Conferring on children’s rights

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Three recent conferences considered responses in Scotland to United Nations Sustainable Goals and Conventions of Rights.   In November the Melting Pot in Rose Street hosted the Rights of the Child UK Annual Conference while Edinburgh’s City Chambers held Learning for Sustainability Scotland’s exploration of how schools and communities embed the Sustainable Development Goals (SDGs) into their work. In December Glasgow’s Hilton convened the National Participation Event reflecting on human rights in Scotland after four years of the Scottish National Action Plan (SNAP).

The most notable feature across the events was the very wide range of participants from across Scotland’s civil society. Concern for human rights and improving Scotland’s response was consistently demonstrated as a passion among those joining in these events. Overall there maybe needed to be a joined up response across sustainability goals and human rights conventions within a human rights model across Scotland.

The Rights of the Child Conference had an UK focus with participants from Ireland too. This led to different perspectives and strategies on children’s rights. Presentations were academic-led in the main though Scotland’s Commissioner for Children and Young People shared his views on discussions.   Many in the audience seemed unaware of concerns and recommendations from the UN for Scotland’s education system in securing inclusive education as a human right for disabled children.   Overall the research base offered an update on strengths and weaknesses in Scotland’s approach to the rights of children with scope for improvement through incorporating the UNCRC into Scots law – something for Scottish Labour to consider?

The Learning for Sustainability event linked schools and communities together to focus on the Sustainable Development Goals. It was a handy introduction to the 17 SDGs and their coverage across planet, people, profit. The conference was enhanced with short snappy presentations about practical examples carrying out work with the SDGs across Scotland. Such presentations concentrated on sustainability aspects like food and environmental education. More could have been directed to SDG4 and its Equity target when discussing how Scottish education can take forward its role with SDG4 which is “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.     This was a good event for anyone wanting to get up to speed with practical ways to support sustainability through schools and communities.

The major conference event of the three would be the SNAP one in Glasgow in December. Around 150 people attended an event designed to give an overview of Scotland National Action Plan for human rights. The Chair of the Scottish Parliament’s Equality and human Rights committee spoke of the cross-party support in the Parliament then made a party political about how the UN commented on disability rights in Scotland. No questions were taken from the floor and the event was over-managed with all interactions mediated through chairs or floor observers. Even the panel discussion at the end was panel members’ observations only. However this was an over all positive event that updated those involved in what has made Scotland’s national action plan a success. Again recent criticisms from the UN were, apart from their selective positive use, ignored. The one event where questions and discussion points were permitted from participants was a Scottish Youth Parliament event during lunch where members of the Youth Parliament outlined their recent work in promoting the rights of young people through their Right Here, Right Now campaign.   Young people expressed interest in the UNCRPD’s Concluding Observations and General Comment No. 4 about disabled children’s right to inclusive education. We shall see.

Taking the three events overall, there is a healthy level of participation across civil society in Scotland. This needs to be marked by recognising progress but also being aware of where there is more to do. The levels of participation have made good impact in some areas such as the engagement for the national plan. What needs to happen further would be linking SDGs within a human rights approach across Scotland and also being aware of the impact across protected characteristics to ensure that the rights of some are not neglected or marginalised.

Rights of the Child Annual conference November 2017

Taking action on the UN Sustainable Goals across communities and schools, November 2017

SNAP conference – National Participation Event, December 2017

 

SEAS welcomes (re-) appointment of Iain Gray MSP as education spokesperson

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SEAS welcomes Iain Gray’s appointment as Education Skills and Science spokesperson for Labour in the Scottish Parliament.  The SEAS are pleased to welcome Iain’s  continued leadership in this area to challenge the unwelcome, regressive changes of SNP and to build an agenda for real change in education that will deliver for our schools and children and young people. Indeed we remember that back in the day the SEAS were one of the first groups in the Labour Party to support his nomination as MSP (back in the last century!).

 

 

 

“All things socialist education”

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Maryhill and Springburn CLP invited the Socialist Educational Association Scotland to one of their meetings in Possilpark, Glasgow to share a discussion on “All Things Socialist Education” this week.

SEAS opened the discussion seeking members’ views on the key principles of a socialist education system.

CLP members outlined a series of essential characteristics of our socialist education system and areas for continued progressive development. All children and young people should be assessed on their potential, truly assessment for all. Concomitant with this would be a highly qualified workforce, continuing raising the standard of our teaching profession.   In general the SEAS values our teachers and we can further develop our trust in their qualities, serving within public education.

Members were convinced of the need to treat children and young people as individuals and take account of and support those with differences such as children with autism. People with conditions such as dyslexia, autism or other additional support needs should not be seen as a problem as they were in the past. Members’ personal experiences of large class sizes in secondary and setting and streaming were raised. Speakers spoke of that feeling of being sorted out and devalued by a system that can seem just to reproduce and reinforce inequalities.   Children and young people are now identified with their support needs. Yet SNP cuts in education, particularly to support for learning teachers and classroom assistants, means many children with support needs do not get the support they are entitled to or that they need to benefit from school education. In some schools there is clearly a level of disengagement of working class young people at secondary stages.

Aligned to this were cited the words of Jimmy Reid

“Look at these housing estates and high-rise flats – look at all the windows. Behind every one of these windows is somebody who might be a horse-jumping champion, a formula one racing champion, a yachtsman of great degree, but he’ll never know because he’ll never step on a yacht or formula one car – he’ll never get the chance.”

Small changes taken forward with effective leadership can make significant differences to schools and push forward in a positive fashion schools, that had a poor profile previously among their community. There is value in supporting the early years more as well as a breadth of experiences across music, arts and sport.

The factory system of schooling should be ended and ways found through shared approaches and mentoring schemes to address the disparity in social and cultural capital between middle- and working-class communities.

The SEAS spoke to their five point agenda of investment in early years, the promotion of play and personalised pathways with children being able to start school at 5, 6 or 7.

Inclusive education can address the sorting and streaming of children by ensuring support for difference whether social class, gender, additional support or disability, ethnic minority or sexual orientation. Instead of cuts we need to invest more and consider changes to school organisation.

The SEAS recognises the need to promote successes in vocational approaches ending the academic/vocational divide and equipping young people with the skills for life and work.

The SEAS would also like to see the end of all state support for private fee-paying schools and centres. They should not receive any public support either indirectly as charities or free support from Scottish Government and education Scotland. Even though their numbers are declining we want that decline to continue.

Finally the SEAS is clear that accountability needs to be reshaped to ensure greater accountability to communities whether in school or around a school.  Accountability needs to be broader than high-stakes inspection.  The SNP are reducing democratic accountability by removing responsibilities from local councils to bureaucratic regional collaboratives and taking away teacher democracy through removing elections to the General Teaching Council of Scotland.

Bill Butler, chair of SEAS summed up the views and set an agenda that takes account of the strengths of Scottish education yet identifies where we need to do better. He challenged the SNP to retract their cuts in education. He noted the SNP seems to be no friend of accountability and democracy in Scottish education.