1. Stephen J McKinney University of Aberdeen 26 June 2015

2.  Poverty and Deprivation  What is poverty and deprivation?  Human Rights and school education  Poverty and deprivation and school education: Global  Child labour  Forcible displacement  Poverty and deprivation and school education: local  Exclusion from and within school  Some successes in attempting to address the impact of poverty and education.

3.  Absolute poverty / relative poverty  Developed and developing countries  Thresholds measurements  Poverty is associated with material need –lack of food, fuel, health care, adequate clothing, housing and lack of resource (usually financial ) to meet needs (European Anti-Poverty Network, 2013)  Often related to unemployment and reliance on state benefits – but rise of working poverty.  Around a billion children live in poverty (c.50%) (Fraser et al., 2011; Global Issues, 2013)

4.  The Universal Declaration of Human Rights (1948, article 26) states that ‘everyone has the right to education’  Education should be compulsory and free for the elementary stages.  Technical, professional and higher education should be also available.  The United Nations Convention of the Rights of the Child (1989, article 28) reiterates this call for compulsory, free primary education and encourages the provision of secondary education, (free or subsidized, where possible).  World Declaration on Education for all (1990) and the Dakar Framework for Action (Education for all: Meeting our Collective Commitments) (2000) reaffirm education for all.  The aim to achieve universal primary education is also one of the eight millennium development goals (goals targeting the reduction of the effects of poverty in the world).

5.  Four essential features of the right to education:  Availability ▪ Free and compulsory; trained teachers and Buildings  Accessibility ▪ Free for safe access; non discriminatory  Acceptability ▪ Good quality education in terms of content and resources  Adaptability ▪ Flexible and take into account the best interest of the child (Un Special Rapporteur on the Right to Education, Katarina Tomasevski)

7.  Child = under 18  Child work – child labour  Child labour: Deprives children of their childhood, potential and dignity and is harmful to their physical and mental development (ILO)

8.  Prohibited under United Nations declaration of Human Rights 1948  and United Nations convention on the rights of the child 1986.

9.  C. 168 million children (11% of child pop)  This figure down from 245.5 million 2000  Many work full time  78 million in Asia and Pacific  59 million sub Sahara Africa

10.  1.6 -2 million have fled Syria with families  6-7 million internally displaced  Health issues  outbreaks measles and polio  issues with schooling  Availability  Accessibility  Acceptability  Adaptability.

11.  Children in poverty excluded from and within school (Preston, 2008)  Excluded from school  In Scotland: comprehensive schooling and parental choice  Excluded through poor behaviour, illness or truancy  Accessibility?  Excluded within school  No money for trips, music lessons, sporting activities  No access to computers of internet, or books at home  No funds for commercially produced support materials  Support from schools becomes more difficult as budgets are tightened  Acceptability?

12.  Research indicates that some schools in the Glasgow area are among those that are advanced in supporting children and young people addressing the attainment gap in schools characterized by high levels of poverty and deprivation.  Tripartite measure ▪ FME ▪ SIMD ▪ Staged Intervention  Schools that were successful despite high levels of poverty and deprivation ▪ Vision of expectation and inclusivity ▪ External partners resourced for additional time ▪ Specialised support (McKinney et al., 2012, 2013; McKinney, 2013, 2014a, 2014b)

13. ▪ Designated staff and wider school support ▪ Designation of resource ▪ Supporting young people in making choices about their future ▪ Supporting them in the processes of applying for jobs, training, FE and HE. ▪ Advising on false starts and focusing on sustainable futures ▪ Providing individual support where necessary ▪ Providing support to the most vulnerable ▪ Supporting young people once they have left school Availability; Accessibility; Acceptability; Adaptability (McKinney et al., 2012, 2013; McKinney, 2013, 2014a, 2014b)