Tuesday, October 12, 2010

USAID-GEM’s JEEP Project launched in Cagayan de Oro city






USAID-GEM’s JEEP Project launched in Cagayan de Oro city

Photo 1: MINDANAO UNIVERSITY WELCOMES U.S. DEPUTY CHIEF OF MISSION U.S. Deputy Chief of Mission Leslie Bassett tries the specialized English language software in the dedicated speech laboratory established by the Job-Enabling English Proficiency (JEEP) Project at the Mindanao University of Science and Technology (MUST) in Cagayan de Oro City. MUST is one of the seventeen colleges and universities partnering with USAID’s Growth with Equity in Mindanao (GEM) Program to implement JEEP, which will eventually work with approximately 25 colleges. The project helps selected college students in Mindanao to acquire the English skills needed for jobs in sectors- such as nursing and allied healthcare, travel and tourism, maritime services, and other areas of international business-requiring a high level of English proficiency. Last year, MUST begun implementing JEEP-Start, a one-year course that helps students develop advanced general English language skills through computer-assisted instruction. In November, MUST will begin implementing JEEP-Accelerate, which is designed to help students develop the language skills required by specific employment sectors, and to take international and local English tests, and to hone job interview skills. More than 8,000 students are enrolled in the two-year series of JEEP multimedia courses
Photo 2: USAID MISSION DIRECTOR VISITS JEEP PARTNER Gloria Steele, Mission Director of the U.S. Agency for International Development/Philippines (USAID), chats with a student in the dedicated speech laboratory established by the Job-Enabling English Proficiency (JEEP) Project at the Mindanao University of Science and Technology (MUST) in Cagayan de Oro City. MUST is one of the seventeen colleges and universities partnering with USAID’s Growth with Equity in Mindanao (GEM) Program to implement JEEP, which will eventually work with approximately 25 colleges. The project helps selected college students in Mindanao to acquire the English skills needed for jobs in sectors- such as nursing and allied healthcare, travel and tourism, maritime services, and other areas of international business-requiring a high level of English proficiency. Last year, MUST began implementing JEEP-Start, a one-year course that helps students develop advanced general English language skills through computer-assisted instruction. In November, MUST will begin implementing JEEP-Accelerate, which is designed to help students develop the language skills required by specific employment sectors, and to take international and local English tests, and to hone job interview skills. More than 8,000 students are enrolled in the two-year series of JEEP multimedia courses.
Photo 3: JEEP PARTNER WELCOMES U.S. OFFICIALS U.S. Deputy Chief of Mission Leslie Bassett (4th from left) and Gloria Steele (2nd from left), Mission Director of the U.S. Agency for International Development (USAID), visited the Mindanao University of Science and Technology (MUST) in Cagayan de Oro City, one of the growing number of colleges and universities partnering with USAID’s Growth with Equity in Mindanao (GEM) Program to implement the Job-Enabling English Proficiency (JEEP) Project. They were welcomed by Dr. Ruth Cabahug, MUST Vice President for Academic Affairs (5th from left), and joined on their visit by (l-r): Cagayan de Oro Vice Mayor Ceasar Ian Acenas; Jaime Rafael Paguio, President of the Cagayan de Oro Chamber of Commerce and Industry; USAID Economic Growth Advisor Robert Barnes; Matthew Fullerton of the U.S. Embassy; and Dr. Elpidio Bautista, President of Misamis Oriental State College of Agriculture and Technology (MOSCAT), another JEEP partner-college. JEEP helps selected college students in Mindanao to acquire the English skills needed for jobs in sectors requiring a high level of English proficiency, such as healthcare, tourism, maritime services, and other areas of international business. The GEM Program is implemented under the oversight of the Mindanao Development Authority.
By US News Agency / Asian
Job-Enabling English Proficiency (JEEP) is an intensive two-year program, designed by an international team of experts, which is aimed at dramatically improving the English language proficiency of students enrolled in selected universities in Mindanao.
The first year of the two-year course, known as JEEP-Start, focuses on students’ proficiency in general English. It is conducted in dedicated JEEP laboratories where students interact with state-of-the-art English language training software under the supervision of specially trained teachers.
The second year of the course, known as JEEP-Accelerate, is classroom-based, and focuses on the specialized English skills required by employers in areas such as nursing and allied healthcare, travel and tourism, maritime services, and other areas of international business requiring a high level of English proficiency.
More than 8,000 students are enrolled in the two-year series of JEEP multimedia courses.

INSPIRATIONAL STORY OF DR. BIYO – A PHILIPPINE SCIENCE HIGH SCHOOL TEACHER

INSPIRATIONAL STORY OF DR. BIYO – A PHILIPPINE SCIENCE HIGH SCHOOL TEACHER
Dr. Biyo is a public school teacher from the Philippine Science High School in Iloilo who won the Intel Excellence in Teaching award in the US, besting 4,000 candidates from all around the world. During the panel interview in the U.S., one judge asked her, "You have a Ph.D. in Biology; why do you teach in high school?" She answered, "And who will teach these kids?" Another judge asked how much she was paid for all her pains. They were shocked when they were told she is getting a net pay of not more than $300 a month.
The Massachusetts Institute of Technology Lincoln Laboratory in Boston named a minor planet in her honor. Read the rest of her story below.

"The Power of the Human Spirit" Dr. Josette T. Biyo
24 October 2003 Edsa Shangrila, Manila
I am here to talk about "The Power of the Human Spirit." Indeed, the human spirit has no limits. If you dream big, and you have the determination and the will to pursue your dream, it will become a reality. I dreamt of making stars; I was given a planet.
A few months ago, I was featured in the local, national and international newspapers. I caused a stir to be the first Asian teacher to win the "Intel Excellence in Teaching Award" in an international competition held in the U.S. Since its inception in 1997, no Asian teacher has received this award. But I think what created waves was, I am a Filipino, and I defeated 4,000 other teachers from around the world, including the American finalists in their hometown.
Because of this, the Massachusetts Institute of Technology Lincoln Laboratory in Boston named a Minor Planet in my honor. There is now a Planet Biyo rotating around the sun which is located between Mars and Jupiter.
What made me win in this international competition? What made me stand out from among the best teachers in the world? My road to attaining this international recognition is a very long 23 years of improving and harnessing my craft as a teacher. I consistently study and learn new skills to improve my method of teaching. I want my methods to be interesting, relevant, and fun for students. For just like any product, the measure of teaching success is clientele satisfaction.
I finished a B.S. Biology degree from U.P. in the Visayas hoping to be a medical doctor. For lack of financial resources however, I took the first job opportunity available- teaching. Never did I regret this twist of fate. The day I entered the classroom, I knew I would be an excellent teacher.
My first eight years of teaching were spent in a rural school. For lack of teachers in proportion to the number of students, I taught not only biology, but also other subjects outside my field such as English, Music, and Physical .Education. The materials, equipment, and facilities for the type of effective teaching I had in mind were absent. These challenges however did not dampen my enthusiasm for the job. In fact, I became more creative and innovative. I believe that teaching and learning should not be confined within the classroom.
Even during those first few years of teaching, I see to it that the science concepts I discuss inside the class would have social dimensions. Thus, I took an active role in school as moderator of the Rural Health and Science Education Committee. I designed outreach programs for students and teachers. Through these programs, students we're trained to teach primary health care to the people in the baran gays. They also taught barrio folks how to make cough syrup from plant extracts and soap from coconut oil. Students also gave lectures on environmental protection and conservation.
Those eight years of teaching in a rural school has prepared me for greater challenges ahead. Working with the children of the poor has instilled in me the importance of service, compassion, and respect for human dignity. I have learned to love teaching, and I see it as an instrument for transforming the person and the community.
After eight years of teaching however, I felt I had nothing more to give to my students. I resigned from my teaching job and enrolled as a full time M.S. in Biology student at De La Salle University in Manila. I was lucky to get a scholarship which included free tuition and a monthly stipend. To augment my stipend, I taught as part-time lecturer in the Biology department and worked as research assistant by one of the senior researchers in the university. This I did on top of my full-time MS load. I was so engrossed with my studies however, that I finished my M.S. degree in one year and five months only, after which, DLSU took me in as a full time assistant professor.
Teaching college students at De La Salle University was an entirely new experience. With modern and sophisticated equipment at my disposal, my world opened to the wonders of scientific research. However, I still value the importance of nature as a big laboratory such that in my ecology classes, I would bring my students to the seas of Batangas, the rivers of Rizal, and the lahar-affected areas of Pampanga to conduct field studies. Pursuing my Ph.D. while teaching also enabled me to conduct researches which were presented in the country and abroad.
Research is very exciting. It means sleepless nights, disappointments, physical and mental exhaustion. But the joy of discovering something new in nature makes it all worthwhile. While Manila has provided me with opportunities for professional growth, I still feel that my heart is in Iloilo. Thus, with an additional degree and one additional son, I brought back my family to Iloilo in summer of 1995.
In June 1995, Philippine Science High School Western Visayas hired me as a Special Science Teacher. Only on its third year of existence, the school welcomed my suggestions and expertise. I helped develop its Science Research curriculum and introduced some innovations for teaching the course. Barely a year of teaching at Pisay, I realized that my role was not only to teach students but to train teachers as well. This I do by organizing workshops for teachers in the region.
One day, I received a letter from the students. The letter said, "Dear Ma'am Josette, we know you are being groomed for directorship of the school, and you would want to be the director someday, given the chance. The thing is, we don't want you to be the director. We just want you to be a teacher. Pisay needs teachers like you. The Philippines needs teachers like you." Their letter touched me deeply.
When I won the Metrobank Foundation Award in 1997 as one of the outstanding teachers in the country, the Pisay community gave me a poster. The poster was a white cartolina filled with signatures of students, teachers, and the non-teaching staff. In the center was a painting of a rose, and the message which says, "You are the song that plays so softly in our hearts; that gives us inspiration to aim for greater heights and bigger dreams. Congratulations. We are so proud of you."
In 1998, I won another national award as one of "The Outstanding Young Filipino" formerly known as the TOYM in the field of Secondary Education. Last year, I won the "2002 Intel Excellence in Teaching Award" in an international competition held at Louisville, Kentucky from May 10-17.
In Kentucky, I presented to the panel of judges and to about 150 teachers from all over the world my method of teaching Science Research to my students in Iloilo. I told them that the Philippines is a third world country blessed with abundant natural resources.
However, we face problems such as the rapidly declining environment and the lack of equipment and facilities for scientific endeavors. Faced with this situation, I introduced innovations and strategies for teaching the course. These innovations included: a) building a scientific library, b) conducting field studies, c) establishing linkages with research institutions in the country, d) holding science forums in school, and e) teaching students laboratory and field techniques which would help them in the conduct of their research work.
The judges and teachers from different parts of the world were amazed that even in the absence of sophisticated equipment, my students were able to produce quality research outputs beyond their expectations.
At this point in time, let me show to you what we do in our Science Research class (a five minute power point presentation of my class activities).
I went to Kentucky with three high school students from the Manila Science High School, and one student from the Mindanao State University-Iligan Institute of Technology. These students competed in the International Science and Engineering Fair which was held back to back with the teaching competition.
The students from Manila Science competed for a Team project in Physics, while the student from Iligan competed for the individual category in the field of Microbiology. These students were competing with 1,200 other students from around the world.
May 17, 2002 was a glorious moment for the Philippine delegation in the U.S. When it was announced that the student from Iligan won second place grand award for Microbiology, our delegation was ecstatic. When it was announced that the students from Manila Science won first place grand award for Physics, our group was delirious. When the grand award for "Excellence Teaching" was announced, and for the first time in the history of the event an Asian teacher won, and Filipino, there was a standing ovation from the crowd as the Philippine flag was waved in the air.
The Philippine delegation's road to success in Kentucky was far from smooth. We almost never made it to the U.S. Our visa interview was scheduled on May 29 when we were supposed to be competing in the U.S. by May 10. Almost desperate, we went to the Department of Foreign Affairs for help, only to be told that the Office cannot give us an endorsement letter to the U.S. Embassy because they cannot guarantee that we are coming back.
It was a painful experience for me and the students. Anyway, we were able to get our visa on the last minute the most unconventional way, and brought glory to this country.
Let me show to you the scenario during the first day of the teaching competition. When I entered the judging area, one table in front was occupied by the board of judges. At the right side of the room, the table was occupied by the finalist from China and her supporters. The table at the left side was occupied by the finalists from U.S.. and their supporters. The center table for the Filipino finalist was empty. I sat there alone.
I went to the U.S. bringing a CD for my presentation. I also brought some transparencies and a white board pen in case my CD won't work. Coming from a third world country, I was prepared for the worst. It turned out, I was the only finalist without a notebook computer. Luckily, one American finalist lend me his computer; but before doing so, he gave me a brief lecture on the parts of the computer and its use.
I was the fourth presenter. When it was my turn to present, a panel member asked if I needed an interpreter. I said, "No thanks."
A personnel from Intel volunteered to run my presentation. I said, "I can do it." After my presentation, they said, "Wow, you're so cool. You know more than us!" What am I telling you?
That despite our country's limited resources, Filipinos can compete globally given the proper training, support and exposure. Our winning at the international scene may not reflect the general condition of science education in the country. But with our concerted efforts, my dear fellowmen, we can move this country forward and show the world that we are a globally competitive race.
Last May, I was in Cleveland, Ohio to present my methods of teaching to 150 teachers from 17 countries. I also served as the team facilitator for the Spanish-speaking teachers from Brazil, Costa Rica and Argentina.
Last August, I gave a demonstration lesson to educators from the third world countries of Laos and Cambodia. Filipinos are indeed talented and will excel at the international level in their individual capacity. But as a country, we lag behind. This is because we lack the spirit of community which is very strong among progressive nations. When I went home to Iloilo after the competition in the U.S., my school gave me a very warm welcome. During the convocation, students and teachers expressed how proud they are of me. I told them, "I am very proud of you too. It is you who has brought me to where I am now. Our experiences together has brought world attention to the fact that hey, there's a world-class school out there in Iloilo; a school with world-class teachers and students.
I told the teachers and I quote Mr. De Quires that "being world-class doesn't mean going internationally and showing our best out there. Being world-class is passion and commitment to our profession. Being world-class is giving our best to teaching. Being world-class starts right inside the classroom."
In winning this international award, I do not claim to be the best teacher of the land. There are thousands of best teachers out there, working silently, giving their hearts to teaching, without thinking of benefits or rewards. I salute these teachers. In winning this award, I believe I was just commissioned by somebody up there to deliver the message that indeed, Filipino teachers can be world-class teachers. In winning this award, I have shown to the world that Filipinos can be world-class if they choose to be. And more importantly, I have shown to my fellow Filipinos that they can be world-class if they choose to be. That if we do our best, we can conquer the world.
During the panel interview in the U.S., one judge asked me, "You have a Ph.D. in Biology, why do you teach in high school?" I answered, "And who will teach these kids?" Another judge asked if how much am I paid for all my pains. They were shocked when I told them that I am getting a net pay of not more than $300. a month. When your job becomes your mission, your primary concern is giving your bestin everything you do. Knowing that you have contributed significantly towards the creation of a product which can make a difference in your company and the larger community is reward in itself. Believe in what you are doing. Believe that you can make a difference. Believing however doesn't mean you have to stop from where you are now. Believing is improving your skills and maximizing your potential.
With determination and the will to win, your company can conquer the world. As members of the San Miguel Family, you are lucky to take part in the production of high quality and accessible consumer products that can be found in every Filipino home. Your skills do not only contribute to the development of the country's economy, but you also bring out the spirit of fun, joy, and laughter into the lives of the people; thus helping make everyday life a celebration. Your capable hands can paint a true image of the Filipino as a people- intelligent, hard-working, passionate, fun-loving, creative, innovative, "magaling!." You could paint one bright picture of this country and its people - by your achievements in the workplace, your teamwork, integrity, passion for success, and your discharge of civic responsibilities. You can show the world that you are the new technocrats, capable and willing to meet the challenges of the new order of market globalization. You can show the world that you are the new citizenry, capable of making this country a worthy member of the league of peace-loving nations.

Philosophies of Education

Philosophies of Education

by Ron Kurtus (revised 26 February 2001)
There is a philosophy behind every school system, based on the views and values of the educators, as well as the society that is sponsoring the education. The philosophy starts with the view of reality and definitions of truth and goodness. From this, the mission of the schools and the emphasis of the instruction are established.
Questions you may have include:
  • What are the different educational philosophies?
  • What are their viewpoints and beliefs?
  • Which philosophy should be used?

Education philosophies

There are five basic philosophies of education
  • Perennialism
  • Idealism
  • Realism
  • Experimentalism
  • Existentialism

Perennialism

This is a very conservative and inflexible philosophy of education. It is based on the view that reality comes from fundamental fixed truths-especially related to God. It believes that people find truth through reasoning and revelation and that goodness is found in rational thinking.
As a result, schools exist to teach reason and God's will. Students are taught to reason through structured lessons and drills.

Idealism

Idealism believes in refined wisdom. It is based on the view that reality is a world within a person's mind. It believes that truth is in the consistency of ideas and that goodness is an ideal state to strive to attain.
As a result, schools exist to sharpen the mind and intellectual processes. Students are taught the wisdom of past heroes.

Realism

Realism believes in the world as it is. It is based on the view that reality is what we observe. It believes that truth is what we sense and observe and that goodness is found in the order of the laws of nature.
As a result, schools exist to reveal the order of the world and universe. Students are taught factual information.

Experimentalism

Experimentalism believes that things are constantly changing. It is based on the view that reality is what you experience. It believes that truth is what works right now and that goodness comes from group decisions.
As a result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.

Existentialism

Existentialism believes in the personal interpretation of the world. It is based on the view that the individual defines reality, truth and goodness.
As a result, schools exist to aid children in knowing themselves and their place in society.
Students learn what they want and discuss subjects freely.

Which philosophy to use?

Which philosophy should be used to educate the students? It seems that a combination of these seem appropriate. If you got locked in one philosophy, it seems that the view of the world and the ability to change are restricted.

Summary

The basic philosophies of education are Perennialism, Idealism, Realism, Experimentalism and Existentialism. They are based on a view of society and what is important, as well as political beliefs to a degree.
A combination of several of these philosophies or approaches may be the best route to take.

First Call for Children

Preamble
The preamble recalls the basic principles of the United Nations and specific provisions of certain relevant human rights treaties and proclamations. It reaffirms the fact that children, because of their vulnerability, need special care and protection, and it places special emphasis on the primary caring and protective responsibility of the family. It also reaffirms the need for legal and other protection of the child before and after birth, the importance of respect for cultural values of the child's community, and the vital role of international cooperation in securing children's rights.
Schoolgirls on march in Porto-Novo, Benin
Schoolgirls on march in Porto-Novo, Benin for AI Benin's Stop Violence Against Women campaign. ( © Terry J. Allen )

Article 1 - Definition of a Child
A child is recognized as a person under 18, unless national laws recognize the age of majority earlier. 

Article 2 - Non-discrimination
All rights apply to all children without exception. It is the State's obligation to protect children from any form of discrimination and to take positive action to promote their rights.
Article 3 - Best interests of the child
All actions concerning the child shall take full account of his or her best interests. The State shall provide the child with adequate care when parents, or others charged with that responsibility, fall to do so.
Article 4 - Implementation of rights
The State must do all it can to implement the rights contained in the Convention.
Article 5 - Parental guidance an the child's evolving capacities
The State must respect the rights and responsibilities of parents and the extended family to provide guidance for the child which is appropriate to her or his evolving capacities.
Article 6 - Survival and development
Every child has the inherent right to life, and the State has an obligation to ensure the child's survival and development.
Article 7 - Name and nationality
The child has the right to a name at birth. The child also has the right to acquire a nationality and, as far as possible, to know his or her parents and be cared for by them.
Article 8 - Preservation of identity
The State has an obligation to protect, and if necessary, re-establish basic aspects of the child's identity. This includes name, nationality, and family ties.
Article 9 - Separation from parents
The child has a right to live with his or her parents unless this is deemed incompatible with the child's best interests. The child also has the right to maintain contact with both parents if separated from one or both.
Article 10 - Family reunification
Children and their parents have the right to leave any country and to enter their own for purposes of reunion or the maintenance of the child-parent relationship.
Article 11 - Illicit transfer and non-return
The State has an obligation to prevent and remedy the kidnapping or retention of children abroad by a parent or third party.
Article 12 - The child's opinion
The child has the right to express his or her opinion freely and to have that opinion taken into account in any matter or procedure affecting the child.
Article 13 - Freedom of expression
The child has the right to express his or her views, obtain information, and make ideas or information known, regardless of frontiers.
Article 14 - Freedom of thought, conscience and religion
The State shall respect the child's right to freedom of thought, conscience, and religion, subject to appropriate parental guidance.
Article 15 - Freedom of association
Children have a right to meet with others, and to join or form associations.
Article 16 - Protection of privacy
Children have the right to protection from interference with privacy, family, home, and correspondence, and from libel or slander.
Article 17 - Access to appropriate information
The State shall ensure the accessibility to children of information and material from a diversity of sources, and it shall encourage the mass media to disseminate information which is of social and cultural benefit to the child, and take steps to protect him or her from harmful materials.
Article 18 - Parental responsibilities
Parents have joint primary responsibility for raising the child, and the State shall support them in this. The State shall provide appropriate assistance to parents in child-raising.
Article 19 - Protection from abuse and neglect
The State shall protect the child from all forms of maltreatment by parents or other responsible for the care of the child and establish appropriate social programmes for the prevention of abuse and the treatment of victims.
Article 20 - Protection of a child without family
The State is obliged to provide special protection for a child deprived of the family environment and to ensure that appropriate alternative family care or institutional placement is available in such cases. Efforts to meet this obligation shall pay due regard to the child's cultural background.
Article 21 - Adoption
In countries where adoption in recognized and/or allowed, it shall only be carried out in the best interests of the child, and then only with the authorization of competent authorities, and safeguards for the child.
Article 22 - Refugee children
Special protection shall be granted to a refugee child or to a child seeking refugee status. It is the State's obligation to co-operate with competent organizations which provide such protection and assistance.
Article 23 - Disabled Children
A disabled child has the right to special care, education, and training to help him or her enjoy a full and decent life in dignity and achieve the greatest degree of self-reliance and social integration possible.
Article 24 - Health and health services
The child has a right to the highest standard of health and medical care attainable. States shall place special emphasis on the provision of primary and preventive health care, public health education, and the reduction of infant morality. They shall encourage international cooperation in this regard and strive to see that no child is deprived of access to effective health services.
Article 25 - Periodic review of placement
A child who is placed by the State for reasons of care, protection, or treatment is entitled to have that placement evaluated regularly.
Article 26 - Social security
The child has the right to benefit from social security including social insurance.
Article 27 - Standard of living
Every child has the right to a standard of living adequate for his or her physical, mental, spiritual, moral, and social development. Parents have the primary responsibility to ensure that the child has an adequate standard of living. The State's duty is to ensure that this responsibility can be fulfilled, and is. State responsibility can include material assistance to parents and their children.
Article 28 - Education
The child has a right to education, and the State's duty is to ensure that primary education is free and compulsory, to encourage different forms of secondary education accessible to every child, and to make higher education available to all on the basis of capacity. School discipline shall be consistent with the child's rights and dignity. The State shall be consistent with the child's rights and dignity. The State shall engage in international cooperation to implement this right.
Article 29 - Aims of education
Education shall aim at developing the child's personality, talents and mental and physical abilities to the fullest extent. Education shall prepare the child for an active adult life in a free society and foster respect for the child's parents, his or her own cultural identity, language and values, and for the cultural background and values of others.
Article 30 - Children of minorities or indigenous populations
Children of minority communities and indigenous populations have the right to enjoy their own culture and to practise their own religion and language.
Article 31 - Leisure, recreation, and cultural activities
The child has the right to leisure, play, and participation in cultural and artistic activities.
Article 32 - Child labour
The child has the right to be protected from work that threatens his or her health, education, or development. The State shall set minimum ages for employment and regulate working conditions.
Article 33 - Drug abuse
Children have the right to protection from the use of narcotic and psychotropic drugs, and from being involved in their production or distribution.
Article 34 - Sexual exploitation
The State shall protect children from sexual exploitation and abuse, including prostitution and involvement in pornography.
Article 35 - Sale, trafficking and abduction
It is the State's obligation to make every effort to prevent the sale, trafficking, and abduction of children.
Article 36 - Other forms of exploitation
The child has the right to protection from all forms of exploitation prejudicial to any aspects of the child's welfare not covered in articles 32, 33, 34 and 35.
Article 37 - Torture and deprivation of liberty
No child shall be subjected to torture, cruel treatment or punishment, unlawful arrest, or deprivation of liberty. Both capital punishment and life imprisonment without the possibility for release are prohibited for offenses committed by persons below 18 years. Any child deprived of liberty shall be separated from adults unless it is considered in the child's best interest not to do so. A child who is detained shall have legal and other assistance as well as contact with the family.
Article 38 - Armed conflicts
States Parties shall take all feasible measures to ensure that children under 15 years of age have no direct part in hostilities. No child below 15 shall be recruited into the armed forces. States shall also ensure the protection and care of children who are affected by armed conflict as described in relevant international law.
Article 39 - Rehabilitative care
The State has an obligation to ensure that child victims of armed conflicts, torture, maltreatment, or exploitation receive appropriate treatment for their recovery and social reintegration.
Article 40 - Administration of juvenile justice
A child in conflict with the law has the right to treatment which promotes the child's sense of dignity and worth, takes the child's age into account, and aims at his or her defense. Judicial proceedings and institutional placements shall be avoided wherever possible.
Article 41 - Respect for higher standards
Wherever standards set in applicable national and international law relevant to the rights of the child are higher than those in this Convention, the higher standards shall always apply.
Article 42 - Implementation and entry into force
The provision of articles 42-54 notably foresee: (i) the State's obligation to make the rights contained in this Convention widely known to both adults and children. (ii) the setting up of a Committee on the Rights of the Child composed of ten experts, which will consider reports that States Parties to the Convention are to submit two years after ratification and every five years thereafter. The Convention enters into force - and the Committee would therefore be set up - once 20 countries have ratified it. (iii) States Parties are to make their reports widely available to the general public. (iv) The Committee may propose that special studies be undertaken on specific issues relating to the rights of the child, and may make its evaluation known to each State Party concerned as well as to the UN General Assembly. (v) In order to "foster the effective implementation of the Convention and to encourage international co-operation", the specialized agencies in the UN - such as the International Labour Organisation (ILO), World Health Organization (WHO) and United Nations Educational, Scientific, and Cultural Organization (UNESCO) - and UNICEF would be able to attend the meetings of the Committee. Together with any other body recognized as 'competent', including non-governmental organizations (NGOs) in consultative status with the UN and UN organs such as the United Nations High Commissioner for Refugees (UNHCR), they can submit pertinent information to the Committee and be asked to advise on the optimal implementation of the Convention.
Source: UNICEF and International Catholic Child Bureau (ICCB).