Recognising and Realising Children's Rights resource

Date: 18th March 2014
Category: Education, Leisure and Cultural Activities
Author: Education Scotland

Education Scotland has produced a national professional development resource for adults working with children and young people, to develop participants' knowledge and understanding of the UNCRC.

Within the context of new legislation, Aileen Campbell MSP, Minister for Children and
Young People, commissioned Education Scotland to develop this national professional development resource. The Scottish Parliament passed the Children and Young People (Scotland) Bill on 19th February 2014 and Part 1 of the Bill includes a Duty on Scottish Ministers to "promote public awareness and understanding (including appropriate awareness and understanding among children) of the rights of children".

The resource aims to develop participants' knowledge and understanding of the United
Nations Convention on the Rights of the Child (UNCRC) with the purpose of promoting rights-based values, attitudes, skills and practices among those adults who have a duty of care for children and young people.

Participants will be led through a variety of activities to explore their current understanding of children's rights before investigating the need to embed them in their work with children and young people. The training resource aims to allow participants to become familiar with the articles of the UNCRC and their relevance within Scottish education.

The overall aims of the resource are to:

  • raise awareness and develop knowledge/understanding of the UNCRC
  • allow individuals and establishments to self-evaluate their practice in light of the UNCRC
  • support improvement planning within establishments.

The interactive training resource includes all the relevant materials to deliver a one-day programme. This programme will have the greatest impact when delivered within a single training day, however the materials and the schedule for delivery should be adapted to suit local needs, capacity and contexts.