The education on Children’s Rights in schools should be made having in mind that there is no educational intervention that covers all aspects of the CRE and that CRE does not provide a detailed guide on all aspects of Children’s Rights (Kilkelly & Lundy, 2006). With this said, it should be considered a rounded view of the educational accomplishments; the connection of the education to other major issues that could be affecting the lives of children; and the recognition of parents as the core role of rights-holders.
This way of understanding the learning process supports the idea of the child as the actor of his or her knowledge and, accordingly, complies with the requirements associated with children’s rights education.
Louviot, Moody & Darbellay (p. 4, 2019)
One aspect that could be considered key within the engagement of children in CRE lies in the results that this might bring, such as an improved relationship with peers; improved social behaviour; the improvement of physical and psychological health; and improved levels of engagement in such matter. Children Right’s Education should be made from three different techniques/points of view (Verhellen, 1999 and UN, 2011):