In this paper we detail and contextualise the collaborative participatory research process developed throughout the IMMERSE research project which maps the integration of migrant children in education in Europe.
The rights of children and young people have gained prominence over recent years, spanning a range of settings and domains. In particular, the importance of eliciting, listening to and acting on the voices and views of children and young people has featured strongly in a range of legislative and policy documents. Internationally, this rights-based focus is particularly informed by the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities.
In Brazil, Education of Rural Areas is a model which started with social movements and became a public policy with the aim of improving participation of people of rural areas in making decisions about the model of their education. Schools in that context need to improve access to scientific and technological knowledge, but ensuring that previous values and knowledge of the students about agroecology and sustainability are considered.
This article evaluates school meal policies in the UK and Ireland as a means to ensure the fulfilment of children’s right to food, as protected under international law. It adopts a comparative approach, assessing the varying strategies adopted across the two jurisdictions and their challenges. Whilst new developments, including the recent expansion of both hot meal provision in Ireland and universal free school meals in Wales and Scotland, are welcomed, the article argues that school meal policies across the UK and Ireland need to be radically rehauled if they are to make any headway in the realisation of children’s right to food.
Recent attempts to systematise the constitutional protection of children’s rights by creating constitutional typologies have been a useful first step in theorising this growing field. These efforts have focused on the wording of constitutions rather than their application, while forms of constitutional protection that are less textually explicit and more difficult to detect have received limited attention. By exploring the constitutional protection of children’s rights in France, this article demonstrates that some constitutions poor in explicit provisions on children’s rights can provide valuable protection through their general provisions. The article further argues that constitutional typologies of children’s rights protection should be expanded to encompass non-liberal constitutions.
This chapter discusses current practice and opportunities to strengthen evidence-based approaches to policymaking and service delivery for children and young people in Ireland. It analyses capacity among government departments and agencies to collect, utilise and share evidence that is disaggregated by age and other identity factors and coordinate research within the framework of the Children and Young People (CYP) Indicator Set, with a focus on mapping the needs of vulnerable groups of children and young people. It also discusses the collection of evidence through involving children, young people, and civil society in policymaking, as well as the development of regulatory impact assessments to anticipate child and youth outcomes ex ante.
The paper questions whether existing understanding of children’s participation in early childhood education may extend beyond what is required by the UN Convention on the Rights of the Child.
Teachers invariably want to do right by children in their classrooms. Increasingly, this means listening to children and acting on their views. Listening to “student voice” and incorporating children’s views about education in classroom and school decision making is important if we want to encourage authentic forms of belonging, wellbeing, learning, and achievement that really matter to children
This review generated inclusive strategies in planning public playspaces, which could support local policymakers in this complex multi-layered process.
This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.