Teachers’ perspectives on child rights education: Knowing, applying, believing

This study deals with child rights education (CRE) and content related

competencies emerging from CRE framework that teachers need in order to

ensure rights of the child within the education system. The goal of the

research was to describe to what extent primary school teachers demonstrate

CRE knowledge, skills of applying that knowledge in school context and the

attitudes that support CRE. The survey included 930 teachers, using a

questionnaire that examined their CRE knowledge, knowledge

application/skills, and their attitudes/values about CRE. The results of the

survey revealed that, among teachers, there is an insufficient level of

knowledge and skills that are crucial to ensure respect and exercise of the

rights of the child within the education system, and that they exhibit

attitudes that point to misunderstanding of the meaning and significance

behind certain child rights and the Convention as whole.