Article: 28 Child's right to education
 
 
 

	Yes	Yes But	No
General measures of implementation Have appropriate general measures of implementation been taken in relation to article 28 including identification and coordination of the responsible departments and agencies at all levels of government (article 28 is relevant to the departments of education and labour)?  identification of relevant non-governmental organizations/civil society partners?  a comprehensive review to ensure that all legislation, policy and practice is compatible with the article, for all children in all parts of the jurisdiction?  adoption of a strategy to secure full implementation  which includes where necessary the identification of goals and indicators of progress?  which does not affect any provisions which are more conducive to the rights of the child?  which recognizes other relevant international standards?  which involves where necessary international cooperation? (Such measures may be part of an overall governmental strategy for implementing the Convention as a whole.) budgetary analysis and allocation of necessary resources?  development of mechanisms for monitoring and evaluation?  making the implications of article 28 widely known to adults and children?  development of appropriate training and awareness-raising (in relation to article 28, likely to include the training of teachers, education administrators and vocational guidance personnel)? Specific issues in implementing article 28 Do budget allocations aim for a progressive increase in education provision and a progressive development plan of the quality of education?  Does education policy ensure progress towards maximum take-up of educational opportunities by all children (up to the age of 18)?  Is there an established time-frame for achieving this policy?  Has the State adopted mechanisms to measure the effectiveness of its education provision in terms of take-up and outcomes for all children within the jurisdiction? Are active measures taken to ensure that all children have equal educational opportunities, including all girls?  children from rural areas?  children from minority cultures and indigenous groups?  disabled children?  sick, including hospitalized, children?  immigrant and refugee children?  children living away from their families?  nomadic or gypsy children or children in temporary accommodation?  children excluded from school?  children in all forms of detention? Is primary education compulsory?  Is primary education free to all children?  Are all aspects of this education free (for example books, equipment or uniform (if any))?  Are different forms of secondary education, including vocational and general education, available to every child?  Are these free?  If not, are measures being taken to develop the accessibility of secondary education to every child, for example by offering financial assistance to those in need?  Are the legal ages for completion of compulsory education and admission to employment the same?  Where this age is below 15, are steps being taken to raise this age?  Is higher education accessible to all children on the basis of equality capacity?  Is educational and vocational information and guidance made available and accessible to all children?  What measures have been adopted to encourage school attendance and prevent school drop-out? Do these measures take into account the child's home circumstances (such as a need to secure an income, to do domestic chores or to work at harvest time)?  the appropriate geographical location of schools and their hours and times of opening?  the relevance of the curriculum to the child's life and the provision of vocational education?  the appropriateness of the curriculum to the child's intellectual development?  the child's first language?  any special needs of the child (such as disability, sickness or pregnancy)?  respect for cultural or religious traditions and gender difference?  respect for the child's views?  respect for the child's dignity?  identification of learning difficulties and help provided to avoid exam failure or forced repetition of grade years or classes?  the need to involve the local community in the delivery of education and the need to involve schools in the life of the community?  the effectiveness of teacher recruitment and training in preventing school disaffection? Have all appropriate measures been taken to ensure that all forms of school discipline are consistent with the child's human dignity?  Is corporal punishment prohibited by law in all schools?  Have all appropriate measures been taken to ensure that corporal punishment is never used? Do all forms of school discipline conform with the Convention, including the child's right not to be discriminated against?  to be treated in a manner consistent with his or her evolving capacities?  to maintain direct contact with both parents on a regular basis (save where contrary to best interests)?  to freedom of expression, thought, conscience and religion?  to freedom of association (save where it is necessary to protect others)?  to privacy?  to protection from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation?  to his or her identity, culture and language?  to rest and leisure?  to social inclusion and reintegration? Is an appropriate level of development aid sought for, or directed at, educational programmes? Do programmes of international technical cooperation include teacher training methods?  access to scientific and technical knowledge?  the effective delivery of primary and secondary education?				Go to the main page for article 28, Education Jump to indicators for these articles: Education aims (29) Leisure (31) To view indicators for other articles, click here.

 

 Article: 29 The aims of education
 
 
 

	Yes	Yes But	No
General measures of implementation Have appropriate general measures of implementation been taken in relation to article 29 including identification and coordination of the responsible departments and agencies at all levels of government (article 29 is relevant to the departments of education, health and the environment)?  identification of relevant non-governmental organizations/civil society partners?  a comprehensive review to ensure that all legislation, policy and practice is compatible with the article, for all children in all parts of the jurisdiction?  adoption of a strategy to secure full implementation  which includes where necessary the identification of goals and indicators of progress?  which does not affect any provisions which are more conducive to the rights of the child?  which recognizes other relevant international standards?  which involves where necessary international cooperation? (Such measures may be part of an overall governmental strategy for implementing the Convention as a whole.) budgetary analysis and allocation of necessary resources?  development of mechanisms for monitoring and evaluation?  making the implications of article 29 widely known to adults and children?  development of appropriate training and awareness-raising (in relation to article 29, likely to include the training of teachers, education administrators and vocational guidance personnel)? Specific issues in implementing article 29 Do all forms of education provided for children within the country aim to develop their personalities to their fullest potential?  develop their talents to their fullest potential?  develop their mental abilities to their fullest potential?  develop their physical abilities to their fullest potential? Is the Convention on the Rights of the Child incorporated in school curricula?  Are children taught about other human rights principles?  Do administrative systems in schools conform with the principles of the Convention?  Do teaching methods conform with the principles of the Convention? Do education institutions and services and educational curricula develop children's respect for their parents?  their own cultural or national identity, language and values?  the national values of the ratifying country?  the national values of the country from which they originated?  the national values of other civilizations? Do all forms of education aim to prepare children for responsible life in a free society?  Do schools practise democratic procedures?  Are children given responsibilities and opportunities to practise choice, decision-making and independence? Are children educated about health promotion?  sexuality and reproductive health?  social relationships, including mediation and negotiation skills and non-violent conflict resolution?  money management and budgeting?  the law?  responsibilities of community life and citizenship? Does education encourage understanding, tolerance and friendship among all people? Are measures taken to combat sex discrimination in the curriculum?  educational materials?  teaching attitudes?  school ethos? Are children taught non-violent values in the spirit of peace?  Do educational institutions prevent all expressions of violence, whether by pupils or teachers?  Are measures adopted to combat bullying?  Do all forms of education include strategies to develop children's respect for the natural environment?  Are private schools permitted? Do minimum standards require that private schools do not discriminate?  develop their pupils' abilities to their fullest potential?  teach and practise the values laid out in article 29(1)?  respect the rights of the child under the Convention?  have sufficient and appropriately skilled staff and comply with health and safety requirements? Are measures, such as inspection and regulation procedures, adopted to ensure that the education in all private schools conforms with these standards?				Go to the main page for article 29, Education aims Jump to indicators for these articles: Education (28) Leisure (31) To view indicators for other articles, click here.

 

Article: 31 Child's right to leisure, recreation and culture
 
 
 

	Yes	Yes But	No
General measures of implementation Have appropriate general measures of implementation been taken in relation to article 31 including identification and coordination of the responsible departments and agencies at all levels of government (article 31 is relevant to the departments of culture and sport, education, labour, health, welfare and planning)?  identification of relevant non-governmental organizations/civil society partners?  a comprehensive review to ensure that all legislation, policy and practice is compatible with the article, for all children in all parts of the jurisdiction?  adoption of a strategy to secure full implementation  which includes where necessary the identification of goals and indicators of progress?  which does not affect any provisions which are more conducive to the rights of the child?  which recognizes other relevant international standards?  which involves where necessary international cooperation? (Such measures may be part of an overall governmental strategy for implementing the Convention as a whole.) budgetary analysis and allocation of necessary resources?  development of mechanisms for monitoring and evaluation?  making the implications of article 31 widely known to adults and children?  development of appropriate training and awareness-raising (in relation to article 31, likely to include the training of play workers, town and environment planners, employment inspectors, administrators of art and culture, artists, teachers and social workers)? Specific issues in implementing article 31 Are necessary measures taken to secure the right of the child to rest and leisure?  Do such measures include prohibitions on children working at night or working throughout all school holiday periods?  Have ILO Conventions Nos. 79 and 90 been ratified?  Do compulsory school hours and homework regimes allow for rest and leisure periods?  Does environmental planning take into account the play needs of children?  Does this planning take account of children's views of what is needed?  Are play and recreational opportunities appropriate to all ages of children (including preschoolers and teenagers) available without discrimination?  Are resources allocated for sports, culture and the arts divided fairly between adults and children?  Do all children have reasonable access to all cultural and artistic events?  Are there any limitations on the participation of all children in cultural life and the arts?  Are cultural and artistic events organized specially for children?  Are children given access to cultural and artistic events through financial concessions or discounts?  Do disabled children have access to integrated recreational, cultural and artistic activities?  Do children in hospital have opportunities for play and recreational activities?  Do children in institutions have opportunities for play, sports and recreational, artistic and cultural activities?  Do children whose liberty has been restricted have opportunities for physical exercise, recreation and artistic or cultural activities?  Are measures taken to ensure that girls have as equal an opportunity as boys for rest, leisure, play and recreation and to enjoy cultural and artistic activities?				Go to the main page for article 31, Leisure Jump to indicators for these articles: Education (28) Education aims (29) To view indicators for other articles, click here.