UDHR and Annex

ABC MEP Annexes V4 2/07/04 18:41 Page 102
■ Universal Declaration of Human Rights (1948)

Annex 1
Universal Declaration of
Human Rights (1948)a
T
he plain language version is given only as a
guide. For an exact rendering of each prin-
ciple, refer students to the original. This
“simplified” version is based on a French text pre-
pared in 1978 for the World Association for the
School as an Instrument of Peace by a Research
Group of the University of Geneva under the res-
ponsibility of Prof. L. Massarenti. In preparing the
French “simplified” version, the Group used a
basic vocabulary of 2,500 words in use in the
French-speaking part of Switzerland. The English
translation of the French version was prepared by
the United Nations. Teachers may adopt this
methodology when they translate the text of the
Universal Declaration into the language in use in
their region.
Annex 1
103
a See <http://www.ohchr.org> for the text of the Universal Declaration of Human Rights in more
than 300 different languages.

Original text Plain language version Original text Plain language version
...
against any discrimination in violation of this
Article 1
Declaration and against any incitement to such
discrimination.
All human beings are born free and equal in dig- When children are born, they are
nity and rights. They are endowed with reason free and each should be treated in Article 8
and conscience and should act towards one the same way. They have reason and
another in a spirit of brotherhood. conscience and should act towards Everyone has the right to an effective remedy by You should be able to ask for legal
one another in a friendly manner. the competent national tribunals for acts violat- help when the rights your country
ing the fundamental rights granted him by the grants you are not respected.
Article 2
constitution or by law.
Everyone is entitled to all the rights and free- Everyone can claim the following Article 9
doms set forth in this Declaration, without dis- rights, despite
tinction of any kind, such as race, colour, sex, lan- - a different sex No one shall be subjected to arbitrary arrest, Nobody has the right to put you in
guage, religion, political or other opinion, - a different skin colour detention or exile. prison, to keep you there, or to send
national or social origin, property, birth or other - speaking a different language you away from your country unjust-
status. Furthermore, no distinction shall be made - thinking different things ly, or without a good reason.
on the basis of the political, jurisdictional or - believing in another religion
Article 10
international status of the country or territory to - owning more or less
which a person belongs, whether it be indepen- - being born in another social group
Everyone is entitled in full equality to a fair and If you must go on trial this should be
dent, trust, non-self-governing or under any - coming from another country.
public hearing by an independent and impartial done in public. The people who try
other limitation of sovereignty. It also makes no difference whether
tribunal, in the determination of his rights and you should not let themselves be
the country you live in is indepen-
obligations and of any criminal charge against him. influenced by others.
dent or not.
Article 3 Article 11
Everyone has the right to life, liberty and securi- You have the right to live, and to 1. Everyone charged with a penal offence has the You should be considered innocent
ty of person. live in freedom and safety. right to be presumed innocent until proved guilty until it can be proved that you are
according to law in a public trial at which he has guilty. If you are accused of a crime,
Article 4
had all the guarantees necessary for his defence. you should always have the right to
2. No one shall be held guilty of any penal defend yourself. Nobody has the
No one shall be held in slavery or servitude; slav- Nobody has the right to treat you as
offence on account of any act or omission which right to condemn you and punish
ery and the slave trade shall be prohibited in all his or her slave and you should not
did not constitute a penal offence, under nation- you for something you have not
their forms. make anyone your slave.
al or international law, at the time when it was done.
Article 5 committed. Nor shall a heavier penalty be
imposed than the one that was applicable at the
No one shall be subjected to torture or to cruel, Nobody has the right to torture you. time the penal offence was committed.
inhuman or degrading treatment or punishment.
Article 12
Article 6
No one shall be subjected to arbitrary interfer- You have the right to ask to be pro-
Annex 1 Everyone has the right to recognition every- You should be legally protected in ence with his privacy, family, home or correspon- tected if someone tries to harm your Annex 1
104 where as a person before the law. the same way everywhere, and like dence, nor to attacks upon his honour and repu- good name, enter your house, open 105
everyone else. tation. Everyone has the right to the protection your letters, or bother you or your
of the law against such interference or attacks. family without a good reason.
Article 7
Article 13
All are equal before the law and are entitled The law is the same for everyone; it
without any discrimination to equal protection should be applied in the same way 1. Everyone has the right to freedom of movement You have the right to come and go as
of the law. All are entitled to equal protection to all. and residence within the borders of each State. you wish within your country. You

2. Everyone has the right to leave any country, have the right to leave your country and in public or private, to manifest his religion
including his own, and to return to his country. to go to another one; and you should or belief in teaching, practice, worship and
be able to return to your country if observance.
you want.
Article 19
Article 14
Everyone has the right to freedom of opinion You have the right to think what
1. Everyone has the right to seek and to enjoy in If someone hurts you, you have the and expression; this right includes freedom to you want, and to say what you like,
other countries asylum from persecution. right to go to another country and hold opinions without interference and to seek and nobody should forbid you from
2. This right may not be invoked in the case of ask it to protect you. receive and impart information and ideas doing so.
prosecutions genuinely arising from non-political You lose this right if you have killed though any media and regardless of frontiers. You should be able to share your
crimes or from acts contrary to the purposes and someone and if you yourself do not ideas – also with people from any
principles of the United Nations. respect what is written here. other country.
1. Everyone has the right to a nationality. You have the right to belong to a 1. Everyone has the right to freedom of peaceful You have the right to organize
2. No one shall be arbitrarily deprived of his country and nobody can prevent assembly and association. peaceful meetings or to take part in
nationality nor denied the right to change his you, without a good reason, from 2. No one may be compelled to belong to an meetings in a peaceful way. It is
nationality. belonging to another country if you association. wrong to force someone to belong to
wish. a group.
1. Men and women of full age, without any lim- As soon as a person is legally enti- 1. Everyone has the right to take part in the gov- You have the right to take part in
itation due to race, nationality or religion, have tled, he or she has the right to marry ernment of his country, directly or through freely your country’s political affairs either
the right to marry and to found a family. They and have a family. Neither the chosen representatives. by belonging to the Government
are entitled to equal rights as to marriage, dur- colour of your skin, nor the country 2. Everyone has the right of equal access to pub- yourself of by choosing politicians
ing marriage and at its dissolution. you come from nor your religion lic service in his country. who have the same ideas as you.
2. Marriage shall be entered into only with the should be impediments to doing this. 3. The will of the people shall be the basis of the Governments should be voted for
free and full consent of the intending spouses. Men and women have the same authority of government; this will shall be regularly and voting should be
3. The family is the natural and fundamental rights when they are married and expressed in periodic and genuine elections secret. You should get a vote and all
group unit of society and is entitled to protection also when they are separated. which shall be by universal and equal suffrage votes should be equal. You also have
by society and the State. Nobody should force a person to and shall be held by secrete vote or by equivalent the same right to join the public ser-
marry. The Government of your free voting procedures. vice as anyone else.
country should protect your family
Article 22
and its members.
Article 17 Everyone, as a member of society, has the right The society in which you live should
to social security and is entitled to realization, help you to develop and to make the
1. Everyone has the right to own property alone You have the right to own things and through national effort and international co- most of all the advantages (culture,
as well as in association with others. nobody has the right to take these operation and in accordance with the organiza- work, social welfare) that are offered
Annex 1 2. No one shall be arbitrarily deprived of his from you without a good reason. tion and resources of each State, of the econom- to you and to all the men and Annex 1
106 property. ic, social and cultural rights indispensable for his women in your country. 107
dignity and the free development of his person-
Article 18
ality.
Everyone has the right to freedom of thought, You have the right to profess your Article 23
conscience and religion; this right includes free- religion freely, to change it, and to
dom to change his religion or belief, and free- practise it either on your own or 1. Everyone has the right to work, to free choice You have the right to work, to be
dom, either alone or in community with others with other people. of employment, to just and favourable condi- free to choose your work, and to get

tions of work and to protection against unem- a salary that allows you to live and nations, racial or religious groups, and shall fur-
ployment. support your family. If a man and a ther the activities of the United Nations for the
2. Everyone, without any discrimination, has the woman do the same work, they maintenance of peace.
right to equal pay for equal work. should get the same pay. All people 3. Parents have a prior right to choose the kind
3. Every one who works has the right to just and who work have the right to join of education that shall be given to their children.
favourable remuneration ensuring for himself together to defend their interests.
Article 27
and his family an existence worthy of human dig-
nity, and supplemented, if necessary, by other
1. Everyone has the right freely to participate in You have the right to share in your
means of social protection.
the cultural life of the community, to enjoy the community’s arts and sciences, and
4. Everyone has the right to form and to join
arts and to share in scientific advancement and in any good they do. Your works as
trade unions for the protection of his interests.
its benefits. an artist, a writer or a scientist
Article 24 2. Everyone has the right to the protection of the should be protected, and you should
moral and material interests resulting from any be able to benefit from them.
Everyone has the right to rest and leisure, includ- Each work day should not be too scientific, literary or artistic production of which
ing reasonable limitation of working hours and long, since everyone has the right to he is the author.
periodic holidays with pay. rest and should be able to take regu-
Article 28
lar paid holidays.
Article 25 Everyone is entitled to a social and international To make sure that your rights will be
order in which the rights and freedoms set forth respected, there must be an “order”
1. Everyone has the right to a standard of living You have the right to have whatever in this Declaration can be fully realized. that can protect them. This “order”
adequate for the health and well-being of him- you need so that you and your fam- should be local and worldwide.
self and of his family, including foods, clothing, ily: do not fall ill; do not go hungry;
Article 29
housing and medical care and necessary social have clothes and a house; and are
services, and the right to security in the event of helped if you are out of work, if you
1. Everyone has duties to the community in You have duties towards the com-
unemployment, sickness, disability, widowhood, are ill, if you are old, if your wife or
which alone the free and full development of his munity within which your person-
old age or other lack of livelihood in circum- husband is dead, or if you do not
personality is possible. ality can fully develop. The law
stances beyond his control. earn a living for any other reason
2. In the exercise of his rights and freedoms, should guarantee human rights. It
2. Motherhood and childhood are entitled to you cannot help.
everyone shall be subject only to such limitations should allow everyone to respect oth-
special care and assistance. All children, whether Both a mother who is going to have
as are determined by law solely for the purpose ers and to be respected.
born in or out of wedlock, shall enjoy the same a baby and her baby should get spe-
of securing due recognition and respect for the
social protection. cial help. All children have the same
rights and freedoms of others and of meeting
rights, whether or not the mother is
the just requirements of morality, public order
married.
and the general welfare in a democratic society.
Article 26 3. These rights and freedoms may in no case be
exercised contrary to the purposes and principles
1. Everyone has the right to education. Education You have the right to go to school and of the United Nations.
shall be free, at least in the elementary and fun- everyone should go to school. Primary
Article 30
damental stages. Elementary education shall be schooling should be free. You should
compulsory. Technical and professional educa- be able to learn a profession or con-
Annex 1 Nothing in this Declaration may be interpreted No society and no human being in Annex 1
tion shall be made generally available and high- tinue your studies as far as you wish.
108 as implying for any State, group or person any any part of the world should act in 109
er education shall be equally accessible to all on At school, you should be able to devel-
right to engage in any activity or to perform any such a way as to destroy the rights
the basis of merit. op all your talents and you should be
act aimed at the destruction of any of the rights that you have just been reading
2. Education shall be directed to the full devel- taught to get on with others, whatev-
and freedoms set forth herein. about.
opment of the human personality and to the er their race, their religion or the
strengthening of respect for human rights and country they come from. Your parents
fundamental freedoms. It shall promote under- have the right to choose how and
standing, tolerance and friendship among all what you will be taught at school.
■ Convention on the Rights of the Child (1989)

Annex 2
Convention on the Rights

of the Child
Adopted by the General Assembly
of the United Nations
on 20 November 1989
Annex 2
111

a
Original text Unofficial summary Original text Unofficial summary
PREAMBLE Bearing in mind that the need to extend particu-
lar care to the child has been stated in the
The States Parties to the present Convention, The preamble recalls the basic prin- Geneva Declaration of the Rights of the Child of
ciples of the United Nations and 1924 and in the Declaration of the Rights of the
Considering that, in accordance with the princi-
specific provisions of certain rele- Child adopted by the United Nations on 20
ples proclaimed in the Charter of the United
vant human rights treaties and November 1959 and recognized in the Universal
Nations, recognition of the inherent dignity and
proclamations. It reaffirms the fact Declaration of Human Rights, in the
of the equal and inalienable rights of all mem-
that children, because of their vul- International Covenant on Civil and Political
bers of the human family is the foundation of
nerability, need special care and Rights (in particular in articles 23 and 24), in the
freedom, justice and peace in the world,
protection, and it places special International Covenant on Economic, Social and
Bearing in mind that the peoples of the United emphasis on the primary caring and Cultural Rights (in particular in article 10) and in
Nations have, in the Charter, reaffirmed their protective responsibility of the fami- the statutes and relevant instruments of special-
faith in fundamental human rights and in the ly. It also reaffirms the need for legal ized agencies and international organizations
dignity and worth of the human person, and and other protection of the child concerned with the welfare of children,
have determined to promote social progress and before and after birth, the impor-
better standards of life in larger freedom, tance of respect for the cultural val- Bearing in mind that, as indicated in the
ues of the child’s community, and Declaration of the Rights of the Child, “the child,
Recognizing that the United Nations has, in the
the vital role of international coop- by reason of his physical and mental immaturity,
Universal Declaration of Human Rights and in
eration in securing children’s rights. needs special safeguards and care, including
the International Covenants on Human Rights,
appropriate legal protection, before as well as
proclaimed and agreed that everyone is entitled
after birth”,
to all the rights and freedoms set forth therein,
without distinction of any kind, such as race, Recalling the provisions of the Declaration on
colour, sex, language, religion, political or other Social and Legal Principles relating to the
opinion, national or social origin, property, birth Protection and Welfare of Children, with Special
or other status, Reference to Foster Placement and Adoption
Recalling that, in the Universal Declaration of Nationally and Internationally; the United
Human Rights, the United Nations has pro- Nations Standard Minimum Rules for the
claimed that childhood is entitled to special care Administration of Juvenile Justice (“The Beijing
and assistance, Rules”); and the Declaration on the Protection of
Women and Children in Emergency and Armed
Convinced that the family, as the fundamental Conflict,
group of society and the natural environment for
the growth and well-being of all its members Recognizing that, in all countries in the world,
and particularly children, should be afforded the there are children living in exceptionally difficult
necessary protection and assistance so that it can conditions, and that such children need special
fully assume its responsibilities within the com- consideration,
munity,
Recognizing that the child, for the full and har- Taking due account of the importance of the tra-
monious development of his or her personality, ditions and cultural values of each people for the
should grow up in a family environment, in an protection and harmonious development of the
Annex 2 Annex 2
112 atmosphere of happiness, love and understanding, child, 113
Considering that the child should be fully pre- Recognizing the importance of international
pared to live an individual life in society, and cooperation for improving the living conditions
brought up in the spirit of the ideals proclaimed of children in every country, in particular in the
in the Charter of the United Nations, and in par- developing countries,
ticular in the spirit of peace, dignity, tolerance,
freedom, equality and solidarity, a
Source: UNICEF. Have agreed as follows:

PART I Article 4 Implementation of rights
Article 1 Definition of a child
States Parties shall undertake all appropriate leg- The State must do all it can to
islative, administrative, and other measures for the implement the rights contained in
For the purposes of the present Convention, a A child is recognized as a person
implementation of the rights recognized in the the Convention.
child means every human being below the age of under 18, unless national laws rec-
present Convention. With regard to economic,
18 years unless, under the law applicable to the ognize the age of majority earlier.
social and cultural rights, States Parties shall under-
child, majority is attained earlier.
take such measures to the maximum extent of their
available resources and, where needed, within the
Parental guidance and
Article 2 Non-discrimination framework of international co-operation.
the child’s evolving
Article 5 capacities
1. States Parties shall respect and ensure the All rights apply to all children with-
rights set forth in the present Convention to each out exception. It is the State’s obli-
States Parties shall respect the responsibilities, The State must respect the rights and
child within their jurisdiction without discrimina- gation to protect children from any
rights and duties of parents or, where applicable, responsibilities of parents and the
tion of any kind, irrespective of the child’s or his form of discrimination and to take
the members of the extended family or communi- extended family to provide guidance
or her parent’s or legal guardian’s race, colour, positive action to promote their
ty as provided for by local custom, legal guardians for the child which is appropriate to
sex, language, religion, political or other opin- rights.
or other persons legally responsible for the child, her or his evolving capacities.
ion, national, ethnic or social origin, property,
to provide, in a manner consistent with the evolv-
disability, birth or other status.
ing capacities of the child, appropriate direction
2. States Parties shall take all appropriate mea- and guidance in the exercise by the child of the
sures to ensure that the child is protected against rights recognized in the present Convention.
all forms of discrimination or punishment on the
Article 6 Survival and development
basis of the status, activities, expressed opinions,
or beliefs of the child’s parents, legal guardians,
1. States Parties recognize that every child has Every child has the inherent right to
or family members.
the inherent right to life. life, and the State has an obligation
to ensure the child’s survival and
Article 3 Best interests of the child 2. States Parties shall ensure to the maximum
development.
extent possible the survival and development of
1. In all actions concerning children, whether All actions concerning the child the child.
undertaken by public or private social welfare shall take full account of his or her
Article 7 Name and nationality
institutions, courts of law, administrative author- best interests. The State shall pro-
ities or legislative bodies, the best interests of the vide the child with adequate care
1. The child shall be registered immediately after The child has the right to a name at
child shall be a primary consideration. when parents, or others charged
birth and shall have the right from birth to a birth. The child also has the right to
with that responsibility, fail to do so.
2. States Parties undertake to ensure the child name, the right to acquire a nationality and, as acquire a nationality and, as far as
such protection and care as is necessary for his or far as possible, the right to know and be cared possible, to know his or her parents
her wellbeing, taking into account the rights and for by his or her parents. and be cared for by them.
duties of his or her parents, legal guardians, or
2. States Parties shall ensure the implementation
other individuals legally responsible for him or
of these rights in accordance with their national
her, and, to this end, shall take all appropriate
law and their obligations under the relevant
Annex 2 legislative and administrative measures. Annex 2
international instruments in this field, in particu-
114 115
3. States Parties shall ensure that the institutions, lar where the child would otherwise be stateless.
services and facilities responsible for the care or
protection of children shall conform with the Article 8 Preservation of identity
standards established by competent authorities,
particularly in the areas of safety, health, in the 1. States Parties undertake to respect the right of The State has an obligation to pro-
number and suitability of their staff, as well as the child to preserve his or her identity, including tect, and if necessary, reestablish
competent supervision. nationality, name and family relations as recog- basic aspects of the child’s identity.

nized by law without unlawful interference. This includes name, nationality Article 10 Family reunification
and family ties.
2. Where a child is illegally deprived of some or
1. In accordance with the obligation of States Children and their parents have the
all of the elements of his or her identity, States
Parties under article 9, paragraph 1, applications right to leave any country and to
Parties shall provide appropriate assistance and
by a child or his or her parents to enter or leave enter their own for purposes of
protection, with a view to speedily re-establish-
a State Party for the purpose of family reunifica- reunion or the maintenance of the
ing his or her identity.
tion shall be dealt with by States Parties in a pos- child-parent relationship.
itive, humane and expeditious manner. States
Article 9 Separation from parents Parties shall further ensure that the submission
of such a request shall entail no adverse conse-
1. States Parties shall ensure that a child shall not The child has a right to live with his quences for the applicants and for the members
be separated from his or her parents against or her parents unless this is deemed of their family.
their will, except when competent authorities to be incompatible with the child’s
2. A child whose parents reside in different States
subject to judicial review determine, in accor- best interests. The child also has the
shall have the right to maintain on a regular
dance with applicable law and procedures, that right to maintain contact with both
basis, save in exceptional circumstances personal
such separation is necessary for the best interests parents if separated from one or
relations and direct contacts with both parents.
of the child. Such determination may be neces- both.
Towards that end and in accordance with the
sary in a particular case such as one involving
obligation of States Parties under article 9, para-
abuse or neglect of the child by the parents, or
graph 1, States Parties shall respect the right of
one where the parents are living separately and
the child and his or her parents to leave any
a decision must be made as to the child’s place of
country, including their own, and to enter their
residence.
own country. The right to leave any country shall
2. In any proceedings pursuant to paragraph 1 of be subject only to such restrictions as are pre-
the present article, all interested parties shall be scribed by law and which are necessary to protect
given an opportunity to participate in the pro- the national security, public order (ordre public),
ceedings and make their views known. public health or morals or the rights and free-
doms of others and are consistent with the other
3. States Parties shall respect the right of the
rights recognized in the present Convention.
child who is separated from one or both parents Illicit transfer and
to maintain personal relations and direct contact Article 11 non-return
with both parents on a regular basis, except if it
is contrary to the child’s best interests. 1. States Parties shall take measures to combat The State has an obligation to pre-
the illicit transfer and non-return of children vent and remedy the kidnapping or
4. Where such separation results from any action
abroad. retention of children abroad by a
initiated by a State Party, such as the detention,
parent or third party.
imprisonment, exile, deportation or death 2. To this end, States Parties shall promote the
(including death arising from any cause while the conclusion of bilateral or multilateral agree-
person is in the custody of the State) of one or ments or accession to existing agreements.
both parents or of the child, that State Party
Article 12 The child’s opinion
shall, upon request, provide the parents, the
child or, if appropriate, another member of the
Annex 2 1. States Parties shall assure to the child who is The child has the right to express his Annex 2
family with the essential information concerning
116 capable of forming his or her own views the or her opinion freely and to have 117
the whereabouts of the absent member(s) of the
right to express those views freely in all matters that opinion taken into account in
family unless the provision of the information
affecting the child, the views of the child being any matter or procedure affecting
would be detrimental to the well-being of the
given due weight in accordance with the age and the child.
child. States Parties shall further ensure that
maturity of the child.
the submission of such a request shall of itself
entail no adverse consequences for the person(s) 2. For this purpose, the child shall in particular be
concerned. provided the opportunity to be heard in any judi-

cial and administrative proceedings affecting the tection of public health or morals or the protection
child, either directly, or through a representative of the rights and freedoms of others.
or an appropriate body, in a manner consistent
Article 16 Protection of privacy
with the procedural rules of national law.
Article 13 Freedom of expression 1. No child shall be subjected to arbitrary or Children have the right to protec-
unlawful interference with his or her privacy, tion from interference with privacy,
1. The child shall have the right to freedom of The child has the right to express his family, home or correspondence, nor to unlawful family, home and correspondence,
expression; this right shall include freedom to or her views, obtain information, attacks on his or her honour and reputation. and from libel or slander.
seek, receive and impart information and ideas make ideas or information known,
2. The child has the right to the protection of the
of all kinds, regardless of frontiers, either orally, regardless of frontiers.
law against such interference or attacks.
in writing or in print, in the form of art, or Access to appropriate
through any other media of the child’s choice. Article 17 information
2. The exercise of this right may be subject to cer-
States Parties recognize the important function The State shall ensure the accessibil-
tain restrictions, but these shall only be such as
performed by the mass media and shall ensure ity to children of information and
are provided by law and are necessary:
that the child has access to information and material from a diversity of sources,
(a) For respect of the rights or reputations of oth- material from a diversity of national and inter- and it shall encourage the mass
ers; or national sources, especially those aimed at the media to disseminate information
promotion of his or her social, spiritual and which is of social and cultural ben-
(b) For the protection of national security or of
moral well-being and physical and mental efit to the child, and take steps to
public order (ordre public), or of public health or
health. To this end, States Parties shall: protect him or her from harmful
morals.
Freedom of thought, materials.
(a) Encourage the mass media to disseminate
Article 14 conscience and religion
information and material of social and cultural
benefit to the child and in accordance with the
1. States Parties shall respect the right of the child The State shall respect the child’s
spirit of article 29;
to freedom of thought, conscience and religion. right to freedom of thought, con-
science and religion, subject to (b) Encourage international co-operation in the
2. States Parties shall respect the rights and
appropriate parental guidance. production, exchange and dissemination of such
duties of the parents and, when applicable, legal
information and material from a diversity of cul-
guardians, to provide direction to the child in the
tural, national and international sources;
exercise of his or her right in a manner consistent
with the evolving capacities of the child. (c) Encourage the production and dissemination
of children’s books;
3. Freedom to manifest one’s religion or beliefs
may be subject only to such limitations as are (d) Encourage the mass media to have particular
prescribed by law and are necessary to protect regard to the linguistic needs of the child who
public safety, order, health or morals, or the fun- belongs to a minority group or who is indige-
damental rights and freedoms of others. nous;
Article 15 Freedom of association (e) Encourage the development of appropriate
guidelines for the protection of the child from
Annex 2 1. States Parties recognize the rights of the child Children have a right to meet information and material injurious to his or her Annex 2
118 to freedom of association and to freedom of with others, and to join or form well-being, bearing in mind the provisions of 119
peaceful assembly. associations. articles 13 and 18.
2. No restrictions may be placed on the exercise of Article 18 Parental responsibilities
these rights other than those imposed in conformi-
ty with the law and which are necessary in a demo- 1. States Parties shall use their best efforts to Parents have joint primary respon-
cratic society in the interests of national security or ensure recognition of the principle that both sibility for raising the child, and the
public safety, public order (ordre public), the pro- parents have common responsibilities for the State shall support them in this. The

upbringing and development of the child. State shall provide appropriate assis- 3. Such care could include, inter alia, foster place-
Parents or, as the case may be, legal guardians, tance to parents in child-raising. ment, kafala of Islamic law, adoption, or if nec-
have the primary responsibility for the upbring- essary placement in suitable institutions for the
ing and development of the child. The best inter- care of children. When considering solutions,
ests of the child will be their basic concern. due regard shall be paid to the desirability of
continuity in a child’s upbringing and to the
2. For the purpose of guaranteeing and promot-
child’s ethnic, religious, cultural and linguistic
ing the rights set forth in the present Convention,
background.
States Parties shall render appropriate assistance
to parents and legal guardians in the perfor-
mance of their childrearing responsibilities and
Article 21 Adoption
shall ensure the development of institutions, facil-
ities and services for the care of children.
States Parties that recognize and/or permit the In countries where adoption is rec-
3. States Parties shall take all appropriate mea- system of adoption shall ensure that the best ognized and/or allowed, it shall only
sures to ensure that children of working parents interests of the child shall be the paramount con- be carried out in the best interests of
have the right to benefit from child-care services sideration and they shall: the child, and then only with the
and facilities for which they are eligible. authorization of competent author-
Protection from (a) Ensure that the adoption of a child is autho- ities, and safeguards for the child.
Article 19 abuse and neglect rized only by competent authorities who deter-
mine, in accordance with applicable law and pro-
1. States Parties shall take all appropriate legisla- The State shall protect the child cedures and on the basis of all pertinent and reli-
tive, administrative, social and educational mea- from all forms of maltreatment by able information, that the adoption is permissi-
sures to protect the child from all forms of phys- parents or others responsible for the ble in view of the child’s status concerning par-
ical or mental violence, injury or abuse, neglect care of the child and establish ents, relatives and legal guardians and that, if
or negligent treatment, maltreatment or appropriate social programmes for required, the persons concerned have given their
exploitation, including sexual abuse, while in the the prevention of abuse and the informed consent to the adoption on the basis of
care of parent(s), legal guardian(s) or any other treatment of victims. such counselling as may be necessary;
person who has the care of the child.
(b) Recognize that inter-country adoption may be
2. Such protective measures should, as appropri- considered as an alternative means of child’s care,
ate, include effective procedures for the establish- if the child cannot be placed in a foster or an
ment of social programmes to provide necessary adoptive family or cannot in any suitable manner
support for the child and for those who have the be cared for in the child’s country of origin;
care of the child, as well as for other forms of pre-
vention and for identification, reporting, referral, (c) Ensure that the child concerned by intercoun-
investigation, treatment and follow-up of try adoption enjoys safeguards and standards
instances of child maltreatment described hereto- equivalent to those existing in the case of nation-
fore, and, as appropriate, for judicial involvement. al adoption;
Protection of a child
Article 20 without family (d) Take all appropriate measures to ensure that,
in intercountry adoption, the placement does
Annex 2 1. A child temporarily or permanently deprived The State is obliged to provide special not result in improper financial gain for those Annex 2
120 of his or her family environment, or in whose protection for a child deprived of the involved in it; 121
own best interests cannot be allowed to remain family environment and to ensure
(e) Promote, where appropriate, the objectives
in that environment, shall be entitled to special that appropriate alternative family
of the present article by concluding bilateral or
protection and assistance provided by the State. care or institutional placement is
multilateral arrangements or agreements, and
available in such cases. Efforts to meet
2. States Parties shall in accordance with their endeavour, within this framework, to ensure that
this obligation shall pay due regard to
national laws ensure alternative care for such a the placement of the child in another country is
the child’s cultural background.
child. carried out by competent authorities or organs.

Article 22 Refugee children paragraph 2 of the present article shall be pro-
vided free of charge, whenever possible, taking
1. States Parties shall take appropriate measures Special protection shall be granted into account the financial resources of the par-
to ensure that a child who is seeking refugee sta- to a refugee child or to a child seek- ents or others caring for the child, and shall be
tus or who is considered a refugee in accordance ing refugee status. It is the State’s designed to ensure that the disabled child has
with applicable international or domestic law obligation to cooperate with compe- effective access to and receives education, train-
and procedures shall, whether unaccompanied tent organizations which provide ing, health care services, rehabilitation services,
or accompanied by his or her parents or by any such protection and assistance. preparation for employment and recreation
other person, receive appropriate protection and opportunities in a manner conducive to the
humanitarian assistance in the enjoyment of child’s achieving the fullest possible social inte-
applicable rights set forth in the present gration and individual development, including
Convention and in other international human his or her cultural and spiritual development.
rights or humanitarian instruments to which the
4. States Parties shall promote, in the spirit of
said States are Parties.
international co-operation, the exchange of
2. For this purpose, States Parties shall provide, as appropriate information in the field of preventive
they consider appropriate, co-operation in any health care and of medical, psychological and
efforts by the United Nations and other compe- functional treatment of disabled children, includ-
tent intergovernmental organizations or non- ing dissemination of and access to information
governmental organizations co-operating with concerning methods of rehabilitation, education
the United Nations to protect and assist such a and vocational services, with the aim of enabling
child and to trace the parents or other members States Parties to improve their capabilities and
of the family of any refugee child in order to skills and to widen their experience in these areas.
obtain information necessary for reunification In this regard, particular account shall be taken of
with his or her family. In cases where no parents the needs of developing countries.
or other members of the family can be found,
the child shall be accorded the same protection Article 24 Health and health services
as any other child permanently or temporarily
deprived of his or her family environment for any 1. States Parties recognize the right of the child The child has a right to the highest
reason, as set forth in the present Convention. to the enjoyment of the highest attainable stan- standard of health and medical care
dard of health and to facilities for the treatment attainable. States shall place special
Article 23 Disabled children of illness and rehabilitation of health. States emphasis on the provision of prima-
Parties shall strive to ensure that no child is ry and preventive health care, pub-
1. States Parties recognize that a mentally or A disabled child has the right to spe- deprived of his or her right of access to such lic health education and the reduc-
physically disabled child should enjoy a full and cial care, education and training to health care services. tion of infant mortality. They shall
decent life, in conditions which ensure dignity, help him or her enjoy a full and encourage international co-opera-
2. States Parties shall pursue full implementation
promote self-reliance, and facilitate the child’s decent life in dignity and achieve tion in this regard and strive to see
of this right and, in particular, shall take appro-
active participation in the community. the greatest degree of self-reliance that no child is deprived of access to
priate measures:
and social integration possible. effective health services.
2. States Parties recognize the right of the dis-
(a) To diminish infant and child mortality;
abled child to special care and shall encourage
Annex 2 and ensure the extension, subject to available (b) To ensure the provision of necessary medical Annex 2
122 resources, to the eligible child and those respon- assistance and health care to all children with 123
sible for his or her care, of assistance for which emphasis on the development of primary health
application is made and which is appropriate to care;
the child’s condition and to the circumstances of
(c) To combat disease and malnutrition including
the parents or others caring for the child.
within the framework of primary health care,
3. Recognizing the special needs of a disabled through inter alia the application of readily
child, assistance extended in accordance with available technology and through the provision

of adequate nutritious foods and clean drinking ing responsibility for the maintenance of the
water, taking into consideration the dangers and child, as well as any other consideration relevant
risks of environmental pollution; to an application for benefits made by or on
behalf of the child.
(d) To ensure appropriate pre-natal and post-
natal health care for mothers; Article 27 Standard of living
(e) To ensure that all segments of society, in par-
1. States Parties recognize the right of every child Every child has the right to a stan-
ticular parents and children, are informed, have
to a standard of living adequate for the child’s dard of living adequate for his or
access to education and are supported in the use
physical, mental, spiritual, moral and social her physical, mental, spiritual,
of basic knowledge of child health and nutrition,
development. moral and social development.
the advantages of breast-feeding, hygiene and
Parents have the primary responsi-
environmental sanitation and the prevention of 2. The parent(s) or others responsible for the
bility to ensure that the child has an
accidents; child have the primary responsibility to secure,
adequate standard of living. The
within their abilities and financial capacities, the
(f) To develop preventive health care, guidance State’s duty is to ensure that this
conditions of living necessary for the child’s
for parents and family planning education and responsibility can be fulfilled, and
development.
services. is. State responsibility can include
3. States Parties, in accordance with national material assistance to parents and
3. States Parties shall take all effective and
conditions and within their means, shall take their children.
appropriate measures with a view to abolishing
appropriate measures to assist parents and oth-
traditional practices prejudicial to the health of
ers responsible for the child to implement this
children.
right and shall in case of need provide material
4. States Parties undertake to promote and assistance and support programmes, particularly
encourage international co-operation with a with regard to nutrition, clothing and housing.
view to achieving progressively the full realiza-
4. States Parties shall take all appropriate mea-
tion of the right recognized in the present arti-
sures to secure the recovery of maintenance for
cle. In this regard, particular account shall be
the child from the parents or other persons hav-
taken of the needs of developing countries.
ing financial responsibility for the child, both
Periodic review of
within the State Party and from abroad. In par-
Article 25 placement
ticular, where the person having financial
responsibility for the child lives in a State differ-
States Parties recognize the right of a child who A child who is placed by the State
ent from that of the child, States Parties shall
has been placed by the competent authorities for for reasons of care, protection or
promote the accession to international agree-
the purposes of care, protection or treatment of treatment is entitled to have that
ments or the conclusion of such agreements, as
his or her physical or mental health, to a period- placement evaluated regularly.
well as the making of other appropriate arrange-
ic review of the treatment provided to the child
ments.
and all other circumstances relevant to his or her
placement. Article 28 Education
Article 26 Social security
1. States Parties recognize the right of the child The child has a right to education,
to education, and with a view to achieving this and the State’s duty is to ensure that
Annex 2 1. States Parties shall recognize for every child The child has the right to benefit Annex 2
right progressively and on the basis of equal primary education is free and com-
124 the right to benefit from social security, includ- from social security including social 125
opportunity, they shall, in particular: pulsory, to encourage different forms
ing social insurance, and shall take the necessary insurance.
of secondary education accessible to
measures to achieve the full realization of this (a) Make primary education compulsory and
every child and to make higher edu-
right in accordance with their national law. available free to all;
cation available to all on the basis
2. The benefits should, where appropriate, be (b) Encourage the development of different of capacity. School discipline shall be
granted, taking into account the resources and forms of secondary education, including general consistent with the child’s rights and
the circumstances of the child and persons hav- and vocational education, make them available dignity. The State shall engage in

and accessible to every child, and take appropri- international cooperation to imple- (d) The preparation of the child for responsible
ate measures such as the introduction of free ment this right. life in a free society, in the spirit of understand-
education and offering financial assistance in ing, peace, tolerance, equality of sexes, and
case of need; friendship among all peoples, ethnic, national
and religious groups and persons of indigenous
(c) Make higher education accessible to all on the
origin;
basis of capacity by every appropriate means;
(e) The development of respect for the natural
(d) Make educational and vocational informa-
environment.
tion and guidance available and accessible to all
children; 2. No part of the present article or article 28 shall
be construed so as to interfere with the liberty of
(e) Take measures to encourage regular atten-
individuals and bodies to establish and direct
dance at schools and the reduction of drop-out
educational institutions, subject always to the
rates.
observance of the principles set forth in para-
2. States Parties shall take all appropriate mea- graph 1 of the present article and to the require-
sures to ensure that school discipline is adminis- ments that the education given in such institu-
tered in a manner consistent with the child’s tions shall conform to such minimum standards
human dignity and in conformity with the pre- as may be laid down by the State.
sent Convention. Children of minorities or
Article 30 indigenous populations
3. States Parties shall promote and encourage
international co-operation in matters relating to
In those States in which ethnic, religious or lin- Children of minority communities
education, in particular with a view to contribut-
guistic minorities or persons of indigenous origin and indigenous populations have
ing to the elimination of ignorance and illiteracy
exist, a child belonging to such a minority or who the right to enjoy their own culture
throughout the world and facilitating access to
is indigenous shall not be denied the right, in and to practise their own religion
scientific and technical knowledge and modern
community with other members of his or her and language.
teaching methods. In this regard, particular
group, to enjoy his or her own culture, to profess
account shall be taken of the needs of develop-
and practise his or her own religion, or to use his
ing countries.
or her own language.
Leisure, recreation and
Article 31 cultural activities
Article 29 Aims of education
1. States Parties recognize the right of the child The child has the right to leisure,
1. States Parties agree that the education of the Education shall aim at developing
to rest and leisure, to engage in play and recre- play and participation in cultural
child shall be directed to: the child’s personality, talents and
ational activities appropriate to the age of the and artistic activities.
mental and physical abilities to the
(a) The development of the child’s personality, child and to participate freely in cultural life and
fullest extent. Education shall pre-
talents and mental and physical abilities to their the arts.
pare the child for an active adult life
fullest potential;
in a free society and foster respect for 2. States Parties shall respect and promote the
(b) The development of respect for human rights the child’s parents, his or her own right of the child to participate fully in cultural
and fundamental freedoms, and for the princi- cultural identity, language and val- and artistic life and shall encourage the provision
Annex 2 ples enshrined in the Charter of the United ues, and for the cultural back- of appropriate and equal opportunities for cul- Annex 2
126 Nations; ground and values of others. tural, artistic, recreational and leisure activity. 127
(c) The development of respect for the child’s Article 32 Child labour
parents, his or her own cultural identity, lan-
guage and values, for the national values of the 1. States Parties recognize the right of the child to The child has the right to be pro-
country in which the child is living, the country be protected from economic exploitation and tected from work that threatens his
from which he or she may originate, and for civ- from performing any work that is likely to be haz- or her health, education or develop-
ilizations different from his or her own; ardous or to interfere with the child’s education, ment. The State shall set minimum

or to be harmful to the child’s health or physical, ages for employment and regulate Article 36 Other forms of exploitation
mental, spiritual, moral or social development. working conditions.
States Parties shall protect the child against all The child has the right to protection
2. States Parties shall take legislative, administra-
other forms of exploitation prejudicial to any from all forms of exploitation preju-
tive, social and educational measures to ensure
aspects of the child’s welfare. dicial to any aspects of the child’s
the implementation of the present article. To this
welfare not covered in articles 32,
end, and having regard to the relevant provi-
33, 34 and 35.
sions of other international instruments, States
Parties shall in particular: Torture and deprivation
Article 37 of liberty
(a) Provide for a minimum age or minimum ages
for admissions to employment;
States Parties shall ensure that: No child shall be subjected to tor-
(b) Provide for appropriate regulation of the (a) No child shall be subjected to torture or other ture, cruel treatment or punish-
hours and conditions of employment; cruel, inhuman or degrading treatment or pun- ment, unlawful arrest or depriva-
ishment. Neither capital punishment nor life tion of liberty. Both capital punish-
(c) Provide for appropriate penalties or other
imprisonment without possibility of release shall ment and life imprisonment with-
sanctions to ensure the effective enforcement of
be imposed for offences committed by persons out the possibility of release are pro-
the present article.
below 18 years of age; hibited for offences committed by
Article 33 Drug abuse persons below 18 years. Any child
(b) No child shall be deprived of his or her liber-
deprived of liberty shall be separat-
ty unlawfully or arbitrarily. The arrest, detention
States Parties shall take all appropriate measures, Children have the right to protec- ed from adults unless it is considered
or imprisonment of a child shall be in conformity
including legislative, administrative, social and tion from the use of narcotic and in the child’s best interests not to do
with the law and shall be used only as a measure
educational measures, to protect children from the psychotropic drugs, and from being so. A child who is detained shall
of last resort and for the shortest appropriate
illicit use of narcotic drugs and psychotropic sub- involved in their production or dis- have legal and other assistance as
period of time;
stances as defined in the relevant international tribution. well as contact with the family.
treaties, and to prevent the use of children in the (c) Every child deprived of liberty shall be treated
illicit production and trafficking of such substances. with humanity and respect for the inherent dig-
nity of the human person, and in a manner
Article 34 Sexual exploitation which takes into account the needs of persons of
his or her age. In particular every child deprived
States Parties undertake to protect the child The State shall protect children of liberty shall be separated from adults unless it
from all forms of sexual exploitation and sexual from sexual exploitation and abuse, is considered in the child’s best interest not to do
abuse. For these purposes, States Parties shall in including prostitution and involve- so and shall have the right to maintain contact
particular take all appropriate national, bilateral ment in pornography. with his or her family through correspondence
and multilateral measures to prevent: and visits, save in exceptional circumstances;
(a) The inducement or coercion of a child to (d) Every child deprived of his or her liberty shall
engage in any unlawful sexual activity; have the right to prompt access to legal and
other appropriate assistance, as well as the right
(b) The exploitative use of children in prostitu-
to challenge the legality of the deprivation of his
tion or other unlawful sexual practices;
or her liberty before a court or other competent,
Annex 2 (c) The exploitative use of children in porno- independent and impartial authority, and to a Annex 2
128 graphic performances and materials. prompt decision on any such action. 129
Sale, trafficking and
Article 35 abduction Article 38 Armed conflicts
States Parties shall take all appropriate national, It is the State’s obligation to make 1. States Parties undertake to respect and to States Parties shall take all feasible
bilateral and multilateral measures to prevent every effort to prevent the sale, traf- ensure respect for rules of international humani- measures to ensure that children
the abduction of, the sale of or traffic in children ficking and abduction of children. tarian law applicable to them in armed conflicts under 15 years of age have no direct
for any purpose or in any form. which are relevant to the child. part in hostilities. No child below

2. States Parties shall take all feasible measures 15 shall be recruited into the armed reason of acts or omissions that were not prohib-
to ensure that persons who have not attained forces. States shall also ensure the ited by national or international law at the time
the age of 15 years do not take a direct part in protection and care of children who they were committed;
hostilities. are affected by armed conflict as
(b) Every child alleged as or accused of having
described in relevant international
3. States Parties shall refrain from recruiting any infringed the penal law has at least the following
law.
person who has not attained the age of 15 years guarantees:
into their armed forces. In recruiting among
(i) To be presumed innocent until proven guilty
those persons who have attained the age of 15
according to law;
years but who have not attained the age of 18
years, States Parties shall endeavour to give pri- (ii) To be informed promptly and directly of the
ority to those who are oldest. charges against him or her, and, if appropriate,
4. In accordance with their obligations under through his or her parents or legal guardians,
international humanitarian law to protect the and to have legal or other appropriate assistance
civilian population in armed conflicts, States in the preparation and presentation of his or her
Parties shall take all feasible measures to ensure defence;
protection and care of children who are affected (iii) To have the matter determined without
by an armed conflict. delay by a competent, independent and impar-
Article 39 Rehabilitative care tial authority or judicial body in a fair hearing
according to law, in the presence of legal or
States Parties shall take all appropriate measures The State has an obligation to other appropriate assistance and, unless it is con-
to promote physical and psychological recovery ensure that child victims of armed sidered not to be in the best interest of the child,
and social reintegration of a child victim of: any conflicts, torture, neglect, maltreat- in particular, taking into account his or her age
form of neglect, exploitation, or abuse; torture ment or exploitation receive appro- or situation, his or her parents or legal guardians;
or any other form of cruel, inhuman or degrad- priate treatment for their recovery (iv) Not to be compelled to give testimony or to
ing treatment or punishment; or armed conflicts. and social reintegration. confess guilt; to examine or have examined
Such recovery and reintegration shall take place adverse witnesses and to obtain the participation
in an environment which fosters the health, self- and examination of witnesses on his or her
respect and dignity of the child. behalf under conditions of equality;
Administration of
Article 40 juvenile justice (v) If considered to have infringed the penal law,
to have this decision and any measures imposed
1. States Parties recognize the right of every child A child in conflict with the law has in consequence thereof reviewed by a higher
alleged as, accused of, or recognized as having the right to treatment which pro- competent, independent and impartial authority
infringed the penal law to be treated in a man- motes the child’s sense of dignity and or judicial body according to law;
ner consistent with the promotion of the child’s worth, takes the child’s age into (vi) To have the free assistance of an interpreter
sense of dignity and worth, which reinforces the account and aims at his or her rein- if the child cannot understand or speak the lan-
child’s respect for the human rights and funda- tegration into society. The child is guage used;
mental freedoms of others and which takes into entitled to basic guarantees as well
account the child’s age and the desirability of as legal or other assistance for his or (vii) To have his or her privacy fully respected at
Annex 2 all stages of the proceedings. Annex 2
promoting the child’s reintegration and the her defence. Judicial proceedings
130 131
child’s assuming a constructive role in society. and institutional placements shall 3. States Parties shall seek to promote the estab-
be avoided wherever possible. lishment of laws, procedures, authorities and
2. To this end, and having regard to the relevant
provisions of international instruments, States institutions specifically applicable to children
Parties shall, in particular, ensure that: alleged as, accused of, or recognized as having
infringed the penal law, and, in particular:
(a) No child shall be alleged as, be accused of, or
recognized as having infringed the penal law by (a) the establishment of a minimum age below

which children shall be presumed not to have the given to equitable geographical distribution, as (iv) The Committee may propose
capacity to infringe the penal law; well as to the principal legal systems. that special studies be undertaken
on specific issues relating to the
(b) whenever appropriate and desirable, mea- 3. The members of the Committee shall be elect-
rights of the child, and may make its
sures for dealing with such children without ed by secret ballot from a list of persons nominat-
evaluations known to each State
resorting to judicial proceedings, providing that ed by States Parties. Each State Party may nomi-
Party concerned as well as to the
human rights and legal safeguards are fully nate one person from among its own nationals.
UN General Assembly.
respected.
4. The initial election to the Committee shall be (v) In order to “foster the effective
4. A variety of dispositions, such as care, guid- held no later than six months after the date of implementation of the Convention
ance and supervision orders; counselling; proba- the entry into force of the present Convention and to encourage international coop-
tion; foster care; education and vocational train- and thereafter every second year. At least four eration”, the specialized agencies of
ing programmes and other alternatives to insti- months before the date of each election, the the UN – such as the International
tutional care shall be available to ensure that Secretary-General of the United Nations shall Labour Organization (ILO), World
children are dealt with in a manner appropriate address a letter to States Parties inviting them to Health Organization (WHO) and
to their well-being and proportionate both to submit their nominations within two months. United Nations Educational,
their circumstances and the offence. The Secretary-General shall subsequently pre- Scientific and Cultural Organi-
Respect for higher
pare a list in alphabetical order of all persons zation (UNESCO) – and UNICEF
Article 41 standards
thus nominated, indicating States Parties which would be able to attend the meetings
have nominated them, and shall submit it to the of the Committee. Together with any
Nothing in the present Convention shall affect Wherever standards set in applica-
States Parties to the present Convention. other body recognized as ‘competent’,
any provisions which are more conducive to the ble national and international law
including non-governmental organi-
realization of the rights of the child and which relevant to the rights of the child 5. The elections shall be held at meetings of zations (NGOs) in consultative
may be contained in: are higher than those in this States Parties convened by the Secretary-General status with the UN and UN organs
Convention, the higher standard at United Nations Headquarters. At those meet-
(a) The law of a State Party; or such as the Office of the United
shall always apply. ings, for which two thirds of States Parties shall Nations High Commissioner for
(b) International law in force for that State. constitute a quorum, the persons elected to the Refugees (UNHCR), they can sub-
PART II Committee shall be those who obtain the largest mit pertinent information to the
Implementation and number of votes and an absolute majority of the Committee and be asked to advise on
Article 42 entry into force votes of the representatives of States Parties pre- the optimal implementation of the
sent and voting. Convention.
States Parties undertake to make the principles The provisions of articles 42-54
and provisions of the Convention widely known, notably foresee: 6. The members of the Committee shall be elect-
by appropriate and active means, to adults and (i) the State’s obligation to make the ed for a term of four years. They shall be eligible
children alike. rights contained in this Convention for reelection if renominated. The term of five of
widely known to both adults and the members elected at the first election shall
Article 43 expire at the end of two years; immediately after
children.
(ii) the setting up of a Committee on the first election, the names of these five mem-
1. For the purpose of examining the progress bers shall be chosen by lot by the Chairman of
the Rights of the Child composed of
made by States Parties in achieving the realization the meeting.
ten experts, which will consider
of the obligations undertaken in the present
reports that States Parties to the 7. If a member of the Committee dies or resigns
Convention, there shall be established a
Convention are to submit two years or declares that for any other cause he or she can
Annex 2 Committee on the Rights of the Child, which shall Annex 2
after ratification and every five years no longer perform the duties of the Committee,
132 carry out the functions hereinafter provided. 133
thereafter. The Convention enters the State Party which nominated the member
2. The Committee shall consist of ten experts of into force – and the Committee shall appoint another expert from among its
high moral standing and recognized competence would therefore be set up – once nationals to serve for the remainder of the term,
in the field covered by this Convention. The mem- 20 countries have ratified it. subject to the approval of the Committee.
bers of the Committee shall be elected by States (iii) States Parties are to make their
Parties from among their nationals and shall serve reports widely available to the gen- 8. The Committee shall establish its own rules of
in their personal capacity, consideration being eral public. procedure.

9. The Committee shall elect its officers for a peri- 4. The Committee may request from States
od of two years. Parties further information relevant to the
implementation of the Convention.
10. The meetings of the Committee shall normal-
ly be held at United Nations Headquarters or at 5. The Committee shall submit to the General
any other convenient place as determined by the Assembly, through the Economic and Social
Committee. The Committee shall normally meet Council, every two years, reports on its activities.
annually. The duration of the meetings of the
6. States Parties shall make their reports widely
Committee shall be determined, and reviewed, if
available to the public in their own countries.
necessary, by a meeting of the States Parties to
the present Convention, subject to the approval
Article 45
of the General Assembly.
11. The Secretary-General of the United Nations In order to foster the effective implementation
shall provide the necessary staff and facilities for of the Convention and to encourage internation-
the effective performance of the functions of the al co-operation in the field covered by the
Committee under the present Convention. Convention:
12. With the approval of the General Assembly, (a) The specialized agencies, the United Nations
the members of the Committee established under Children’s Fund and other United Nations organs
the present Convention shall receive emoluments shall be entitled to be represented at the consid-
from the United Nations resources on such terms eration of the implementation of such provisions
and conditions as the Assembly may decide. of the present Convention as fall within the
scope of their mandate. The Committee may
Article 44 invite the specialized agencies, the United
Nations Children’s Fund and other competent
1. States Parties undertake to submit to the bodies as it may consider appropriate to provide
Committee, through the Secretary-General of expert advice on the implementation of the
the United Nations, reports on the measures they Convention in areas falling within the scope of
have adopted which give effect to the rights rec- their respective mandates. The Committee may
ognized herein and on the progress made on the invite the specialized agencies, the United
enjoyment of those rights: Nations Children’s Fund and other United
Nations organs to submit reports on the imple-
(a) Within two years of the entry into force of
mentation of the Convention in areas falling
the Convention for the State Party concerned,
within the scope of their activities;
(b) Thereafter every five years.
(b) The Committee shall transmit, as it may con-
2. Reports made under the present article shall sider appropriate, to the specialized agencies,
indicate factors and difficulties, if any, affecting the United Nations Children’s Fund and other
the degree of fulfilment of the obligations under competent bodies, any reports from States
the present Convention. Reports shall also con- Parties that contain a request, or indicate a need,
tain sufficient information to provide the for technical advice or assistance, along with the
Annex 2 Committee with a comprehensive understanding Committee’s observations and suggestions, if Annex 2
134 of the implementation of the Convention in the any, on these requests or indications; 135
country concerned.
(c) The Committee may recommend to the
3. A State Party which has submitted a compre- General Assembly to request the Secretary-
hensive initial report to the Committee need not General to undertake on its behalf studies on
in its subsequent reports submitted in accor- specific issues relating to the rights of the child;
dance with paragraph 1(b) of the present article (d) The Committee may make suggestions and
repeat basic information previously provided. general recommendations based on information

received pursuant to articles 44 and 45 of the indicate whether they favour a conference of
present Convention. Such suggestions and gen- States Parties for the purpose of considering and
eral recommendations shall be transmitted to voting upon the proposals. In the event that,
any State Party concerned and reported to the within four months from the date of such com-
General Assembly, together with comments, if munication, at least one third of the States
any, from States Parties. Parties favour such a conference, the Secretary-
General shall convene the conference under the
auspices of the United Nations. Any amendment
adopted by a majority of States Parties present
PART III
and voting at the conference shall be submitted
Article 46 to the General Assembly for approval.
2. An amendment adopted in accordance with
The present Convention shall be open for signa-
paragraph 1 of the present article shall enter into
ture by all States.
force when it has been approved by the General
Article 47 Assembly of the United Nations and accepted by
a two-thirds majority of States Parties.
The present Convention is subject to ratification.
3. When an amendment enters into force, it shall
Instruments of ratification shall be deposited
be binding on those States Parties which have
with the Secretary-General of the United
accepted it, other States Parties still being bound
Nations.
by the provisions of the present Convention and
Article 48 any earlier amendments which they have accepted.
The present Convention shall remain open for

Article 51
accession by any State. The instruments of acces-
sion shall be deposited with the Secretary-
1. The Secretary-General of the United Nations
General of the United Nations.
shall receive and circulate to all States the text of
Article 49 reservations made by States at the time of ratifi-
cation or accession.
1. The present Convention shall enter into force
2. A reservation incompatible with the object
on the thirtieth day following the date of
and purpose of the present Convention shall not
deposit with the Secretary-General of the United
be permitted.
Nations of the twentieth instrument of ratifica-
tion or accession. 3. Reservations may be withdrawn at any time by
notification to that effect addressed to the
2. For each State ratifying or acceding to the
Secretary-General of the United Nations, who
Convention after the deposit of the twentieth
shall then inform all States. Such notification
instrument of ratification or accession, the
shall take effect on the date on which it is
Convention shall enter into force on the thirtieth
received by the Secretary-General.
day after the deposit by such State of its instru-
Annex 2 ment of ratification or accession. Annex 2
Article 52
136 137
Article 50
A State Party may denounce the present
1. Any State Party may propose an amendment Convention by written notification to the
and file it with the Secretary-General of the Secretary-General of the United Nations.
United Nations. The Secretary-General shall Denunciation becomes effective one year after
thereupon communicate the proposed amend- the date of receipt of the notification by the
ment to States Parties, with a request that they Secretary-General.

Article 53
The Secretary-General of the United Nations is

designated as the depositary of the present
Convention.
Article 54
The original of the present Convention, of which

the Arabic, Chinese, English, French, Russian and
Spanish texts are equally authentic, shall be
deposited with the SecretaryGeneral of the Unit
United Nations.
In witness thereof the undersigned plenipoten-
tiaries, being duly authorized thereto by their
respective Governments, have signed the present
Convention.
Annex 2 Annex 2
138 139
■ A brief introduction to international human rights terminology

Annex 3
A brief introduction to
international human rights
law terminology
Excerpt from: Human Rights:
A Basic Handbook for UN Staff,
pp. 2-5
Annex 3
141

What are human rights? International human rights law
Human rights are commonly understood as being those The formal expression of inherent human rights is through
rights which are inherent to the human being. The concept international human rights law. A series of international
of human rights acknowledges that every single human human rights treaties and other instruments have emerged
being is entitled to enjoy his or her human rights without since 1945 conferring legal form on inherent human rights.
distinction as to race, colour, sex, language, religion, politi- The creation of the United Nations provided an ideal forum
cal or other opinion, national or social origin, property, birth for the development and adoption of international human
or other status. rights instruments. Other instruments have been adopted at
Human rights are legally guaranteed by human rights law, a regional level reflecting the particular human rights con-
protecting individuals and groups against actions that inter- cerns of the region. Most States have also adopted constitu-
fere with fundamental freedoms and human dignity. They tions and other laws which formally protect basic human
are expressed in treaties, customary international law, bod- rights. Often the language used by States is drawn directly
ies of principles and other sources of law. Human rights law from the international human rights instruments.
places an obligation on States to act in a particular way and International human rights law consists mainly of treaties
prohibits States from engaging in specified activities. and custom as well as, inter alia, declarations, guidelines and
However, the law does not establish human rights. Human principles.
rights are inherent entitlements which come to every person
as a consequence of being human. Treaties and other
sources of law generally serve to protect formally the rights
of individuals and groups against actions or abandonment Treaties
of actions by Governments which interfere with the enjoy-
ment of their human rights. A treaty is an agreement by States to be bound by particular
rules. International treaties have different designations such
The following are some of the most important characteristics
as covenants, charters, protocols, conventions, accords and
of human rights:
agreements. A treaty is legally binding on those States which
• Human rights are founded on respect for the dignity and have consented to be bound by the provisions of the treaty
worth of each person; – in other words are party to the treaty.
• Human rights are universal, meaning that they are applied A State can become a party to a treaty by ratification, acces-
equally and without discrimination to all people; sion or succession. Ratification is a State’s formal expression
• Human rights are inalienable, in that no one can have his of consent to be bound by a treaty. Only a State that has pre-
or her human rights taken away; they can be limited in viously signed the treaty (during the period when the treaty
specific situations (for example, the right to liberty can be was open for signature) can ratify it. Ratification consists of
restricted if a person is found guilty of a crime by a court two procedural acts: on the domestic level, it requires
of law); approval by the appropriate constitutional organ (usually
Annex 3 • Human rights are indivisible, interrelated and interdepen- the head of State or parliament). On the international level, Annex 3
142
dent, for the reason that it is insufficient to respect some pursuant to the relevant provision of the treaty in question, 143
human rights and not others. In practice, the violation of the instrument of ratification shall be formally transmitted
one right will often affect respect for several other rights. to the depositary which may be a State or an international
All human rights should therefore be seen as having equal organization such as the United Nations.
importance and of being equally essential to respect for Accession entails consent to be bound by a State that has not
the dignity and worth of every person. previously signed the instrument. States ratify treaties both

before and after the treaty has entered into force. The same States in their conduct of international relations. The value of

applies to accession. such instruments rests on their recognition and acceptance by
A State may also become party to a treaty by succession, a large number of States, and, even without binding legal
which takes place by virtue of a specific treaty provision or effect, they may be seen as declaratory of broadly accepted
by declaration. principles within the international community.
Most treaties are not self-executing. In some States treaties
are superior to domestic law, whereas in other States treaties
are given constitutional status, and in yet others only certain
provisions of a treaty are incorporated in domestic law.
A State may, in ratifying a treaty, enter reservations to that
treaty, indicating that, while it consents to be bound by most
of the provisions, it does not agree to be bound by certain
specific provisions. However, a reservation may not defeat
the object and purpose of the treaty. Further, even if a State
is not a party to a treaty or if it has entered reservations
thereto, that State may still be bound by those treaty provi-
sions which have become part of customary international
law or constitute peremptory rules of international law, such
as the prohibition against torture.
Custom
Customary international law (or simply “custom”) is the term
used to describe a general and consistent practice followed
by States deriving from a sense of legal obligation. Thus, for
example, while the Universal Declaration of Human Rights is
not in itself a binding treaty, some of its provisions have the
character of customary international law.
Declarations, resolutions etc. adopted by

United Nations organs
Annex 3 Annex 3
General norms of international law – principles and practices
144 145
that most States would agree on – are often stated in decla-
rations, proclamations, standard rules, guidelines, recommen-
dations and principles. While no binding legal effect on States
ensues, they nevertheless represent a broad consensus on the
part of the international community and, therefore, have a
strong and undeniable moral force in terms of the practice of
■ Selected organizations
Annex 4
Selected organizations
Annex 4
147
United Nations Children’s Fund International Labour Organization
United Nations organizations Other organizations
(UNICEF) (ILO)
UNICEF House 4, route des Morillons
Organizations within the United 3, United Nations Plaza 1211 Geneva 22 The following organizations provide
Nations system can provide New York, N.Y. 10017, USA SWITZERLAND primary, middle and secondary
materials and other forms of Tel: +1 212 326 7000 Tel: +41 22 799 61 11 school educators with information,
support for human rights education Fax: +1 212 887 7465 / 887 7454 Fax: +41 22 798 86 85 conference facilities, training and
programmes. The addresses of the E-mail: info@unicef.org E-mail: ilo@ilo.org materials about human rights
headquarters of a selected list of Web site: http://www.unicef.org Web site: http://www.ilo.org education. For complete and current
United Nations organizations information on their activities and
follow; they will be able to provide UNICEF Innocenti Research Centre United Nations Environment resources, contact these
details regarding their national Piazza SS. Annunziata 12 Programme (UNEP) organizations or visit their web sites
presences/counterparts. 50122 Florence, ITALY United Nations Avenue, Gigiri on the Internet.a
Tel: +39 055 20 33 0 P.O. Box 30552
Fax: +39 055 24 48 17 Nairobi
KENYA International level
Office of the United Nations High E-mail: florence@unicef.org
Commissioner for Human Rights Web site: http://www.unicef-icdc.org Tel: +254 2 621234
(OHCHR) Fax: +254 2 624489/90 Most of these organizations have
United Nations Decade for Human United Nations Department of E-mail: eisinfo@unep.org national chapters or counterparts,
Rights Education (1995-2004) Public Information (DPI) Web site: http://www.unep.org which carry out human rights
Palais des Nations United Nations Cyberschoolbus education programmes and develop
c/o Global Teaching and Learning Office of the United Nations High
1211 Geneva 10 related materials. Information on
Project Commissioner for Refugees (UNHCR)
SWITZERLAND national contacts can be obtained at
P.O. Box 2500
Tel: +41 22 917 92 69 United Nations Headquarters the following addresses.
1211 Genève 2 Dépôt
Fax: +41 22 917 90 03 New York, NY 10017
SWITZERLAND Amnesty International
E-mail: hredatabase@ohchr.org USA
Tel.: +41 22 739 81 11 Human Rights Education Team
Web site: http://www.ohchr.org Tel: +1 212 963 8589
Fax +41 22 739 73 77 International Secretariat
Fax: +1 212 963 0071
E-mail: webmaster@unhcr.ch 1 Easton Street
United Nations Educational, E-mail: cyberschoolbus@un.org
Web site: http://www.unhcr.ch London WC1X 0DW
Scientific, and Cultural Organization Web site:
http://www.un.org/cyberschoolbus UNITED KINGDOM
(UNESCO) World Health Organization (WHO)
Tel: +44 207 4135513
Education Sector 20, Avenue Appia
United Nations Development Fax: +44 207 9561157
7, place de Fontenoy 1211 Geneva 27
Programme (UNDP) E-mail: hreteam@amnesty.org
75352 Paris 07 SP SWITZERLAND
1, United Nations Plaza Web site: http://www.amnesty.org
FRANCE Tel: +41 22 791 21 11
New York, N.Y. 10017 > Has extensive programmes and
Tel: +33 1 45 68 10 00 Fax +41 22 791 31 11
USA resources for human rights
Fax: +33 1 45 67 16 90 E-mail: info@who.int
Tel: +1 212 906 5558 education, including a regularly
E-mail: webmaster@unesco.org Web site: http://www.who.int
Fax: +1 212 906 5364 updated annotated bibliography of
Web site: http://www.unesco.org E-mail: enquiries@undp.org resources in many languages that is
Web site: http://www.undp.org available online at:
UNESCO International Bureau of <http://www.amnesty.org> [search
Education Food and Agriculture Organization under “Library” ? “View by theme”
Annex 4 15, route des Morillons Annex 4
of the United Nations (FAO) ? “Human rights education”].
148 149
1218 Grand-Saconnex Viale delle Terme di Caracalla
Geneva 00100 Rome
SWITZERLAND ITALY a For a broad listing of related organizations,
Tel: +41 22 917 78 00 Tel: +39 06 5705 1 see also: “The Human Rights Education
Fax: +41 22 917 78 01 Fax +39 06 5705 3152 Resourcebook”, second edition, Human Rights
E-mail: doc.centre@ibe.unesco.org E-mail: FAO-HQ@fao.org Education Associates (HREA), 2000. Available
Web site: http://www.ibe.unesco.org Web site: http://www.fao.org on-line at <http://www.hrea.org>.
Anti-Slavery International Tel: +1 617 441 5400 International Helsinki Federation for > A network of high-school student
Thomas Clarkson House, Fax: +1 617 441 5417 Human Rights (IFHR) groups in more than 100 countries,
The Stableyard, Broomgrove Road E-mail: csinc@cs.org Wickenburgg. 14/7 run by young people in partnership
London SW9 9TL, UNITED KINGDOM Web site: http://www.cs.org 1080 Vienna, AUSTRIA with adult professionals.
Tel: +44 20 7501 8920 > Provides materials and training on Tel: +43 1 408 8822
Fax: +44 20 7738 4110 indigenous rights worldwide. Fax: +43 1 408 882250 People’s Movement for Human
E-mail: info@antislavery.org E-mail: office@ihf-hr.org Rights Education (PDHRE)
Web site: http://www.antislavery.org Education International Web site: http://www.ihf-hr.org 526 W. 111th Street
> Publishes resources for use in schools 5 bd du Roi Albert II > Although principally concerned with New York, NY 10025
and offers education programmes 1210 Brussels monitoring and reporting, many USA
on human rights in schools and BELGIUM national Helsinki Committees also Tel: +1 212 749 3156
youth centres. Breaking the Silence Tel: +32 2 224 0611 provide human rights education Fax: +1 212 666 6325
is an educational resources web site Fax: +32 2 224 0606 materials and training. E-mail: pdhre@igc.apc.org
on the transatlantic slave trade. E-mail: headoffice@ei-ie.org Web site: http://www.pdhre.org
Web site: http://www.ei-ie.org International Save the Children > A resource centre for research and
Association mondiale pour l’école > A worldwide trade union Alliance development of educational
instrument de paix/World organization of education personnel 275-281 King Street materials with online resources.
Association for the School as an working in all sectors of education London W6 9LZ
Instrument of Peace (EIP) from pre-school to university. UNITED KINGDOM World Federation of United Nations
5, rue de Simplon Tel: +44 20 8748 2554 Associations (WFUNA/FMANU)
1207 Geneva, SWITZERLAND Human Rights Education Associates Fax: +44 20 8237 8000 c/o Palais des Nations
Tel: +41 22 735 2422 (HREA) E-mail: Infor@save-children- 1211 Geneva 10
Fax: +41 22 735 0653 HREA - USA Office alliance.org SWITZERLAND
E-mail: cifedhop@mail-box.ch P.O. Box 382396 Web site: Tel: +44 22 917 3213/3239
Cambridge, MA 02238, USA http://www.savethechildren.net Fax: +44 22 917 0185
Web site: http://www.eip-
Tel: +1 617 6250278 > Educates and advocates on the E-mail: wfuna@unog.ch
cifedhop.org
Web site: http://www.wfuna.org
> Publishes materials for use in schools Fax: +1 617 2490278 rights of the child.
and provides training, including a E-mail: info@hrea.org > Many United Nations Associations
OXFAM International develop training programmes and
summer course for teachers with Web site: http://www.hrea.org
International Secretariat materials about human rights for
French, English, and Spanish sections. > Provides extensive resources to
Suite 20, 266 Banbury Road use in formal education, including
educators, including consultation in
Canadian Human Rights Foundation Oxford, OX2 7DL model United Nations programmes.
curriculum and materials
1425 René-Lévesque Blvd. West, development, programme UNITED KINGDOM
World Organization of the Scout
Suite 407 evaluation, an online Resource Tel: +44 1865 31 3939
Movement (World Scout Bureau)
Montréal, Québec, Canada H3G 1T7 Centre for Human Rights Education Fax: +44 1865 31 3770
P.O. Box 241
CANADA and an international list-serv for E-mail:
1211 Geneva 4
Tel: +1 514 9540382 human rights educators. information@oxfaminternational.org
SWITZERLAND
Fax: +1 514 9540659 Web site:
Tel: +41 22 705 1010
E-mail: chrf@chrf.ca International Committee of the Red http://www.oxfaminternational.org
Fax: +41 22 705 1020
Web site: http://www.chrf.ca Cross (ICRC) > Educational focus is on the right to E-mail:
> Provides curriculum materials and 19, avenue de la Paix development, gender issues and worldbureau@world.scout.org
offers regional training programmes 1202 Geneva, SWITZERLAND social and economic rights. Web site: http://www.scout.org
in Africa, Asia and Central and Tel: +41 22 734 6001
Annex 4
Peace Child International
> Includes educational programmes Annex 4
150 Eastern Europe. It offers a summer Fax: +41-22 733 2057 151
and materials on development and
International Human Rights Training E-mail: webmaster.gva@icrc.org The White House
children rights.
Programme (IHRTP) for educators Web site: http://www.icrc.org Buntingford, Herts. SG9 9AH
and activists. > Its mandate includes the UNITED KINGDOM
dissemination of international law of Tel: +44 176 327 4459
Cultural Survival armed conflict and human rights law Fax: +44 176 327 4460
215 Prospect Street through education, training and E-mail: webmaster@peacechild.org
Cambridge, MA 02139, USA public awareness. Web site: http://www.peacechild.org
Tel: +216 1 767 003/ 767 889 > A comprehensive centre providing South Asian Human Rights
Some contacts at the regional level
Fax: +216 1 750 911 materials and training for both Documentation Center
Africa and the Middle East E-mail : aihr.infocenter@gnet.tn formal and non-formal human rights B-6/6, Safdarjang Enclave Extension
Web site: http://www.aihr.org.tn education throughout Asia. New Delhi 110029, INDIA
African Centre for Democracy and > Develops training programmes and Tel: +91 11 619 1120/ 619 2717
Human Rights Studies (ACDHRS) materials for teachers, students and Asia-Pacific Human Rights Fax : +91 11 619 1120
Zoe Tembo Building, children. Information Center (HURIGHTS E-mail: hrdc_online@hotmail.com
Kerr Sereign K. S. M. D. OSAKA) Web site:
P. O. Box: 2728 Institute for Democracy in South 1-2-1-1500, Benten, Minato-ku http://hri.ca/partners/sahrdc
Serrekunda, GAMBIA Africa (IDASA) Osaka-shi, Osaka 552-0007 > Develops curricula for the teaching
Tel: +220 462340 / 462341/ 462342 357 Visagie Street (corner Prinsloo) JAPAN of human rights in schools.
Fax: +220 462338 / 462339 PO Box 56950, Arcadia Pretoria 0007 Tel: +81 6 6577 3578
E-mail: acdhrs@acdhrs.org or SOUTH AFRICA Fax: +81 6 6577 3583
info@acdhrs.org Tel: +27 12 392 0500 E-mail: webmail@hurights.or.jp
America
Web site: http://www.acdhrs.org Fax: +27 12 320 2414/5 Web site: http://www.hurights.or.jp
E-mail: marie@idasa.org.za Human Rights Center
> Main activities include training, > A resource and documentation University of Minnesota
information and documentation in Web site: http://www.idasa.org.za centre with programmes in both
> Develops materials and provides Mondale Hall, N-120
the field of human rights. Produces formal and non-formal education. 229-19th Avenue South
material for human rights education teacher training at the secondary
school level. Minneapolis, MN 55455, USA
in schools. Human Rights Correspondence
Tel: +1 612 626 0041
School
Union Interafricaine des Droits de Fax: +1 612 625 2011
Cairo Institute for Human Rights c/o Asian Human Rights Commission
l’Homme (UIDH) E-mail: humanrts@umn.edu
Studies (CIHRS) Unit D, 7/F., Mongkok Commercial
01 BP 1346 - Ouagadougou Web sites: http://www.hrusa.org
P.O. Box 117 Center,
BURKINA FASO > Provides comprehensive services to
Maglis el-Shaab 16-16B Argyle Street, Kowloon
Tel: +226 31 61 45 educators, including training,
11516 Cairo, EGYPT Hong Kong
Fax: +226 31 61 44 publications and both direct and
Tel: +202 7946065 CHINA online information; publishes the
E-mail: uidh@fasonet.bf
Fax: +202 7921913 Tel: +852 2698 6339 Human Rights Education Series; offers
Web site:
E-mail: cihrs@soficom.com.eg Fax: +852 2698 6367 a summer training-of-trainers course.
http://www.hri.ca/partners/uidh
Web site: http://www.cihrs.org E-mail: hrschool@ahrchk.org or
> Conducts human rights education
> Provides human rights training and programmes at the regional level.
support@hrschool.org Instituto Interamericano de
publications for students and Web site: http://www.hrschool.org Derechos Humanos (IIDH)
educators. supahrchk.net Apartado 10081-1000
Asia and the Pacificb > A web site with documents, San José, COSTA RICA
Centre for Socio-Legal Studies (CSLS) information and materials to Tel: +506 234 0404
University of Natal Asian Regional Resource Center for facilitate the development of human Fax: +506 234 0955
Durban 4014 SOUTH AFRICA Human Rights Education (ARRC) rights education modules in Asian E-mail: instituto@iidh.ed.cr
Tel: +27 31 260 1291 2738 Ladprao 128/3 countries. Web site: http://www.iidh.ed.cr
Fax: +27 31 260 1540 Klongchan, Bangkapi > A comprehensive centre whose work
E-mail: degrandprei@nu.ac.za Bangkok 10240, THAILAND Philippines Normal University - includes developing materials and
Web site: http://www.csls.org.za Tel: +662 731 0829/ 377 5641 Gender, Peace and Human Rights conducting training for secondary
Coordinates the Street Law and Fax: +662 731 0829 Education school teachers.
Democracy for All programmes. E-mail: arrc@ksc.th.com Taft Avenue
Annex 4 Annex 4
152 Offers teacher training and Web site: www.arrc-hre.com 1001 Manila Instituto Peruano de Educación en 153
curriculum materials. PHILIPPINES Derechos Humanos y la Paz
b For a more complete listing, see A Directory Tel: +63 2 5244032 (IPEDEHP)
Institut Arabe des Droits de of Asian and the Pacific Organizations Related Fax: +63 2 5270372 Los Gavilanes 195 San Isidro
l’Homme (IADH) / Arab Institute for to Human Rights Education Work, third edition, E-mail: yeban@compass.com.ph Lima 11, PERU
Human Rights (AIHR) Asian Regional Resource Center for Human > Trains teachers in pedagogy and Tel: +51 1 2215713/ 2215668/
14 Rue Al-Jahidh, Menzahl Rights Education (ARRC), January 2003. Avail- curriculum development for human 4414602
1004 Tunis, TUNISIA able on-line at: < www.arrc-hre.com >. rights education. Fax: +51 1 4606759
E-mail: ipedehp@dhperu.org Southern Poverty Law Centre Web site: North-South Centre - European
Web site: http://www.human-rights. 400 Washington Avenue http://www.le.ac.uk/education/centre Centre for Global Interdependence
net/IPEDEHP Montgomery, Alabama 36104 s/citizenship and Solidarity
> Publishes a wide range of USA > Works in partnership with schools to Avenida da Libertade 229/4o
materials for schools and Tel: +1 334 956 8200 promote research and education for 1250-142 Lisbon
provides training courses for Fax: +1 334-956 8488 citizenship, human rights and the PORTUGAL
teachers. Web site: http://www.splcenter.org teaching of democracy in schools; Tel: +351 21 358 40 58
> Provides educational materials has a distance learning programme Fax: +351 21 352 49 66/ 21 358 40 37
Network of Educators on online for teachers, parents and in human rights education. E-mail: nscinfo@coe.int
the Americas (NECA) students to combat hate, Web site: http://www.nscentre.org
P.O. Box 73038 discrimination and intolerance. Centre for Global Education > Develops materials and publishes a
Washington, DC 20056 York St. John College monthly newsletter.
USA Street Law, Inc. Lord Mayor’s Walk
Tel: +1 202 588 7204 (toll free: +1 1600 K Street NW., Suite 602 York Y031 7EX
800 763 9131) Washington, DC 20006 UNITED KINGDOM
Fax: +1 202 238 0109 USA Tel: +44 1904 716839/716825
E-mail: necadc@aol.com Tel: +1 202 293 0088 Fax: +44 1904 612512
Web site: Fax: +1 202 293 0089 E-mail: global.ed@dial.pipex.com
http://www.teachingforchange.org E-mail: clearinghouse@streetlaw.org Web site: http://www.yorksj.ac.uk
> Provides teacher training and an Web site: http://www.streetlaw.org (search under “About us” ?
extensive catalogue of materials > Provides curriculum materials and “Centres”)
on social justice issues in English training for teachers and secondary > Offers materials and training,
and Spanish. students for use in educating the including an annual summer school;
community about law, human rights, publishes the Human Rights
Red Latinoamericana de Educación democracy and conflict resolution. Education Newsletter.
para la Paz y los Derechos Humanos
c/o Red de Apoyo por la Justicia Citizenship Foundation
y la Paz
Europe Ferroners House
Parque Central, Edificio Caroata Center for Citizenship Shaftesbury Place, Aldersgate Street
Nivel Oficina 2, Oficina n. 220 Education/Centrum Edukacji London EC2Y 8AA
Caracas 1015-A Obywatelskiej UNITED KINGDOM
VENEZUELA Ul. Willowa 9/3 Tel: +44 020 7367 0500
Tel/Fax: +58 212 5741949/ 5748005 00-790 Warszawa, POLAND Fax: +44 020 7367 0501
E-mail: redapoyo@cantv.net Tel/Fax: +48 22 646 2025 E-mail: info@citfou.org.uk
> A coalition of more than E-mail: ceo@ceo.org.pl Web site: http://www.citfou.org.uk/
30 organizations in Latin Web site: http://www.ceo.org.pl > Provides materials, curriculum
America and the Caribbean > Provides teaching materials and development and teacher training in
dealing with human rights training for secondary school the UK and Central and Eastern
education. students, teachers and Europe.
Servicio Paz y Justicia (SERPAJ) administrators.
Council of Europe
Joaquín Requena 1642 Centre for Citizenship Studies in 67075 Strasbourg Cedex, FRANCE
CP 11 200 Education Tel: +33 388 412 033
Annex 4 Annex 4
154
Montevideo School of Education Fax: +33 388 412 745 155
URUGUAY University of Leicester E-mail: infopoint@coe.int
Tel: +598 2 408 5301 21 University Road Web site: http://www.coe.int
Fax: +598 2 408 5701 Leicester, LE1 7RF > Publishes extensive resources for
E-mail: serpajuy@serpaj.org.uy UNITED KINGDOM human rights education in French
Web site: http://www.serpaj.org.uy Tel: +44 116 252 3681 and English, especially relating to
> Provides teacher training and Fax: +44 116 252 3653 tolerance and the European
materials for formal education. E-mail: ccse@le.ac.uk Convention on Human Rights.
■ Other selected classroom resources

Annex 5
Other selected classroom

resourcesa
Annex 5
157
a The materials referred to in this section may also be available in languages other than those indi-
cated. Also, the Internet addresses of the online versions and reference pages relate to February
2003 and may have changed subsequently.

Indonesian, Japanese, Portuguese, Online version (English): This publication is composed of 3

United Nations resources
Swedish, Slovak, Spanish, Russian. http://www0.un.org/cyberschoolbus/ units:
Online version (English, French, bookstor/kits/english - Teacher-training resource unit
All human beings … Manual for
Spanish): available on payment of a Online version (French): - Primary-school resource unit
human rights education (UNESCO,
fee at http://upo.unesco.org/ http://www0.un.org/cyberschoolbus/ - Secondary-school resource unit
Education Sector, 1998)
booksonline.asp bookstor/kits/french > How can tolerance be a key word in
Languages: Albanian, Arabic, English,
French.
> Provides basic information on major Online version (Spanish): the educational process? How can
human rights instruments, procedures http://www0.un.org/cyberschoolbus/ educators be helped to identify
Online version (Arabic, English,
for their implementation and bookstor/kits/spanish problems related to intolerance as
French): available on payment of a
activities of international > Published on the fiftieth anniversary soon as they are witnessed and
fee at http://upo.unesco.org/
organizations to promote and protect of the United Nations, these kits offer formulate objectives adapted to
booksonline.asp
human rights. The first part describes their community and to their
> An illustrated practical guide to help teachers and students of every
the scope and meaning of subject a way to explore global issues students? How can students be
primary and secondary school
international human rights law, by linking their lives to the vast but taught to accept human diversity, to
students and teachers understand the
especially the development of connected world around them. manage conflicts and to act
universal elements of human rights. It
protection procedures and the Valuable curriculum enrichment responsibly? The three units of this
aims to promote the common
importance of human rights packages cover topics ranging from book, respectively aimed at
aspiration to social progress and
education. The second part explains pollution to peacekeeping, from teachers/educators, elementary
better living conditions in a context
the meaning of each of the thirty decolonization to development. schools and secondary schools,
of greater freedom, as laid down in
articles of the Universal Declaration Science and mathematics teachers as attempt to answer these questions
the Universal Declaration of Human
of Human Rights. well as history and social science with selected study materials.
Rights. It does not seek to be
exhaustive, but rather to propose teachers will find units that fit easily Tolerance is placed in the framework
It’s Only Right! – A Practical Guide to of education for peace, human
material that educators and learners into their curricula. Each unit includes
Learning About the Convention on rights and democracy through many
can develop and adapt to their own a main text that reviews the topics, a
the Rights of the Child by Susan sample activities and themes for
cultural contexts. UN factfile that presents specific
Fountain (UNICEF, Education for study and reflection. These books
examples of United Nations
Education for Development: A Development Section, 1993) are addressed to teachers, as well as
involvement, and activities that
Teacher’s Resource for Global Languages: English, French. encourage critical and creative teacher trainers, community actors,
Learning by Susan Fountain (UNICEF, Online version (English): thinking, participation and reflection parents and social workers – in sum,
Education for Development Section, http://www.unicef.org/teachers/protec on one’s own attitude and behaviour. to all those whose educational
1995) tion/only_right.htm In addition to being sources of mission can contribute to opening a
Languages: English, French. > For the sake of both individual and information, the units also door onto peace.
Online reference page: global development, children around demonstrate how an international
http://www.unicef.org/pubsgen/edu- the world need to understand the UN Cyberschoolbus (web site)
organization can improve life for
develop/index.html concept of rights, to know the rights citizens of all countries. Address:
> Aims at helping young people make to which they are entitled, to http://www.un.org/cyberschoolbus
the link between global issues and empathize with those whose rights Tolerance: the threshold of peace by Languages: Arabic, Chinese, English,
local concerns and showing how they have been denied, and to be Betty A. Reardon (UNESCO, French, Russian, Spanish.
can apply what they learn to their empowered to take action on behalf Education Sector, 1997) > The United Nations Cyberschoolbus
own lives and communities. Also on their own rights and those of was created in 1996 as the online
Languages: Albanian, English,
provides teachers of all subjects and others. Learning about the Convention education component of the Global
French, Spanish.
at all levels with practical classrooms on the Rights of the Child through this Teaching and Learning Project,
Guide is one way to begin. Online version (English): whose mission is to promote
Annex 5 activities that can be integrated into Annex 5
http://www.unesco.org/education/ education about international issues
158 existing curricula. 159
Primary School Kit on the United pdf/34_57.pdf and the United Nations. The Global
Human Rights: Questions and Nations / Intermediate School Kit on Online version (French): Teaching and Learning Project
Answers by Leah Levin (UNESCO, the United Nations / Secondary http://www.unesco.org/education/ produces teaching materials and
Education Sector, 1996) School Kit on the United Nations pdf/34_57_f.pdf activities designed for students and
Languages: Albanian, Arabic, (United Nations, 1995) Online version (Spanish): teachers at primary, intermediate
Armenian, Belarusian, Danish, English, Languages: English, French, http://www.unesco.org/education/pd and secondary school level. This
Finnish, French, German, Greek, Spanish, Thai. f/34_57_s.pdf project aims at providing both

online and print educational First Steps – A Manual for Starting reading can also use it. The text of

Other resources
resources for an increasingly Human Rights Education (Amnesty the book does not make reference
globalized world. International, 1996) to any specific country by name, as
Carpeta Latinoamericana de
Languages: Albanian, Arabic, Dutch, the authors believe that human
UNICEF Teachers Talking about Materiales Didácticos para
English, Hungarian, Polish, rights are universal and apply to the
Learning (web site) Educación en Derechos Humanos
Portuguese, Russian, Slovak, lives of everyone in every country.
Address: (Instituto Interamericano de
Slovenian, Ukrainian. However, those familiar with human
http://www.unicef.org/teachers Derechos Humanos/ Centro de
Online version (English and other rights will recognize that many of
Language: English. Recursos Educativos – Amnistía
languages): the scenarios were taken from
> “Teachers Talking about Learning” Internacional, 1995)
http://web.amnesty.org/web/web.nsf/ events which occurred in various
has been designed to support the Language: Spanish.
pages/hre_first parts of the world.
professional development of Online reference page:
http://www.iidh.ed.cr/publicaciones/li > This manual is for teachers and Human Rights Here and Now:
teachers and educators, and to assist
stadoPubs.asp others who work with young people Celebrating the Universal
them with practical advice related to
> The general objective of the three and who want to introduce human Declaration of Human Rights edited
resources, classroom activities and
pedagogical units (freedom, rights into their educational by Nancy Flowers (Human Rights
other information to develop child-
equality, solidarity and participation) practices. It is designed to be a basic Resource Center, University of
friendly learning environments. The
is to provide support for educators introduction, with age-specific Minnesota, 1998)
site is structured around three main
and propose a methodology for activities for younger and older Languages: English, Spanish.
sections:
human rights education in order to children. There is also advice on Online version (English):
• Explore ideas by reading and
reinforce the learning process methodology and help for those http://www1.umn.edu/humanrts/
reflection;
through practical activities for who want to go further into this edumat/hreduseries/hereandnow/
• Discuss issues by talking with peers;
educators as well as students. subject. The approach stresses the Default.htm
and
practical rather than the theoretical.
• Take action by doing activities. Educating for Human Dignity –
> This book is intended for use by
The intention is that educators can
both community groups and
Learning about Rights and take this material and adapt it to
UNICEF Voices of Youth (web site) teachers in elementary and
Responsibilities by Betty A. Reardon suit their own circumstances and
Address: http://www.unicef.org/voy secondary schools, and constitutes a
(University of Pennsylvania Press, context.
Languages: English, French, Spanish. “starter kit” for human rights
1995) An adaptation of this manual for
> This site invites young visitors to Language: English.
education, with background
discuss ways in which the world can Africa is entitled Siniko: Towards a information on human rights history,
Online reference page: Human Rights Culture in Africa
become a place where the rights of principles and issues; activities for a
http://www.upenn.edu/pennpress/ (Amnesty International, 1998),
every child are protected, that is, the wide variety of age groups, from
book/1559.html available in English, French and
right to live in peace, to have decent kindergarten through adult groups;
> This book is written for both Swahili.
shelter, to be healthy and well- and essential human rights
teachers and teacher educators. It is Online version:
nourished, to have clean water, to documents.
a resource offering both guidance http://web.amnesty.org/web/web.nsf/
play, to go to school, and to be
and support materials for human pages/hre_res Our World, Our Rights – Teaching
protected from violence, abuse and
rights education programmes from about Rights and Responsibilities in
exploitation. Provides an Human Rights for All by
kindergarten through high school. It Primary School edited by Margot
opportunity to think about and give Edward L. O’Brien, Eleanor Greene
opens possibilities for a holistic Brown (Amnesty International
views on current global issues, a and David McQuoidMason (National
approach to human rights education United Kingdom, 1996)
series of interactive global learning Institute for Citizen Education in the
that directly confronts the values Languages: English, Mongolian.
projects and a forum for teachers, Law, 1996)
issues raised by human rights Online reference page:
trainers and educational planners.
problems in a context of global Languages: English, Hungarian, http://www.amnesty.org.uk/action/ta
Annex 5 Annex 5
160
interrelationships. The conceptual Romanian, Russian, Spanish. n/resources.shtml#our 161
development approach used Online reference page: > This book is designed to introduce
throughout the book makes it http://www.streetlaw.org/pubs.html primary-age children to the
suitable for a full human rights > This book is meant for use in middle Universal Declaration of Human
curriculum; the grade-level and secondary schools. Adults Rights. It offers children a simple
discussions and sample lesson plans interested in learning the basics of way of understanding the rights
can be used in individual classes or human rights as part of a course or embodied in the Declaration and
to enrich ongoing programmes. just through informal education or what they look like in their lives;

and also helps them to identify what showing how young people can be bring each article of the Declaration

a right is – and the responsibilities involved in activities to protect and to life. There are also details on
that accompany it, as well as what promote human rights through organizations to join and things to
action they might take to defend Europe. The video is accompanied by do to help make the world a better
their rights and those of others. a support pack, explaining how the place. A teacher’s guide is also
video can be used for educational available.
Popular Education for Human Rights
purposes.
by Richard Pierre Claude (Human
Rights Education Associates, 2000) The European Convention on Human
Languages: English, Chinese, Rights: Starting Points for Teachers
Indonesian, Spanish. (Council of Europe, 2000)
Online version (English): Languages: English, French, German.
http://www.hrea.org/pubs/ Online version (English):
Popular_Education http://www.coe.int/portalT.asp
Earlier version: The Bells of Freedom, Online version (French):
in Amharic, English, French. http://www.coe.int/portailT.asp
Online version (English): (go to General Information ->
http://www1.umn.edu/humanrts/ Information Material -> Human
education/belfry.pdf Rights Fact Sheet)
Online version (French): > This teaching kit is composed of two
http://www.hrea.org/erc/Library/ series of teaching materials: one on
Bells_of_Freedom/index_fr.html the elaboration of the European
> This book is a trainer’s guide for Convention for the Protection of
human rights activists. It is Human Rights and Fundamental
deliberately not copyrighted in Freedoms, the other one on the
solidarity with those involved in content of the Convention. This last
popular education and community part consists of sheets presenting
organizing; any non-governmental activities which can be organized in
organization or educator may copy the classroom and which address
and adapt it to local settings and various subjects such as the content
culture simply by acknowledging and meaning of human rights,
the author and source. Designed for national human rights protection
non-formal education, the manual systems, human rights at school, etc.
gives teachers options that are Teachers will find a list of activities
appropriate for participants with and studies to be conducted with
minimal literacy skills. The emphasis students: research on the Internet,
is on the concerns of marginalized interviews, viewing of films
groups including the rural poor, addressing human rights issues, etc.
women and children. The
Stand up for your rights – A book
participatory exercises can also be
about human rights written, illus-
used in formal education.
trated and edited by young people
Stand up NOW for Human Rights! of the world (Peace Child
Annex 5
(video and support pack), (Council International, 1998) Annex 5
162 of Europe, 1997) Language: English. 163
Languages: English and various Online reference page:
other European languages. http://www.peacechild.org/acatalog
> This video aims at raising human > This book is a commentary written
rights awareness among young by children and young people on the
people, primarily in the age group Universal Declaration on Human
13 to 18, by explaining the historical Rights. Stories, poems, personal
development of human rights and recollections and illustrations help to

UDHR and Annex

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

UDHR and Annex

Transféré par

Droits d'auteur :

Formats disponibles

ABC MEP Annexes V4 2/07/04 18:41 Page 102

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Universal Declaration of Human Rights (1948)

■ Convention on the Rights of the Child (1989)

Convention on the Rights

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

The present Convention shall remain open for

■ Convention on the Rights of the Child (1989)

■ Convention on the Rights of the Child (1989)

The Secretary-General of the United Nations is

The original of the present Convention, of which

■ A brief introduction to international human rights terminology

■ A brief introduction to international human rights terminology

■ A brief introduction to international human rights terminology

■ A brief introduction to international human rights terminology

■ A brief introduction to international human rights terminology

Declarations, resolutions etc. adopted by

■ Other selected classroom resources

Other selected classroom

■ Other selected classroom resources

■ Other selected classroom resources

■ Other selected classroom resources

■ Other selected classroom resources

■ Other selected classroom resources

■ Other selected classroom resources

Vous aimerez peut-être aussi