News Desk : dhakamirror.com
Today, as it does every year, the United Nations Children’s Fund (Unicef) is celebrating World Children’s Day in an effort to give children a voice in advocating for a better tomorrow and a more equitable and inclusive world.
This year, the day will focus on the theme of “Inclusion, For Every Child”.
The Declaration of the Rights of the Child, written in 1959, and the Convention on the Rights of the Child (UNCRC), written in 1989, were both adopted by the United Nations General Assembly on this day, November 20.
The United Nations Convention on the Rights of the Child (UNCRC) is an international statement of children’s rights that has been signed and ratified by 196 nations around the world. It comprises 54 articles that cover all elements of
children’s lives, such as non-discrimination, the best interests of the child, and the right to be heard.
It’s one of the most important international documents that every agency must adhere to, and it includes a provision recognizing education as a fundamental right.
TikTok challenge #IFeltIncluded was launched by Unicef to encourage people to listen to children’s ideas and demands, and the organization has taken a number of other steps to assist governments, businesses, schools, parents, and youth in becoming part.
It includes children are ‘taking over’ the adult responsibilities and asking everyone to ‘turn the world blue’ by wearing blue, updating their social media accounts, and lighting buildings in blue to show their support for the rights of children.
Later on today, Unicef Bangladesh will also host a takeover event in which a child will assume control of a local television station.
In honor of World Children’s Day, Unicef has released a report titled “Rights denied: The impact of discrimination on children” shows the extent to which racism and discrimination impact children’s education, health, access to a registered birth, and a fair and equal justice system, and highlights widespread disparities among minority and ethnic groups.
Among the new findings, an analysis of 22 low- and middle-income nations reveals that children from marginalized ethnic, linguistic, and religious groups have significant reading proficiency gaps compared to their peers.
Students in the most privileged socioeconomic group are more than twice as likely to have basic reading skills as students in the least privileged socioeconomic group among those aged 7-14.
