Human Rights Education 4 All
The HRE4ALL alliance campaigns to implement the UN Convention on the Rights of the Child (UNCRC), especially Article 29, in the education system. For a full version of Article 29 see References, below. In looking to implement this we've identified a framework of four main policy changes to different bodies, which is below.
Introduction
The UK shares many of the problems identified in a review of the implementation of the UNCRC across 12 countries [i]. Implementation has been piecemeal across different sectors, which fragments the Convention, and this is exacerbated by the range of implementation measures adopted in the four nations of the UK. The UN’s evaluation of HRE around the world makes a similar point, that the decentralization of education policy makes it difficult for government to implement the UNCRC in a coherent way [ii]. Quennersedt [iii] has argued that this is also exacerbated by the constant changes seen in many education systems, and this was reflected in a survey of HRE in 26 countries, where several countries which had introduced HRE into the curriculum had subsequently ‘lost’ it in later rounds of reform. [iv] With these lessons in mind we have identified the following achievable measures which would help to provide a coherent policy framework for realising children’s rights in England.
1. Ofsted
Change: Amend paragraph 145 of the School Inspection Handbook (January 2018) to include explicit reference to human rights in general and children’s rights in particular.
Rationale: The freedoms given to academies and free schools (now the majority of secondary schools in England) means there is effectively no national curriculum, which could provide an entitlement for all children to learn about human rights. In the absence of such a curriculum the Ofsted handbook provides the clearest mechanism for ensuring that all schools ensure certain aspects of education are satisfactorily taught. At the moment this paragraph directs inspectors to assess the extent to which pupils demonstrate “acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.”
2. Department for Education
Change: Amend section 2 of the Standards for Qualifying to Teach (2011) to include explicit reference to children’s rights.
The UNCRC, and specifically Article 29 in full, will be central to all ITE courses. Providers should ensure all ITE trainees have this as part of their training.
Rationale: Part 2 of the Standards sets out the expectations for personal and professional conduct. It alludes to several principles enshrined in the UNCRC but does not make this connection explicit. It is not acceptable to merely mention UNCRC in professional standards without making provision for a full understanding of its principles and implications for teaching methodology.
We recommend an additional introductory point be inserted to read : “Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.” This text is taken from the equivalent document regulating the teaching profession in Scotland.[v] AND “Sharing an understanding of and respect for human rights throughout the education setting”,These changes would ensure that all routes into teaching include HRE.
3. Government
Change: Adopt a legal duty for Ministers to have “due regard to the UNCRC” in all decisions they make.
Rationale: The UK government has adopted this principle in relation to the duty to conduct equality impact assessments (under section 149 of the Equality Act, 2010). The Welsh government has introduced a similar duty with reference to the UNCRC (in their Children’s Rights Scheme, 2014).[vi] This proposal applies principles that are thus tried and tested within the UK to ensure that no other reforms operate to undermine the commitment to children’s rights. The duty could be introduced initially just to the DfE, although other government departments also routinely run projects for schools.
4. Chartered College of Teaching
Change: Amend section 14 of the College’s Professional Principles to include explicit reference to children’s rights.[vii]
Rationale: Section 14 lists the standards of professionalism required of members of the College. This section currently includes references to teachers’ professional responsibility and integrity and their awareness of their impact on children. We recommend this should also include “Respects the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.” These professional principles are assessed as part of the College’s membership programme and therefore all members would be required to demonstrate how they complied with this standard.
References
For the above framework;
[i] Lundy, L., Kilkelly, U., Byrne, B. and Kang, J. (2012) The UN Convention on the Rights of the Child: A study of legal implementation in 12 countries. London: UNICEF UK.
[ii] UNHCHR (2010) Final evaluation of the implementation of the first phase of the World Programme for Human Rights Education. Report of the United Nations Inter-Agency Coordinating Committee on Human Rights Education in the School System. New York: UN High Commissioner for Human Rights (UNHCHR).
[iii] Quennerstedt, A. (2011) The Construction of Children’s Rights in Education – A Research Synthesis, International Journal of Children’s Rights, 19 (4), 661-678.
[iv] Jerome, L., Emerson, L., Lundy, L. and Orr, K. (2015) Child Rights Education: A Study of Implementation in Countries with a UNICEF National Committee Presence, Geneva: UNICEF PFP.
[v] GTCS (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland. Edinburgh: General Teaching Council Scotland.
[vi] Welsh Government (2014) Children’s Rights Scheme 2014. Arrangements for having due regard to the United Nations Convention on the Rights of the Child (UNCRC) when Welsh Ministers exercise any of their functions. WG21452. Cardiff: Welsh Government.
[vii] https://chartered.college/chartered-teacher/professional-principles
For the campaign summary (set out here);
Major international agreements on Human Rights Education supported by the UK
From the preamble of the Universal Declaration of Human Rights 1948
“Every individual and every organ of society … shall strive by teaching and education to promote respect for these rights and freedoms…’
From the UN Convention on the Rights of the Child, Article 29 (ratified by UK in 1991)
1. States Parties agree that the education of the child shall be directed to:
(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
From the UN Declaration on Human Rights Education and Training, 2011
Human Rights Education …. provides persons with knowledge, skills and understanding, and develops their attitudes and behaviours, to empower them to contribute to the building and promotion of a universal culture of human rights.
From the UN Sustainable Development Goals (adopted by the UK and the other 192 member states of the United Nations in 2015)
4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
From the Council of Europe’s Charter for Democratic Citizenship and Human Rights Education (adopted as a recommendation by all 47 member countries in 2010)
h. Ongoing training and development for education professionals and youth leaders, as well as for trainers themselves, in the principles and practices of education for democratic citizenship and human rights education are a vital part of the delivery and sustainability of effective education in this area and should accordingly be adequately planned and resourced.