CROC - Afterwords

Nelson Mandela

My earliest childhood memories are of the village of Qunu in the rolling hills and green valleys of the Transkei territory in the south-eastern part of South Africa. Qunu was where I spent the happiest years of my boyhood, surrounded by a family so full of babies, children, aunts and uncles that I cannot remember a single waking moment when I was alone.

There was where my father taught me, by the way he led his life, the sense of justice that I have carried with me for the many decades I have lived. By watching him closely, I learned to stand tall and stand strong for my beliefs.

It was in Qunu that my mother gave me the stories that charged my imagination, teaching me kindness and generosity as she cooked meals over an open fire and kept me fed and healthy. From my days as a herd-boy I learned my love of the countryside, of open spaces and the simple beauties of nature. It was then and there that I learned to love this earth.

From my boyhood friends I learned dignity and the meaning of honour. From listening to and watching the meetings of tribal elders, I learned the importance of democracy and of giving everyone a chance to be heard. And I learned of my people, the Xhosa nation. From my benefactor and guide, the Regent, I learned the history of Africa and of the struggle of Africans to be free.

Source:
State of the World's Children

Afterwords

Time to act

"As we look at our children in every country in every region of the world, we see young lives scarred by poverty and violence, racked by disease, contorted by discrimination. In the shadows cast by bursting wealth, we see futures cut short and potentials unrealised because of a lack of education. Despite the miracles of science, we see a generation, and the generations after them, lost. "We write these words that our hearts would have us shout: We must not let this be. We cannot waste our precious children. Not another one, not another day. It is long past time for us to act on their behalf.

"Today, we take our privilege and put it at the service of the children of the world. We join our lifelong struggle for justice with UNICEF's mission to protect children's rights, to help meet their basic needs and to expand their opportunities to reach their full potential. And we urgently implore those who would be leaders — from governments, civil society organisations and the private sector — to do the same."

-- from "At the service of the children of the world," a letter from Nelson Mandela and Graça Machel.

UNICEF

Einstein said "imagination is more important the knowledge". So let us pause for a minute and imagine.

Imagine a world where laughter is ringing in the hearts of families, feeling the joy of love between parents and children.

Imagine a world where children are able to fulfil their potential, being creative and sharing.

Imagine a world where each person is responsible for, and respectful of, human rights.

Imagine a world of tolerance where diversity is celebrated.

Einstein however was basing his statement on knowledge: knowledge that humans can be the cruellest and kindest of all creatures on Earth.

Iqbal had imagination. He imagined what it would be like to be free, to read, to write, to laugh and to have a world where all are equal. This imagination was based on the knowledge of what happened to him: sold into labour at 4, being forced to work, having no family, not playing, not allowed to develop to his full potential as a human being. So it is the knowledge that human rights help all of us to:

have our own personal and cultural heritage
attend schools
be with a family
be free
have access to health facilities that meet the needs of the community
avoid forced labour.

Human rights celebrate diversity and humanity. The Convention on the Rights of the Child is designed to support and maintain these rights for the most precious of things, children, not just for today but for the future.

It is not up to others to achieve this world; it is up to each of us to learn that we can create this world. To achieve change, the change must begin within as a personal commitment to yourself and therefore the world. For if you commit yourself to tolerance, respect, responsibility and justice then, like a ripple in the pond, the word and commitment will spread.

There are many ordinary heroes who have shown how change can be achieved, for example: Iqbal; Craig Kielburger, who at 12 began to fight against exploitation after reading about Iqbal, and inspired the organisation Free the Children; William Wilberforce in the 19th century who was one of the driving forces in the anti-slavery movement in England; Fanny Lou Hammer, a civil rights activist of the 1950s and 1960s in the U.S.A.; the countless UNICEF workers who give of themselves. The list goes on.

It is the unseen work of many people that is making the difference. And it is in early childhood that the biggest difference can be made. A good start to life is essential. Some UNICEF Early Childhood Development Programs promoting survival, growth and development for the earliest years are: (Projects marked * are non-UNICEF supported):

UNICEF advocates no single model for early childhood care. Most countries are creating programs that respond to local and regional needs:

In Cuba, 98 per cent of children up to the age of six are covered by early childhood care programs resulting in Cuban children attaining higher scores in mathematics and languages than children in other countries in the region.

In Jamaica, trained volunteers support parents and children in their homes in poor rural and urban areas as part of the Roving Caregivers Project.

In Jordan, a community-based rehabilitation program works closely with parents, teachers and community volunteers to detect disabilities in young children and to change attitudes towards children with disabilities.

In FYR Macedonia, refugees fleeing war-torn Kosovo for Macedonia were trained in community work, family visits and child development and took messages and materials about parenting in an emergency to refugee families. After the refugees returned to Kosovo, the project was adapted for rural Macedonian families and children.

In Malawi, community-based childcare offering home visits and local volunteers to promote early childcare practices is part of a wider effort to help families and communities hit by poverty and HIV/AIDS.

In the Maldives, a multimedia program provides opportunities to broaden early childcare information beyond basic survival to include social, emotional, cognitive and spiritual development of the child.

In Peru, the Wawa Wasi program provides day care and meals for 150,000 children under three years old in low-income working families. It is also providing training and employment for 19,000 caregivers.

In the Philippines, locally run day care, primary education, parent ‘effectiveness’ education and training is provided by caregivers, rural housewives and health workers in 14 regions with the highest population of disadvantaged children under five years.

In South Africa, the Impilo project has transformed the lives of children and families of all races by linking together a network of services in an inner-city area of Johannesburg.

In Turkey, a video series on child development has been broadcast on national television reaching over 80,000 mothers in the country in an effort to bridge the gap for families who cannot afford centre-based childcare.

In the United States, the Head Start program has prepared nearly 18 million young children for success in elementary school, with the attainment of higher than expected levels in early literacy, numbers manipulation and social skills

Chris Dorbis
Project Officer, International Civics, Curriculum Support Directorate, New South Wales Department of Education and Training.

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International Human Rights Day
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This unit of work is a joint venture between UNICEF Australia and the Curriculum Support Directorate, NSW Department of Education and Training.