement for meaningful participation and sustained civic engagement. It is therefore with very great pleasure that I welcome the publication of this ambitious, comprehensive yet practical Child Rights Education Toolkit. The Toolkit is the result of an exciting collaboration between UNICEF’s Private Fundraising and Partnerships Division in Geneva and key personnel from UNICEF’s Programme Division in New York. This fi rst edition has benefi ted from multiple consultations with National Committee colleagues and other United Nations and academic experts. Although this Toolkit focuses on child rights education in the formal learning environment (early childhood education settings, primary and secondary schools), it is hoped that it will also be useful for those working to promote child rights education through other channels, such as in the media, with children’s organizations and through children’s involvement in advocacy. This Toolkit supports efforts to achieve the education outcomes of the UNICEF Strategic Plan 2014–2017 and will contribute signifi cantly to achieving the goals of the UNICEF Private Fundraising and Partnerships Plan 2014–2017. Please join me in promoting child rights education as an essential pathway leading to the respect, protection and fulfi lment of all children’s rights everywhere. Leila Pakkala, Director, Private Fundraising and Partnerships 6 - Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools Acknowledgements The idea for this Toolkit originated in discussions between the UNICEF National Committee ‘Child Rights Education Think Tank’ (formerly known as the ‘Education for Development Task Force’) and the Child Rights Advocacy and Education section of UNICEF’s Private Fundraising and Partnerships Division based in Geneva. Initially intended to support the Education for Development work of UNICEF National Committees, over a period of time this Toolkit expanded to embrace a vision of ‘child rights education’ relevant for the whole of UNICEF globally. The project was led by the Child Rights Advocacy and Education section and the Toolkit main drafter. It was guided by the Toolkit Steering Group and the Child Rights Education Think Tank. Staff from UNICEF National Committees provided input and feedback on drafts, and helped to pilot the tools during a series of child rights education workshops in London, Belgrade and Geneva from November 2011 to April 2013. Additional expertise was provided by UNESCO, OHCHR, Amnesty International, Queen’s University Belfast, St Patrick’s College Dublin and individual consultants. The main drafter, Marie Wernham, would like to thank the following individuals for their invaluable guidance, provision of materials, input into questionnaires and feedback on multiple drafts of the Toolkit, and for their infi nite enthusiasm, support and patience. UNICEF Private Fundraising and Partnerships: Beate Baglietto, Elke Holderbeke, Jyothi Kanics, Jens Matthes, Alison Rhodes, Frederike Seidel and James Elrington (design and layout) UNICEF Child Rights Education Toolkit Steering Group: Zayn Abaakil, Nicola Brandt, Paula Claycomb, Anne Daher Aden, Clarice Da Silva e Paula, Myriam Dems, David Donaldson, Paula Gallo, Stephanie Hodge, Jens Matthes, Andrew Mawson, Gopal Mitra, Nicolette Moodie, Morgan Strecker, Nurper Ulkuer, Marie Wernham (consultant) UNICEF National Committee ‘Child Rights Education Think Tank’ (past and present): David Donaldson, Lisa Ericson, Paula Gallo, Anne-Mette Friis, Walter Hesselink, Kyung-Hee Kim, Scott Hirschfeld, Maja Planinc, Carole Reminny, Ellen Sandøe UNICEF National Committees: Francisca Baptista da Silva, Oscar Belmonte Castell, Frances Bestley, Alice Bottini-Hall, Kitty Chan, Lesley Chau, Manuela D’alessandro, Alexandra Draková, Szilvi Gyurkó, Monique Hughes, Jin-ha Kim, Marie-Armelle Larroche, Amaya López de Turiso Sánchez, Carissa MacLennan, Rania Makri, Marianne Mueller-Antoine, Enrico Noviello, Quima Oliver Ricart, Alja Otavnik, Ari Paloniemi, Malgorzata Polowniak, Pascale Recht, Alexander Schwentner, Sebastian Sedlmayr, Jacqui Southey, Lisa
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