INTRODUCTION
Human rights are universal and equal for all. The Universal Declaration of
Human Rights states that education should be focused on the fulldevelopment of the human personality and on strengthening respect forhuman rights and fundamental freedoms. Over the past decade, humanrights education has become a focal point of discussion in terms of theory,
research, policy, and practice. In December 2003, the Organisation for
Security and Cooperation in Europe (OSCE) affirmed its commitment in its
Strategy to Address Threats to Security and Stability in the Twenty-First
Century, which also refers to human rights education with an emphasis on
the younger generation. The World Programme for Human Rights Education
has been implemented since 2005. It was adopted by the United Nations andbuilds on the efforts and achievements of the UN Decade for Human Rights
Education (1995–2004). The Council of Europe declared 2005 as the European
Year of Citizenship through Education; in 2007, the European Union
presented the European Instrument for Democracy and Human Rights; theUnited Nations declared 2009 as the International Year of Human Rights
Learning.
In December 2011, the UN General Assembly adopted the Declaration on
Human Rights Education and Training, which has become one of theinternational, politically binding documents on human rights. It includes
relevant principles and obligations pertaining to human rights education,
and Article 2 underlines that human rights education and training isnecessary for the promotion of universal respect for, and observance of, allhuman rights and fundamental freedoms in accordance with the principles ofuniversality, indivisibility and interdependence of human rights.
The rights of the child are one of the key human rights priorities in Slovenia’s
foreign policy. Due to their vulnerability, children are particularly entitled to
special care and assistance. The UN Convention on the Rights of the Child,
ratified by almost all countries, is therefore unique in several ways. For the
first time, an international legal instrument regards children not only as
objects of rights and of responsibilities of other persons, but as holders of therights and duties. The content of the document is also unique; itsystematically and comprehensively regulates all relevant aspects of a child’slife – civil, political, social, economic, and cultural rights. Based on four1

guiding principles (non-discrimination; adherence to the best interests of thechild; the right to life, survival and development; and the right to participate),
the Convention and its two substantial Optional Protocols1 thus establish alevel of protection of the rights of the child unparalleled by any otherinternational human rights instrument. In December 2011, the UN General
Assembly adopted a third optional protocol to the Convention which enables
individuals to submit complaints to the UN Committee on the Rights of theChild, thereby further emphasising children’s rights to participation.
The implementation of children’s rights is ensured by the states parties andsustained by international and regional organisations. Schools and othereducational institutions need to make the most of their capacity andopportunities to educate people on human rights and fundamental freedoms
in everyday life and any given situation. Apart from the content, the method
is equally important and must convey respect for human rights.
A project was thus devised to address education on the rights of the child,
which Slovenia first presented during its Chairmanship of the OSCE in 2005,
and implemented in the OSCE region. The project was carried out in somecountries during Slovenia’s Chairmanship of the Committee of Ministers of
the Council of Europe in 2009. Sixteen countries have taken part in the project
thus far and the teaching material has been translated into seventeen
languages.
In accordance with the UN Convention on the Rights of the Child and on thebasis of good teaching practice in Slovenian and in other schools where theproject was carried out, we are pleased to offer you useful teaching materialon the rights of the child intended for children aged ten to twelve. The
material is based on the UN Convention on the Rights of the Child and iscomprised of flash cards containing simple texts on children’s rights and analbum in which to collect them. Each pupil receives an album and studies theindividual flash cards according to separate chapters. Once they havecollected all the cards, the pupils can keep the albums.
The information brochure is intended for teachers. It contains advice on how
to approach the topics presented on the flash cards, and is designed to help
1

The Optional Protocol to the Convention on the Rights of the Child on the involvement ofchildren in armed conflict and the Optional Protocol to the Convention on the Rights of the Childon the sale of children, child prostitution and child pornography.

2teachers discuss the themes and stimulate corresponding activities. A list of
possible team-work techniques is also included. Teachers can be trained touse these techniques in seminars. The material will help them devise ateaching approach they find most appropriate, with due consideration forhuman rights and the rights of the child – for example, discussing therelationship between rights and responsibilities, including examples fromeveryday life and school interaction. This brochure also includes the official
text of the UN Convention on the Rights of the Child.
In 2005, the Educational Research Institute in Ljubljana conducted anevaluation study on the basis of a survey of teachers working inenvironments where the project was implemented. The results indicated thatamong pupils who participated in the project, there was a significant
improvement in their understanding of human rights. In everyday
interactions, pupils were better at recognising violations of rights and weregenerally more sensitive to the issue of children’s rights. At the same time, awide proportion of teachers realised that trough their participation in the
project, they have obtained additional knowledge that will enable them toparticipate in similar human rights projects in the future, including projects
on the rights of the child.
We would be most interested to learn about your experience with the project.
Please, find attached a short questionnaire. We look forward to receiving
feed-back on teachers’ experiences and their comments on the proposed
method of human rights education. Any ideas or proposals on methods ofteaching human rights and the rights of the child are welcome. This will help
us improve the proposed teaching methods and materials for future
generations. The present teaching material may be used as a supplementary
tool to the already existing methods and tools, or as an innovative approachoutside the formal school curriculum.
Teaching human rights and the rights of the child is not only our obligation;it also gives us satisfaction, as we are able to contribute to the healthy
development of the younger generation. We believe that human rights
education can be perceived as a joint venture: with our work, we areinvesting in future generations, the children of today. We sincerely hope thatyou will enjoy taking part in this project.

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METHODOLOGYPOSSIBLE GROUP WORK TECHNIQUESDISCUSSION
Discussions are a good way for the teacher and the pupils to discover what
their attitudes to issues are. This is very important in human rights education
because, as well as knowing the facts, pupils also need to explore and analyze
issues for themselves. The news, posters and case studies are useful tools forstimulating discussion. Start off by asking “what do you think about...?”.
BUZZ GROUPS
This is a useful method if no ideas are forthcoming in a whole-group
discussion. Ask the pupils to discuss the topic in pairs for one or two minutes
and then to share their ideas with the rest of the group. You will soon findthe atmosphere “buzzing” with conversations and pupils “buzzing” withideas!
SMALL-GROUP WORK
Small-group work is in contrast to whole-group work. It is a methodthat encourages everyone to participate and helps develop co-operative
teamwork. The size of a small group will depend on practical things likehow many pupils there are all together and how much space you have. A
small group may be 2 or 3 pupils, but they work best with 6-8. Small-group
work can last for fifteen minutes, an hour or a day depending on the task in
hand.
It is rarely productive to tell pupils simply to “discuss the issue”. Whatever
the topic, it is essential that the work is clearly defined and that pupils arefocused on working towards a goal that requires them to feedback to thewhole group. For example, assign a task in the form of a problem that needs
solving or a question that requires answering.
PICTURES: DRAWINGS, COLLAGE, CARTOONS, PHOTOGRAPHS“A picture says a thousand words”. Visual images are powerful tools bothfor providing information and for stimulating interest. Remember also thatdrawing is an important means of self-expression and communication, notonly for those whose preferred thinking style is visual but also for those whoare not strong in expressing themselves verbally.

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MEDIA: NEWSPAPERS, RADIO, TELEVISON, INTERNET
The media are an infallible source of good discussion material. It is always
interesting to discuss the content and the way it is presented and to analyze
bias and stereotypes.
FILMS, VIDEOS AND RADIO PLAYS
Films, videos and radio plays are powerful tools for human rights educationand popular with young people. A discussion after watching a film shouldmake a good starting point for further work. Things to talk about are
pupils’ initial reaction to the film, how true to “real life” it was, whether
the characters were portrayed realistically, or whether they were trying topromote one particular political or moral point of view.
BRAINSTORMING
Brainstorming is a way to introduce a new subject, encourage creativity andto generate a lot of ideas very quickly. It can be used for solving a specificproblem or answering a question.
Instructions:•
Decide on the issue that you want to brainstorm andformulate it into a question that has many possible answers.
•
Write the question where everyone can see it.
•
Ask pupils to contribute their ideas and write
down the ideas where everyone can see them.
These should be single words or short phrases.
•
Stop the brainstorming when ideas are running out and then•Go through the suggestions, asking for comments.
Note these points:•
Write down EVERY new suggestion. Often, the mostcreative suggestions are the most useful and interesting!
•
No one should make any comments or judge
what is written down until the end, or repeat
ideas which have already been said.
•
Encourage everyone to contribute.
•
Only give your own ideas if it is necessary
to encourage the group.
•
If a suggestion is unclear, ask for clarification.

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WALL WRITINGThis is a form of brainstorming. Pupils write their ideas on small piecesof paper (e.g. “Post-its”) and paste them on a wall. The advantages of thismethod are that pupils can sit and think quietly for themselves before they are
influenced by the others’ ideas, and the pieces of paper can be repositioned
to aid clustering of ideas.
ROLE-PLAY
A role-play is a short drama acted out by the pupils. Although people draw ontheir own life experiences to role-play the situation, it is mostly improvised.
It aims to bring to life circumstances or events which are unfamiliar to thepupils. Role-plays can improve understanding of a situation and encourageempathy towards those who are involved in it.
•Role-plays differ from simulations in that although the latter
may also consist of short dramas they are usually scripted
and do not involve the same degree of improvisation.
•
The value of role-plays is that they imitate real
life. They may raise questions to which there is no
simple answer, for example about the right or wrong
behavior of a character. To gain greater insights, auseful technique is to ask pupils to reverse roles.
Role-plays need to be used with sensitivity. Firstly, it is essential that
pupils have time at the end to come out of role. Secondly, everyone needs
to respect the feelings of individuals and the social structure of the group.
For example, a role-play about disabled people should take into account thefact that some pupils may suffer from disabilities themselves (maybe notvisible) or may have relatives or close friends who are disabled. They should
not feel hurt, be forced to be exposed or marginalized. If that happens,take it seriously (apologize, re-address the issue as an example, etc.).
Also, be very aware of stereotyping. Role-plays draw out what participants
think about other people through their “ability” to play or imitate them.
This is also what makes these activities great fun! It may be useful to always
address the issue in the debriefing by asking, “do you think that the people
you played are really like that?”. It is always educational to make pupils
aware of the need for constant, critical reviewing of information. You cantherefore also ask participants where they got the information on which they
based the development of the character.

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SIMULATIONS
Simulations can be thought of as extended role-plays that involve everybody.
They enable people to experience challenging situations but in a safe
atmosphere. Simulations often demand a level of emotional involvement,
which makes them very powerful tools. Pupils learn not only with theirheads and hands but also with their hearts.
Debriefing is especially important after a simulation. Players should discuss
their feelings, why they chose to take the actions that they did, any injustices
they perceived, and how acceptable they found any resolution that wasachieved. They should be helped to draw parallels between what they haveexperienced and actual situations in the world.

* You can discover more about group work techniques in the publication of theCouncil of Europe COMPASS, listed in the second part of the brochure under the title»ADDITIONAL SOURCES FOR EDUCATION ABOUT CHILDREN’S
AND HUMAN RIGHTS«.

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The UN Convention on the Rights of the Child says that a child is every
human being below the age of adulthood. We, the children, have the rightto know our rights. All states are bound to respect children’s rights andprotect our long-term interests.

Additional information: (Article 1 of the Convention on the Rights of the Child)
The teacher outlines the children the Convention on the Rights of the Child adopted
by the UN General Assembly. The teacher could point out the long-term interest,
which is to build strong citizenship commitment to rights.
Possible activities: discussion and possible drafting of a “poster of rights”•
What does it mean to be human?
•Why do we have rules and laws?
•
Why do children have a special document guaranteeing their rights?
•
Which rights are guaranteed by the Convention on the Rights of theChild? (children in groups enumerate the rights they know; after thereports from groups, a joint poster on children’s rights can be made)•Where have we become familiar with these rights?
•
How and where can we obtain more information on our rights?
•
What are our long-term interests? (children enumerate
their interests; they compare them among themselves)8

We, the children, have the right to life, survival and development. We
have the right to adequate food and clean drinking-water.

Additional information: (Articles 6 and 27 of the Convention on the Rights of
the Child)This right is of particular importance and is dealt with by the UN General Assemblywith special attention. The teacher could point out the responsibility of public
officials and authorities in guaranteeing these rights.
Possible activities: wall writing and discussion•
What is required for the development of a child(security, food, water, education)?
•
What does adequate food and clean drinking-water mean?
•
Why is this right so important?
•
Do you know cases in which this right is notguaranteed to children (where)?
•
Who has to help them and in what way can we help them?

9At birth, we have the right to get a name and acquire a nationality,
regardless of our whereabouts.

Additional information: (Articles 7 and 8 of the Convention on the Rights of theChild)The teacher could discuss the importance of names as part of one’s identity.
After discussing local names, maybe international names and citizenships can be
discussed.
Possible activity: discussion in front of a world map: the teacher shows the worldmap, telling that children everywhere learn about children’s rights (everybody) has
the right to name and citizenship, and presenting several cases.
•
What does your name mean?
•
Do you know children who have no name or citizenship; have you ever
heard of children who have no birth certificate; why is that negative?

10We, the children, have the right to live with our parents, families or thosethat take the best care for us.

Additional information: (Articles 5, 9 and 18 of the Convention on the Rights of
the Child)
Here, the principle of best interest of the child can be highlighted; this right is dealt
with in detail in Article 3 of the Convention on the Rights of the Child. To ensure
the child’s security and his best interest, it is sometimes appropriate that the child isaway from the family or his/her guardian.
Possible activities: buzz groups and discussion•
What types of a family do you know (different sizesof a family, different number of children, one-parent
families, several generations living together etc.)?
•
What does it mean that parents/guardians takethe best care of us? In what way?
•
Who takes care of you?

11No one has the right to discriminate against children on the grounds ofour sex, race, language, religion, or national or ethnic origin.

Additional information: (Article 2 of the Convention on the Rights of the Child)
International legal instruments, including the Convention on the Rights of the Child,are based on the principle of non-discrimination. Pursuant to this Convention, allchildren are entitled to enjoy all rights and freedoms.
Possible activity: discussion, media information can be used•
The teacher stimulates children to think aloud about thedistinctiveness in the world; which races, languages,
religions, nations and ethnic groups do we know?
•
The discussion should be oriented towards consideration
on equality and respect for distinctiveness, and on thefact that in every place, someone is a stranger.
•
Where are the differences between us (e.g. in the class)?
•
In which sense are we similar to each other?

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We, the children, have the right to education and free primary education.

Additional information: (Articles 28 and 29 of the Convention on the Rights of
the Child)
The guaranteeing of this right is based on the principle of equal opportunities.
Possible activities: small-group work, discussion•
Why is education important?
•
Do all children who are your age go to school?
•
Is there anyone who does not go to school andwhy (here, somewhere else, abroad)?
•
How would you ensure that all children in the world would
be able to get primary education; why is this important?

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Listen to us, the children, for we have the right to express our opinion.

Additional information: (Articles 12, 13, 14, 15 and 17 of the Convention on the
Rights of the Child)
In addition to the right to expression, children are guaranteed all other fundamental
civil rights and freedoms, such as freedom of association, thought, conscience,
religion, and access to information.
Possible activities: discussion on a chosen issue (films, videos and radio plays
could be used)•
Everyone tells his/her opinion about a chosen
issue; everybody listens to everyone.
•
Discuss: why is it important to express yourself and listen to others?
•
How can you get adults to listen to your opinions?
•
Why are civil rights so important?

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We, the children, have the right to health care services.

Additional information: (Article 24 of the Convention on the Rights of the Child)
Possible activities: role play, writing on the board and discussion•
Every child names an illness where medical care isrequired (they can play roles of patients and doctors); theteacher lists the proposed illnesses on the board.
•
Discuss: Is this right respected in health care for children?
If not, who has to guarantee children this right?

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Children with special needs have the right to special care.

Additional information: (Article 23 of the Convention on the Rights of theChild)
Teachers explain to children why children with special needs require special care andhow sometimes children are different because of how they were born or other things
that happen to them.
Possible activity: discussion•
Who are children with special needs (list types of disabilities as well as“hidden disabilities” and handicap - physical, psychological, social)?
•
How can these children get the special care they need?
•
How can they be helped in leading a normal social lifeand participate in a regular normal class?

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If we, the children, are refugees or foreigners in third countries, we havethe right to appropriate care and protection.

Additional information: (Articles 20 and 22 of the Convention on the Rights of
the Child)
Possible activity: discussion on the basis of current developments and news fromthe media•
Who are refugees, asylum seekers, and foreigners?
•
Do you know any? Where are they from?
•
What do they need most; who can help them and how?
•
How can we help them (if one of them comes or is already among us)?

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We, the children, have the right to rest, play and engage in recreational
activities.

Additional information: (Article 31 of the Convention on the Rights of the Child)
Possible activities: drawing and discussion; display of drawings (e.g. in class, inschool)•Children draw what they like doing in their spare time.
•
Everyone shows and describes their drawing.
•
The teacher lists the most favourite activities on the board.
•
The teacher leads the discussion on what sparetime is and why it is important.

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We, the children, have the right to protection against all forms of violence
and abuse.

Additional information: (Articles 33, 34, 35, 36, 37 and 38 of the Convention on
the Rights of the Child)
Possible activities: discussion and wall writing•
What types of violence do you know (physical and psychological)?
•Who are violent persons, who are victims?
•
Who should protect children against violence?

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We, the children, may not be used as cheap labour force, especially not on
account of our schooling.

Additional information: (Article 32 of the Convention on the Rights of theChild)
Teachers should make sure that children understand the distinction between
doing chores that are linked to their responsibility as family members versus being
exploited.
Activity: discussion•
Do you, children, help at home and what kind of tasks do you do?
•
Do you know children that do not go to school
because they are forced to work?
•
What are these children deprived of?

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CONVENTION ON THE RIGHTS OF THE CHILD
Adopted and opened for signature, ratification and accession by General Assembly
resolution 44/25 of 20 November 1989
Entry into force 2 September 1990, in accordance with article 49
Preamble
The States Parties to the present Convention,
Considering that, in accordance with the principles proclaimed in the Charterof the United Nations, recognition of the inherent dignity and of the equal
and inalienable rights of all members of the human family is the foundationof freedom, justice and peace in the world,
Bearing in mind that the peoples of the United Nations have, in the Charter,
reaffirmed their faith in fundamental human rights and in the dignity andworth of the human person, and have determined to promote social progressand better standards of life in larger freedom,
Recognizing that the United Nations has, in the Universal Declaration of
Human Rights and in the International Covenants on Human Rights,
proclaimed and agreed that everyone is entitled to all the rights andfreedoms set forth therein, without distinction of any kind, such as race,
colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status,
Recalling that, in the Universal Declaration of Human Rights, the United
Nations has proclaimed that childhood is entitled to special care andassistance,
Convinced that the family, as the fundamental group of society and thenatural environment for the growth and well-being of all its members
and particularly children, should be afforded the necessary protection
and assistance so that it can fully assume its responsibilities within thecommunity,
Recognizing that the child, for the full and harmonious development of his or
her personality, should grow up in a family environment, in an atmosphereof happiness, love and understanding,21

Considering that the child should be fully prepared to live an individuallife in society, and brought up in the spirit of the ideals proclaimed in theCharter of the United Nations, and in particular in the spirit of peace, dignity,
tolerance, freedom, equality and solidarity,
Bearing in mind that the need to extend particular care to the child has beenstated in the Geneva Declaration of the Rights of the Child of 1924 and in the
Declaration of the Rights of the Child adopted by the General Assembly on
20 November 1959 and recognized in the Universal Declaration of Human
Rights, in the International Covenant on Civil and Political Rights (inparticular in articles 23 and 24), in the International Covenant on Economic,
Social and Cultural Rights (in particular in article 10) and in the statutes andrelevant instruments of specialized agencies and international organizations
concerned with the welfare of children,
Bearing in mind that, as indicated in the Declaration of the Rights of theChild, “the child, by reason of his physical and mental immaturity, needs
special safeguards and care, including appropriate legal protection, before
as well as after birth”,
Recalling the provisions of the Declaration on Social and Legal Principles
relating to the Protection and Welfare of Children, with Special Reference toFoster Placement and Adoption Nationally and Internationally; the United
Nations Standard Minimum Rules for the Administration of Juvenile Justice(The Beijing Rules); and the Declaration on the Protection of Women andChildren in Emergency and Armed Conflict,
Recognizing that, in all countries in the world, there are children livingin exceptionally difficult conditions, and that such children need special
consideration,
Taking due account of the importance of the traditions and cultural valuesof each people for the protection and harmonious development of the child,
Recognizing the importance of international co-operation for improving theliving conditions of children in every country, in particular in the developing
countries,
Have agreed as follows:22

PART I
Article 1
For the purposes of the present Convention, a child means every humanbeing below the age of eighteen years unless under the law applicable to thechild, majority is attained earlier.
Article 2
1. States Parties shall respect and ensure the rights set forth in the present
Convention to each child within their jurisdiction without discrimination of
any kind, irrespective of the child’s or his or her parent’s or legal guardian’srace, colour, sex, language, religion, political or other opinion, national,
ethnic or social origin, property, disability, birth or other status.
2. States Parties shall take all appropriate measures to ensure that the childis protected against all forms of discrimination or punishment on the basisof the status, activities, expressed opinions, or beliefs of the child’s parents,
legal guardians, or family members.
Article 3
1. In all actions concerning children, whether undertaken by public or
private social welfare institutions, courts of law, administrative authorities
or legislative bodies, the best interests of the child shall be a primaryconsideration.
2. States Parties undertake to ensure the child such protection and care as isnecessary for his or her well-being, taking into account the rights and duties
of his or her parents, legal guardians, or other individuals legally responsible
for him or her, and, to this end, shall take all appropriate legislative andadministrative measures.
3. States Parties shall ensure that the institutions, services and facilities
responsible for the care or protection of children shall conform with thestandards established by competent authorities, particularly in the areas ofsafety, health, in the number and suitability of their staff, as well as competentsupervision.
Article 4
States Parties shall undertake all appropriate legislative, administrative,
and other measures for the implementation of the rights recognized in the23

present Convention. With regard to economic, social and cultural rights,
States Parties shall undertake such measures to the maximum extent of theiravailable resources and, where needed, within the framework of international
co-operation.
Article 5
States Parties shall respect the responsibilities, rights and duties of parents
or, where applicable, the members of the extended family or community
as provided for by local custom, legal guardians or other persons legally
responsible for the child, to provide, in a manner consistent with the evolving
capacities of the child, appropriate direction and guidance in the exercise by
the child of the rights recognized in the present Convention.
Article 6
1. States Parties recognize that every child has the inherent right to life.
2. States Parties shall ensure to the maximum extent possible the survival
and development of the child.
Article 7
1. The child shall be registered immediately after birth and shall have theright from birth to a name, the right to acquire a nationality and, as far as
possible, the right to know and be cared for by his or her parents.
2. States Parties shall ensure the implementation of these rights inaccordance with their national law and their obligations under the relevantinternational instruments in this field, in particular where the child would
otherwise be stateless.
Article 8
1. States Parties undertake to respect the right of the child to preserve his or
her identity, including nationality, name and family relations as recognizedby law without unlawful interference.
2. Where a child is illegally deprived of some or all of the elements of
his or her identity, States Parties shall provide appropriate assistance andprotection, with a view to re-establishing speedily his or her identity.
Article 9
1. States Parties shall ensure that a child shall not be separated fromhis or her parents against their will, except when competent authorities
24

subject to judicial review determine, in accordance with applicable law andprocedures, that such separation is necessary for the best interests of thechild. Such determination may be necessary in a particular case such as
one involving abuse or neglect of the child by the parents, or one where theparents are living separately and a decision must be made as to the child’splace of residence.
2. In any proceedings pursuant to paragraph 1 of the present article,
all interested parties shall be given an opportunity to participate in theproceedings and make their views known.
3. States Parties shall respect the right of the child who is separated fromone or both parents to maintain personal relations and direct contact withboth parents on a regular basis, except if it is contrary to the child’s bestinterests. 4. Where such separation results from any action initiated by aState Party, such as the detention, imprisonment, exile, deportation or death(including death arising from any cause while the person is in the custody of
the State) of one or both parents or of the child, that State Party shall, uponrequest, provide the parents, the child or, if appropriate, another memberof the family with the essential information concerning the whereabouts of
the absent member(s) of the family unless the provision of the information
would be detrimental to the well-being of the child. States Parties shallfurther ensure that the submission of such a request shall of itself entail noadverse consequences for the person(s) concerned.
Article 10
1. In accordance with the obligation of States Parties under article 9,paragraph 1, applications by a child or his or her parents to enter or leave aState Party for the purpose of family reunification shall be dealt with by States
Parties in a positive, humane and expeditious manner. States Parties shallfurther ensure that the submission of such a request shall entail no adverse
consequences for the applicants and for the members of their family.
2. A child whose parents reside in different States shall have the right tomaintain on a regular basis, save in exceptional circumstances personal
relations and direct contacts with both parents. Towards that end and inaccordance with the obligation of States Parties under article 9, paragraph
1, States Parties shall respect the right of the child and his or her parents
to leave any country, including their own, and to enter their own country.
The right to leave any country shall be subject only to such restrictions25

as are prescribed by law and which are necessary to protect the national
security, public order (ordre public), public health or morals or the rights
and freedoms of others and are consistent with the other rights recognizedin the present Convention.
Article 11
1. States Parties shall take measures to combat the illicit transfer and nonreturn of children abroad.
2. To this end, States Parties shall promote the conclusion of bilateral or
multilateral agreements or accession to existing agreements.
Article 12
1. States Parties shall assure to the child who is capable of forming his or
her own views the right to express those views freely in all matters affecting
the child, the views of the child being given due weight in accordance withthe age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity
to be heard in any judicial and administrative proceedings affecting thechild, either directly, or through a representative or an appropriate body, ina manner consistent with the procedural rules of national law.
Article 13
1. The child shall have the right to freedom of expression; this right shall
include freedom to seek, receive and impart information and ideas of all
kinds, regardless of frontiers, either orally, in writing or in print, in the formof art, or through any other media of the child’s choice.
2. The exercise of this right may be subject to certain restrictions, but theseshall only be such as are provided by law and are necessary:(a) For respect of the rights or reputations of others; or(b) For the protection of national security or of public order (ordre public),or of public health or morals.
Article 14
1. States Parties shall respect the right of the child to freedom of thought,
conscience and religion.
2. States Parties shall respect the rights and duties of the parents and, whenapplicable, legal guardians, to provide direction to the child in the exercise26

of his or her right in a manner consistent with the evolving capacities of thechild.
3. Freedom to manifest one’s religion or beliefs may be subject only tosuch limitations as are prescribed by law and are necessary to protect public
safety, order, health or morals, or the fundamental rights and freedoms ofothers.
Article 15
1. States Parties recognize the rights of the child to freedom of associationand to freedom of peaceful assembly.
2. No restrictions may be placed on the exercise of these rights otherthan those imposed in conformity with the law and which are necessary
in a democratic society in the interests of national security or public safety,
public order (ordre public), the protection of public health or morals or theprotection of the rights and freedoms of others.
Article 16
1. No child shall be subjected to arbitrary or unlawful interference with hisor her privacy, family, home or correspondence, nor to unlawful attacks on
his or her honour and reputation.
2. The child has the right to the protection of the law against suchinterference or attacks.
Article 17
States Parties recognize the important function performed by the mass media
and shall ensure that the child has access to information and material from adiversity of national and international sources, especially those aimed at thepromotion of his or her social, spiritual and moral well-being and physicaland mental health. To this end, States Parties shall:(a) Encourage the mass media to disseminate information and material ofsocial and cultural benefit to the child and in accordance with the spirit ofarticle 29;(b) Encourage international co-operation in the production, exchange anddissemination of such information and material from a diversity of cultural,
national and international sources;(c) Encourage the production and dissemination of children’s books;

27

(d) Encourage the mass media to have particular regard to the linguistic
needs of the child who belongs to a minority group or who is indigenous;(e) Encourage the development of appropriate guidelines for the protectionof the child from information and material injurious to his or her well-being,
bearing in mind the provisions of articles 13 and 18.
Article 18
1. States Parties shall use their best efforts to ensure recognition of theprinciple that both parents have common responsibilities for the upbringing
and development of the child. Parents or, as the case may be, legal guardians,
have the primary responsibility for the upbringing and development of thechild. The best interests of the child will be their basic concern.
2. For the purpose of guaranteeing and promoting the rights set forth in
the present Convention, States Parties shall render appropriate assistanceto parents and legal guardians in the performance of their child-rearing
responsibilities and shall ensure the development of institutions, facilities
and services for the care of children.
3. States Parties shall take all appropriate measures to ensure that childrenof working parents have the right to benefit from child-care services andfacilities for which they are eligible.
Article 19
1. States Parties shall take all appropriate legislative, administrative, socialand educational measures to protect the child from all forms of physical ormental violence, injury or abuse, neglect or negligent treatment, maltreatment
or exploitation, including sexual abuse, while in the care of parent(s), legal
guardian(s) or any other person who has the care of the child.
2. Such protective measures should, as appropriate, include effective
procedures for the establishment of social programmes to provide necessary
support for the child and for those who have the care of the child, as well
as for other forms of prevention and for identification, reporting, referral,
investigation, treatment and follow-up of instances of child maltreatment
described heretofore, and, as appropriate, for judicial involvement.
Article 20
1. A child temporarily or permanently deprived of his or her family
environment, or in whose own best interests cannot be allowed to remain
28

in that environment, shall be entitled to special protection and assistanceprovided by the State.
2. States Parties shall in accordance with their national laws ensure
alternative care for such a child.
3. Such care could include, inter alia, foster placement, kafalah of Islamic
law, adoption or if necessary placement in suitable institutions for the careof children. When considering solutions, due regard shall be paid to thedesirability of continuity in a child’s upbringing and to the child’s ethnic,
religious, cultural and linguistic background.
Article 21
States Parties that recognize and/or permit the system of adoption shallensure that the best interests of the child shall be the paramount considerationand they shall:(a) Ensure that the adoption of a child is authorized only by competentauthorities who determine, in accordance with applicable law and procedures
and on the basis of all pertinent and reliable information, that the adoption
is permissible in view of the child’s status concerning parents, relatives andlegal guardians and that, if required, the persons concerned have given theirinformed consent to the adoption on the basis of such counselling as may benecessary;(b) Recognize that inter-country adoption may be considered as an alternativemeans of child’s care, if the child cannot be placed in a foster or an adoptive
family or cannot in any suitable manner be cared for in the child’s countryof origin;(c) Ensure that the child concerned by inter-country adoption enjoys
safeguards and standards equivalent to those existing in the case of national
adoption;(d) Take all appropriate measures to ensure that, in inter-country adoption,
the placement does not result in improper financial gain for those involved
in it;(e) Promote, where appropriate, the objectives of the present article byconcluding bilateral or multilateral arrangements or agreements, andendeavour, within this framework, to ensure that the placement of the childin another country is carried out by competent authorities or organs.

29Article 22
1. States Parties shall take appropriate measures to ensure that a child
who is seeking refugee status or who is considered a refugee in accordancewith applicable international or domestic law and procedures shall, whether
unaccompanied or accompanied by his or her parents or by any otherperson, receive appropriate protection and humanitarian assistance in theenjoyment of applicable rights set forth in the present Convention and inother international human rights or humanitarian instruments to which thesaid States are Parties.
2. For this purpose, States Parties shall provide, as they consider appropriate,
co-operation in any efforts by the United Nations and other competentintergovernmental organizations or non-governmental organizations cooperating with the United Nations to protect and assist such a child and to
trace the parents or other members of the family of any refugee child in orderto obtain information necessary for reunification with his or her family. In
cases where no parents or other members of the family can be found, thechild shall be accorded the same protection as any other child permanently
or temporarily deprived of his or her family environment for any reason, as
set forth in the present Convention.
Article 23
1. States Parties recognize that a mentally or physically disabled childshould enjoy a full and decent life, in conditions which ensure dignity,
promote self-reliance and facilitate the child’s active participation in thecommunity.
2. States Parties recognize the right of the disabled child to special care andshall encourage and ensure the extension, subject to available resources, tothe eligible child and those responsible for his or her care, of assistance forwhich application is made and which is appropriate to the child’s condition
and to the circumstances of the parents or others caring for the child.
3. Recognizing the special needs of a disabled child, assistance extended inaccordance with paragraph 2 of the present article shall be provided free ofcharge, whenever possible, taking into account the financial resources of theparents or others caring for the child, and shall be designed to ensure thatthe disabled child has effective access to and receives education, training,
health care services, rehabilitation services, preparation for employment andrecreation opportunities in a manner conducive to the child’s achieving the30

fullest possible social integration and individual development, including his
or her cultural and spiritual development.
4. States Parties shall promote, in the spirit of international cooperation,
the exchange of appropriate information in the field of preventive healthcare and of medical, psychological and functional treatment of disabledchildren, including dissemination of and access to information concerning
methods of rehabilitation, education and vocational services, with the aim ofenabling States Parties to improve their capabilities and skills and to widen
their experience in these areas. In this regard, particular account shall betaken of the needs of developing countries.
Article 24
1. States Parties recognize the right of the child to the enjoyment of thehighest attainable standard of health and to facilities for the treatment of
illness and rehabilitation of health. States Parties shall strive to ensure thatno child is deprived of his or her right of access to such health care services.
2. States Parties shall pursue full implementation of this right and, inparticular, shall take appropriate measures:(a) To diminish infant and child mortality;(b) To ensure the provision of necessary medical assistance and health care
to all children with emphasis on the development of primary health care;(c) To combat disease and malnutrition, including within the framework ofprimary health care, through, inter alia, the application of readily available
technology and through the provision of adequate nutritious foods andclean drinking-water, taking into consideration the dangers and risks ofenvironmental pollution;(d) To ensure appropriate pre-natal and post-natal health care for mothers;(e) To ensure that all segments of society, in particular parents and children,
are informed, have access to education and are supported in the use of basic
knowledge of child health and nutrition, the advantages of breastfeeding,hygiene and environmental sanitation and the prevention of accidents;(f) To develop preventive health care, guidance for parents and familyplanning education and services.
3. States Parties shall take all effective and appropriate measures with aview to abolishing traditional practices prejudicial to the health of children.

31

4. States Parties undertake to promote and encourage international cooperation with a view to achieving progressively the full realization of theright recognized in the present article. In this regard, particular account shallbe taken of the needs of developing countries.
Article 25
States Parties recognize the right of a child who has been placed by thecompetent authorities for the purposes of care, protection or treatment of
his or her physical or mental health, to a periodic review of the treatment
provided to the child and all other circumstances relevant to his or her
placement.
Article 26
1. States Parties shall recognize for every child the right to benefit fromsocial security, including social insurance, and shall take the necessary
measures to achieve the full realization of this right in accordance with theirnational law.
2. The benefits should, where appropriate, be granted, taking into
account the resources and the circumstances of the child and persons
having responsibility for the maintenance of the child, as well as any otherconsideration relevant to an application for benefits made by or on behalf ofthe child.
Article 27
1. States Parties recognize the right of every child to a standard of living
adequate for the child’s physical, mental, spiritual, moral and social
development.
2. The parent(s) or others responsible for the child have the primary
responsibility to secure, within their abilities and financial capacities, theconditions of living necessary for the child’s development.
3. States Parties, in accordance with national conditions and within
their means, shall take appropriate measures to assist parents and others
responsible for the child to implement this right and shall in case of need
provide material assistance and support programmes, particularly withregard to nutrition, clothing and housing.
4. States Parties shall take all appropriate measures to secure the recovery
of maintenance for the child from the parents or other persons having
32

financial responsibility for the child, both within the State Party and fromabroad. In particular, where the person having financial responsibility forthe child lives in a State different from that of the child, States Parties shallpromote the accession to international agreements or the conclusion of suchagreements, as well as the making of other appropriate arrangements.
Article 28
1. States Parties recognize the right of the child to education, and with a viewto achieving this right progressively and on the basis of equal opportunity,
they shall, in particular:(a) Make primary education compulsory and available free to all;(b) Encourage the development of different forms of secondary education,
including general and vocational education, make them available andaccessible to every child, and take appropriate measures such as theintroduction of free education and offering financial assistance in case ofneed;(c) Make higher education accessible to all on the basis of capacity by every
appropriate means;(d) Make educational and vocational information and guidance available
and accessible to all children;(e) Take measures to encourage regular attendance at schools and the
reduction of drop-out rates.
2. States Parties shall take all appropriate measures to ensure that school
discipline is administered in a manner consistent with the child’s humandignity and in conformity with the present Convention.
3. States Parties shall promote and encourage international cooperation inmatters relating to education, in particular with a view to contributing to theelimination of ignorance and illiteracy throughout the world and facilitating
access to scientific and technical knowledge and modern teaching methods.
In this regard, particular account shall be taken of the needs of developing
countries.
Article 29
General comment on its implementation
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 andphysical abilities to their fullest potential;

33

(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 thespirit of understanding, peace, tolerance, equality of sexes, and friendshipamong all peoples, ethnic, national and religious groups and persons ofindigenous origin;(e) The development of respect for the natural environment.
2. No part of the present article or article 28 shall be construed so as tointerfere with the liberty of individuals and bodies to establish and direct
educational institutions, subject always to the observance of the principle
set forth in paragraph 1 of the present article and to the requirements thatthe education given in such institutions shall conform to such minimum
standards as may be laid down by the State.
Article 30
In those States in which ethnic, religious or linguistic minorities or persons
of indigenous origin exist, a child belonging to such a minority or who isindigenous shall not be denied the right, in community with other membersof his or her group, to enjoy his or her own culture, to profess and practise
his or her own religion, or to use his or her own language.
Article 31
1. States Parties recognize the right of the child to rest and leisure, to engage
in play and recreational activities appropriate to the age of the child and toparticipate freely in cultural life and the arts.
2. States Parties shall respect and promote the right of the child toparticipate fully in cultural and artistic life and shall encourage the provisionof appropriate and equal opportunities for cultural, artistic, recreational andleisure activity.
Article 32
1. States Parties recognize the right of the child to be protected from
economic exploitation and from performing any work that is likely to be
hazardous or to interfere with the child’s education, or to be harmful to thechild’s health or physical, mental, spiritual, moral or social development.
34

2. States Parties shall take legislative, administrative, social and educational
measures to ensure the implementation of the present article. To this end, andhaving regard to the relevant provisions of other international instruments,
States Parties shall in particular:(a) Provide for a minimum age or minimum ages for admission toemployment;(b) Provide for appropriate regulation of the hours and conditions of
employment;(c) Provide for appropriate penalties or other sanctions to ensure the effective
enforcement of the present article.
Article 33
States Parties shall take all appropriate measures, including legislative,administrative, social and educational measures, to protect children fromthe illicit use of narcotic drugs and psychotropic substances as defined in therelevant international treaties, and to prevent the use of children in the illicit
production and trafficking of such substances.
Article 34
States Parties undertake to protect the child from all forms of sexual
exploitation and sexual abuse. For these purposes, States Parties shall inparticular take all appropriate national, bilateral and multilateral measures
to prevent:(a) The inducement or coercion of a child to engage in any unlawful sexual
activity;(b) The exploitative use of children in prostitution or other unlawful sexual
practices;(c) The exploitative use of children in pornographic performances andmaterials.
Article 35
States Parties shall take all appropriate national, bilateral and multilateralmeasures to prevent the abduction of, the sale of or traffic in children for any
purpose or in any form.
Article 36
States Parties shall protect the child against all other forms of exploitation
prejudicial to any aspects of the child’s welfare.

35Article 37
States Parties shall ensure that:(a) No child shall be subjected to torture or other cruel, inhuman or degrading
treatment or punishment. Neither capital punishment nor life imprisonment
without possibility of release shall be imposed for offences committed bypersons below eighteen years of age;(b) No child shall be deprived of his or her liberty unlawfully or arbitrarily.
The arrest, detention or imprisonment of a child shall be in conformity withthe law and shall be used only as a measure of last resort and for the shortest
appropriate period of time;(c) Every child deprived of liberty shall be treated with humanity and respect
for the inherent dignity of the human person, and in a manner which takes
into account the needs of persons of his or her age. In particular, every childdeprived of liberty shall be separated from adults unless it is consideredin the child’s best interest not to do so and shall have the right to maintaincontact with his or her family through correspondence and visits, save in
exceptional circumstances;(d) Every child deprived of his or her liberty shall have the right to prompt
access to legal and other appropriate assistance, as well as the right tochallenge the legality of the deprivation of his or her liberty before a court
or other competent, independent and impartial authority, and to a prompt
decision on any such action.
Article 38
1. States Parties undertake to respect and to ensure respect for rules ofinternational humanitarian law applicable to them in armed conflicts which
are relevant to the child.
2. States Parties shall take all feasible measures to ensure that persons
who have not attained the age of fifteen years do not take a direct part inhostilities.
3. States Parties shall refrain from recruiting any person who has not
attained the age of fifteen years into their armed forces. In recruiting among
those persons who have attained the age of fifteen years but who have notattained the age of eighteen years, States Parties shall endeavour to givepriority to those who are oldest.
4. In accordance with their obligations under international humanitarian
law to protect the civilian population in armed conflicts, States Parties shall36take all feasible measures to ensure protection and care of children who are
affected by an armed conflict.
Article 39
States Parties shall take all appropriate measures to promote physical andpsychological recovery and social reintegration of a child victim of: any
form of neglect, exploitation, or abuse; torture or any other form of cruel,inhuman or degrading treatment or punishment; or armed conflicts. Such
recovery and reintegration shall take place in an environment which fosters
the health, self-respect and dignity of the child.
Article 40
1. States Parties recognize the right of every child alleged as, accused of,or recognized as having infringed the penal law to be treated in a mannerconsistent with the promotion of the child’s sense of dignity and worth,which reinforces the child’s respect for the human rights and fundamental
freedoms of others and which takes into account the child’s age and thedesirability of promoting the child’s reintegration and the child’s assuming
a constructive role in society.
2. To this end, and having regard to the relevant provisions of international
instruments, States Parties shall, in particular, ensure that:(a) No child shall be alleged as, be accused of, or recognized as having
infringed the penal law by reason of acts or omissions that were not prohibitedby national or international law at the time they were committed;(b) Every child alleged as or accused of having infringed the penal law has
at least the following guarantees:(i) To be presumed innocent until proven guilty according to law;(ii) To be informed promptly and directly of the charges against him or her,and, if appropriate, through his or her parents or legal guardians, and to havelegal or other appropriate assistance in the preparation and presentation of
his or her defence;(iii) To have the matter determined without delay by a competent,
independent and impartial authority or judicial body in a fair hearing
according to law, in the presence of legal or other appropriate assistance and,
unless it is considered not to be in the best interest of the child, in particular,
taking into account his or her age or situation, his or her parents or legal
guardians;37

(iv) Not to be compelled to give testimony or to confess guilt; to examineor have examined adverse witnesses and to obtain the participation andexamination of witnesses on his or her behalf under conditions of equality;(v) If considered to have infringed the penal law, to have this decision and any
measures imposed in consequence thereof reviewed by a higher competent,
independent and impartial authority or judicial body according to law;(vi) To have the free assistance of an interpreter if the child cannot understandor speak the language used;(vii) To have his or her privacy fully respected at all stages of theproceedings.
3. States Parties shall seek to promote the establishment of laws,
procedures, authorities and institutions specifically applicable to children
alleged as, accused of, or recognized as having infringed the penal law, and,in particular:(a) The establishment of a minimum age below which children shall be
presumed not to have the capacity to infringe the penal law;(b) Whenever appropriate and desirable, measures for dealing with suchchildren without resorting to judicial proceedings, providing that humanrights and legal safeguards are fully respected.
4. A variety of dispositions, such as care, guidance and supervision orders;
counselling; probation; foster care; education and vocational training
programmes and other alternatives to institutional care shall be available
to ensure that children are dealt with in a manner appropriate to their wellbeing and proportionate both to their circumstances and the offence.
Article 41
Nothing in the present Convention shall affect any provisions which are
more conducive to the realization of the rights of the child and which may
be contained in:(a) The law of a State party; or(b) International law in force for that State.
PART II
Article 42
States Parties undertake to make the principles and provisions of theConvention widely known, by appropriate and active means, to adults andchildren alike.
38

Article 43
1. For the purpose of examining the progress made by States Parties inachieving the realization of the obligations undertaken in the present
Convention, there shall be established a Committee on the Rights of theChild, which shall carry out the functions hereinafter provided.
2. The Committee shall consist of ten experts of high moral standing
and recognized competence in the field covered by this Convention. The
members of the Committee shall be elected by States Parties from among
their nationals and shall serve in their personal capacity, consideration being
given to equitable geographical distribution, as well as to the principal legal
systems.
3. The members of the Committee shall be elected by secret ballot from alist of persons nominated by States Parties. Each State Party may nominate
one person from among its own nationals.
4. The initial election to the Committee shall be held no later than six months
after the date of the entry into force of the present Convention and thereafter
every second year. At least four months before the date of each election,
the Secretary-General of the United Nations shall address a letter to States
Parties inviting them to submit their nominations within two months. The
Secretary-General shall subsequently prepare a list in alphabetical order ofall persons thus nominated, indicating States Parties which have nominatedthem, and shall submit it to the States Parties to the present Convention.
5. The elections shall be held at meetings of States Parties convened by the
Secretary-General at United Nations Headquarters. At those meetings, forwhich two thirds of States Parties shall constitute a quorum, the persons
elected to the Committee shall be those who obtain the largest number ofvotes and an absolute majority of the votes of the representatives of States
Parties present and voting.
6. The members of the Committee shall be elected for a term of four years.
They shall be eligible for re-election if renominated. The term of five of themembers elected at the first election shall expire at the end of two years;
immediately after the first election, the names of these five members shall bechosen by lot by the Chairman of the meeting.

39

7. If a member of the Committee dies or resigns or declares that for any
other cause he or she can no longer perform the duties of the Committee,
the State Party which nominated the member shall appoint another expert
from among its nationals to serve for the remainder of the term, subject tothe approval of the Committee.
8.

The Committee shall establish its own rules of procedure.

9.

The Committee shall elect its officers for a period of two years.

10. The meetings of the Committee shall normally be held at United
Nations Headquarters or at any other convenient place as determined by
the Committee. The Committee shall normally meet annually. The durationof the meetings of the Committee shall be determined, and reviewed, if
necessary, by a meeting of the States Parties to the present Convention,subject to the approval of the General Assembly.
11. The Secretary-General of the United Nations shall provide the necessary
staff and facilities for the effective performance of the functions of theCommittee under the present Convention.
12. With the approval of the General Assembly, the members of theCommittee established under the present Convention shall receive
emoluments from United Nations resources on such terms and conditions
as the Assembly may decide.
Article 44
1. States Parties undertake to submit to the Committee, through theSecretary-General of the United Nations, reports on the measures they haveadopted which give effect to the rights recognized herein and on the progress
made on the enjoyment of those rights:(a) Within two years of the entry into force of the Convention for the State
Party concerned;(b) Thereafter every five years.
2. Reports made under the present article shall indicate factors anddifficulties, if any, affecting the degree of fulfilment of the obligations under
the present Convention. Reports shall also contain sufficient information
to provide the Committee with a comprehensive understanding of theimplementation of the Convention in the country concerned.
40

3. A State Party which has submitted a comprehensive initial report to theCommittee need not, in its subsequent reports submitted in accordance withparagraph 1 (b) of the present article, repeat basic information previously
provided.
4. The Committee may request from States Parties further information
relevant to the implementation of the Convention.
5. The Committee shall submit to the General Assembly, through the
Economic and Social Council, every two years, reports on its activities.
6. States Parties shall make their reports widely available to the public in
their own countries.
Article 45
In order to foster the effective implementation of the Convention andto encourage international co-operation in the field covered by theConvention:(a) The specialized agencies, the United Nations Children’s Fund, and other
United Nations organs shall be entitled to be represented at the considerationof the implementation of such provisions of the present Convention as fallwithin the scope of their mandate. The Committee may invite the specialized
agencies, the United Nations Children’s Fund and other competent bodies as
it may consider appropriate to provide expert advice on the implementationof the Convention in areas falling within the scope of their respective
mandates. The Committee may invite the specialized agencies, the United
Nations Children’s Fund, and other United Nations organs to submit reportson the implementation of the Convention in areas falling within the scope of
their activities;(b) The Committee shall transmit, as it may consider appropriate, tothe specialized agencies, the United Nations Children’s Fund and othercompetent bodies, any reports from States Parties that contain a request, or
indicate a need, for technical advice or assistance, along with the Committee’sobservations and suggestions, if any, on these requests or indications;(c) The Committee may recommend to the General Assembly to request
the Secretary-General to undertake on its behalf studies on specific issues
relating to the rights of the child;(d) The Committee may make suggestions and general recommendations
based on information received pursuant to articles 44 and 45 of the present
Convention. Such suggestions and general recommendations shall be41

transmitted to any State Party concerned and reported to the General
Assembly, together with comments, if any, from States Parties.
PART III
Article 46
The present Convention shall be open for signature by all States.
Article 47
The present Convention is subject to ratification. Instruments of ratification
shall be deposited with the Secretary-General of the United Nations.
Article 48
The present Convention shall remain open for accession by any State. The
instruments of accession shall be deposited with the Secretary-General of theUnited Nations.
Article 49
1. The present Convention shall enter into force on the thirtieth day
following the date of deposit with the Secretary-General of the United
Nations of the twentieth instrument of ratification or accession.
2. For each State ratifying or acceding to the Convention after the depositof the twentieth instrument of ratification or accession, the Convention shallenter into force on the thirtieth day after the deposit by such State of its
instrument of ratification or accession.
Article 50
1. Any State Party may propose an amendment and file it with theSecretary-General of the United Nations. The Secretary-General shallthereupon communicate the proposed amendment to States Parties, with arequest that they indicate whether they favour a conference of States Parties
for the purpose of considering and voting upon the proposals. In the event
that, within four months from the date of such communication, at least one
third of the States Parties favour such a conference, the Secretary-Generalshall convene the conference under the auspices of the United Nations. Anyamendment adopted by a majority of States Parties present and voting at theconference shall be submitted to the General Assembly for approval.

42

2. An amendment adopted in accordance with paragraph 1 of the present
article shall enter into force when it has been approved by the General
Assembly of the United Nations and accepted by a two-thirds majority ofStates Parties.
3. When an amendment enters into force, it shall be binding on those States
Parties which have accepted it, other States Parties still being bound by theprovisions of the present Convention and any earlier amendments which
they have accepted.
Article 51
1. The Secretary-General of the United Nations shall receive and circulate
to all States the text of reservations made by States at the time of ratificationor accession.
2. A reservation incompatible with the object and purpose of the present
Convention shall not be permitted.
3. Reservations may be withdrawn at any time by notification to that effectaddressed to the Secretary-General of the United Nations, who shall theninform all States. Such notification shall take effect on the date on which it isreceived by the Secretary-General
Article 52
A State Party may denounce the present Convention by written notification
to the Secretary-General of the United Nations. Denunciation becomes
effective one year after the date of receipt of the notification by the SecretaryGeneral.
Article 53
The Secretary-General of the United Nations is designated as the depositaryof the present Convention.
Article 54
The original of the present Convention, of which the Arabic, Chinese,
English, French, Russian and Spanish texts are equally authentic, shall bedeposited with the Secretary-General of the United Nations.
IN WITNESS THEREOF the undersigned plenipotentiaries, being duly
authorized thereto by their respective governments, have signed the present
Convention.
43

ADDITIONAL SOURCES FOR EDUCATIONABOUT CHILDREN’S AND HUMAN RIGHTSCOUNCIL OF EUROPE (http://www.coe.int)• COMPASS
A Manual on Human Rights Education with Young People
Content: The book represents a comprehensive approach for human rights
education for children. It comprises five chapters. Teachers do not have toread the whole book to be able to use it in their work. They can only read
sections that interest them the most.
Published: May 2002
ISBN: 92-871-4880-5Internet: http://eycb.coe.int/compass/• THE EUROPEAN CONVENTION ON HUMAN RIGHTS
Starting point for teachers
Content: The map contains two parts. You will find papers with basic
information on how to use the publication and basic information on theCouncil of Europe, the European Convention on Human Rights, the use of
the Convention in practice, other main areas of competence of the Councilof Europe and some proposals for further work. There is a presentation ofa short version of the Convention, instructions for teachers and cases ofactivities for pupils.
Published: April 2001
Internet: http://www.coe.int/T/E/Com/About_Coe/Brochures/fiche_dhIndex.asp#TopOfPage• EDUCATIONAL PACKAGE
Ideas, resources, methods and activities for informal intercultural education withyoung people and adults
Content: The publication is divided into two parts. The first presents anintroduction to key concepts and a starting point for intercultural education.
The second provides a number of activities, methods and resources. The
publication is a very useful didactic tool to address the issues of stereotypes,
discrimination, xenophobia, anti-Semitism, racism and other forms of
intolerance.
Published: December 1998
Internet: http://www.coe.int/T/E/human%5Frights/Ecri/3Educational_resources/Education_Pack/Education_Pack_pdf.pdf
44

UNESCO (http://portal.unesco.org)• EDUCATION FOR INTERNATIONAL UNDERSTANDING
Content: The brochure describes how UNESCO has been striving for
decades to improve the conditions in favour of education for every one
and of good international understanding. It is a source for rich and various
ideas, experiments and opinions in the matters important for all nations likehuman rights, peace and democracy. It is designed especially for teachersand pupils.
Published: 1996
Internet: http://unesdoc.unesco.org/images/0012/001248/124833e.pdf
UNICEF (http://unesco.org)• PROMOTING CHILDREN’S PARTICIPATION
IN DEMOCRATIC DECISION-MAKING
Content: The publication is focused on questions about children and youth
participation. It stresses the importance of youth participation, on the basisof Convention on the Rights of the Child, their active participation andon all-level involvement in the decision making structures (in the family,
school, place where they live, in youth and other organizations, ... ). It lists
good practical examples in some countries.
Published: 2001
ISBN: 88-85401-73-2• A LIFE LIKE MINE
Content: The publication is designed for children in the age of 9 to 12. The
respect of children’s rights is presented in a comprehensible way. Children’s
lives are described through individual life stories, their living conditions
and their hopes for a better world.
Published: 2001
ISBN: 0-7894-8859-0
AMNESTY INTERNATIONAL (http://www.amnesty.org)• FIRST STEPSA Manual for Starting Human Rights Education
Content: The Manual is intended for teachers and all others, who are
involved in educating young people and would like to include humanrights education in their work. It provides useful methods for human rights
45

education of children in elementary and secondary schools. It also provides
a number of references and links to other publications, organisations andrelevant web pages.
Published: 1997, London
Internet: http://erc.hrea.org/Library/teachers/first-steps.html• HUMAN RIGHTS FOR CHILDRENA Curriculum for Teaching Human Rights to Children Ages 3-12
Content: The book is divided into ten chapters; each is devoted to one
principle of the UN Declaration on Children’s Rights. The methods in thebook are useful in physical education, sociology, mathematics, history, art
and language training.
Published: 1992
HUMAN SECURITY NETWORK
http://www.humansecuritynetwork.org/• UNDERSTANDING HUMAN RIGHTS:
MANUAL ON HUMAN RIGHTS EDUCATION
Content: A very comprehensive manual for human rights trainers, whichreflects a culture sensitive approach, based on the universality of humanrights. It contains a variety of pedagogical materials to be used in humanrights education of either youth or adults.
Published: 2003, European Training and Research Centre for Human Rights
and Democracy, Graz
ISBN 3-214-08322-8
HUMAN RIGHTS EDUCATION ASSOCIATES - HREA http://www.hrea.org/• POPULAR EDUCATION FOR HUMAN RIGHTS
24 Participatory Exercises for Facilitators and Teachers
Content: The training manual is designed for informal educationemphasising women’s and children’s issues, respect for dignity and fairrules, links between human rights and responsibilities, building civil society,confronting prejudice, “information for empowerment” etc. The manual’shighly participatory methods can be adapted to diverse settings and cultures
and, while designed for popular education, they have been successfully usedin programmes of formal education as well.
Published: 2000
ISBN: 0-9706059-0-0
Internet: http://www.hrea.org/pubs/claude00.html
46• HUMAN RIGHTS EDUCATION RESOURCE BOOK
Content: A comprehensive international guide that includes a directoryof Human Rights Education organisations and activities, and an overview
of human rights courses and trainings offered worldwide, an annotatedbibliography of human rights literature and a list of several agencies.
Published: 2000
Internet: http://www.hrea.org/pubs/elbers00.html
HUMAN RIGHTS INTERNET - HRI (http://www.hri.ca/)• THE HUMAN RIGHTS EDUCATION HANDBOOK
Content: The publication is published in a series of education about humanrights. It offers teachers information about sources and activities for fostering
the culture of human rights.
Published: 2000
Internet: http://www.hri.ca/publications/new/hreduhandbook/
OTHER USEFUL INTERNET LINKS:
Office of the UN High Commissioner for Human Right – Human rights
education and training
http://www2.ohchr.org/english/issues/education/training/index.htm
Declaration on Human Rights Education and Training
http://www2.ohchr.org/english/issues/education/training/UNDHREducationTraining.htm
World Programme for Human Rights Education
http://www2.ohchr.org/english/issues/education/training/programme.htm
The Project ‘Our Rights’
http://www.mzz.gov.si/en/foreign_policy/foreign_policy/human_rights/the_our_rights_project_human_rights_education/
UNICEF – Compendium:
http://www.unicef.org/teachers/compendium/index.html
Save the children: http://savechildren.org
Child Rights Information Network: http://www.crin.org
47

QUESTIONNAIRE
The purpose of the questionnaire is to examine the effects of the OUR
RIGHTS cards on teaching and learning children’s rights. Furthermore, we
are interested in your opinions on individual aspects of teaching children’s
rights. There is no right or wrong answer to any of the questions.
YOUR COUNTRY:• Do you consider that you have sufficient knowledge of the followinginternational instruments on children’s and human rights?
yes noConvention on the Rights of the Child
Universal Declaration of Human Rights
European Convention on Human Rights and Fundamental Freedoms
The purpose of the following statements is to learn about your views on
various factors associated with children’s and human rights.
Please read each statement and choose the square in the column that corresponds toyour view on the statement.
• Children’s and human rights are important both in everyday life and at
school.
I strongly agree
I agree
I disagree
I strongly disagree• Children’s and human rights are ideals. They cannot be realized ineveryday life and at school.
I strongly agree
I agree
I disagree
I strongly disagree• Children’s and human rights are luxury that only rich countries can afford.
Poor countries cannot afford it.
I strongly agree
I agree
I disagree
I strongly disagree• Teachers respect pupil’s opinions and encourage them to express theirviews during classes.
I strongly agree
I agree
I disagree
I strongly disagree• Do you consider the cards a suitable teaching tool to stimulate children inlearning about children’s rights?
yes no48

• Do you consider that pupils were stimulated by a topic that directly
addresses them (individual right) or that they liked the teaching method?
Please tick only one square.
Pupils were stimulated by the topic (individual right) we dealt with.
Pupils were primarily enthusiastic about the teaching method.
Pupils found interesting both the topic dealt
with as well as the teaching method.
• Please, list 3 rights or activities suggested on the cards, which were mostwelcomed by your students. Why?
a)
Why?
b)
Why?
c)
Why?
• Which forms of violence are most common in your school environment?
Please, tick the appropriate box or boxes:a) bullyingb) verbal violencec) physical violenced) other (please, list):• Does your school pay enough attention to the issues of tolerance?
yes no• Were pupils familiar with children’s rights before the OUR RIGHTS project
was caried out?
no (none)yes (all the rights)
partly (only with some of the rights)• After carrying out individual activities, do pupils recognize the violationof rights or can state a case?
no (none)yes (all the rights)
sometimes (only some of the rights)

Which are the most important effects of the use of the OUR RIGHTS cards?
Please tick only one square in a row:
• In everyday interaction, pupils recognize the violation of rights and are
generally more sensitive to the issue of children’s rights.
I strongly agree
I agree
I agree partiallyI strongly disagree49

• Pupils are more receptive to numerous forms of diversity and distinctivenessin their social environment.
I strongly agree
I agree
I agree partiallyI strongly disagree• By using the cards, pupils have learned to look at children’s rights in a
critical manner and do not use them only for their own benefit.
I strongly agree
I agree
I agree partiallyI strongly disagree• By using the cards, pupils have become more sensitive to the respect forhuman rights of the most neglected children groups (children with special
needs, children from poor families).
I strongly agree
I agree
I agree partiallyI strongly disagree• By using the cards, I have acquired knowledge that will help me facilitate
the implementation of similar projects associated with children’s rights.
I strongly agree
I agree
I agree partiallyI strongly disagree• Would you like to receive additional training to teach and learn children’sand human rights?
yes noIf yes, please answer the following question.
• In which areas of teaching and learning children’s and human rights would
you like to improve your knowledge?
Tick the appropriate squares
Suitable contents to teach and learn about children’s and human rights
Forms and methods of teaching and learning children’s and human rights
Cooperation between teachers in planning and carryingout classes on children’s and human rights• Would you like to take part in a training dedicated to the teaching andlearning of tolerance?
yes noIf »yes«, please answer also the following question.
• In which area of teaching tolerance would you like to broaden yourknowledge?
Please, tick those boxes that match your preference!
Content for teaching and learning tolerance
Methods for teaching and learning tolerance50