Bahá’í World/Volume 25/Convention on the Rights of the Child

From Bahaiworks

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The Bahá’í International Community presented a joint Non-Govemmental Organization statement to the United Nations Commission on Human Rights in Geneva on 23 April 1996 on Agenda item 20(a): Status of the Convention on the Rights of the Child.

CONVENTION RIGHTSONT OF THE C HILD

he Bahá’í International Community is pleased to offer, on

behalf of 34 non-governmental organizations, comments under this agenda item on the implementation of the Convention on the Rights of the Child.

The Vienna Declaration and Program of Action emphasizes the importance of the implementation of this human rights instrument, and states that “measures should be taken to achieve universal ratification of the Convention on the Rights of the Child.” We therefore welcome the continued attention given to the Convention by the Commission on Human Rights. Persistent attention to this Vital issue, since 1983, by the NGO Group on the Convention and the cooperation evinced among many organizations of civil society as well are a source of hope and encouragement to people throughout the world.

The universal ratification and full implementation of the Convention is an essential and compelling task. We believe that ensuring the well—being of this most important, yet often overlooked, segment of society is the responsibility of the whole of society. Its neglect has grave consequences not only for the children themselves and for

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present—day communities, but also for future development and the fate of generations to come. We therefore believe that full implementation of the Convention is a universal responsibility, the attainment of which will contribute significantly to the advancement of humanity toward the establishment of justice, peace and order. Rapid and universal implementation is a task worthy of the concerted efforts of national institutions and non-governmental organizations alike.

F ull implementation of the Convention will also facilitate the implementation of other UN instruments. Children of future generations, raised under conditions where their rights are fully protected, will be better able to take advantage of their rights and to fulfill their responsibilities towards others. Protection of their fundamental rights will be a major step toward equipping them to build a society in Which all human rights are respected, and in which the collective aspirations expressed in numerous United Nations declarations and instruments become a reality.

Within the Convention, certain articles deserve special consideration. Among these are Anicles 28 and 29, Which address rights and responsibilities related to education. Education is a powerful social force that both transmits and shapes culture and beliefs. Properly conceived and implemented, education reveals and develops the potentialities inherent in each individual and prepares those individuals to contribute to the well-being of themselves, their families, their communities, and to humankind as a whole.

Indeed, it is only through a well-conceived education that the child can find a proper balance between his/her own self and society around him/her. The individual and his environment are profoundly interconnected. The human relationships, cultural norms and values, the social structures and processes Which compose the child’s environment all influence and shape the individual, but the individual, whether child or adult, in turn moulds and influences that environment. The two act upon one another, and every abiding change in the life of humankind is the result of their mutual interactions. The healthy and full development of the child depends on the nature of this interaction and on the reciprocal relationship between the child and society around him/her. Without effort and activity on behalf of others, the individual is unable to develop fully Virtues and talents, but likewise, Without individual transformation, lasting social change is impossible.

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Given the complex interactions affecting the relationship between the individual and society, it is inconceivable that a harmonious and healthy relationship can be achieved without addressing the need to develop the spiritual potentials of the child. Although essential, scholastic education alone, devoid of the aims defined in Article 29 of the Convention and the basic human values such as love, humility, kindness, tolerance, and justice, is incapable of ridding the world of hatred, prejudice, greed and oppression. Education devoid of these essential concepts and human values in fact creates in the child greater potential for Violence and destructive behavior.

Educational programs that foster the development of moral qualities and capabilities are one of the strongest forces both to protect children from destructive behavior and to help create a just and harmonious society in which the rights of all are upheld. Moral qualities, sometimes referred to as spiritual qualities or human values, are the building blocks of human personality. They are the endowments of every human being and the adomments Of the human spirit. The full power of these fundamental qualities can be released, however, only when they are acquired in the context of an understanding of the oneness of humanity and With attention to their application in action for the betterment of society as a whole. Indeed, unless applied universally and in action, these qualities can easily become little more than slogans, at times degenerating even to become excuses for prejudice and injustice. However, When learned and applied in conjunction With the development of skills and abilities, concepts and attitudes, they empower the individual (child) to transform both himself/herself and society. Rather than merely longing for a more harmonious society, the child can become a builder of unity. Rather than being bound by the unjust and often Violent patterns of behavior learned in a dysfunctional family, the future adult can help to create a loving, harmonious and just family life. Rejecting Violence, the child can become a facilitator of non—Violent conflict resolution and a proponent of true consultation. He or she can become a bringer of j 0y and an empowerer of others.

Moral education centered on an understanding of the essential oneness of humankind and applied on a universal basis constitutes an indispensable foundation for the universal respect for

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human rights. Development of these essentially human qualities and capabilities must be integrated into all aspects of formal and non-formal education. Existing school curricula from kindergarten through secondary and post-secondary education must be revised so that all elements therein contribute to the moral development of the child, and so that the moral implications of personal and social choices are fully recognized. In addition, training programs for parents, educators, counsellors and others who serve as role models and mentors for children and youth would also be essential. These programs would address both the process of assisting children and youth to build moral capabilities, and the skills necessary for specific capabilities such as creating a non-Violent and harmonious family, consultation, and building unity. They would build a practical understanding of the oneness of humankind, and equip participants with the skills necessary to promote and aotualize that understanding.

Article 17 of the Convention, addressing the role of the media in enabling the child to fulfill its potential, also requires careful consideration. The media have a powerful influence on people’s attitudes and perceptions, and that influence is magnified in the case of children. The media can identify, provide and encourage examples of high ideals and achievements worthy of human endeavor, and highlight conditions of injustice with the aim of educating humanity toward their rectification. Or, they can choose, instead, to focus on the many examples of conflict, to undermine faith in human capacity to change, and to reinforce values and patterns of behavior that lead to disunity, injustice, Violence: in short, values and patterns which lead to Violations of human rights and instability in society.

We believe that the mass media and incisive, educational and scholarly books are ideal vehicles for the cultivating values that will lead to the protection of human rights and the establishment of peace. They can provide models for children by exalting people Who have implemented these values and by providing a forum for impartial examination of issues and solutions. We call on the media to take up this challenge, and to fulfill their role in promoting the “social, spiritual and moral well-being and physical and mental health” of the child. We also call for a broad—based discourse to examine how this role can most effectively be fulfilled.

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In conclusion, we suggest that the Committee on the Rights of the Child pay concerted attention to the aims of education indicated in Article 29 Of the Convention and to the role of the media and scholarly books as vehicles for moral education. Specialized agencies, particularly UNESCO and UNICEF have an important role to play in the promotion of these educational endeavors. We believe that this would serve greatly “the best interests of the child.”

List of Co-Signatory NGOs 1) African Association of Education for Development (AFASED) 2) All India Women’s Conference 3) American Association of Jurists 4) Defence for Children International 5) Federation Internationale des Femmes de Carrieres Juridiques 6) Fondation France-Liberté 7) Human Rights Advocates Inc. 8) Inter-Afn'can Committee on Traditional Practices Affecting the Health of Women and Children (IAC) 9) International Abolitionist Federation 10) International Alliance of Women 1 1) International Association of Democratic Lawyers (IADL) 12) International Association of Educators for World Peace 13) International Association for Religious Freedom 14) International Council of Jewish Women 15) International Council of Women 16) International Educational Development, Inc. 17) International Federation of Social Workers 18) International Federation of University Women (IFUW) 19) International Movement ATD Fourth World 20) International Movement Against all Forms of Discrimination and Racism 21) International Movement for Fraternal Union Among Races and Peoples 22) International Organization for the Development of Freedom of Education (OIDEL) 23) Liberation 24) National Council of German Women’s Organizations 25) Susela Dharrna International Association 26) Women’s International League For Peace and Freedom (WILPF) 27) Women’s World Summit Foundation 28) World Association for the School as an Instrument of Peace 29) World Federalist Movement 30) World Federation of Methodist Women 31) World Federation of United Nations Associations (WFUNA) 32) World Movement of Mothers 33) World Vision International 34) Zonta International

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