1. Educational Models and their Impact on Children's Human rights Education for cosmopolitan citizenship

2. Convention on the Rights of the Child
The Convention on the Rights of the Child is the first legally binding international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social rights. In 1989, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not.
The Convention sets out these rights in 54 articles and two Optional Protocols. It spells out the basic human rights that children everywhere have.

5. Learning Outcomes Educated Cosmopolitan Citizen Global Education
Convention
Articles
Basic and traditional Educational Models
Civic Education
School and Gender Equality
Cosmopolitan Person
Educated Cosmopolitan Citizen
Global Education

6. Recognition of children as subjects of rights is expressed, explicitly or implicitly, in a number of articles in the Convention:
Article 5 – parental provision of direction and guidance in accordance with respect for children’s evolving capacity;
Article 9 – non-separation of children from families without the right to make their views known;
Article 12 – the right to be listened to and taken seriously;
Article 13 – the right to freedom of expression;
Article 14 – the right to freedom of conscience, thought and religion;
Article 15 – the right to freedom of association;
Article 16 – the right to privacy;
Article 17 – the right to information;
Article 29 – the right to education that promotes respect for human rights and democracy.

7. Children's Right to Develop
For children, the right to life is the chance to be able to live and have the possibility to grow, to develop and become adults. This right comprises two essential aspects: the right to have one’s life protected from birth and the right to be able to survive and develop appropriately.
It is then necessary for children to be able to benefit from appropriate healthcare,  a balanced diet, and a quality education, as well as being able to live in a healthy environment.

8. Basic Educational Models

9. Difference Between Two Basic Educational Models
In the school-centered model, planning begins with the realities of the school. Technology is retrofitted into the school or the school is enlarged to accommodate technology. The student is then interfaced with the technology. “Student-centered” simply means that students are factored into a school-based equation.
In the student-centered model, planning begins with the realities of the student. Technology is a part of his/her life. School is one of many different technologies.

10. Traditional School-Centered Educational Models

11. What does student-centered learning really mean?
It's about avoiding the idea of students as "customers," with the concomitant notion that the customer is always right.
It's about avoiding the notion that a magic bullet exists (such as digital classrooms) to educational success.
It's really about putting the most talented leaders in front of our students, and empowering them to stimulate the intellectual and especially the moral growth of students.

12. Student-Centered learning and “Quality Education”
“Quality education” means: taking account of the following three elements: – matching performance to expectations (fitness for purpose); – self-improvement and transformation (focus on processes); – empowerment, motivation and participation (focus on learners). Student-Centred, not School-Centred learning can guarantee Quality Education!
Recommendation CM/Rec(2007)13 of the Committee of Ministers to member states on gender mainstreaming in education.
 (Adopted by the Committee of Ministers on 10 October 2007 at the 1006th meeting of the Ministers’ Deputies)

13. What is Democratic/Civic Education
“Education for democratic citizenship” means education, training, dissemination, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and moulding their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.

14. Education for Democratic Citizenship and Gender Equality.
Gender equality means an equal visibility, empowerment and participation of both sexes in all spheres of public and private life. It requires the acceptance and appreciation of the complementarity of women and men and their diverse roles in society.

15. School and Gender Equality
Gender equality practices in schools are at the very core of gender mainstreaming implementation.
Inequality often is more a consequence of insufficient awareness than deliberate wrong doing.
It needs a renewed commitment of schools to gender equality in order to challenge negative stereotypes and to advance and maximise the potential of young women.

16. Children's Voice and Opinion: In Education, In Decision Making Processes, and in Citizenship
“Listening to children and considering seriously what they have to say can hardly be said to have been a frequent hallmark of inter-personal relationships or societal organization.
The participatory thrust of the CRC demands considerable - sometimes profound - change in cultural attitudes towards children.
Even adults who are utterly sympathetic to the principle of enabling children to express their views may often feel uncomfortable with the ways, means and implications of putting this into practice. Indeed, children themselves frequently experience similar feelings of unease.”
Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

17. The Implications of Article 12
Article 12 is a substantive right, saying that children are entitled to be actors in their own lives and to participate in the decisions that affect them. Democratic participation is the means through which to achieve justice, influence outcomes and expose abuses of power. It is also a procedural right enabling children to challenge abuses or neglect of their rights and take action to promote and protect those rights. It enables children to contribute to respect for their best interests.

18. Why children want to be involved in issues that affect them?
It offers them new skills.
It builds their self-esteem.
It challenges the sense of impotence often associated with childhood.
It empowers them to tackle abuses and neglect of their rights.
They have a great deal they want to say.
They think that adults often get it wrong.
They feel their contribution could lead to better decisions.
They feel it is right to listen to them when it is their life at issue.
They want to contribute to making the world a better place.
It can be fun.
It offers a chance to meet with children from different environments, of different ages and experience.
Gerison Lansdown. PROMOTING CHILDREN’S PARTICIPATION IN DEMOCRATIC DECISION-MAKING.

19. Children can become successfully involved in:
Research;
Monitoring and making decisions regarding their health;
Managing their own institutions such as schools;
Evaluating services intended for younger people;
Peer representation;
Advocacy;
Project design, management, monitoring and evaluation;
Campaigning and lobbying;
Analysis and policy development;
Publicity and use of the media;
Conference participation.

20. Cosmopolitan Person
People define their identities in many ways, such as by gender, age, and ethnic, racial, religious, or other affiliations. Many individuals have global, cosmopolitan, multicultural belongings and identities. Some reside in more than one country or lead transnational lives going back and forth between countries.
Recognition of diverse identities is important so that individuals and groups can share an identity as citizens while simultaneously maintaining other identities.
Tolerance and respect are essential, for truly multicultural societies must be inclusive of all citizens without privileging some and discriminating against others.

21. A Cosmopolitan in a Globalized World
Cosmopolitans view themselves as citizens of the world who will make decisions and take actions in the global interests that will benefit humankind.
Tolerance, understanding and respect are essential, for truly future generations of global citizens who share globally the four pillars of education: learn to know, learn to do, learn to be, and learn to live.

22. What is Global Citizenship?
Global citizenship is an umbrella term for the social, political, environmental, or economic actions of globally-minded individuals and communities on a worldwide scale. The term can refer to the belief that, rather than actors affecting isolated societies, individuals are members of multiple, diverse, local and non-local networks. Global citizenship is an interdisciplinary lens through which to analyze the history and development of our changing world. Although there is no standard definition of global citizenship, there are common topics that guide conversations in the field.

23. Educated Cosmopolitan Citizen
Educated cosmopolitan citizens will be confident in their own identities and will work to achieve peace, human rights and democracy within the local community and at a global level, by:
• accepting personal responsibility and recognising the importance of civic commitment;
• working collaboratively to solve problems and achieve a just, peaceful and democratic community;
• respecting diversity between people, according to gender, ethnicity and culture;
• recognising that their own worldview is shaped by personal and societal history and by cultural tradition;
• respecting the cultural heritage and protecting the environment;
• promoting solidarity and equity at national and international levels.

24. Global Educational Model
Education in the 21st century needs to be radically different from the 19th century models of education we have become accustomed to. The Global Education Model of Schooling relies on universal values that are embedded in the framework of education itself. Becoming "good" or virtuous is given more importance than becoming "smart" or competent, though both are considered important aspects of education in this model. (

25. Educating for Global Citizenship
Programs of Global Education Model, even in the traditional schools, place much more importance on such aspects as:
learning to work with others,
to take a task from concept to reality,
to overcome the difficulties along the way,
to be resourceful,
to be a team player,
to listen well,
to search for win-win solutions,
to develop a love for learning,
to do one's best,
to be self-critical,
to have the will power to complete tasks and the responsibility to do them well.
Such an education will deal with the whole human being, not just
some aspects of his development and will prepare an individual for
life, not just a job.

26. Questions to Answer Personally
What do I actually realize by global citizenship and global competence?
If we are all becoming global citizens, what then are my civic responsibilities? …