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  • Education is a right

    International standards, beginning with those in the Universal Declaration of Human Rights and continuing with subsequent human rights treaties, and the activities of international bodies combine to establish the right to education as a universal norm. Nearly all of the countries in the world have pledged to uphold the child’s right to education under Articles 28 and 29 of the Convention on the Rights of the Child. At the World Summit for Children in 1990, Heads of State from approximately eighty countries signed the World Summit Declaration, which emphasizes the child’s right to education. Human rights at the heart of UNFPA's work

  • Each child is a bearer of rights

    Welcoming child activism as an expression of children’s right to participate in decisions concerning them; improving responses to violence against children and tackling ”taboo” issues such as peer to peer sexual violence; ensuring that children do not become a bargaining chip in the situation of acrimonious separations of parents; protecting children from online crimes – these are just a few examples of challenges that require an adjustment of laws and policies, as well as changes in social norms and attitudes towards children that remain an obstacle to the full enjoyment of their rights. Human rights at the heart of UNFPA's work
SCHOOLS MUST RESPECT THE HUMAN RIGHTS OF ALL PERSONS

promoting the child’s present and future quality of life

July 2025 has a comprehensive campaign to foster children’s rights which is designed to encourage the active participation of all member organizations and to produce measurable results. ACSSWRPR 2025 co-operates closely in this area with the International Trade Union Confederation (ITUC), the International Labor Organization (ILO), the United Nations Children's Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO), other Global Union Federations (GUF) such as IUF and BWI, national trade unions, union centres and various non-governmental organizations such as the Global March Against Child Labor.
Children’s rights are important, but their importance must not be exaggerated to the point of suggesting that they are the only rights of significance, more important than anyone else rights, or that they can be achieved regardless of whether the rights of others are respected (John Bennett). The ‘golden rule’, that we should treat others as we would like to be treated, continues to ring true. In the slang of today, the phrase ‘what goes
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around comes around’ expresses the wisdom of informed self-interest. Schools and the broader formal and informal educational environments for children should be places where there is respect for the rights of all persons—children, teachers, aides, clerks, administrators and parents. This will produce interpersonal learning environments composed of people who value themselves and each other and that will promote learning and growth for all.
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Bureau of Education, Education International, the NGO Group for the Convention on the Rights of the Child, the International School Psychology Association and the Office for the Study of the Psychological Rights of the Child (School of Education of Indiana University-Purdue University , Indianapolis), as well as numerous Danish national organizations. Approximately 2000 participants will register for this conference, including individuals from forty nine countries.

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spanning all major regions of the world and representing ministries of education, professional educators, educational psychologists, child advocates, parents and children. the United Nations Committee on the Rights of the Child, which oversees the compliance throughout the world in implementing the Convention on the Rights of the Child. Her lecture on children’s rights in education included an overview of the convention and the manner in which the Committee on the Rights of the Child works with national governments to encourage the convention’s full implementation.
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PROVIDE A PLATFORM FOR FACILITATING CHILDREN PARTICIPATION IN THE DEFINITION OF PROCESSES FOR INTEGRATION OF THE CHILD POLICY AT NATIONAL LEVEL.

Children have participation rights from birth. They need to learn how, when, where and in relation to whom these rights can be expressed. Research on the social competencies of children has indicated, in general, that their capabilities have been underestimated. They can make choices, express opinions and understand relevant information at a tender age. Long-term, comprehensive perspectives are needed that support the learning of democratic principles and practices with applications beginning before the child starts grade school. Nursery schools and kindergartens have been able to establish basic democratic decision-making.
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Rights require more than legal support

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Accountability must be assured

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Teacher preparation, parent education and the ability of the child

how can governments, the civil society, families and all stakeholders institute concrete actions, effectively implement policy commitments and work together to advance the rights and interests of children?
principles for children by the age of 3 or 4. Both formal and informal groups of young children have learned to take responsibility important to the group, enhancing their own feeling of being worthwhile. However, these competencies are often lost by the time children reach age 10 because they are not enhanced or used in elementary or secondary school systems. This may be because pre-school teachers generally learn about and emphasize the development of children, while secondary school teachers generally learn more about subjects to be taught and how to teach them. Teacher preparation will have to change to provide continuity in the development of participation and democratic process competencies.

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The most important factor in the failure to implement the child’s right to education may be inadequate funding. Sometimes this failure is the result of government policy in which budgetary allocations place education at the bottom of the list of priorities. At other times, failures may be subtler. For example, there may be an adequate number of schools and teachers, but not enough supplies or, in cases where children must supply their own books, parents may be too poor to buy them, thereby leaving children unable to study properly. Other interfering factors may include such things as: individual teacher or institutional ‘gender bias’ the competing need for some children to earn money or resources through work to survive and/or help support their family; diagnosed disabilities of children; and inadequate teacher training . Successful strategies are being used in various parts of the world to help overcome each of these and other barriers. The relative priority of education among other national agenda issues must be raised to require governments to be accountable to seek and apply strategies that will improve education.

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The meaning and fullness of life as a child should not be totally or even substantially sacrificed to the possibilities of a future state of development. A new child-image must be established that recognizes children as subjects, not objects. Research in developed countries has shown that when adolescence is treated as a holding or waiting period—a preparation period for the ‘real’ life to come later—the experience is closely related to youth culture problems. Children need the opportunity and richness of play, exploration, experimentation, fantasy and work meaningful to them. According to Buscaglia (1978):

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Doctors, Educators, Interest groups, are all asked to contribute to the ACSSWRPR 2025 international conference.

What is meant by safe schools?

Every child in the world should have access to safe, quality and inclusive education. But over 500 million school-age children and adolescents live in countries where schools face threats. The UN Convention on the Rights of the Child affirms that every child has a right to education. The purpose of education is to enable the child to develop to his or her fullest possible potential and to learn respect for human rights and fundamental freedoms. The general principles of the conference which are relevant to education cover non-discrimination, the best interests of the child, the child’s right to life, survival and development, and the child’s right to express opinions. These principles can serve as a useful instrument in discussions on how to reform schools.

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Education under attack: 90 countries pledge to make schools safe for children


A few years ago, a number of international organisations working on child welfare set themselves the task to find which, among the large number of possible interventions, would be the most effective for ending violence against children. This joint effort led by the World Health Organisation resulted in the INSPIRE package: Seven strategies for Ending Violence Against Children . Based on the evidence emerging from a large number of studies conducted across different world regions, it outlines what are the most effective policies and initiatives – most effective both in terms of outcomes and of cost effectiveness – that governments, international donors, and local civil society organisations should work on in order to prevent or minimise the damage caused by violence against children.

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Seven strategies for Ending Violence Against Children

Seven strategies for ending violence against children identifies a select group of strategies that have shown success in reducing violence against children. They are: implementation and enforcement of laws; norms and values; safe environments; parent and caregiver support; income and economic

strengthening; response and support services; and education and life skills. More countries are taking action to protect children and teachers from attacks on schools. Ninety nations have now signed up to the Safe Schools Declaration - a commitment to safeguard education from violence - and many are clamping down on the military use of schools.
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