Enabling or constraining? Equestrian coaches’ roles in supporting meaningful participation

The United Nations Convention on the Rights of the Child (UNCRC) contains comprehensive provisions concerning children's rights and was designed to serve as a framework for the legal protection of children within various State jurisdictions. Most State Parties gradually changed or modified their laws and regulations following their ratification of the UNCRC. Hence, the UNCRC has been framed to be adaptive to cultural and social circumstances in all States, increasing the potential ease of implementation; and consider all aspects of a child’s life and development. While the UNCRC appears to assume, from a theoretical standpoint, that generally accepted international norms exist among State parties regarding the rights of children, the present study attempts to conduct a critical analysis on UNCRC regarding the beginning of childhood as a prominent status of children's rights. On one hand the result shows lack of definition of the beginning of childhood and silence on the issue of when childhood begins in the UNCRC as the most important international legal standard regarding the rights of the child. On the other hand, this paper illustrates that Islamic Iranian laws and regulations have resolved this gap and define the beginning of childhood.

AimsWe wished to explore the knowledge and awareness about ‘Rights of a child’ as mentioned in the UN convention among paediatric staff in a District General Hospital in the UK.The...

Background: A cornerstone of international human rights legislation, the United Nations Convention on the Rights of the Child (UNCRC) was created to safeguard all children's rights without exception. Although its rules are theoretically applicable to displaced children, including internally displaced children, refugees, and asylum seekers, their actual application is still uneven and insufficient. The practical efficacy of the UNCRC in protecting the rights of displaced children is critically examined in this essay, with an emphasis on the best interests of the child premise. The research aimed to identify legal and structural gaps, assess compliance issues, and propose reforms to improve protection and accountability in line with international child rights standards. Method: This study employed a qualitative doctrinal legal research approach, analyzing international instruments like the UNCRC and regional legal frameworks. It critically examines case law, reviews secondary sources, and conducts semi-structured interviews with legal experts and child rights advocates. The combined legal and empirical approach provides a comprehensive assessment of the effectiveness of existing mechanisms in protecting displaced children's rights. Results: The UNCRC's implementation of child rights norms for displaced children faces significant challenges. State-centric sovereignty considerations often override international commitments, limiting uniformity. Selective compliance and lack of enforcement measures further undermine accountability. Inconsistent practices in refugee and asylum proceedings affect children due to fragmented international collaboration. Resource constraints, particularly in low-income areas or conflict-affected areas, hinder effective implementation. These factors undermine the best interest's principle's practical application and limit the UNCRC's capacity to provide effective protection for displaced children. Conclusion: The study suggests reforms to address protection gaps in children's rights, including enhancing accountability frameworks, expanding tribunal jurisdiction, streamlining refugee and asylum procedures, and codifying the best interest's principle as a binding legal standard.

연구목적: 본 연구는 전쟁피해 난민아동의 권리보장을 위해 UNCRC에서 보장하는 4가지 권리를 고찰하고, 22조를 분석함으로써 전쟁피해 난민아동의 인권을 강화하기 위한 목적으로 이루어졌다. 방법: 첫째, Honneth의 인정이론에 근거한 사회적 인정관계 구조를 적용하여 UNCRC의 4가지 권리를 고찰하였으며, 둘째, Honneth의 3가지 인정유형을 적용하여 UNCRC 조약 중 전쟁피해 난민아동에 대한 내용이 담긴 22조의 각 조항을 분석하였다. 결과: 주요 분석결과는 다음과 같다. 첫째, Honneth의 인정규범이 전쟁피해 난민아동에게 적용되기 위해서는, 일국가주의를 지양하고 초국가적 관여가 요청되기 때문에 유입국가와 유엔의 관계를 구성하는 내용이 해당 조항에 적시되어야 함을 정리하였다. 둘째, Honneth의 권리인정의 측면에 고찰한 결과, 22조의 이행은 구호적인 차원에 머무를 수 있는 법리적 한계가 있음을 분석하였다. 마지막으로, 22조가 난민아동의 권리인정이 유입국가 내에서 이루어지기 위해서 유입국가와 난민아동과의 관계를 어떻게 구성할 것인가를 제시하였다. 결론: 분석결과를 바탕으로 전쟁피해 난민아동의 권리인정에 대한 비판적 고찰과 함의를 제시함으로써 전쟁폭력의 후유증을 해결하고 전쟁피해 난민아동의 권리를 강화하는 방향으로 나아갈 것을 제안하였다.Objectives: The purpose of this study is to examine the four rights guaranteed by the United Nations Convention on the Rights of the Child(UNCRC) and to analyze Article 22 in order to strengthen the rights of refugee children who were victims of war. Methods: First, the four rights of the UNCRC were examined by applying a social recognition structure based on Honneth s recognition theory. Second, Article 22 was analyzed by applying Honneth s three recognition types. Results: The main findings of the study are as follows. First, we found that supranational involvement is required to solve the problem of infringement of war refugee children and actual rights can be guaranteed by relevant laws and regulations. Second, the three recognition norms and rights of Honneth s recognition theory was applied to the situations of war victims. As a result, the aid activities for refugee children were not sufficient as activities of recognizing rights. Third, in order to function as a transnational norm to promote the welfare of refugee children, it is necessary to consider how the influx of nations should form relations with refugee children. Finally, UNCRC Article 22 should consider how an influx of nations should structure their relationship with refugee children in order to function effectively as a transnational norm for the welfare of refugee children. Conclusions: Based on the results of this analysis, we suggest that we should focus on resolving the aftermath of war violence and strengthening the rights of refugee children.

The provision for a minimum age of criminal responsibility (MACR) is stated in a number of international children’s rights instruments. The preamble of the United Nations Convention on the Rights of the Child (UNCRC) states that a child, by reason of his physical, mental and emotional immaturity is in need of special safeguards, care and assistance. Despite remarkable improvements in a number of provisions, an examination of the Iran’s laws and regulations reveal that the provision of MACR is currently in conflict with the international instruments particularly the UNCRC. This is despite the fact that Iran is a State Party of the UNCRC since. Furthermore, the Iranian Civil Code expressly provide that the government is to implement the UNCRC provisions as an international treaty. This article critically examines the position of the MACR and punishments of children in the new Islamic Punishment Act of Iran (2013) based on the four Islamic categories of punishments namely Hadd, Qisas, Diya and Ta’zir as enshrined in the new Act. The current article places emphasis on the examination of the issue of MACR in Iran and how effectively it is addressed by the new Act. The nature of this research is doctrinal by examining the new Act of Iran 2013 with a critical legal overview on the Articles relating to children and their impact on the rights of children. Furthermore, it compares the relevant Articles on MACR and punishments of the new Act with the previous abolished Act and the international standards. The purpose is to highlight both the limitations and advancements of the new Act. In the final analysis, this article concludes that despite the improvements in the field of children’s rights in the new Act, it still poses potential risks for the rights of the children in Iran.

Improving Care through Better Communication: Understanding the Benefits

Children require specific protection due to their heightened vulnerability to human rights violations, which can be attributed to several factors such as economic adversity, racial tensions, and armed conflicts. The current situation in South Africa is characterised by a pressing and significant prevalence of severe poverty. The enduring effects of apartheid have contributed to a broad range of socioeconomic challenges inside our deeply divided country. Children are particularly impacted by these issues and experience immediate suffering as a result. In the Republic of South Africa, a significant proportion of the youth population experiences the distressing circumstance of living in poverty. It has been reported that a significant proportion, ranging from 60 to 75 percent, of the youth population in South Africa is experiencing impoverished living conditions. The prevalence of HIV infection and the consequential mortality rates due to AIDS among caretakers have a detrimental effect on the well-being of children. The United Nations Convention on the Rights of the Child (UNCRC) encompasses social, economic, and cultural rights under its provisions. Following the ratification of the UNCRC in June 1995, South Africa is legally obligated to implement the articles pertaining to the rights of children. The formulation and structuring of socio-economic rights and corresponding duties towards children under the South African Constitution were significantly influenced by the UNCRC. The interests of children in South Africa are effectively safeguarded through the provisions enshrined in the Constitution and the duties outlined in the UNCRC. This study assesses the extent to which South Africa has adhered to its constitutional and UNCRC-mandated responsibilities and commitments in order to achieve the socioeconomic rights of children Keywords: UNCRC, socio-economic rights, children, obligations, Constitution

The principle of “best interests of the child” is firmly established in legal jurisprudence and has taken a firm hold on several domestic and global instruments. Generally, the courts rely on this principle in many cases of child custody, child work, child labour, and compulsory education. The norm of best interests of the child seems to be placed at the core of international law in relation to children’s rights by Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC). Nevertheless, there is no one universal “best interests of the child” norm owing to cultural variations. In Ghana, this raises issues of conflicts between expectations in the rights and duties of the parent and the right of the child as expressed in the United Nations Convention on the Rights of the Child (UNCRC) and offers a genuine opportunity for reform. The United Nations Convention on the Rights of the Child (UNCRC) adopted the rights of the child that can be classified into three groups: protection rights, provision rights, and participation rights. It appears the best interests of the child is at the centre of international children’s rights law which is articulated through Article 3(1) of the UNCRC. Presently, the advocacy of a child’s right to welfare grounded on human dignity has generated the present discussion on the rights of the child. Article 18 of the UNCRC provides that parents have a shared and core responsibility for the nurturing of their children and that in undertaking their child upbringing responsibilities, appropriate support shall be offered to parents and legal guardians by State Parties. Usually, the variation between children’s rights and parental rights, nonetheless, is not acknowledged by the UNCRC. Furthermore, the UNCRC views children to be competent individuals who should be an essential component of decision-making on issues affecting them. The parent/child contrast demonstrates that there is the need for cooperation that protects the rights of the child, the parent and defines the role of the state. There is the need to explore the best legal and judicial processes for realising this cooperation.

To provide refugee children and youth with opportunities to build a prosperous future in Canada, there must be adequate mental health supports made available to this vulnerable population. This paper will demonstrate how Canada has aspired to uphold the mental health rights of refugee children in accordance with the United Nations Convention on the Rights of the Child (UNCRC) as well as the heightened commitment that is required to evoke an improved realization of these rights. This will become evident through analyzing the state of mental health rights of refugee children by examining them through the UNCRC’s four guiding principles framework.

Children’s Rights, Educational Research, and the UNCRC provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in the way that children’s rights are considered, conceptualised and enacted. Even so, there remains a continued debate surrounding the extent to which the children’s rights agenda is embraced within education, as researchers, teachers and other educational professionals continue to consider the degree to which the UNCRC informs practice. This book provides critical and focused discussion on the challenges of enacting children’s rights in educational research contexts and alerts readers to the ways in which children’s rights provide a provocation to think and practise differently. Chapter contributions from scholars in Australia, Finland, Portugal, Sweden and the United Kingdom provide diverse contexts from which subsequent educational and research practice can be derived. Each chapter problematises different aspects of children’s rights within the context of educational research with both broad and specific wide-ranging implications and provides examples of different ways that these aspects are considered in practice.

The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education.

Children require specific protection due to their heightened vulnerability to human rights violations, which can be attributed to several factors such as economic adversity, racial tensions, and armed conflicts. The current situation in South Africa is characterised by a pressing and significant prevalence of severe poverty. The enduring effects of apartheid have contributed to a broad range of socioeconomic challenges inside our deeply divided country. Children are particularly impacted by these issues and experience immediate suffering as a result. In the Republic of South Africa, a significant proportion of the youth population experiences the distressing circumstance of living in poverty. It has been reported that a significant proportion, ranging from 60 to 75 percent, of the youth population in South Africa is experiencing impoverished living conditions. The prevalence of HIV infection and the consequential mortality rates due to AIDS among caretakers have a detrimental effect on the well-being of children. The United Nations Convention on the Rights of the Child (UNCRC) encompasses social, economic, and cultural rights under its provisions. Following the ratification of the UNCRC in June 1995, South Africa is legally obligated to implement the articles pertaining to the rights of children. The formulation and structuring of socio-economic rights and corresponding duties towards children under the South African Constitution were significantly influenced by the UNCRC. The interests of children in South Africa are effectively safeguarded through the provisions enshrined in the Constitution and the duties outlined in the UNCRC. This study assesses the extent to which South Africa has adhered to its constitutional and UNCRC-mandated responsibilities and commitments in order to achieve the socioeconomic rights of children.

The United Nations Convention on the Rights of the Child (UNCRC) was launched in 1989 and is ratified in most countries. The UNCRC is considered by child welfare authorities worldwide to be an essential document that aims to improve the rights of children. However, contemporary research indicates that the UNCRC is an obstacle to social work because it emphasizes the legal equality between children and adults. This finding prompts the question of how Western child protection agencies conduct child protection encounters with families with a non-Western ethnic background. The present article aims to examine if specific articles in the UNCRC can serve as a medium for improving social work with ethnic minority families within the child protection sector in Sweden. This article is based on a research project concerning youths with an ethnic minority background in out-of-home care. Relevant articles in the UNCRC are revealed to be potentially helpful to child protection programmes involving ethnic minority families because these articles emphasize considering the perspective of the child and strengthening parenting skills. However, child protection agencies must consider how the UNCRC can be used to teach parents or guardians to understand and acknowledge the perspective of the child without violating the values of the family.

This chapter explores how early childhood education and care (ECEC) undergraduate programs in Chile have been embedding the child rights education (CRE) framework (UNICEF, Child Rights Education Toolkit. UNICEF, Ginebra, 2014), asserting the importance of teachers as duty-bearers under the United Nations Convention on the Rights of the Child (UNCRC) (UNICEF, Convention on the Rights of the Child. UNICEF, New York. Retrieved from https://www.unicef.org/UNCRC/, 2017). It draws on findings from the authors’ 2014 study into the embeddedness of the child rights approach to undergraduate programs in Chile. Regarding children’s rights, Chile has followed a noteworthy trajectory—not only has there been consensus within the diverse fields working with and for children, but it has also become a matter for public policies. Certainly, the National Plan of Action for Children and Adolescents has, since the 1990s, designed public policies that promote the respect, protection, and fulfilment of children’s rights (Chile-Ministerio de Desarrollo Social & Consejo Nacional de Infancia, Plan de Acción Nacional de Niñez y Adolescencia 2018–2025, en el marco de la Agenda de Desarrollo Sostenible 2030 y las Observaciones del Comité de los Derechos del Niño al Estado de Chile 2015 [National Action Plan for childhood and adolescence 2018–2025, framed within the Sustainable Development Goals 2030 and the Observations of the Children’s Rights Committee to the Chilean State 2015]. Ministerio de Desarrollo Social—Consejo Nacional de Infancia. Retrieved from http://observatorioninez.consejoinfancia.gob.cl/wp-content/uploads/2018/03/plan-de-accion-y-ODS-cuadernillo.pdf, 2017). Also, within the ECEC field, the official national curriculum for children has considered young children as rights holders, in alignment with the principles enshrined in the UNCRC (Chile-Ministerio de Educación, Bases Curriculares de la Educación Parvularia [National curriculum for early childhood education]. MINEDUC, Santiago, 2001; Bases Curriculares Educación Parvularia [National curriculum for early childhood education]. MINEDUC, Santiago, 2018a), while the current standards for the initial preparation of ECEC teachers also acknowledge the relevance of children’s rights as a main reference for professional practice (Chile-Ministerio de Educación, Estándares Orientadores para Carreras de Educación Parvularia. Estándares Pedagógicos y Disciplinarios [National pedagogical and disciplinary standards for early childhood undergraduate programmes]. MINEDUC, Santiago, 2012). Despite this progress, the degree to which the CRE framework has permeated the undergraduate preparation of ECEC teachers remains uncertain. The chapter is organized into three sections: the first discusses the relevance of ECEC undergraduate programs in preparing teachers as duty-bearers under the UNCRC; the second contends that in the case of Chile, the embeddedness of the CRE framework is fledgling; and the third concludes by reflecting upon strategies to strengthen the embeddedness of the CRE framework into ECEC undergraduate programs in Chile.KeywordsChildren’s rightsDuty-bearersTeacher preparationECEC Chile

The United Nations Convention on the Rights of the Child (UNCRC) is the most comprehensive set of standards promoting and protecting children's interests. It can be utilized to create appropriate policies and legislation that enshrine the values identified in the UNCRC. In India, children have been considered only in the context of their family and were welfare recipients in the past, but more legislation has been enacted to protect and promote the child's rights. A comparative review will help identify how the new legislation enacted after India ratified the UNCRC directly or indirectly addressed children's mental health. Legislation enacted after 1992 with the search term "child" was identified in the Indian national portal for legislation. These were compared against specific articles of the UNCRC identified to have a direct or indirect bearing on children's mental health. The review revealed that only 11 of the 32 legislation enacted after 1992 address different aspects of children's mental health. Only three refer to the UNCRC in their preamble or content. Six of the 11 legislation addressed Article 24, while Article 32 and Article 34 were addressed in only one legislation each. Notably, most of the legislation is focused on child protection, while very few address the participation component of the guiding principles. The UNCRC is a valuable guide to creating a legal framework to support child rights. This review highlights the need to consider children's mental health as a fundamental right and incorporate the principles into future Indian legislation.