Ambassadors in a boat
Step 3: The Rights of the Child in the world

Once learners understand the role that rights play in their own lives, they can look further afield. They can explore differences and similarities between various groups, countries and cultures, and try to understand the needs and rights of others.

Check The Globe for numbers showing the situation for the world’s children in terms of to health, housing, violence and the right to express themselves. Study the statistics and compare them with where you live and your own country.

Learn through other children
Let your students learn through expe­riencing other children’s situations, for example of brave Child Rights Ambassadors and of The World’s Children’s Prize Jury Children.

The WCP Child Jury consists of children from around 15 countries. They represent other children and child rights issues around the world through their own life experiences. Let your students work in pairs or individually and link the Jury children’s stories to different articles in the UN Convention on the Right of the Child. The jury includes children from disadvantaged groups, like children who have been forced to become soldiers or sex slaves, who have been affected by environmental destruction and refugee children.

Child Jury

The Jury Children in 2015, with two of the Child Rights Heroes. It is the WCP Child Jury’s task to select the three Child Rights Heroes who become Prize candidates every year, out of all those who have been nominated.

Activity: One child, several rights

Let the pupils/participants discover from the jury children that it is not just one right, but often several, that are being violated when a child is mistreated.

1. Divide the participants into pairs or small groups who can choose, or be assigned, one of the jury children. Get them to read and discuss the question: What rights have been violated for the jury child you’ve learned about? They can start from the simplified text on UNCRC in The Globe and agree on which articles can be linked to ‘their’ jury child. (You can use the ‘Learn to listen’ exercise on page 9 to make sure everyone participates). They find out which vulnerable group the jury child represents (e.g. a minority group, refugee children or child workers). Then they write down all the rights that have been violated for ‘their’ jury child.

2. The groups report back to one another by dividing up into new groups.

3. Conclude the exercise with a moment of reflection together: were there certain rights that were violated for several, perhaps even all, of the jury children? Do some rights feel particularly important?


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