Abstract
School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary schoolstudents about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.
Highlights
As a social institution, school influences the environment by its actions and, in line with social expectations, it allows individual development and the development of students’ potential and their overall personalities
Examining teachers’ opinions on which child rights are least respected in school, the results show that teachers most frequently stated the right to protection from discrimination, the right to freedom of expression and the right to participate in decision-making
In relation to its primary purpose and activity, i.e., education of children, the education system has a great responsibility in creating the conditions conducive to the realisation of child rights defined under the convention
Summary
School influences the environment by its actions and, in line with social expectations, it allows individual development and the development of students’ potential and their overall personalities. School is the basic context of growing up in modern society; it is the place where children are prepared for independent living in the community (Pešić, 1999) This approach involves the participation of students in school life and work. Vidović and his collaborators see the child’s participation as a process directed to shared responsibility and mutual activities among students, as well as among students and adults (Vidović et al, 2000) In this context, school is the most suitable place for students to become familiar with the rights of the child, and the place where their rights are to be respected. Some children spend more time in school than with their own families Since it is compulsory, all children go through the education system, (or most of them do so), it affects the development and learning of almost all children in one country over a longer period. Essential that the education system and its institutions be based upon impeccable respect for the rights of the child
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