ARPAN’s Post

Amaizing time shared with OPDs and Govt, in workshops, last two weeks in the Mozambique provinces of Manica and Nampula. Training for OPDs leadership and Govt Education and Social Services. Understanding of the opportunities that come along with the ratification of the CRPD and it's optional protocol, in our monist State (2012), involving both state actors and civil society, is key for effective and swift moves into promoting and protecting disability rights. Also, we bear in mind the needs for organizational development of OPDs to act strategically in representation of their constituencies, and in advocating for human rights and inclusion. A dedicated time to also visit schools and hold conversations with management and teachers on localization of the Inclusive Education agenda, where there are challenges with securing the basics: infrastructures, qualifications, materials and awareness about educational rights. Exciting collaborative work that Save the Children International, Save the Children in Mozambique, FAMOD and @ACAMO are doing. Thanks to funding from The Atlas Alliance, Norad - Norwegian Agency for Development Cooperation and Norges Blindeforbund . #disabilityinclusion #disabilityrights #childrenwithdisabilities #humanrights #inclusiveeducation

I am a passionate believer in play - for children, for youth, - for all of us. I would argue that during childhood and adolescent play is probably needed more than ever before, - both to give children a break, but also to ensure that we give them the opportunity to make the world around them meaningful through play. We see an unpresedented mental health crisis among children and adolescent, which we need to act on. Thus, I believe it is on us - the adults to start listening, to better understand - and to change our ways, so we can meet children and adolescents where, how, and when the need us. Are you ready to become a fierce human rights defender of children's rights? - Reach out to hear more, how The Child and Youth Friendly Governance Project can help children and young people have an active voice in your decision-making processes. Personally, I do not think we can afford not to do this!

I'm thrilled to announce that I've successfully completed the "Child Rights Toolkit: Integrating Child Rights in International Partnerships" e-learning course. Throughout this course, I delved deep into the intricacies of child rights learning how to effectively integrate them into various international collaborations. Here are some key takeaways: 1. Understanding Child Rights: I gained a comprehensive understanding of child rights including their history, principles and global relevance. 2. Legal Frameworks: Explored the legal frameworks and international conventions that protect children's rights, enhancing my knowledge of advocacy and policy development. 3. Stakeholder Engagement: Acquired valuable insights into engaging with diverse stakeholders, fostering meaningful partnerships to safeguard children's well-being. 4. Impactful Advocacy: Mastered the art of advocating for child rights on a global scale ensuring that the voices of the most vulnerable are heard. 5. Best Practices: Discovered the best practices for designing, implementing and monitoring child rights initiatives within international organizations. This course has endowed me with the knowledge and proficiency necessary to effectuate a positive transformation in the lives of children globally. Let us persist in our unwavering dedication to championing the cause of child rights as we collectively strive to forge a brighter and more promising future for the generations that follow. Lifelong learning is a journey and I eagerly anticipate expanding horizons, embracing growth and making a difference. #unicef #agora #unicefforeverychild #ChildRights #Education #LifelongLearning

Inclusion in school is not just about time spent in lessons. Pupils who have Down’s syndrome can and should be included in the whole life of the school. Check out our resources that will support their inclusion here: https://loom.ly/2RawkCw #dsaeducationexpert #inclusionmatters #supportinclusion #wholelife #inclusion

Unveiling the importance of child rights protection in schools, our latest case study from Anekal block, Karnataka, authored by Anna Daniel (Research Manager) and Malavika Acharya (Program Design Manager) in collaboration with SNALC (Social Norms and Agency Learning Collaborative, South Asia), highlights the need for supportive disciplinary practices. It explores students' perspectives on child abuse and punishment, revealing a cultural contradiction where children are both cherished and subjected to harsh disciplinary methods. The study highlights the emotional and psychological impact of these practices on children and emphasizes the importance of shifting societal norms to protect children's rights. Check out the detailed Case study here : https://lnkd.in/gqWpZ3AE #ChildRights #EducationForAll #InvolveForChange Divanshu Kumar Samyak Jain Pratibha Narayanan Ashwini Ramakrishnan

Advocating for Indigenous Children & Families 💫 Nurturing Futures by advocating for rights, AHS Early Childhood Educators are not just educators; they are advocates for the rights of Indigenous children and their families. They work to ensure access to culturally sensitive services and support systems. Supporting Indigenous children's well-being goes hand in hand with culturally grounded education. #IndigenousRights #FamilySupport #Culture #AHSABC #IndigenousEducation #IndigenousWellness

What are the most common incidences of Child Protection (CP) concerns in school and the community? This week, I facilitated some FGDs with school structures comprised of the Head/ Deputy head teacher, classroom teachers, and representatives from SMC and PTA in some of the schools located in Rhino Camp, a refugee settlement located in the West Nile region of Uganda. In one of the subjects for discussion was the issue of Child rights, protection and safeguarding. I will briefly highlight some key points on some of the protection concerns that respondents shared. 1. Neglect. Many children have been neglected by their parents in the sense that they are not (if not, adequately) providing for their children's needs as they ought. "A child will leave home and come to school hungry, lack uniform, not facilitated with development fund (a small fee agreed upon by the school and PTA which is charged to facilitate operational costs at school not catered for by either Partners or Government) and so on, whereas some parents deliberately deny children from going to school to attend domestic issues such as garden work, grazing animals and so on. This is happening in both the refugee and host communities." 2. Domestic violence and other GBV related cases. "When parents fight each other or batter their children for instance, this affects their children's psychosocial wellbeing and will later translate into assumed behaviours such as fighting peers at school, insulting others and develop other acts of violence since the child might perceive this as a normal way of behaving towards others." 3. Absence of safe spaces within the school. Ideally, the school environment in general should be a safe space where children feel free to express themselves without fear and freely enjoy their rights however, there are certain issues that need to be addressed privately such as PSS and other counselling support, changing rooms to manage girls personal hygiene among others. Because these facilities are missing, children loose a sense of privacy and some will not report to school but rather choose to stay home until they have tried to manage their case before resuming. That is if they do succeed. Such cases are common with girls during their menstruation periods. 4. Limited access to educational services for children with special needs. This has and still is a major factor affecting enrolment and retention of learner's with disabilities in school. "Most of our schools lack assistive devices to aid learning for children with disabilities. We do not have specialized teachers for example to handle sign language or teach braille to support learner's who have hearing and visual impairments respectively." 5. Child labour. One of the respondents noted that this is a common practice especially among parents of nationals. "Children are subject to farm work for long hours during the rainy and harvest seasons." A big thank you to each one! #childprotection #16daysofactivism

In Somalia, our commitment to empowerment extends to every child, including those with special educational needs. We recognize the remarkable resilience of these young ones who have faced unique challenges on their educational path. The beauty of educating children with disabilities lies in its accessibility. It doesn't have to be complicated or costly. In fact, there are effective educational strategies that can be tailored to individual needs, ensuring a supportive and enriching experience. We understand that sending a child with disabilities to school can be a daunting decision for parents. But here's the truth: inclusivity changes everything. In an environment of acceptance, growth knows no bounds. Inclusion is our guiding principle. It's about creating an educational ecosystem where every child thrives. It means adapting classroom spaces, providing specialized classes, and empowering our educators with inclusive teaching approaches. Our mission is greater than accommodation; it's about integration. We envision a future where all learners, regardless of their abilities, are nurtured to reach their full potential. Let's raise awareness together. By fostering understanding, we create communities where every child is welcomed and supported. Join us in championing a world of inclusive education, where diversity is celebrated, and every child's journey is honored. #DAFInclusion #EmpowerAbility #InclusiveEducation #DAFIsConcerned #LeaveNoOneBehind #disabilityinclusion #disabilitysupport #DiversityAndInclusion #OpportunitiesForAll #educationforall

#Preschool children with disabilities are more likely to be out of school than children without disabilities. 📚 Access to #school, appropriate classroom support, #accessible facilities and trained teachers are key to meeting the diverse needs of all children in the classroom and supporting all children in their #learning journey. In #Tajikistan, USAID & UNICEF are supporting the Government of #Tajikistan in improving children's school readiness and learning outcomes in pre-primary education through #inclusive, student-centered early childhood education. Together we can help all children learn and thrive. #InternationalEducationDay #LetMeLearn © UNICEF/Tajikistan/2023/D. Dodojonov

THE CONFUSION BETWEEN INTERNATIONAL CHILD RIGHTS AND AFRICAN TEACHINGS There is a real thin line between child rights and African teachings. The practice and requirements of what is branded as violation of children's rights is often seen as education by Africans. If one was to ask any indigenous African to reminisce about their youthful days – around age 15 or 14 – when they were carrying hoes, heading catle on their way to or from the farm, the beatings they received from their parents for sometimes over laughing, over crying, not crying enough when beaten, moving about aimlessly when you have visitors at home, failure to great visitors with a smile, eating before adults and the list goes on. Crazy I must say. The typical answers you will get are “I miss those years and that all the happenings was not child abuse at all”. Strangely enough, all the reactions that one would gather, and that refute the blanket definition of child abuse come from highly educated people, professors and human rights activists. One ought to understand that our parents were not rich, they were very poor to average level employees/farmers or traders, and we joyously assisted them in any way we could to have our daily bread. So, the notion of child abuse is relative”. In communities where agriculture practices such as working at the backyard gardens or tilting at the farm or cattle breeding is the main activity, the duty of a young boy who reaches age 11 is to help the family with manual work while a girl above 7 is to help with house chores. This taught us how to ensure control over family land, where the best pastures and water points are, when to take the animals to the pastures, and so on. Often than not, the land and cattle are the sole and main property and source of livelihood for the households. Raising a child in Africa is an activity that is based on pragmatism, ensuring the acquisition of skills required by the community. Girls are taught very early how to carry out chores required from them. Sexism has been eradicated in most societies today so a task like cooking is taught to both young males and females. Boys are told that learning about culinary activities makes them independent in life. Many children as young as seven years, especially girls begin to learn how to wash their own clothing, starting from the lightest ones and their parents (mothers most of the time) wash the slightly heavier ones. That guarantees that the young girl will grow into a woman who can launder for her family. This is such an important education because in an average African city, washing machines are not common and a woman who cannot launder brings embarrassment onto herself. Marriage is very important in an African community. It is a wish of an average African to get married and for parents to marry off their children. Now the question, how do we balance African culture, children's rights and pragmatism?