How has Directive 2011/93/EU on combating sexual abuse and sexual exploitation of children and child pornography been transposed into 12 EU Member States?

info:eu-repo/semantics/publishedVersio

Provision, protection or participation? Approaches to regulating children’s television in Arab countries

One notable feature of Arab broadcasting has been the belated emergence of free-to-air channels for children. Today, with children’s channels a still-expanding feature of the Arab satellite television landscape, the region is witnessing growth in the local animation industry alongside intensified competition for child audiences through imported content and a selective squeeze on state funds. In this context the policies and rationales that inform production and acquisition of children’s content remain far from transparent, beyond occasional public rhetoric about protecting children from material that ‘breaches cultural boundaries and values’ and providing programmes that revere a perceived ‘Arab-Islamic’ heritage and preserve literary forms of the Arabic language. Attempts at promoting children’s genuine participation in Arab television have been rare. Drawing on theoretical literature that links protection and participation in the sense that children’s safety depends on their agency, this paper explores emerging guidelines developed by Arab regulators, broadcasters and others in relation to television content for children

What lies beneath: exploring links between asylum policy and hate crime in the UK

This paper explores the link between increasing incidents of hate crime and the asylum policy of successive British governments with its central emphasis on deterrence. The constant problematisation of asylum seekers in the media and political discourse ensures that 'anti-immigrant' prejudice becomes mainstr earned as a common-sense response. The victims are not only the asylum seekers hoping for a better life but democratic society itself with its inherent values of pluralism and tolerance debased and destabilised

Sanitation, human rights, and disaster management

Purpose The purpose of this paper is to link debates around the international law on human rights and disaster management with the evolving debate around the human right to sanitation, in order to explore the extent to which states are obliged to account for sanitation in their disaster management efforts. Design/methodology/approach The paper is based on analysis of existing laws and policy relating to human rights, sanitation and disaster management. It further draws upon relevant academic literature. Findings The paper concludes that, while limitations exist, states have legal obligations to provide sanitation to persons affected by a disaster. It is further argued that a human rights-based approach to sanitation, if respected, can assist in strengthening disaster management efforts, while focusing on the persons who need it the most. Research limitations/implications The analysis in this paper focuses on the obligations of states for people on their territory. Due to space limitations, it does not examine the complex issues relating to enforcement mechanisms available to disaster victims. Originality/value This is the first scholarly work directly linking the debates around international human rights law and disaster management, with human rights obligations in relation to sanitation. The clarification of obligation in relation to sanitation can assist in advocacy and planning, as well as in ensuring accountability and responsibility for human rights breaches in the disaster context

Value/s in early childhood education

Twenty years ago, as an early childhood teacher, I was fortunate to attend a professional development day conference led by the inimitable Professor Tina Bruce. At the conference, Tina asked we early childhood teachers: ‘What one thing would you put your back to the wall for in your job?’ In other words, Tina wanted us to share with one another the values that guide our daily work with young children and their families. An avowed Froebelian, Tina herself subscribes to a very particular set of values (Bruce 2015) and she is not alone. Many early childhood educators over two centuries have been influenced by the principles and philosophy developed by Froebel, the original kindergarten practitioner (Froebel Trust 2018). Indeed, as for so many others, my own initial teacher education was strongly influenced by Froebelian principles which have continued to guide my work in the field for thirty-five years. We live in an era of unprecedented global focus on early childhood development (UNESCO 2017; WHO 2018), in this editorial I revisit Froebel’s principles and I argue that we would be wise to continue to regard them as relevant and valuable touchstones for early childhood education in the twenty-first century

Monitoring and Implementation of Children's Rights

Effective Protection of Fundamental Rights in a pluralist worl

Ensuring the right to education for Roma children : an Anglo-Swedish perspective

Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children’s educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states’ autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group

Assessment or referral tool: the unintended consequences of a dual purpose common assessment framework form

The Common Assessment Framework (CAF) was designed to facilitate early intervention through multi-agency working and the active involvement of families. The underlying principle was to move away from a risk-focused, needs-led or service-led culture to assess need and match needs to identified services. It was anticipated that services and assessments would become more evidence-based, and a common language between professionals and agencies would evolve. Taking a social constructionist approach this study explored professionals’ experiences of the use of the Common Assessment Framework form. Forty-one professionals from four different local authorities and a variety of agencies took part in semi-structured interviews. Data were analyzed utilizing thematic analysis. Findings suggest the unintended consequences of the use of the CAF were influenced by local authority policy. As the local authorities adopted the policy of utilizing the CAF as a referral mechanism, rather than to assess needs, profes-sionals unintentionally perceived the CAF form as a referral tool, to refer families to existing service provision. Further to this, professionals referred to the CAF form itself, as a ‘means to an end’, implying that this was a step that had to be overcome in order to access services

Using smart pumps to help deliver universal access to safe and affordable drinking water

It is estimated that broken water pumps impact 62 million people in sub-Saharan Africa. Over the last 20 years, broken handpumps have represented US$1·2–1·5 billion of lost investment in this region, with 30–40% of rural water systems failing prematurely. While the contributory factors are complex and multi-faceted, the authors consider that improved post-construction monitoring strategies for remote water projects, which rely on smart pumps to monitor operational performance in place of physical site visits, may address some of these problems and help reduce the heavy time and resource demands on stakeholders associated with traditional monitoring strategies. As such, smart pumps could play a significant role in improving project monitoring and might subsequently help deliver universal access to safe and affordable drinking water by 2030, which constitutes one of the key targets of United Nations sustainable development goal 6 and is embedded in some national constitutions

Ready, steady, learn: school readiness and children’s voices in English early childhood settings

Internationally, school readiness is increasingly the rationale for early childhood education and care. This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policymakers regarding the need for coherent policy concerning the purpose of early childhood education and care, with practitioner training and a framework aligned fully with that policy. A larger study is indicated