Children's rights are a set of entitlements and protections designed specifically for young individuals under the age of 18. These rights are recognized internationally and encompass various aspects essential for the well-being, development, and protection of children. Some key aspects of children's rights include:
1. Protection: from abuse, exploitation, neglect, and discrimination.
2. Education: Ensuring access to education that is free, compulsory, and of good quality.
3. Healthcare: Ensuring access to healthcare services encompassing both physical and mental well-being.
4. Family environment: Supporting the right to live with their parents unless separation is necessary for the child's best interests.
5. Identity: Ensuring the right to a name and nationality, and protection from being deprived of their identity.
6. Participation: Encouraging children to have a voice in matters that affect them and ensuring their opinions are heard and considered.
7. Special protection: Providing special care and protection for children with disabilities, refugee or migrant status, or those in conflict with the law.
Extracted from international sources and agreements, including the United Nations Convention on the Rights of the Child (UNCRC), and adopted in 1989, which is the most widely accepted international legal instrument on children's rights.
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Children’s rights in Iran:
In the following paragraphs we will try to develop a preliminary Problem Statement (PS) and associated Research Questions (RQs) as the main outcomes of the pre-paradigm stage. For the preliminary PS we will explore experiences of the experts, teachers, and parents. Then, we try to enrich the PS by exploring initial RQs of the study. My suggestions for the initial RQs are:
1 - What is the status of the execution of the above 7 items in Iran?
2 – If an item has a poor record in Iran, what are the underlying sources of such poor execution of the item?
3 – For each poorly executed item, what would be reasonable solutions and/or strategy to reduce adverse effects of the poorly executed item?
Today we will focus on the RQ1 (status of the execution of the above 7 items in Iran) and I warmly welcome all teachers, parents, and staff working with children in Iran (at this stage, staff from Iran only) to share their experiences on each of the above 7 items. Each person will have up to one minute to share a single experience and the group will spend 2 minutes to rank the severity of the problem for that item. The vouce recording will be stored on Clubhouse permanently, and I will put the link to all recordings in both of the Telegram channels.
1. Protection: from abuse, exploitation, neglect, and discrimination.
2. Education: Ensuring access to education that is free, compulsory, and of good quality.
3. Healthcare: Ensuring access to healthcare services encompassing both physical and mental well-being.
4. Family environment: Supporting the right to live with their parents unless separation is necessary for the child's best interests.
5. Identity: Ensuring the right to a name and nationality, and protection from being deprived of their identity.
6. Participation: Encouraging children to have a voice in matters that affect them and ensuring their opinions are heard and considered.
7. Special protection: Providing special care and protection for children with disabilities, refugee or migrant status, or those in conflict with the law.
Extracted from international sources and agreements, including the United Nations Convention on the Rights of the Child (UNCRC), and adopted in 1989, which is the most widely accepted international legal instrument on children's rights.
……………………..
Children’s rights in Iran:
In the following paragraphs we will try to develop a preliminary Problem Statement (PS) and associated Research Questions (RQs) as the main outcomes of the pre-paradigm stage. For the preliminary PS we will explore experiences of the experts, teachers, and parents. Then, we try to enrich the PS by exploring initial RQs of the study. My suggestions for the initial RQs are:
1 - What is the status of the execution of the above 7 items in Iran?
2 – If an item has a poor record in Iran, what are the underlying sources of such poor execution of the item?
3 – For each poorly executed item, what would be reasonable solutions and/or strategy to reduce adverse effects of the poorly executed item?
Today we will focus on the RQ1 (status of the execution of the above 7 items in Iran) and I warmly welcome all teachers, parents, and staff working with children in Iran (at this stage, staff from Iran only) to share their experiences on each of the above 7 items. Each person will have up to one minute to share a single experience and the group will spend 2 minutes to rank the severity of the problem for that item. The vouce recording will be stored on Clubhouse permanently, and I will put the link to all recordings in both of the Telegram channels.
