Convention On The Rights Of The Child And World Education: Conception And Reality

With the coming of globalization era and the call of constructing a harmonious society, asort of new child-image, which child is changing from protected object to subject of rights, isbeing accepted all over the world. Awakening the consciousness of children's rights andcultivating participatory children more and more become a very import aspect on affectingchildren education. Therefore, a new trend — respecting the children's rights and cultivatingparticipatory children in education, preparing as a participative citizen in the future — comesforth in the field of children education's theory and practice.On the background of Convention on the Rights of the Child, the paper discusseschildren's rights in education. In Chapter 1, the review on the naissance and development ofConvention on the Rights of the Child ,which indicates the status quo of child having notowned rights in fact and reveals the change of child-image. Neither is child private propertyof parents, nor is a passive person who only depends on charity and can't be independence.Child is a separate individual, having own opinion unit, an initiative person who strives forrights. Children should be regarded as a separate social category, transferred objects ofprotection to subjects of rights. Don't consider the child as a not-yet finished work, in fact, soevery one is. Child and adult have the same rights. We should change the idea that adultmonopolize the rights of defining child,think the social concept of the child as a stagepreparing for future life .Based on Chapter 1, Chapter 2 examines child and children's rights in education, it alsodicusses some basic principle on education and expounds "three P principle"(Provision,Protection, Participation), explains connotation of the interrelated clause about respectingchildren's rights. Chapter 3 tells how embody the spirit of Convention on the Rights of theChild in education. It points out how some countries fulfill the rights to education, the rightsin education and the rights through education in educational practice. Then it also analyzesand compares the approach of carrying out these rights. Chapter 4 talks about some questionand developmental bottleneck on the basis of practice and studies them. There are twoproblems that we should explore. One is how assure the sufficient fulfillment of children'srights in the society, family and school. Another is how better manifest children's rights in theteaching process.