1. The Right to Develop

2. Rationale to educate course participants on children’s right to develop, and to raise awareness and stimulate discussion on their current and potential role to provide practical tools for students of education and teachers for active empowerment of children through education.

3. Learning Outcomes  Outline the Articles that relate to the Right to develop in the Convention  Differentiate between the two Basic Educational Models  Discuss Civic Education  Discuss School and Gender Equality  Identify Cosmopolitan Person/ Educated Cosmopolitan Citizen/ Global Education

4. Pedagogical Approaches Interactive (to get students or teachers involved and interested in the topic) Dynamic (interactive) Lecture (to provide accurate knowledge). Provide media links to the different activities

5. How to Involve Participants Ask them to look at the list of children rights and choose which ones belong to the right to develop. Watch a short U tube video about Gender Bias http://www.youtube.com/watch?v=J7mK8XNTuJ8 Share personal experiences about Gender Bias Task: Watch the movie “Freedom Writers”

6. How I will teach the course Ask them to look at the children rights list and choose which ones belong to the right to develop. Introduce the two basic educational models and discuss the pros and cons of each one. Watch U-tube and Discuss Gender Bias in Schools Ask them to think of their role as educators in developing their students.

7. Recognition of children as subjects of rights is expressed, explicitly or implicitly, in a number of articles in the Convention: Article 5 – parental provision of direction and guidance in accordance with respect for children’s evolving capacity; Article 9 – non-separation of children from families without the right to make their views known; Article 12 – the right to be listened to and taken seriously; Article 13 – the right to freedom of expression; Article 14 – the right to freedom of conscience, thought and religion; Article 15 – the right to freedom of association; Article 16 – the right to privacy; Article 17 – the right to information; Article 29 – the right to education that promotes respect for human rights and democracy. Convention on the Rights of the Child

8. Children's Right to Develop For children, the right to life is the chance to be able to live and have the possibility to grow, to develop and become adults. This right comprises two essential aspects: the right to have one’s life protected from birth and the right to be able to survive and develop appropriately. It is then necessary for children to be able to benefit from appropriate healthcare, a balanced diet, and a quality education, as well as being able to live in a healthy environment. http://www.humanium.org/en/fundamental-rights/life/

9. Basic Educational Models http://etcjournal.files.wordpress.com/2011/03/mmm4d.jpg

10. Difference Between Two Basic Educational Models In the school-centered model, planning begins with the realities of the school. Technology is retrofitted into the school or the school is enlarged to accommodate technology. The student is then interfaced with the technology. “Student- centered” simply means that students are factored into a school-based equation. In the student-centered model, planning begins with the realities of the student. Technology is a part of his/her life. School is one of many different technologies. http://etcjournal.com/2011/03/23/7679/http://etcjournal.com/2011/03/23/7679/:

11. Traditional School-Centered Educational Models http://blogs-images.forbes.com/stevedenning/files/2011/09/principles-traditional-education.jpg

12. Student-Centered learning and “Quality Education” “Quality education” means: taking account of the following three elements: –matching performance to expectations (fitness for purpose); –self-improvement and transformation (focus on processes); –empowerment, motivation and participation (focus on learners). Student-Centred, not School-Centred learning can guarantee Quality Education! Recommendation CM/Rec(2007)13 of the Committee of Ministers to member states on gender mainstreaming in education. (Adopted by the Committee of Ministers on 10 October 2007 at the 1006th meeting of the Ministers’ Deputies)

13. What does student-centered learning really mean? It's about avoiding the idea of students as "customers," with the concomitant notion that the customer is always right. It's about avoiding the notion that a magic bullet exists (such as digital classrooms) to educational success. It's really about putting the most talented leaders in front of our students, and empowering them to stimulate the intellectual and especially the moral growth of students. http://www.nationofchange.org/what-does-student-centered-learning-really-mean-1315233966

14. “Education for democratic citizenship” means education, training, dissemination, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and molding their attitudes and behavior, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law. http://www.coe.int/t/dg4/education/edc/Who/Whatis_EN.asp

15. Education for Democratic Citizenship and Gender Equality. Gender equality means an equal visibility, empowerment and participation of both sexes in all spheres of public and private life. It requires the acceptance and appreciation of the complementarity of women and men and their diverse roles in society.

16. School and Gender Equality Gender equality practices in schools are at the very core of gender mainstreaming implementation. Inequality often is more a consequence of insufficient awareness than deliberate wrong doing. It needs a renewed commitment of schools to gender equality in order to challenge negative stereotypes and to advance and maximise the potential of young women.

17. Children's Voice and Opinion: In Education, In Decision Making Processes, and in Citizenship “Listening to children and considering seriously what they have to say can hardly be said to have been a frequent hallmark of inter-personal relationships or societal organization. The participatory thrust of the CRC demands considerable - sometimes profound - change in cultural attitudes towards children. Even adults who are utterly sympathetic to the principle of enabling children to express their views may often feel uncomfortable with the ways, means and implications of putting this into practice. Indeed, children themselves frequently experience similar feelings of unease.” Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

18. The Implications of Article 12 Article 12 is a substantive right, saying that children are entitled to be actors in their own lives and to participate in the decisions that affect them. Democratic participation is the means through which to achieve justice, influence outcomes and expose abuses of power. It is also a procedural right enabling children to challenge abuses or neglect of their rights and take action to promote and protect those rights. It enables children to contribute to respect for their best interests.

19. Why children want to be involved in issues that affect them It offers them new skills. It builds their self-esteem. It challenges the sense of impotence often associated with childhood. It empowers them to tackle abuses and neglect of their rights. They have a great deal they want to say. They think that adults often get it wrong. They feel their contribution could lead to better decisions. They feel it is right to listen to them when it is their life at issue. They want to contribute to making the world a better place. It can be fun. It offers a chance to meet with children from different environments, of different ages and experience. Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

20. Children can become successfully involved in: Research; Monitoring and making decisions regarding their health; Managing their own institutions such as schools; Evaluating services intended for younger people; Peer representation; Advocacy; Project design, management, monitoring and evaluation; Campaigning and lobbying; Analysis and policy development; Publicity and use of the media; Conference participation.

21. People define their identities in many ways, such as by gender, age, and ethnic, racial, religious, or other affiliations. Many individuals have global, cosmopolitan, multicultural belongings and identities. Some reside in more than one country or lead transnational lives going back and forth between countries. Recognition of diverse identities is important so that individuals and groups can share an identity as citizens while simultaneously maintaining other identities. Tolerance and respect are essential, for truly multicultural societies must be inclusive of all citizens without privileging some and discriminating against others. http://www.aacu.org/meetings/gexinstitute/2010/documents/DemocracyandDiversity.pdf

22. Cosmopolitans view themselves as citizens of the world who will make decisions and take actions in the global interests that will benefit humankind. Tolerance, understanding and respect are essential, for truly future generations of global citizens who share globally the four pillars of education: learn to know, learn to do, learn to be, and learn to live. A Cosmopolitan in a Globalized World http://e4gi.weebly.com/cosmopolitan-identities.html

23. Global citizenship is an umbrella term for the social, political, environmental, or economic actions of globally-minded individuals and communities on a worldwide scale. The term can refer to the belief that, rather than actors affecting isolated societies, individuals are members of multiple, diverse, local and non-local networks. Global citizenship is an interdisciplinary lens through which to analyze the history and development of our changing world. Although there is no standard definition of global citizenship, there are common topics that guide conversations in the field. What is Global Citizenship? http://unai-globalcitizenship.org/global-citizenship

24. Educated cosmopolitan citizens will be confident in their own identities and will work to achieve peace, human rights and democracy within the local community and at a global level, by: accepting personal responsibility and recognizing the importance of civic commitment; working collaboratively to solve problems and achieve a just, peaceful and democratic community; respecting diversity between people, according to gender, ethnicity and culture; recognizing that their own worldview is shaped by personal and societal history and by cultural tradition; respecting the cultural heritage and protecting the environment; promoting solidarity and equity at national and international levels. Educated Cosmopolitan Citizen

25. Education in the 21st century needs to be radically different from the 19th century models of education we have become accustomed to. The Global Education Model of Schooling relies on universal values that are embedded in the framework of education itself. Becoming "good" or virtuous is given more importance than becoming "smart" or competent, though both are considered important aspects of education in this model. (http://www.globaleducation.org/3.htm) Global Educational Model

26. Educating for Global Citizenship Programs of Global Education Model, even in the traditional schools, place much more importance on such aspects as: learning to work with others, to take a task from concept to reality, to overcome the difficulties along the way, to be resourceful, to be a team player, to listen well, to search for win-win solutions, to develop a love for learning, to do one's best, to be self-critical, to have the will power to complete tasks and the responsibility to do them well. Such an education will deal with the whole human being, not just some aspects of his development and will prepare an individual for life, not just a job.

27. Questions to Answer Personally What do I actually realize by global citizenship and global competence? If we are all becoming global citizens, what then are my civic responsibilities? …

28. Movies: Freedom Writers/The Ant Bully/ The Sneetches/ Hunter/ Central Park 5/ The Lunch Date/ The Kite Runner/ A Class Divided Songs: Don’t Laugh at Me/ Heal the World/Black or White/ We are the World/Circle of the World/How come, How Long (Stevie Wonder)/English Man in New York/Another day in paradise/ The Streets of London/ Let there be Peace on Earth/ Imagine Scenarios (see file) Cards

29. Media Links Rights to Education: http://www.youtube.com/watch?v=7W 4l4zpPQOs Rights to Education: http://www.youtube.com/watch?v=7W 4l4zpPQOs The Sneetches: https://www.youtube.com/watch?v=qP hOZzsi_6Q https://www.youtube.com/watch?v=qP hOZzsi_6Q The Ant Bully: https://www.youtube.com/watch?v=PY 93dba3nxM The Ant Bully: https://www.youtube.com/watch?v=PY 93dba3nxM

30. The Lunch Date: https://www.youtube.com/watch?v=epuTZigxUY8 The Lunch Date: https://www.youtube.com/watch?v=epuTZigxUY8 A Class Divided: https://www.youtube.com/watch?v=D0qKDiq1fNw https://www.youtube.com/watch?v=D0qKDiq1fNw

31. Why choose an imaginary character? Find evidence of prejudice and of discrimination. What do you equate with ‘stars’? What might children equate with them? What/who does Sylvester McMonkey McBean represent? What is Seuss’ message in 1961? Fifty years later…is the message the same?

32. Imagine that you are a Plain Belly Sneetch (or a Star Belly Sneetch). Write a journal entry about your thoughts and feelings. Share your entry with the class. Compare. Imagine that you are a Star Belly mother whose child wants to invite a Plain Belly child from her class to your important Sneetchstaroo party. What will you tell your child? (With a partner, present a dialogue between mother and child.) You are a newspaper reporter sent to cover the strange happenings in Sneetchland. Write a news report about these events. You are a TV reporter covering events in Sneetchland. Present a brief commentary in TV news style about what happened. Write a different ending to the story, starting (a) from McBean's departure; (b) from the moment the Plain Bellies first come out of the Star Machine with stars on their bellies and the Star Bellies see them. With a partner, write and present to the class a dialogue between a Star Belly and a Plain Belly who would like to be friends.

33. Scenarios Read the situation and decide what you would do! What would you do? Sam is your friend. One day at school, when you were changing clothes for the physical education lesson, you noticed scars and red marks on his back. It is clear that he is being physically abused. What would you do?