FTC 4

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 10

History of the convention on the right of the child

Began with the united nation declaration of the right of the child (1669)

Since there has been several treaties to contextualize the convention and its
importance.

Adopted by un in its current form in 1989 and open for signature

Currently, 194 member states have rectified

NON-DISCRIMINATION

The government must ensure that all children or young people enjoy their
rights no one suffers for this discrimination.

BEST INTEREST OF THE CHILD

When the government makes decisions that affect children they must think
about the best interest of children first.

Right to live survival

Right to live

RIGHT TO PARTICIPATE

Participate in all matters affecting them and those views should be given due
way.
The convention on the rights of the child comprises four main pillars.

THE RIGHT OF SURVIVAL

They have the right to be cared for and protected by their parents and not be
separated from their families.

THE RIGHT TO PROTECTION

They must be protected from physical violence and psychological


intimidation may day be within and outside their families

THE RIGHT TO DEVELOPMENT

They should begin with the right to access early childhood development
services and access to information from various sources with parents
responsible for giving guidance.

THE RIGHT TO PARTICIPATION

They may be small in size but they fully have the right to freely express their
thoughts views and opinions and participate in society particularly in the
areas affecting them.

To be born, so have a name and nationality.

To have a good education.

to have enough food, shelter, a healthy and active body.


To be given the opportunity for play and Ieisure.

To be given protection against abuse, danger and violence brought by war


and conflict.

To be defended and assisted by tho government

To be able to express your own views.

3 p's

Provision

9 non discrimination, survival and development, freedom of thought


conscience and religion, abuse and neglect, hope and, standard of living,
child labor, sexual exploitation, armed conflict

Protection

Participation

What is UNESCO?

UNESCO is the United Nations Educational, Scientific and Cultural


Organization. It contributes to peace and security by promoting international
cooperation in education, sciences, culture, communication and Information.
UNESCO promotes knowledge sharing and the free flow of ideas to
accelerate mutual understanding and a mare perfect knowledge of each
other's lives. UNESCO's programs contribute to the achievement of the
Sustainable Development Goals defined in the 2030 Agenda, adopted by the
UN General Assembly in 2015.

UNESCO's History

► As early as 1942. In wartime, the governments of the European countries,


which were confronting Nazi Germany and its alliess, met in the United
Kingdom for the Conference of Allied Ministers of Education (CAME). World
War II was far from over, yet those countries were looking for ways and
means to rebuild their education systems once peace was restored. The
project quickly gained momentum and soon acquired a universal character,
New governments, including that of the United States, decided to join in.

UNESCO's History

► Upon the proposal of CAME a United Nations Conference for the


establishment of an educational and cultural organization (ECO/CONF) was
convened in London from 1 to 16 November 1945, Scarcely had the war
ended when the conference opened II gathered together representatives of
forty-four countries who decided to create an organization that would
embody a genuine culture of peace. In their eyes, the new organization was
to establish the "intellectual and moral solidarity of mankind" and thereby
prevent the outbreak of another world war.

Its VISION

► Education is a basic human right and a global public good with the power
to transform individual lives, communities and the planet for the better over
generations, UNESCO's Education Sector provides global and regional
leadership to ensure every child, youth and adult has accent to quality
education throughout life while keeping two priorities. Africa and gender, in
focus,
Since its founding in 1945, in the aftermath of World War II, UNESCO'S
education program has evolved to match new global challenges Including the
existential threat of global warming conflict, protracted cases and the
accelerated digital resolution.

3.2 UNESCO (United Nations Educational, Scientific and Cultural


Organization)

-It seeks to build peace through international cooperation in Education, the


Sciences and Culture.

-II develops educational tools to help people as global citizens free of hate
and intolerance. It works so that each child and citizen has access to quality
education.

UNESCO promotes inclusive education systems that remove the barriers


limiting the participation and achievement of all learners, respect diverse
needs, abilities and characteristics and that eliminates all forms of
discrimination in the learning environment

EFA and K-12 Inclusion Policy

What does Education mean for society?

Education is a social institution through which a society's children are taught


basic academia Knowledge, learning skills, and cultural norms valves. Every
nation in the world is equipped with some form of education system, though
those systems vary greatly.

What is Education for All?


The Education for All movement is a global commitment to provide quality
basic education for all children, youth and adults.

Where Education For All originally come from?

The movement eat leunched et tire World Conference on Education for All in
1990 by UNESGO, UNDP, UNFPA UNICET and the World Barik

Participante endorsed an expanded vision of Harning

and pledged to universalize primary education and massively reduce


illiteracy by the end of the decade 2008-2015

Goals of EFA

1 Expands and improves comprehensive early Childhood care and education

2. Children have access to and complete, free and compulsory primary


education of good quality

3. Equitable access to appropriate learning and life- skills programmes

4 Equitable access to basic and continuing education for adults

5. Achieve gender equality in education

6. Improve the quality of education and ensure excellences of all


Goal 1 Expand early childhood care and education

Goal 2 Provide free and compulsory education for all

Goal 3 Promote learning and life skills for young

Goal 4 increase adult literacy by 50 percent

Goal 5 Achieve gender parity by 2005, gender equality by 2015

Goal 6: Improve the quality of education

Why is Education For All important?

• To ensure equal chances for every Individual there is need for education

• Education drives economic growth and productivity: it powers the economy

• Education enables people to make choices with information.

• When people are educated, they find better jobs that break the poverty
cycle
The K to 12 curriculum in the Philippines covers Kindergarten and 12 years of
basic education The program aims to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education.. middle-level skills development, employment, and
entrepreneurship.

Why is K-12 importance?

Preparedness for tertiary learning Readiness to join the workforce Skill


competency in the global job market K-12 system aims to Improve Filipino
students' mathematical, scientific, and linguistic competence.

CHAPTER 3

MAKING SCHOOLS INCLUSIVE

Introduction

Previously, you learned about the history, context, and foundations of special
needs and Inclusive education. By understanding the role that disability
frameworks play, we can now move on to finding out how to implement
inclusive practices in the classroom. This chapter shall provide insights and
practical tips on cultivating inclusive habits and implementing such practices
in the classroom effectively.

It is entirely based on the Booth and Ainscow (2002) framework to help


schools determine their next steps in shifting to a more inclusive setting.

Diversity is the new “normal” Inclusive practices must be dynamic and


collaborative.
• To be truly inclusive, educators must always check for the presence,
participation, and achievement of their learners.

Differentiation plays an important role in the success of inclusive education


practices.

Three dimensions of the Index (Booth and Ainscow 2002).

Booth and Ainscow (2002) explained that these three dimensions- creating
inclusive cultures, evolving nclusive practices, and producing inclusive
policies are interconnected and “chosen to direct thinking about chool
change” (2002). Considered the backbone of the framework is the laying
down and establishing of an Inclusive culture. Without this at the foundation,
it will be quite difficult to get people to shift policies and practices.

A non-supportive culture would most likely result in resistance from the


school’s direct stakeholders. They explain that these three dimensions also
branch out into sections to further guide schools into implementing more
direct steps toward this paradigm shift.

The Dimension and Sections in the index

DIMENSION A Creating inclusive cultures

Section A.1 Building community

Section A.2 Establishing inclusive values

This dimension creates a secure, accepting, collaborating, and stimulating


community, In which everyone is valued as the foundation for the highest
achievements of all.
DIMENSION B Producing inclusive policies Section B.1 Developing the school
for all Section B.2 Organizing support for diversity

This dimension makes sure that Inclusion permeates all school plans. Policles
encourage the participation of students and staff from the moment they join
the school, reach out to all students in the locality, and minimize
exclusionary pressures.

You might also like