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Ilimi na haƙƙin yara

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Ilimi na haƙƙin yara
Bayanai
Ƙaramin ɓangare na Ilimin kare hakkin dan adam
makarantar Yara
Koyan karatun yara

Ilimi na haƙƙin yara shine koyarwa da aiwatar da haƙƙin yara a makarantu, shirye-shiryen ilimi ko cibiyoyi, kamar yadda aka sanar da shi kuma ya dace da Yarjejeniyar Majalisar Dinkin Duniya kan 'Yancin yara. Lokacin da aka aiwatar da shi sosai, shirin ilimin haƙƙin yara ya ƙunshi tsarin karatu don koya wa yara haƙƙin ɗan adam, da kuma tsarin gudanar da makarantar a hanyar da ta mutunta haƙƙin yara. Mataki na 29 da 42 na Yarjejeniyar kan 'Yancin Yara suna buƙatar yara su sami ilimi game da hakkinsu.

Baya ga biyan wajibai na doka na Yarjejeniyar don yada wayar da kan jama'a game da haƙƙin yara ga yara da manya, koyar da yara game da haƙƙoƙinsu yana da fa'idodin inganta iliminsu game da haƙƙi gabaɗaya, yana sa su fi girmama haƙƙin wasu mutane, da kuma ba su ikon yin aiki don tallafawa haƙƙin wasu. Shirye-shiryen farko don koyar da yara game da hakkinsu, a Belgium, Kanada, Ingila da New Zealand sun ba da shaidar wannan.[1][2][3][4][5][6][7] An koyar da haƙƙin yara a makarantu kuma an yi su ne a matsayin ƙa'idar 'yantar da yaro' tun kafin a rubuta Yarjejeniyar Majalisar Dinkin Duniya, kuma wannan aikin ya taimaka wajen sanar da dabi'u da falsafar Yarjejeniyar, IBE da UNESCO, kodayake abin takaici waɗannan ayyukan, kuma wannan tarihin ba a amince da shi ba ko kuma Majalisar Dinkin Turai ta gina shi. Wannan shine daya daga cikin dalilan da ya sa 'yancin yara ba su zama tushe na makarantu ba duk da shekaru 100 na gwagwarmaya.[8]

Ma'anar ilimin kare hakkin dan adam na yara

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Ilimin kare hakkin dan adam na yara yana nufin ilimi da ayyukan ilimi a makarantu da cibiyoyin ilimi waɗanda suka dace da Yarjejeniyar Majalisar Dinkin Duniya kan 'Yancin Yara. [4] [9][10] Wani nau'i ne na ilimi wanda ke ɗaukar ra'ayi cewa yara masu ɗaukar haƙƙin ɗan adam ne, cewa yara 'yan ƙasa ne a cikin haƙƙinsu, cewa makarantu da cibiyoyin ilimi ƙungiyoyin ilmantarwa ne inda yara ke koyo (ko su kasa koyo) dabi'u da ayyukan haƙƙin ɗan ƙasa da zama ɗan ƙasa, kuma cewa ilimantar da yara game da haƙƙin ɗanɗansu na asali wajibi ne na Majalisar Dinkin Duniya kan 'Yancin Yara.

Ilimi na haƙƙin yara ilimi ne inda ake koyar da haƙƙin yaro, kamar yadda aka bayyana a cikin Yarjejeniyar, kuma ana yin sa a cikin ɗakunan ajiya. Amma a cikin mafi kyawun tsari, ana koyar da haƙƙin yara kuma ana yin su a cikin tsari da cikakkiyar hanya a duk matakan digiri, a duk faɗin makaranta, da kuma a duk faɗakarwar makaranta. Tare da cikakken ilimin haƙƙin yara, haƙƙin yara ba kawai ƙari ne ga wani batu ko aji ba. Maimakon haka, an haɗa haƙƙin yaro a cikin Tsarin karatun makaranta, ayyukan koyarwa, da kayan koyarwa a duk faɗin batutuwa da matakan digiri kuma sune tsakiya na maganganun manufofin makaranta, ka'idojin halayyar, da manufofi da ayyuka na makaranta.[11]

Cikakken ilimin haƙƙin yara yana nufin cewa duk membobin makarantar suna samun ilimi game da haƙƙin yaro. Yarjejeniyar tana aiki ne a matsayin tsarin dabi'u don rayuwa da aiki na makarantar ko cibiyar ilimi da kuma kokarin inganta yanayin makaranta mai kyau da al'adun makaranta don ilmantarwa.

Babban imani a cikin ilimin haƙƙin yara shine cewa lokacin da yara ke koyo game da haƙƙin ɗan adam na asali, wannan ilmantarwa yana aiki a matsayin muhimmiyar tushe don fahimtar su da tallafawa haƙƙin ɗan ƙasa gaba ɗaya.

Ilimi da Yarjejeniyar Majalisar Dinkin Duniya kan 'Yancin Yara

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Yarjejeniyar kan 'Yancin Yara tana da muhimmiyar tasiri ga ilimin yara. Majalisar Dinkin Duniya ta amince da shi a shekarar 1989, Yarjejeniyar ita ce kasa da aka fi amincewa da ita kuma ta fi amincewa a tarihin duniya. Kasashe biyu ne kawai - Amurka da Sudan ta Kudu - har yanzu ba su tabbatar da yarjejeniya ba. Ta hanyar tabbatar da Yarjejeniyar, kasashe sun himmatu ga ka'idar cewa yara suna da hakki na asali a matsayin mutane kuma hukumomin jihar suna da wajibai don samar da waɗancan hakkoki.[12][13][14] A karkashin ka'idojin Yarjejeniyar, yarjejeniyar doka, jihohin da ke cikin jam'iyyun suna da alhakin yin dokokinsu, manufofi, da ayyuka daidai da tanadin Yarjejeniyaryar, idan ba nan da nan ba, to a tsawon lokaci.

A cikin Yarjejeniyar akwai labarai da yawa da ke magana game da ilimi da ilimin haƙƙin yara. Eugeen Verhellen ya raba tanadin Yarjejeniyar kan ilimi tare da waƙoƙi uku.[15] Na farko shine haƙƙin yaro zuwa ilimi bisa ga daidaitattun dama (Mataki na 28). Wannan ya haɗa da haƙƙin karatun firamare kyauta da kuma samun damar karatun sakandare da na sama. Na biyu shine haƙƙin yaro a cikin ilimi (mataki 14/http://www2.ohchr.org/english/law/crc.htm#art2" id="mwRQ" rel="mw:ExtLink nofollow">2, 12, 13, 14, 15, da 19). Wannan ya haɗa da haƙƙin rashin nuna bambanci, shiga, kariya daga cin zarafi da tashin hankali, da kuma 'yancin tunani, faɗar albarkacin baki, da addini. Na uku shine haƙƙin yaro ta hanyar ilimi (mataki na 29 da 42). Wannan yana nufin ilimi inda yara ke iya sanin da fahimtar hakkinsu da kuma bunkasa girmamawa ga haƙƙin ɗan adam, gami da haƙƙin ɗanɗano.

Wannan hanya ta uku ta ilimi tana nuna wajibin kasashe da hukumomin ilimi don samar da ilimin kare hakkin dan adam na yara. Mataki na 29 na Yarjejeniyar ya buƙaci cewa 'za a ba da ilimin yaro ga ci gaban girmamawa ga haƙƙin ɗan adam da 'yanci na asali.' Wannan yana ɗaukar ilimi da fahimtar haƙƙin. Mataki na 42 ya buƙaci ƙasashe 'ba su da ikon yin ka'idodin Yarjejeniyar a ko'ina, ta hanyar da ta dace da kuma aiki, ga manya da yara iri ɗaya.'

Da yake kula da wannan aikin na yada ilimi da kuma fahimtar muhimmancinsa, Kwamitin Majalisar Dinkin Duniya kan 'Yancin Yara, hukumar Majalisar Dinkinobho da ke da alhakin saka idanu kan aiwatar da Yarjejeniyar, ta bukaci kasashe akai-akai da su haɗa' yancin yara cikin tsarin karatun makaranta kuma su tabbatar da cewa yara sun san kuma sun fahimci hakkinsu a kan tsari da cikakkiyar tushe.[4][16][17]

Darajar ilimin kare hakkin dan adam na yara

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Ilimi na haƙƙin yara a makarantu yana da daraja saboda yana cika wajibai na ƙasashe don mutunta haƙƙin yaro da aiwatar da tanadin Yarjejeniyar. Amma bayan cikawa da wajibin doka, ilimin haƙƙin yara yana da daraja ga yara. Felisa Tibbitts ta ba da shawarar cewa ana iya sa ran ilimin kare hakkin yara ya shafi masu koyo ta hanyoyi uku.[18] Na farko shine samar da bayanai na asali da ilimi game da yanayin haƙƙoƙi da takamaiman haƙƙoƙin da yara za su ji daɗi. Ana iya sa ran yara su sami kyakkyawar fahimta game da haƙƙoƙi. Na biyu shine a cikin halayen, dabi'u, da halayen da suka dace da fahimtar haƙƙoƙi. Ana iya sa ran yara su sami girmamawa ga haƙƙin wasu kamar yadda aka nuna a cikin halayensu da halayensu. Na uku shine ba da ikon yara su dauki mataki don tallafawa haƙƙin wasu. Tibbitts yana nufin wannan a matsayin 'model na canji' na ilimin haƙƙin haƙƙin haƙƙi. Yara a nan sun fi dacewa da tsayawa wajen hana ko gyara cin zarafin bil'adama. Misali zai zama tallafawa wanda aka zalunta kuma ya tsaya a kan mai zalunci a filin wasa na makaranta.

Binciken da Katherine Covell da R. Brian Howe suka yi [19] (duba sashin kan kimantawa na ilimin kare hakkin dan adam na yara) ya nuna shaidar tasirin da ke sama [1][2][3] Idan aka kwatanta da yara da ba su sami ilimin haƙƙin yara ba, yaran da suka sami ilimin haƙƙoƙin yara suna iya samun daidaitattun fahimtar haƙƙoƙi, don fahimtar cewa haƙƙofo da alhakin suna da alaƙa, da kuma nuna halayen zamantakewa don tallafawa haƙƙin wasu.

Aiwatar da ilimin kare hakkin dan adam na yara

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Shirye-shiryen farko

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Ciki har da Janusz Korczak da haƙƙinsa na gidan marayu na Warsaw, Homer Lane da Little Commonwealth (1913) na 'masu kurkuku' masu laifi, A.S. Neill's Summerhill School (1921) akwai makarantu da al'ummomin yara da yawa a duniya waɗanda aka kafa akan haƙƙin yara. Lalle ne, wanda Montessori, Homer Lane da Harriet Finley Johnson suka yi wahayi zuwa gare shi, al'umma ce ta malamai, masu ilimi, masu sufragists, 'yan siyasa, masu dubawa da masu ba da gudummawa ga al'adu sun kafa al'umma da ake kira New Ideals in Education Conferences (1914-37) [8] [20] Darajarsu ta tushe ita ce 'yancin yaro' kuma sun nemi, raba da kuma suna murna misalai na aiki a makarantu, kurkuku da al'ummomin yara. Sun ba da gudummawa ga makarantar firamare ta 'ya'ya'. Wannan ya kasance tarihin da ba a kula da al'adun haƙƙin yaro ba, wanda ke buƙatar raba shi da yin bikin don taimakawa yara da waɗanda manya ke aiki tare da su.

Tun lokacin da Majalisar Dinkin Duniya ta amince da Yarjejeniyar kan 'Yancin Yara a shekarar 1989, an yi ƙoƙari daban-daban don samar da ilimin' yancin yara a makarantu.[4][21]

An gudanar da shirye-shirye galibi a matakin ɗakunan ajiya da makarantu. Daga cikin shirye-shiryen farko shine daya a makarantar firamare a Bruges, Belgium.[5] Wannan cikakken aikin ilimin kare hakkin yara ne wanda aka gabatar a farkon shekarun 1990 a makarantar firamare ta De Vrijdagmarkt. Ya haɗa da yara masu shekaru 3 zuwa 12 tare da manufar ilimantar da su game da abubuwan da ke cikin Yarjejeniyar, ta amfani da ilimin dimokuradiyya da tabbatar da shiga yara a cikin tsarin ilmantarwa. An koya wa yara game da hakkinsu a ƙarƙashin Yarjejeniyar ta hanyar kafofin watsa labarai da yawa ciki har da fasaha da shayari. Ayyukan fasaha sun haɗa da haɗin jaridu wanda ke wakiltar misalai na keta haƙƙin mallaka. An ba da tallafi don ayyukan yara da ƙananan ƙungiyoyi, rawar da aka taka, da tattaunawar rukuni. Ayyukan da aka zaba sun kasance masu dacewa da sha'awa ga yara. Yara ƙanana, alal misali, sun koyi game da haƙƙin abinci ta hanyar ƙirƙirar babban yar tsana tare da hotuna na abinci. Yara masu tsufa sun shiga tattaunawa da rawar da suka taka game da haƙƙin tallafi, ilimi, da iyali.

Ƙarin misalai na shirye-shiryen farko sun kasance a cikin ɗakunan ajiya a Cape Breton, Kanada, a ƙarshen shekarun 1990.[1][2] An kirkiro kayan aikin da suka danganci Yarjejeniyar tare da hadin gwiwar yara da malamai don matakan aji uku. A matakin 6 (yara masu shekaru 11 zuwa 13), ilimi ya mayar da hankali kan gabatar da haƙƙin yara dangane da muhimmancin su ga kowane yaro. Batutuwan sun haɗa da rayuwa mai kyau, aminci na mutum, iyalai da rayuwar iyali, amfani da miyagun ƙwayoyi, da yanke shawara. Misali, don koyo game da haƙƙinsu na kariya daga miyagun ƙwayoyi, ɗalibai sun taka rawar yara da masu sayar da miyagun ƙ ƙwayoyi kuma sun bincika hanyoyin magance matsin lamba don gwadawa ko sayar da miyagu ƙwayoyi. A matakin 8 (shekaru 13 zuwa 15), an mayar da hankali kan dangantakar da ta dace da yaro. Shirin ya haɗa da raka'a kan jima'i, Adalci na matasa, cin zarafin yara, da cin zarafi. Misali, dalibai sun yi nazarin waƙoƙin waƙoƙi masu ban sha'awa don tattauna yadda ake wakiltar haƙƙin jima'i a cikin kiɗa, kuma sun kammala zane-zane waɗanda suka haɗa da la'akari da 'yancin magana da haƙƙin nuna bambanci. Tsarin karatun digiri na 12 (don shekaru 17 zuwa 19) ya fadada fannin ilimin haƙƙin yara tare da aikace-aikace ga batutuwan duniya. Wadannan batutuwan sun hada da yara da suka shafi yaki da aikin yara. A wannan matakin, ayyukan sun haɗa da gudanar da taron Majalisar Dinkin Duniya game da yara da ke fama da yaki inda ƙananan kungiyoyi ke da alhakin wakiltar 'yan wasan a taron, da kuma shirin tattaunawa wanda kungiyoyi ke binciken aikin yara sannan kuma suna gudanar da shirin tattaunawa don tattauna binciken su.

Hampshire, Ingila

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Rubuce-rubuce game da shirin a makarantun Cape Breton sun yi wahayi zuwa ga babban shiri a Hampshire County, Ingila, wanda ake kira Hakki, Daraja da Hakki ko shirin RRR. Yana daga cikin sanannun kuma mafi kyawun samfuran ilimin haƙƙin ɗan adam na yara har zuwa yau.[11][22] Shirin ne wanda ke nuna ba kawai ɗakunan ajiya da makarantu ba har ma da dukan gundumar makaranta. Shirin RRR ya samo asali ne daga amincewa tsakanin manyan masu gudanar da ilimi a Hampshire game da buƙatar tsarin dabi'u da yanayin makaranta mai kyau don inganta ilmantarwa da sakamakon ilimi. Har ila yau, an motsa su ta hanyar karatun da suka samu game da nasarar aikin ilimin haƙƙin haƙƙin haƙƙi a Cape Breton.

Bayan hutun karatu a Cape Breton, wani rukuni na masu gudanarwa da malamai na Hampshire sun yanke shawarar yin gwajin gwaji sannan su kaddamar da nasu nau'in ilimin haƙƙin yara a Hampshire. Bayan nasarar gwajin matukin jirgi a shekara ta 2002, sun ƙaddamar da RRR a hukumance a shekara ta 2004. [23] Don sanya manufofin RRR a cikin aiki, hukumomin Hampshire - tare da kudade daga Ma'aikatar Ilimi - sun tsara shirin dabarun shekaru uku na aiwatarwa. Wannan ya haɗa da tanadi don horar da malamai, ci gaban albarkatu, da saka idanu kan ci gaba. Shirin shi ne cewa za a fara gabatar da shirin a makarantun jarirai, firamare, da ƙananan sannan a tsawon lokaci, yayin da yara suka shiga maki mafi girma, za a gabatar da shi a makarantun sakandare. A shekara ta 2012, a matakai daban-daban na aiwatarwa, yawancin makarantun Hampshire suna shiga cikin RRR.

Babban manufar RRR ita ce inganta sakamakon ilimi ga yara ta hanyar canza al'adun makaranta, gina tsarin dabi'u da aka raba bisa ga Yarjejeniyar, da inganta ayyukan ilimi da suka dace da Yarjejeniyar. Ilimi da fahimtar haƙƙoƙi, girmamawa, da alhakin zamantakewa sun kasance don samar da tsarin dabi'u ga duk manufofin makaranta, ayyukan aji, ka'idojin hali, maganganun manufa, ka'idodin makaranta, da tsarin karatun makaranta. Za a aiwatar da tsarin a duk fadin makarantar - a duk faɗin ɗakunan ajiya, a duk faɗakarwar aji, a duk fadin tsarin karatun, da kuma a duk fa'idodin makaranta. Na musamman mahimmanci, daidai da haƙƙin shiga na yara kamar yadda aka bayyana a cikin Mataki na 12 na Yarjejeniyar, za a haɓaka ka'idojin halayyar, dokoki, da ka'idoji tare da haɗin gwiwar yara, koyarwar aji za ta zama dimokuradiyya, kuma za a ba yara damar da yawa don shiga cikin dukkan fannoni na aikin makaranta.

New Zealand

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Shirye-shiryen da aka yi a Cape Breton da Hampshire sun rinjayi ci gaba a wasu makarantu, gundumomin makaranta, har ma da ƙasashe. Daga cikin manyan abubuwan da aka samu an ga su a New Zealand inda ake gudanar da kokarin yin ilimin kare hakkin dan adam na yara a matsayin shirin kasa. Halin da ke tattare da shirin yana da kyau. Taken kare hakkin dan adam mai karfi yana gudana ta hanyar Dokar Ilimi ta New Zealand, burin ilimi na kasa, da jagororin gudanarwa na kasa. A farkon shekarun 2000, tattaunawar farko game da shigar da ilimin haƙƙin yara cikin tsarin karatun New Zealand an ba da ƙarfi ta hanyar shaidar da aka bayar daga shirye-shiryen Cape Breton da Hampshire County.[24]

Kamar sauran wurare, malamai da masu kare hakkin dan adam a New Zealand sun damu da matakan rashin nasara, zalunci, da halayen tashin hankali da ake gani tsakanin yawancin yara a makarantu. Har ila yau, kamar sauran wurare, malamai da masu gudanarwa sun yi takaici da kewayon buƙatu masu wuya a makarantu, raguwar ƙoƙarin magance matsalolin da aka saba da su, da kuma sakamakon takaici na waɗannan ƙoƙarin. Koyon game da nasarori a cikin shirye-shiryen Cape Breton da Hampshire, an kafa shirin hadin gwiwa na 'Yancin Dan Adam a Ilimi / Mana Tika Tangata (HRiE). Manufarta ita ce bunkasa al'adun makaranta masu kyau bisa ga haƙƙin yaro da kuma inganta nasarorin da aka samu ga dukan yara ta hanyar samun makarantu da cibiyoyin ilimin yara na farko sun zama al'ummomin ilmantarwa waɗanda suka sani, ingantawa, da rayuwa haƙƙin ɗan adam da alhakin.

Don cimma wannan burin, HRiE yana bin tsarin Hampshire wajen amfani da haƙƙin yara a matsayin tsarin haɗin kai da haɗin dabi'u don koyarwa, ilmantarwa, da gudanar da makaranta da ƙungiya. Dukkanin mambobin makarantar - shugabancin makaranta, malamai da sauran ma'aikata, dalibai, kwamitocin amintattu, da iyaye - suna koyo game da haƙƙin yara da nauyin da ke tare da su. Sun yarda cewa kowane memba na al'ummar makaranta yana da 'yancin a bi da shi da mutunci da kuma shiga cikin ingantaccen ilimi. Ana gane dalibai a hukumance a matsayin 'yan ƙasa na makaranta da ƙasa tare da haƙƙoƙi da alhakin bayyane. Suna shiga cikin yanke shawara a duk faɗin makarantar, kuma ana sanya haƙƙoƙi a duk faɗakarwar darussan, ayyukan makaranta, da manufofi.

Shirye-shiryen da ke tattare da makarantar sakandare

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Shirye-shiryen ilimin haƙƙin yara sun faru a matakin makarantar sakandare. Misali, malamai na Kanada Pamela Wallberg da Maria Kahn sun gabatar da ilimin haƙƙin mallaka ga ƙungiyar shirye-shiryen yara masu shekaru 3 da 4 a British Columbia a cikin watanni uku.[6] Gabatar da "The Rights Project" ya samo asali ne daga abubuwan da yara ke mai da hankali da kuma rashin kula da jin dadin takwarorinsu. Yin amfani da littafi mai launi wanda aka tsara don koyar da yara ƙanana game da hakkinsu, malamai suna fatan canza mayar da hankali ga yara daga bukatun mutum zuwa bukatun al'umma - don haɓaka matakan hadin kai, rashin son kai, da tausayi.

Bincike na ilimin kare hakkin dan adam na yara

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Binciken farko da aka ruwaito game da aikin ilimin haƙƙin yara shine na shirin a Bruges. [5] Haɗakar da yara masu shekaru 3 zuwa 12, babban abin da aka mayar da hankali ga kimantawa ya kasance akan halayyar zamantakewar ɗalibai. Samun fahimtar zamantakewa, halaye masu girmamawa, damuwa ga wasu, da kuma ayyukan zamantakewa sune mahimman canje-canjen da aka lura. Misali, yara sun zama masu sha'awar adalci na zamantakewa da batutuwan da suka shafi hakkoki kamar zaman lafiya, yaki, rashin adalci, da yunwa. Kuma suna so su tattauna hakkokin yara da aka ware - waɗanda ke zaune tare da nakasa, a cibiyoyi, da kuma matsayin kabilanci.

An sami irin wannan sakamako a cikin kimantawa game da tasirin ilimin haƙƙin yara a makarantun Cape Breton. Binciken da aka gudanar akan dalibai a cikin digiri na 6 da 8 (shekaru 12 da 14) ya nuna ingantaccen Yanayin aji, shiga, da halayyar.[1][2] A matakin 6 an sami bambance-bambance a cikin fahimtar yara game da haƙƙoƙi, karɓar su ga yara marasa rinjaye, da kuma matakan da suka fahimta na tallafin tsara da malami. Malamai sun ba da rahoton ingantaccen hali da kuma yanayin aji mai kyau. Bugu da ƙari a matakin aji na 8, yara a cikin ɗalibai masu haƙƙin haƙƙin haƙƙi sun nuna ƙaruwa a cikin girman kansu. An kuma ga irin waɗannan ayyukan da yara suka fara ga waɗanda aka ruwaito daga Bruges. Misali, a wata makaranta bayan sun fahimci cewa ba kowane yaro a yankin ba ne aka tabbatar da haƙƙinsu ga abinci mai gina jiki, ɗalibai sun fara shirin karin kumallo ta hanyar samun hadin kai da gudummawa daga al'ummar yankin. A wata makaranta daban, ajin ya yanke shawarar yin aiki a bankin abinci na gida don taimakawa yaran da iyalansu ba su iya samar da isasshen abinci mai gina jiki ba.

Bayanan da suka fito daga malamai da suka yi amfani da tsarin karatun digiri na 12 sun bayyana yadda ɗaliban su suka shiga cikin ayyukan, kuma sun lura da ci gaba a cikin godiya ga ɗaliban su game da matsalolin duniya, da kuma rikitarwa da muhimmancin mutunta haƙƙin ɗan adam. Daliban da suka shiga cikin aikin sun kammala binciken. Sakamakon ya nuna cewa suna da sau uku fiye da takwarorinsu don fahimtar taimakon jin kai ga yara a cikin mawuyacin hali a matsayin hakki na ɗan adam.

Bayanan kimantawa mafi zurfi sune na shirin Hampshire RR.[3][7][11][25][26][27] An gudanar da kimantawa na shekara-shekara sama da shekaru shida don tantance tasirin RRR. An haɗa su da yara masu shekaru 4 zuwa 14. Yara da malamai a makarantu inda aka aiwatar da RRR sosai an kwatanta su da waɗanda ke cikin makarantu masu daidaituwa ba tare da RR ba. Wadannan kwatancen sun nuna wadannan tasirin RRR. A cikin shekaru, yara sun nuna kyakkyawar fahimta game da hakkoki da alaƙarsu da alhakin, karuwar matakan sarrafa kai, amincewa, ƙoƙari da motsawa, shiga da shiga cikin makaranta, da nasarori. Wadannan canje-canje na fahimta da halayyar sun nuna a cikin gagarumin ci gaba a cikin halayen. Malaman aji da shugaban makarantar sun ba da rahoton yara su kasance masu girmamawa, hadin kai, hada kai da kuma kula da bukatun wasu yara. An rage abubuwan da suka faru na zalunci sosai tare da rashin jituwa da aka warware ta amfani da maganganun haƙƙoƙi maimakon ta hanyar tashin hankali na jiki ko na baki.

Koyarwa a makarantun RRR ya haifar da canje-canje a cikin malamai. Masu gudanar da makarantu sun lura da manyan canje-canje a cikin malamai amfani da koyarwar dimokuradiyya da kuma kyakkyawan gudanar da aji, da kuma rashin rikici da ɗaliban su. Malamai suna sauraron yara kuma suna la'akari da ra'ayoyinsu. Kuma mafi girman matakin haɗin gwiwar ɗalibai da shiga, yawancin malamai sun nuna nasarori a cikin ma'anar nasarar mutum da raguwa mai mahimmanci a cikin gajiya da rashin mutunci.

Daga cikin dukkan nasarorin da aka samu na kimantawar RRR, mafi ban sha'awa shine cewa a kowane lokacin da aka auna makarantar da ta fi fama da talauci ta nuna manyan canje-canje masu kyau.[25] Ingantawa a cikin haɗin kai, halayyar da nasarorin ilimi sun kasance masu ban mamaki, kuma an danganta su da yadda RRR ya canza al'adun makarantar. Shaidar ta nuna cewa makarantun da suka dace da tanadin Yarjejeniyar kan 'Yancin Yara na iya yin sulhu da tasirin yanayin ƙalubale na girma da taimakawa wajen rufe gibin nasara tsakanin yara marasa galihu da takwarorinsu masu fa'ida.[21]

Sauran kimantawa

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Kodayake har yanzu ba a buga wani kimantawa na al'ada a kan shirin New Zealand ba, shaidar labarai ta nuna cewa sakamakon ya yi daidai da waɗanda aka ruwaito daga Hampshire.[24] Malamai sun ba da rahoton inganta yanayin ilmantarwa da rage damuwa. "Yana sa ni yi tunani sosai game da wasu abubuwan da nake yi a cikin aji na", wani malami ya ruwaito, "musamman wasu fannoni na gudanar da halayyata. "Wani ya jaddada cewa tana da "amsa mai ban mamaki daga yara".

Bayanan kimantawa daga Pamela Wallberg da Maria Kahn sun nuna cewa aikin haƙƙin makarantar sakandare ya ci nasara sosai.[6] Sun gano cewa koyar da kananan yara game da hakkinsu na Yarjejeniyar a hanyar da ta dace da shekaru ya canza yanayin ilmantarwa. Kamar yadda aka maye gurbin ka'idojin aji da haƙƙoƙi, ana buƙatar ƙarancin kulawar manya kuma tattaunawar rukuni ta canza daga rikice-rikice zuwa musayar ra'ayoyi mai daraja. Halin yara ga juna ya canza sosai. Hadin gwiwarsu ya nuna fahimtar dukkan hakkoki da muhimmancin kare hakkokin wasu. Kuma har ma a wannan ƙuruciya, maganganun haƙƙoƙi sun maye gurbin jayayya; alal misali, "kun cutar da haƙƙina na yin wasa" ya zama mai warware matsalar da ta maye gurbin hawaye da fada. Wallberg da Kahn sun kammala cewa fahimtar yara game da dangantakar da ke tsakanin hakkoki da alhakin ya canza mayar da hankali ga su "daga 'ni' zuwa 'mu'.

Dubi kuma

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manazarta

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  1. ↑ 1.0 1.1 1.2 1.3 Covell, K., and Howe, R.B. (1999). "The Impact of Children’s Rights Education: A Canadian study." International Journal of Children’s Rights, 7, 171-183.
  2. ↑ 2.0 2.1 2.2 2.3 Covell, K., and Howe, R.B. (2001). "Moral Education through the 3 Rs: Rights, Respect and Responsibility." Journal of Moral Education, 30, 31-42.
  3. ↑ 3.0 3.1 3.2 Covell, K., Howe, R.B., and McNeil, J.K. (2008). "'If there’s a dead rat, don’t leave it.' Young children's understanding of their citizenship rights and responsibilities." Cambridge Journal of Education, 38 (3), 321-339.
  4. ↑ 4.0 4.1 4.2 4.3 Howe, R.B. and Covell, K. (2007). Empowering Children: Children’s Rights Education as a Pathway to Citizenship. Toronto: University of Toronto Press.
  5. ↑ 5.0 5.1 5.2 DeCoene, J., and De Cock, R. (1996). "The Children's Rights Project in the Primary School 'De vrijdagmarkt' in Bruges. In E. Verhellen (Ed.), Monitoring children’s rights. (pp. 627-636). The Hague: Martinus Nijhoff.
  6. ↑ 6.0 6.1 6.2 Wallberg, P., and Kahn, M. (2011). "The Rights Project: How rights education transformed a classroom." Canadian Children, 36 (1), 31-35.
  7. ↑ 7.0 7.1 Covell, K., McNeil, J.K, and Howe, R.B. (2009). "Reducing teacher burnout by increasing student engagement." School Psychology International, 30 (3), 282-290.
  8. ↑ 8.0 8.1 Newman, Michael (2015) Children’s Rights in our Schools – the movement to liberate the child, an introduction to the New Ideals in Education Conferences 1914-1937, www.academia.edu
  9. ↑ Krappmann, Lothar (2006-01-10). "The Rights of the Child as a Challenge to Human Rights Education". Journal of Social Science Education (in Jamusanci). doi:10.4119/jsse-373. ISSN 1618-5293.
  10. ↑ Osler, A., and Starkey, H. (2006). "Education for democratic citizenship: A review of research, policy and practice 1995-2005." Research Papers in Education, 21 (4), 433-466.
  11. ↑ 11.0 11.1 11.2 Covell, K., Howe, R.B., and McNeil, J.K. (2010). "Implementing children’s human rights education in schools." Improving Schools, 13 (2), 117-132.
  12. ↑ Detrick, S. (1999). A Commentary on the United Nations Convention on the Rights of the Child. The Hague: Martinus Nijhoff.
  13. ↑ Verhellen, E. (1994). Convention on the Rights of the Child. Kessel-Lo, Belgium: Garant
  14. ↑ Van Bueren, G. (1992). The international Law on the Rights of the Child. Dordrecht: Martinus Nijhoff.
  15. ↑ Verhellen, E. (1993). "Children’s rights and education." School Psychology International, 14 (3), 199-208.
  16. ↑ United Nations Committee on the Rights of the Child (1991). General Guidelines Regarding the Form and Content of Initial Reports. CRC/C/5. New York.
  17. ↑ Hodgkin, R., and Newell, P. (1998). Implementation handbook for the Convention on the Rights of the Child. New York: UNICEF.
  18. ↑ Tibbitts, F. (1997). An Annotated Primer for Selecting Democratic and Human Rights Education Teaching Materials. Amsterdam: Open Society Institute/Human Rights education Associates.
  19. ↑ "Home | CBU Children's rights Centre". April 5, 2013. Archived from the original on 2013-04-05.
  20. ↑ "New Ideals in Education Conferences". www.facebook.com.
  21. ↑ 21.0 21.1 Howe, R.B., and Covell, K. (2013). Education in the Best Interests of the Child: A Children’s Rights Perspective on Closing the Achievement Gap. Toronto: University of Toronto Press.
  22. ↑ Covell, K., and Howe, R.B. (2008). "Rights, Respect and Responsibility: Final Report on the County of Hampshire Rights Education Initiative." Available at: "Children's rights education in Hampshire". Archived from the original on 2012-11-06. Retrieved 2012-10-01.
  23. ↑ Hampshire Education Authority (2003). "The case for RRR." Available at: "The case for RRR". Archived from the original on 2012-12-23. Retrieved 2012-10-01.
  24. ↑ 24.0 24.1 "Home | Human Rights In Education | Mana Tika Tangata". 2012-10-29. Archived from the original on 2012-10-29. Retrieved 2020-11-02.CS1 maint: BOT: original-url status unknown (link) Cite error: Invalid <ref> tag; name "hrie" defined multiple times with different content
  25. ↑ 25.0 25.1 Covell, K, Howe, R.B., and Polegato, J. (2011). "Children’s human rights education as a counter to social disadvantage: A case study from England." Educational Research, 53,(2), 193- 206.
  26. ↑ Howe, R.B., and Covell, K., (2010). "Miseducating children about their rights." Education, Citizenship and Social Justice, 5 (2), 91-102.
  27. ↑ Covell, K. (2010). "School engagement and rights-respecting schools." Cambridge Journal of Education, 40 (1), 39-51.

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