GlobalChild Platform

Article 29: Aims of education

  1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;

(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

(e) The development of respect for the natural environment.

  1. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

-UN Convention on the Rights of the Child

Overview of Article 29

Going beyond literacy and numeracy, Article 29 expands the aims of education in both State and private schools to embrace the holistic development of the child and fostering respect for human rights and the environment. It challenges educators to restructure education as a whole from a child rights perspective [1], due to the concern that teaching styles may stifle individuality and promote conformity and result in education lacking a global/human rights perspective [2]. The Committee has emphasized that pedagogy focused on knowledge accumulation and competition compromises the development of children’s abilities [1]. States Parties have been criticized for priority given to rote-learning [3], the competitive nature of schooling [4-5], and the lack of human rights education in schools [6-9]. The Committee also has underscored the importance of curricula relevant to the child’s daily life and context. They have called for peace and conflict-resolution education for children in and in light of global warming, for education that empowers children to become agents of change and defenders of the environment [10].

Curricula must include the life-skills needed for “responsible life in a free society”. Such skills include conflict situations [11], critical thinking and decision-making, social relationships, citizenship, and healthy lifestyles [1]. Considerable emphasis has been placed on the importance of health education [12]. In accord with the child’s evolving capacity and development, health education should address tobacco, alcohol, and drug use, diet, sexuality, sexual behavior and sexually transmitted diseases, and environmental education [1]. Curricula should be relevant to children’s lived experiences and empower them to become agents of change and defenders of the environment [10].

Article 29 has relevance to many substantive rights such as articles 13-17, 19(1), 23(3), 24(e), 29-32. In terms of the implications of the general principles of the Convention, there can be no discrimination on the grounds described in Article 2 as this would be expected to undermine the child’s capacity to benefit from their education. The best interests of the child demand educational services that are child-friendly and child-centered such that each child can develop to their potential (Article 3). Education must be developed with the aims that reflect the goals of healthy development (Article 6) and with children’s presence and participation (Article 12) in ways that facilitate the child’s freedom of expression and participation in all aspects of school life.

Core attributes of Article 29

The core attributes of Article 29 are:

  • Ensuring aims and objectives of education are in conformity with the CRC
  • Rights-consistent curricula
  • Rights-respecting pedagogy
  • Rights-reflecting school environment


Each of these attributes can be measured in terms of structural or process implementation or in terms of outcomes achieved through implementation as outlined in the table below. Some indicators, for instance the structural ones, may be common to all attributes. Others are common to two or more attributes, while some indicators may be relevant to one attribute only. An attempt has been made to balance the use of objective and subjective data indicators as well as qualitative and quantitative ones.

What did children say?

These are some ideas that children from around the world shared with us during the Global Child Rights Dialogue (GCRD) project:

Relevant provisions within the SDGs
  1. Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
    • Target 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
      • SDG indicator 4.7.1. Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.
Potential sources of data for users of the indicators sets
  • Census
  • Ministry of child and family
  • Ministry of education
  • Primary research by national human rights institutions for children
  • Primary research by universities and NGOs
  • School-based surveys of students and teachers
  • UNESCO – global monitoring report
References used for the overview
  1. United Nations Committee on the Rights of the Child. (2001). General Comment No.1 (2001), Article 29(1): The aims of education. (CRC/GC/2001/1). Retrieved from https://www.refworld.org/docid/4538834d2.html
  2. United Nations Economic and Social Council, Commission on Human Rights (UNESCO). (1978). Question of a Convention of the Rights of the Child: Report of the Secretary-General. (Travaux Preparatoires: See in particular comments expressed by UNESCO, Norway, and Greece). (E/CN.4/1324). Retrieved through the University of Virginia School of Law from http://hr-travaux.law.virginia.edu/document/crc/ecn41324/nid-421
  3. United Nations Committee on the Rights of the Child. (2003). Concluding observations: Syrian Arab Republic (CRC/C/15/Add.212), (para. 46). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2f15%2fAdd.212&Lang=en
  4. United Nations Committee on the Rights of the Child. (2004). Concluding observations: Japan (CRC/C/15/Add.231), (para. 49). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2f15%2fAdd.231&Lang=en
  5. United Nations Committee on the Rights of the Child. (2006). Concluding observations: Thailand (CRC/C/THA/CO/2), (para. 63). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fTHA%2fCO%2f2&Lang=en
  6. United Nations Committee on the Rights of the Child. (2016). Concluding observations on the combined third to fifth periodic report of Benin, (CRC/C/BEN/CO/3-5), (para. 21). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/BEN/CO/3-5&Lang=En
  7. United Nations Committee on the Rights of the Child. (2012). Concluding observations on the combined third and fourth periodic report of Canada, adopted by the Committee at its sixty-first session (CRC/C/CAN/CO/3-4), (para. 24-25).  Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/CAN/CO/3-4&Lang=En
  8. United Nations Committee on the Rights of the Child. (2014). Concluding observations on the combined second and fourth periodic report of the Congo (CRC/C/COG/CO/2-4), (para. 23). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/COG/CO/2-4&Lang=En
  9. United Nations Committee on the Rights of the Child. (2017). Concluding observations on the fifth periodic report of Denmark (CRC/C/DNK/CO/5), (para. 37). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/DNK/CO/5&Lang=En
  10. United Nations Committee on the Rights of the Child. (2016). Day of General Discussion: “Children’s Rights and the Environment”. (Particular concerns were expressed about children’s exposure to environmental toxins, the impact of climate change, and the loss of biodiversity). Retrieved from https://www.ohchr.org/EN/HRBodies/CRC/Pages/Discussion2016.aspx
  11. United Nations Children’s Fund (UNICEF). (2007). Implementation handbook for the Convention on the Rights of the Child (Fully rev. 3rd ed.). Geneva, Switzerland: UNICEF.
  12. United Nations Committee on the Rights of the Child. (2003). General Comment No.3 (2003), HIV/AIDs and the Rights of the Child. Retrieved from https://www.refworld.org/docid/4538834e15.html
References used to create indicators
  • Committee on Economic, Social and Cultural Rights (CESCR). (1999). CESCR General Comment No.13: The Right to Education (Art.13). Retrieved from https://www.refworld.org/docid/4538838c22.html
  • Self-Evaluation Tool for RRR Schools: Teacher Version: Document provided by Dr. Ziba Vaghri
  • The right to education. (2013). Measuring Education as a Human Right- List of Indicators. Retrieved from https://www.right-to-education.org/resource/measuring-education-human-right-list-indicators
  • United Nations Committee on the Rights of the Child. (2001). General Comment No.1 (2001), Article 29(1): The aims of education. (CRC/GC/2001/1). Retrieved from https://www.refworld.org/docid/4538834d2.html
  • United Nations Committee on the Rights of the Child. (2003). Concluding observations: Syrian Arab Republic (CRC/C/15/Add.212), (para. 46).  Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2f15%2fAdd.212&Lang=en
  • United Nations Committee on the Rights of the Child. (2004). Concluding observations: Japan (CRC/C/15/Add.231), (para. 49). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2f15%2fAdd.231&Lang=en
  • United Nations Committee on the Rights of the Child. (2006). Concluding observations: Thailand (CRC/C/THA/CO/2), (para. 63). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fTHA%2fCO%2f2&Lang=en
  • United Nations Committee on the Rights of the Child. (2016). Concluding observations on the combined third to fifth periodic report of Benin (CRC/C/BEN/CO/3-5), (para. 21). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/BEN/CO/3-5&Lang=En
  • United Nations Committee on the Rights of the Child. (2012). Concluding observations on the combined third and fourth periodic report of Canada, adopted by the Committee at its sixty-first session (CRC/C/CAN/CO/3-4), (para. 24-25). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/CAN/CO/3-4&Lang=En
  • United Nations Committee on the Rights of the Child. (2014). Concluding observations on the combined second and fourth periodic report of the Congo (CRC/C/COG/CO/2-4), (para. 23). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/COG/CO/2-4&Lang=En
  • United Nations Committee on the Rights of the Child. (2017). Concluding observations on the fifth periodic report of Denmark (CRC/C/DNK/CO/5), (para. 37). Retrieved from https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/DNK/CO/5&Lang=En
  • United Nations Committee on the Rights of the Child. (2016). Day of General Discussion: “Children’s Rights and the Environment”. Retrieved from https://www.ohchr.org/EN/HRBodies/CRC/Pages/Discussion2016.aspx
  • United Nations Economic and Social Council, Commission on Human Rights. (1978). Question of a Convention of the Rights of the Child: Report of the Secretary-General (E/CN.4/1324) (Travaux Preparatoires). Retrieved through the University of Virginia School of Law website http://hr-travaux.law.virginia.edu/document/crc/ecn41324/nid-421
  • United Nations General Assembly. (2015). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/?menu=1300
  • UNICEF. (2007). Implementation handbook for the Convention on the Rights of the Child (Fully rev. 3rd ed.). Geneva, Switzerland: UNICEF.
  • Vaghri Z. et al. (2010). Manual for Early Childhood Rights Indicators. A guide for State Parties Reporting to the Committee on the Rights of the Child. Retrieved through the Save the Children’s Resource Center website: https://resourcecentre.savethechildren.net/library/manual-early-childhood-rights-indicators-manual-indicators-general-comment-7
Glossary/key words

Human rights education
“Human rights education can be defined as education, training and information aimed at building a universal culture of human rights. Effective human rights education not only provides knowledge about human rights and the mechanisms that protect them, but also develops the skills needed to promote, defend and apply human rights in daily life. Human rights education also fosters the attitudes and behaviours needed to uphold human rights for all members of society” (UN, 2012).

Pedagogy
“The art and science of teaching, as a professional practice and as a field of academic study. It encompasses not only the practical application of teaching but also curriculum issues and the body of theory relating to how and why learning takes place” (UNESCO International Bureau of Education, 2013).

Article 29 Indicator Tables

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