28 September 2007 - Rights CRINMAIL 37

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SERVICE-LEARNING: Human Rights Lesson Plans and Projects [manual]

GUINEA: Determining the Best Interests of Unaccompanied and Separated Children: Lessons from Guinea [publication]

CANADA: Rights, Respect and Responsibility [evaluation]

GRASSROOTS EMPOWERMENT: Lessons from the child rights movement [publication]

COURSES: Rights-Based Programming - Child Rights Monitoring

**NEWS IN BRIEF**

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To view this CRINMAIL online, please visit: http://www.crin.org/email/crinmail_detail.asp?crinmailID=2385

Rights CRINMAIL is a component of a project of the Child Rights Information Network (CRIN). It is published monthly with the purpose of informing and building the community of practitioners in rights-based programming. Your submissions are welcome. To contribute, email us at [email protected].

Adobe Acrobat is required for viewing some of the documents, and if required can be downloaded from http://www.adobe.com. If you do not receive this email in html format, you will not be able to see some hyperlinks in the text. At the end of each item we have therefore provided a full URL linking to a web page where further information is available.

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DAY OF GENERAL DISCUSSION 2007: Resources for the Rights of the Child - Responsibility of States [report]

[GENEVA, 21 September 2007] - The Committee on the Rights of the Child held its General Day of Discussion on Friday 21 September. The subject was "Resources for the Rights of the Child – Responsibility of States" (article 4). After initial presentations, the meeting split into two groups to discuss the "use of resources to the maximum extent" and "available resources and their allocation to children."

Ms Yanghee Lee, Committee Chairperson, opened the meeting by emphasising that the inclusion of the provision is essential to the implementation of the Convention on the Rights of the Child. The meaning of ‘maximum extent’ and ‘available resources’ would be central to the discussions, she said.

She added: “We must bear in mind it is the responsibility of States to implement economic, social and cultural rights.”

Mr Kamal Siddiqui, Member of the Committee of the Rights of the Child, began the presentations. He said: “We are concerned not just with financial resources, but human and organisational too.”

Consideration of resources must be qualitative, as well as quantitative, he said.

Mr Siddiqui pointed out that when States sign the Convention, they must cooperate internationally as well as taking national responsibility. He spoke of a number of factors which he considered integral to the question of allocation of State resources, including political will, the system of taxation, and international cooperation.

“A strong political will does not exist in a vacuum,” he said.

Issues such as military expenditure, independent tracking, the involvement of civil society and, particularly, the question of whether there had been genuine consultation with children, were crucial.

Regarding the use of resources to the maximum extent, he also listed several factors which would be of prime importance including: whether targeting has taken place to ensure resources go to the most marginalised groups, such as girls; whether there is coordination among service providers and beneficiaries; whether there is an effort to implement low cost solutions; and whether there is regular and independent monitoring regarding how resources are being used.

Mr Patrick Reichenmiller, of the World Bank, then spoke on behalf of Ms Iqbal Kaur, Social Protection Specialist in the Middle East and North Africa, World Bank, who was unable to attend due to flight delays.

“Its needless to rationalise the importance of investing in children”, he began, adding the World Bank was committed to supporting the agenda. He said he intended to highlight the emphasis the World Bank places on children, while stressing the need for collective action that is “participatory, transparent and accountable.”

Although significant progress was being made, most of the Millennium Development Goals relating to children will not be met, Mr Reichenmiller said. He went on to describe how children and youth form a core part of the human and social development policies at the World Bank. He said collaborations with UNICEF and the ILO had been very constructive.

Ms Lee said she hoped the meeting could be the start of a close relationship between the World Bank and the Committee.

Mr Eibe Riedel, Member of the Committee on Economic, Social and Cultural Rights (ECOSOC) then took the floor.

“It is an honour to be here on a topic that really matters”, he said.

He spoke of the importance of the words ‘to take steps’, which suggests long term aims which do not burden the State with immediate expectations. However, he said, all rights contain certain key elements which must be honoured without delay, for example non-discrimination.

Another key feature is the non-retrogression of provisions, Mr Riedel added. He said State parties must at all times guarantee the minimum rights such as access to housing, health, and basic education.

The modalities of achieving these target rests with States, and “there is no one recipe for the realisation of rights”, he said. “There must be a country by country approach.”

The issue of resource allocation has remained controversial, not least because of some vague language used in the CRC, Mr Reidel said, although he added this was the only way the provisions could be adopted.

He cautioned: “Resource constraints alone cannot justify inaction. State parties must say what they have nevertheless done to improve the situation. Even the least developed states can begin elementary protection of rights.” Where, for example, there has been an natural disaster such as the Tsuanami, the State has an obligation to seek international assistance.

He concluded by saying the Committee supports the States to take the approach most appropriate to that State. Some say this too easy for the States, but the Committee always looks at whether the States have taken sufficient steps in general. “There are limits to State discretion”, he said.

For more information, contact CRIN at [email protected]

A reflection on this year's theme: article contributed by Rosa Maria Ortiz, Member of the Committee on the Rights of the Child

Full reports from the working groups:

• Working group 1: Available resources and their allocation to children
• Working group 2: The use of resources to the maximum extent

Further information

• engage educators currently utilising service-learning in the practice of human rights education;
• enable human rights educators and trainers to teach through service-learning; and
• provide the tools and building blocks for educators to promote human rights education and service-learning far beyond the scope of the activities included in this manual.

These lesson plans are meant to act as tools for educators to experiment with and to develop human rights service-learning projects that are most relevant and appropriate for each group of participants.

Section A, 'A Guide to the Lesson Plans,' provides a detailed description of how the lesson plans are organised and tips on how to implement them.

Section B contains a grid that lists human rights and service-learning activities. The grid provides you with examples of how you can combine different human rights lessons and service-learning activities.

Section C, 'Lesson Plans,' is the heart of the manual and contains the lessons and service-learning projects. The lesson plans are divided into five human rights topic areas: Environment, Poverty, Discrimination, Children's Rights to Education and Health, and Law and Justice.

For more information, contact:
Human Rights Education Associates
Email: [email protected]
Website: http://ww.hrea.org

Further information

• USA: Bringing A Human Rights Vision to Public Schools (National Economic and Social Rights Initiative, August 2007)
• Database on Human Rights Education and Training (UN Office of the High Commissioner for Human Rights, February 2007)
• Global Human Rights Education Database (HREA)
• COMPASS: A Manual on Human Rights Education with Young People (Council of Europe)

Visit: http://www.crin.org/resources/infoDetail.asp?ID=14566&flag=report

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GUINEA: Determining the Best Interests of Unaccompanied and Separated Children: Lessons from Guinea [publication]

[25 September 2007] - This provides some practical recommendations for the establishment and implementation of Best Interest Determinations (BID) mechanisms for separated children, based on the BID process in Guinea for Sierra Leonean separated children.

In most refugee situations the majority of separated and unaccompanied children are reunified with their families. However, a number of children always remain for whom tracing is unsuccessful despite extensive and comprehensive efforts. It is for these children that formal Best Interest Determination (BID) procedures are implemented to safeguard their rights and identify the most appropriate durable solution (voluntary repatriation, local integration, resettlement) to ensure their overall well-being.

The report is meant to build on and complement UNHCR's "Guidelines on Formal Determination of the Best Interests of the Child” (provisional release, May 2006), which serves as the primary methodological framework on formal Best Interest Determinations and Durable Solutions for unaccompanied and separated children.

The report was written by the International Rescue Committee (IRC) in close consultation with its partners in Guinea and within the sub-region (UNHCR, UNICEF, IRC, and the Guinean Ministry of Social Affairs). The IRC also received feedback from UNHCR staff in Geneva.

Further information

• UNHCR Guidelines on Formal Determinations of the Best Interests of the Child (January 2006)

For more information, contact:
International Rescue Committee
PO Box 62727, Nairobi
Tel: + 254 574488 93; Fax: + 254 574495
Email: [email protected]
Website: www.theIRC.org

Visit: http://www.crin.org/resources/infoDetail.asp?ID=14958

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CANADA: Rights, Respect and Responsibility [evaluation]

This report describes a second annual evaluation of the Rights, Respect and Responsibility school reform (RRR) in Hampshire County, Canada. The evaluation is part of a three-year assessment in which the facilitating and challenging factors of implementing the RRR as well as its effects on teachers and pupils is being assessed at infant, primary and junior schools. This report is based on information provided by 16 schools comprising 15 head teachers, 69 classroom teachers and 96 pupils.

A multi-method approach was used to assess the progress and effects of RRR. Teachers and head teachers at each of the participating schools were asked to complete a survey at the end of the school year. The survey assesses support for children’s rights in general, beliefs about appropriate content for teaching and pedagogy, teacher level of burnout and enjoyment in teaching, and perception of pupils’ citizenship behaviours (respect for the rights of others, respect for property, and level of participation in the classroom and school), and effect of RRR on student behaviours. In addition, there were questions that asked about challenges posed implementing RRR, degree of implementation, satisfaction with training for RRR, and availability and need of resources. Individual pupil interviews were held with 96 children to assess their understanding of rights and responsibilities and their perceptions of their school and their classmates. Finally, focus groups were held with a small subset (26 children) of pupils in some of the schools in which RRR was fully incorporated.

Comparing schools in which RRR was fully incorporated with those in which it was less fully incorporated, the following outcomes were found. Among pupils of all age groups were improvements in social relationships, behaviour, and achievement. Pupils were reported to be more respectful and helpful to others, and less aggressive and disruptive. Pupils also were observed to show greater respect for the school environment.

They were more careful with books, desks, and school equipment. Pupils participated more in the classroom and in extra-curricular activities such as clubs and school councils. Pupils’ academic engagement and achievement were enhanced. This was reflected in improved critical thinking skills, confidence in tackling new tasks, and increased SATs scores. Overall, pupils were reported to have increased in their self-regulatory capacity, accepting the responsibilities they have learned are the concomitants of their rights.

Teachers reported an overall positive effect of RRR on their teaching and relationships within the school. The teachers in the fully implemented schools reported fewer feelings of exhaustion as a direct result of their work, felt more energized when dealing with students, experienced less frustration with teaching, and reported an increase in a sense of personal achievement.

Implementation was most sustained and progressive where head teachers were fully supportive of RRR, were strategic in its implementation, and were able to use RRR as an overarching integrative framework into which all other initiatives were fit. Some head teachers reported a number of challenges to implementation including pressures to improve pupil achievement, reluctance from individual teachers to adopt the RRR, and initiative overload. However, the data from those schools in which RRR has become fully embedded indicate that over time, the implementation of the RRR becomes self-perpetuating through its positive outcomes on pupils and teachers.

For more information, contact:
Katherine Covell & R. Brian Howe
Children’s Rights Centre
Cape Breton University
PO Box 5300, Nova Scotia, Canada
Tel: + 1 902 563 1440; Fax: + 1 902 563 1902
Email: [email protected]
Website: http://discovery.uccb.ns.ca/children

Further information

• CRIN's information page on Canada

Visit: http://www.crin.org/resources/infoDetail.asp?ID=15008&flag=report

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GRASSROOTS EMPOWERMENT: Lessons from the child rights movement [publication]

Earlier this year, 11 resource persons from equalinrights’ online database engaged in an online discussion on grassroots empowerment and the child rights movement. A report from the discussion is now available here. 

The following questions were the focus of this one-day debate:

1. How can we help promote grassroots empowerment that integrates all community members, including marginalised groups such as women, children or minorities?

2. In particular, what lessons can we learn from the child rights movement, which has seen successes overcoming traditional attitudes towards children and children’s role in the community?

3. Can rights-based strategies used by child rights practitioners be successfully adapted to other issues, such as gender equity?

The discussion was facilitated by Upala Devi Banerjee (UNESCO) who wrote a report of the day, assisted by rapporteur Megan Brown (equalinrights).

For more information, contact:
Equal in Rights Project
Emma Sydenham
Coordinator
Equalinrights
The Netherlands Institute of Human Rights
Tel:+31 (0) 30 253 8510
Email: [email protected] / [email protected]
Website: http://www.equalinrights.org

Visit: http://www.crin.org/resources/infoDetail.asp?ID=14285

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COURSES: Rights-Based Programming - Child Rights Monitoring

• Rights-Based Programming

Date: 27 February - 20 May 2008
Location: Distance learning
 
This distance learning course introduces staff members of (international) development agencies and NGOs to rights-based programming. A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights. Essentially, a human rights-based approach integrates the norms, standards and principles of the international human rights system into the plans, policies and processes of programme development.

Application deadline: 1 December 2007

For more information, contact:
Human Rights Education Associates
Email: [email protected]
Website: http://ww.hrea.org

Visit: http://www.crin.org/resources/infoDetail.asp?ID=14565

• Monitoring Children's Rights

This distance learning course is a basic introduction to measuring and monitoring the status of children, including basic health and welfare, education, civil rights and freedoms, and special protection measures. The course will address the full cycle of monitoring, including tool development; methodologies for carrying out monitoring (both organisationally as well as through the involvement of children); and the application of results for improving the promotion and protection of children's human rights.

Application deadline: 1 December 2007

For more information, contact:
Human Rights Education Associates
Email: [email protected]
Website: http://ww.hrea.org

Visit: http://www.crin.org/resources/infoDetail.asp?ID=14564

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**NEWS IN BRIEF**

UN Human Rights Council: First countries selected for Universal Periodic Review
http://www.crin.org/resources/infoDetail.asp?ID=14959&flag=news

Discrimination: New Declaration on Rights of Indigenous Peoples (17 September 2007)
http://www.crin.org/resources/infoDetail.asp?ID=14894&flag=news

Northern Ireland: The Super Six - Comic launched to defend child rights (Children and Young People's Unit, Northern Ireland, August 2007)
http://www.crin.org/resources/infoDetail.asp?ID=14548&flag=report

Kenya: Objects of Pity or Individuals with Rights? The right to education for children with disabilities (National Human Rights Commission - Kenya, August 2007)
http://www.crin.org/resources/infoDetail.asp?ID=14577&flag=report

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