ARISE
Improve the existing competences of teachers
The 1989 UN Convention on the Rights of the Child (“CRC”), synthesized standards that were included in many documents and introduced an additional parameter to the rights of children in international law, one that ‘recognized children as agents who share the power to shape their own lives’ (Perry-Hazan, Lotem. ‘Freedom of Speech in Schools and the Right to Participation: When the First Amendment Encounters the Convention on the Rights of the Child’, Brigham Young University Education & Law Journal, 2015). However, despite the important work by the European Union, the Council of Europe and other bodies in the field of ensuring children’s rights, a reality check across Europe suggests that levels of child poverty and social exclusion are escalating. Furthermore, EU states are often destination countries for a huge amount of migrants and refugees, including a great number of children on the move (many of them unaccompanied), that eventually enter the educational system of these states in an attempt to adjust and integrate in new social and cultural contexts. Unfortunately, it is often realized that the educational structures and institutions of these EU states are yet unprepared to acknowledge, understand and apply children’s rights in those educational systems, including all the newcomers. Thus, the project ARiSE: The Right(s) School was developed to identify the key challenges that educational systems face in areas associated with the Rights of children, to increase the knowledge, skills and capacity of primary and secondary school teachers to ensure that children’s rights are respected, protected and fulfilled and that children are able to participate in decisions affecting them at school level.
Objectives
The main objectives of the project are:
– To develop an innovative learning system and resources, such as face-to-face training modules, e- learning packages and an on-line knowledge-sharing resource for teachers and head teachers on the topic of children’s rights. An accompanying guide will be developed to identify how training can be integrated into existing structures of educational systems.
– To develop methods and on-line tools that will enhance collaboration, communication and exchange of good practices in the promotion of children’s rights at school.
– To facilitate sustainability and transferability of good practices through the development of children’s rights integration manuals for national educational systems, taking into account each system’s framework.
– To support a Rights-based School policy recommendations and policy making that will enhance cooperation and capacity building among stakeholders, while awareness-raising activities will be tested in the respective local contexts. It is estimated that the implementation of the above material will promote the effective implementation of equal rights education and non-discrimination values that are transnational and applicable in all European (and not only) states.
Partners
