Review of Economics and Development Studies Vol. 5, No 1, March 2019 67 Volume and Issues Obtainable at Center for Sustainability Research and Consultancy Review of Economics and Development Studies ISSN:2519-9692 ISSN (E): 2519-9706 Volume 5: No. 1, March 2019 Journal homepage: www.publishing.globalcsrc.org/reads Sensitivity Level of Educational Administrators towards Child Rights 1 Shabbir Akbar, 2 Abdul Hameed, 3 Kamran Siddiqui, 4 Mumtaz Khan 1 PhD Scholar, UMT, Lahore, sahibuzaman.2013@yahoo.com 2 Professor, UMT, Lahore. drhameedpk@gmail.com 3 Headmaster, School Education Department Punjab, sidiqui_kamran@yahoo.com 4 Professor, UET, Lahore, mumtazmkpk1@gmail.com ARTICLE DETAILS ABSTRACT History Revised format: February2019 Available Online: March 2019 The Sensitivity level of administrators towards human rights specifically child rights in secondary schools needs to be explored. This sensitivity level towards child rights in terms of provision, protection and participation under United Nation Child Rights Convention (UNCRC) was assessed through knowledge, attitude and practice (KAP) model. The cognizance of this need necessitates to layout ways of improvement for child rights. This study therefore, articulated and empirically validated the problems through educational administrators working in secondary schools of Punjab, Pakistan. This cross sectional study used quantitative method design for data collection from 233 educational administrators (CEO, DOs and Head teachers) selected through simple random sampling method from each division with a response rate of 100%. The analysis of data showed that administrators have high sensitivity level about knowledge, attitude and practice of child right provision, protection and participation. This study is useful for researchers, practitioners, and policy makers. © 2019 The authors, under a Creative Commons Attribution-NonCommercial 4.0 Keywords CEOs and DOs, Head teachers, Provision, Protection, Participation, Knowledge, Attitude, Practice, Secondary School Punjab, Pakistan JEL Classification: A20, A21, P46 Corresponding author‟s email address: sahibuzaman.2013@yahoo.com Recommended citation: Akbar,S., Hameed,A., Siddiqui,K. and Khan,M.(2019). Impacts Sensitivity Level of Educational Administrators towards Child Rights, Review of Economics and Development Studies, 5 (1), 67-78 DOI: 10.26710/reads.v5i1.475 1. Introduction Sensitivity refers to the strength of the capacity to detect and discriminate a stimulus or change. It is the phenomenon that how strongly an individual perceived a factor. Studies have shown that subjects‟ sensitivity towards a particular matter (i.e. cultural sensitivity) depends upon their attitudes, behaviors, knowledge and application of awareness (practice) of that particular matter (Banks, 1987; Grant, 1994). Child welfare and child rights including provision, protection and participation are the part of welfare system of all societies. The needs and the risks of child rights provision, protection and participation are widely acknowledged. In Pakistan, the children are facing a lot of problems regarding basic rights including free and modern education, health, safety, security and lifelong learning in comfortable and peaceful schooling environment (SPARC & Plan, 2005); (Shahab, Ushijima & de-Muynck, 2004). From above back drop, it is quite obvious that there is need to explore perceptions of all stakeholders including teachers and educational administrators in this context. This study is useful as a tool to improve the observance of child rights in secondary schools of Punjab in Pakistan. 2. Review of Related Literature Children are the future of any country who become productive class of citizen for a nation. In Pakistan, 39 percent population is below 18 years (80.4 million children Censes, 2017 & Spate & Learmonth, 2017). Any human being http://www.publishing.globalcsrc.org/reads Review of Economics and Development Studies Vol. 5, No 1, March 2019 68 under 18 years of age as per state law provisions falls in the category of child. Legally a child is considered as minor being younger than the age of majority (Okyere & Imoh, 2014). Generally speaking, child rights are human rights. There is only a subtle distinction between the two notions. Human rights are protected in international human rights bills and agreements with principle of equality and non-discrimination, to be applied to every individual equally and fairly. As for their specific conditions of maturity and vulnerability is concerned, it is universally agreed that children should have a special protection yet reasonable freedom and active participation in matters directly concerning their life (Kosher, Ben-Arieh, & Hendelsman, 2016). As per Natural theory, all humans are born with inherent rights by nature. It is the universal moral principle that lie beneath the ethical and legal norms of society through which human conduct is measured and evaluated because all humans are governed by basic laws of nature. This theory is also reflected in article 1 of UNCRC, which inter-alia stipulates that all humans are free with equal rights by birth (Gilabert, 2015). Social justice theory is based on abilities of people living in a society and these capabilities and potential of people are required to be realized. As per social justice theory, all people are equal morally (Asch, 2017). The preamble to the constitution of different countries including Pakistan indicates to social justice in these terms and according to which, all persons shall have equal rights and obligations. Children‟s free and equal rights are seriously violated because most of them are forced to carry out activities out of their will such as child labor, forced marriages and prostitution (Robertson, Bromfield & Lamont, 2014). This study, therefore, observes that there is a problem between these proclamations and the respect for children‟s rights. Moral theory entitles everyone to human rights which also come with their duty or obligation to respect it. The moral theory is related to natural rights by the fact that everyone is born free and has equal rights towards one another. Kant (1949) described the moral theory into actions, which must be derived from duty than from inclination (Chappell, 2014). Moral theory is more forcefully applicable to children in terms of provision, protection and participation. The moral theory enforces moral justice to people, especially children suffering from human rights violation, to establish a better society (MacIntyre, 2016). Sociocultural theory is actually based on different social, cultural norms and value systems, which are being practiced in different communities. The transformation of taboos, values and traits make the communities more flexible and acceptable for others (Wenger, 1998; Wenger, McDermott, & Snyder, 2002), and in this way communities become learners of practices of other cultures and societies (Rogoff, 2003; Rogoff, Baker-Sennett, Lacasa, & Goldsmith, 1995; Rogoff, Matusov, & White, 1996). Children are also part of those communities and in this way, cultural interactions with peers and other members of communities transform the intercultural and inter- social harmony. Both learners and practicing communities are interlinked with the bond of learning and development (Rogoff, 2003). The binding feature between these different theories is children‟s participation which lead towards their psychomotor and cognitive development. From the above diagram, it is quite evident that children rights interpretation, childhood sociology related studies and socio-cultural/ ecological theories must be twined for the best of child development rather than to destroy the personality of future generation. Education has a pivotal role to communicate culture in transforming the child personality in a positive way. Participation of children in cultural processes is a right (Articles 12 and 13; CRIN, 2007). 3. United Nations Convention on the Rights of the Child (UNCRC) As per UNCRC, every child regardless of age and gender is unique in character and has equal status of human respect and dignity. Moreover, children have right to participate in decision making. Children must be given right Review of Economics and Development Studies Vol. 5, No 1, March 2019 69 to be listened and due respect to their view point (CRIN, 2007). Without recognition of children rights, there can never be agreement on rights of children (Bentley, 2005). According to Alston et al. (2005), UNCRC can be divided into five phases. Initially, child rights movement focused on child labor and sexual harassment. After World War-I, League of Nations developed working on Declaration of the rights of Children rights as humanitarian. As per the provisions of Geneva Convention 1959 and Declaration of Rights of Children, child rights were emphasized. The basic principle was that mankind should owe the children and invoke special attention of the World community to provide them special assistance in the situation of emergency. There was a paradigm shift from children protection to grant of children‟s rights (Freeman, 1998). Cultural relativism debate was the major focus of critique of the „best interests‟ principle: While the significance of national and regional particularities and various historical, cultural and religious backgrounds must be borne in mind, it is the duty of States, regardless of their political, economic and cultural systems, to protect all human rights and fundamental freedoms (Alston, 1994) The child rights include Child‟s best interests Principle, Parental care about child‟s rights, Child‟s developing abilities and Child‟s rights Consultation (Ritchie & Ritchie 1997). This final phase of child rights pertains to implementation and then, accountability (Alston et al., 2005). This is highly difficult task because of different types of economies, centralized and decentralized system of governments, use of various modern technologies by states, different concepts of social, cultural and moral obligations, and complex legal framework of ratified states due to which such international conventions have to be compromised. 3.1 UNCRC: Provision, Protection and Participation (3 Ps) In UNCRC, child rights have been elaborated through„3Ps‟ that is Provision, Protection and Participation. The Provision Rights pertain with services, resources and skills which are essential for children's existence and their development like education, health care and the right to play (Art 24,28 and 31). Provision means minimum standards of life, social security, health, education, accessibility to care, recreation, culture, play and leisure. The Protection Rights save children from acts of mistreatment or exploitation like protection from any type of physical and sexual abuse, mistreatment, substance abuse, inequality, discrimination and conflict (Art 3,19 and 32). The Participation Rights that provide children freedom to engage and participate in the processes to prepare themselves for society. These include the right to express their views etc. and right to information (Art12 and 13). Participation means political and civil rights like the right of identity, consultation, physical integrity, information and freedom of opinion (Alderson et al., 2005; Hammarberg, 1990; Lansdown, 1994; Rogers, 2004). To assess the sensitivity of administrators in terms of provision, protection and participation about child rights, the structured questionnaire surveys are helpful technique and KAP (Knowledge, Attitude and Practice) survey is very much authentic model to assess the sensitiveness of any social behavior which allows the researchers in collecting a large amount of data that will be subject to statistical analysis. The KAP is a survey instrument used to identify the knowledge (K), attitudes (A) and practices (P) of a population on a specific topic (Kaliyaperumal, 2004). Knowledge is the capacity to get, remember the mixture of comprehension, experience, judgment and skill. Attitudes refer to inclinations to respond to certain situations in a certain way and to see and construe events according to certain predisposition and Practices mean the application of rules and knowledge that leads to action (Green 2001, Hausmann-Muela et al. 2003, Manderson and Aaby 1992, Nichter 2008). The KAP surveys is effective in its characteristics like easy to design, easy to quantify data, easy to interpret and easy to give concise presentation of results, easy to generalize small sample results to a wider population, cross-cultural comparability, and speed of implementation (Bhattacharyya 1997, Stone and Campbell 1984). Review of Economics and Development Studies Vol. 5, No 1, March 2019 70 4. A Hypothetical Framework: A Two-way Matrix for Assessment of sensitivity of child rights Child Rights Respondents KAP Provision Protection Participation Administrators (CEOs/Dos/Head teachers) Overall Knowledge Knowledge about provision Knowledge about protection Knowledge about participation Overall Attitude Attitudes towards provision Attitudes towards protection Attitudes towards participation Overall Practice Practices in provision Practices in protection Practices in participation The problem is that child rights provision, protection and participation is not properly observed in secondary schools. It is important to measure the sensitivity level (knowledge, attitude and practice) of administrators about child rights The objectives of the study are, to find out the difference of sensitivity level of knowledge (provision, protection and participation) about child rights of educational administrators; to identify the difference of sensitivity level of attitude (provision, protection and participation) towards child rights of educational administrators; and to explore the difference of sensitivity level of practice (provision, protection and participation) in child rights of administrators. The study is an attempt to find out answers to questions, such as; what is the level of knowledge provision, protection and participation of educational administrators about child rights in schools; what is the level of attitude provision, protection and participation of educational administrators towards child rights in schools; and what is the level of practice provision, protection and participation of educational administrators in child rights in schools? 5. Research Methodology Punjab, the most populous province of the Pakistan, has vast geographical and diverse social demographics were taken as the container of population. This research was a cross sectional survey and the study identified and described the extent of knowledge, behavior, and attitudes of school administrators towards child rights. A sample of 233 educational administrators i.e. CEOs/EDOs, Dos and head teachers (including male, female, urban and rural) were proportionately and randomly selected from 9 divisions, 36 districts and 147 tehsils of Punjab. Review of Economics and Development Studies Vol. 5, No 1, March 2019 71 5.1 Constructs aligned with UNCRC The instrument for Administrators was developed on the basis of above UNCRC constructs and it was named as 3PST. It comprised of 118 items consisting three (03) main constructs base on “3Ps” namely Provision, Protection and Participation (3Ps). Further each construct was divided into three objectives i.e. Knowledge, Attitudes and Practice respectively. Five-point Likert Scale was used to measure the responses of teachers. The validation of instruments includes the content and face validity. The instrument was validated by the subject matter experts. The reliability coefficient Cronbach‟s alpha values of all variables were good and above 0.70 i.e. 0.853 for overall knowledge, 0.837 for overall attitude, and 0.944 overall practice in child rights. After validation of research instruments from subject matter experts, the final questionnaire (SPST) was actually launched. PROVISION 1. Adequate standard of living 2. Health care 3. Education 4. Services 5. Play and recreation. 6. A balanced diet 7. A warm bed to sleep in 8. Access to schooling PROTECTION 1. Protection from abuse 2. Protection from neglect 3. Exploitation and discrimination 4. Safe places for children to play 5. Constructive child rearing behavior 6. Acknowledgment of the evolving capacities of children PARTICIPATION 1. Participate in communities 2. Have programs and services for themselves 3. Involvement in libraries and community programs 4. Youth voice activities 5. Involving children as decision-makers Review of Economics and Development Studies Vol. 5, No 1, March 2019 72 5.2 Conceptual Framework Figure 1: Conceptual framework of the study 6. Analysis Table 1: The t test by gender on knowledge, attitude, practice and its factors of child rights: Variables Gender N Mean S.D „t‟ df „p‟ Knowledge Provision Male 129 9.19 3.102 1.311 229 .191 Female 102 9.80 4.064 Knowledge Protection Male 129 6.48 2.875 .227 229 .821 Female 102 6.57 2.997 Knowledge Participation Overall Knowledge Male 129 7.61 2.854 1.406 229 .161 Female Male 102 129 8.15 24.99 2.892 7.235 1.352 229 .178 Attitude Provision Male 129 30.64 5.971 .183 229 .855 Female 102 30.77 5.424 Attitude Protection Male 129 34.78 6.532 .661 229 .510 Review of Economics and Development Studies Vol. 5, No 1, March 2019 73 Female 102 35.34 6.231 Attitude Participation Male 129 11.64 2.904 2.143 229 .033 Female 102 12.46 2.845 Overall Attitude Male 129 77.06 12.965 .924 229 .356 Practice Provision Male 129 101.38 19.167 .899 229 .370 Practice Protection Female 102 99.09 19.326 Male 129 114.15 20.454 1.135 229 .257 Practice Participation Female 102 111.22 18.190 Male 129 56.74 12.656 1.426 229 .155 Overall Practice Female 102 54.29 13.253 Male 129 272.26 45.666 1.286 229 .200 Female 102 264.60 44.111 *p < 0.05, **p < 0.01, ***p < 0.001 6.1 Knowledge and its factors Table above shows that the t value (1.352) was not significant at p <0.05 for the knowledge subscale score, hence the female administrators (M = 26.45, SD = 9.160) perceived knowledge level equally about child rights as compared to male administrators (M = 24.99, SD = 7.235). The analysis regarding the knowledge factors reflects that t values for „knowledge provision‟ (1.311), knowledge protection (.227) and „knowledge participation‟ (1.406) was not significant at p <0.05. Therefore, it is concluded that both male and female administrators had almost equal level of provision, protection and participation and overall knowledge about child rights. 6.2 Attitude and its factors Table above shows that the t value (.924) was not significant at p <0.05 of the attitude subscale, hence the female administrators (M = 78.58, SD = 9.16) perceived equally attitude towards child rights as compared to male administrators (M = 24.99, SD = 11.60). The analysis regarding the knowledge factors reflects that t value for „knowledge provision‟ (183), knowledge protection (.661), and „knowledge participation‟ (2.143) was not significant at p <0.05. Therefore, it is concluded that both male and female administrators‟, had almost equal level of overall attitude provision, protection and participation towards child rights. Practice and its factors Table above shows that the t value (1.286) was not significant at p <0.05 for the practice subscale, hence the female administrators (M = 264.60, SD = 45.11) perceived almost equal practice level in child rights as compared to male administrators (M = 272.26, SD = 45.66). The analysis regarding the practice factors reflects that t values for „provision‟ (.899), protection (1.135), and „participation‟ (1.426) was not significant at p <0.05. Therefore, it is concluded that both male and female administrators‟, had almost equal level of overall practice provision, protection and participation in child rights. Table 2: One-way ANOVA for knowledge, attitude, practice and its factors on age group of administrators Sum of Squares df Mean Square F Sig. Knowledge Provision Between Groups 19.515 2 9.758 .771 .464 Within Groups 2847.046 225 12.654 Total 2866.561 227 Review of Economics and Development Studies Vol. 5, No 1, March 2019 74 Knowledge Protection Between Groups 16.221 2 8.111 .943 .391 Within Groups 1934.621 225 8.598 Total 1950.842 227 Knowledge Participation Overall Knowledge Between Groups .121 2 .060 .007 .993 Within Groups 1908.809 225 8.484 Total Between Groups Within Groups Total 1908.930 74.384 15090.125 15164.509 227 2 225 227 37.192 67.067 .555 .575 Attitude Provision Between Groups .420 2 .210 .006 .994 Within Groups 7538.826 225 33.506 Total 7539.246 227 Attitude Protection Between Groups 63.756 2 31.878 .753 .472 Within Groups 9525.660 225 42.336 Total 9589.417 227 Attitude Participation Between Groups 16.402 2 8.201 .977 .378 Within Groups 1889.527 225 8.398 Total 1905.930 227 Overall Attitude Between Groups 147.892 2 73.946 .469 .627 Within Groups 35508.998 225 157.818 Total 35656.890 227 Practice Provision Between Groups 41.424 2 20.712 .055 .946 Within Groups 84548.716 225 375.772 Total 84590.140 227 Practice Protection Between Groups 512.746 2 256.373 .655 .520 Within Groups 88030.145 225 391.245 Total 88542.890 227 Practice Participation Between Groups 449.753 2 224.877 1.324 .268 Within Groups 38219.558 225 169.865 Total 38669.311 227 Overall Practice Between Groups 368.260 2 184.130 .088 .915 Within Groups 468914.301 225 2084.064 Total 469282.561 227 * p < 0.05, ** p < 0.01, *** p < 0.001 6.2 Knowledge and its factors One-way analysis of variance showed the effect of age on administrators‟ sensitivities towards knowledge and its factors for child rights. The administrators with different age had not significantly different opinions about knowledge participation for child rights (F = .007), p <. 05. The administrators did not show any significantly Review of Economics and Development Studies Vol. 5, No 1, March 2019 75 different perceptions based on age, regarding „knowledge provision for child rights‟ (F = .771), p > .05, knowledge protection (F = .943), p > .05 and overall knowledge (F = .555), p > .05. about child rights Therefore, it is concluded that the administrators having different age, had perceived almost equal level of provision, protection, participation, and overall practices in child rights. 6.3 Attitude and its factors One-way analysis of variance showed the effect of age on administrators‟ perceptions towards attitude and its factors for child rights. The administrators did not show any significantly different perceptions regarding „provision (F = .006), p > .05, protection‟ (F = .753), p > .05, „participation‟ (F =.977), p > .05, and overall attitude (F =.469), p > .05, towards child rights. Therefore, it is concluded that the administrators having different age, had almost equal level of provision, protection, participation, and overall attitude towards child rights. 6.4 Practice and its factors One-way analysis of variance showed the effect of age on administrators‟ perceptions regarding practice and its factors in child rights. The administrators did not show any significantly different perceptions based on age regarding „provision‟ (F = .055), p > .05, „protection‟ (F = .655), p > .05, „participation‟ (F =.1.324), p > .05, and overall practice in child rights (F = .088), p > .05. Therefore, it is concluded that the administrators having different age, had almost equal level of provision, protection, participation, and overall practice in child rights. Table 3: One-way ANOVA for knowledge, attitude, practice and its factors on locality of administrators Sum of Squares df Mean Square F Sig. Knowledge Provision Between Groups 44.775 2 22.387 1.788 .170 Within Groups 2879.165 230 12.518 Total 2923.940 232 Knowledge Protection Between Groups 13.047 2 6.524 .767 .466 Within Groups 1956.961 230 8.509 Total 1970.009 232 Knowledge Participation Between Groups 7.368 2 3.684 .443 .643 Within Groups 1911.765 230 8.312 Total 1919.133 232 Overall Knowledge Between Groups 234.389 2 117.194 1.789 .169 Within Groups 15065.869 230 65.504 Total 15300.258 232 Attitude Provision Between Groups 166.042 2 83.021 2.551 .080 Within Groups 7486.490 230 32.550 Total 7652.532 232 Attitude Protection Between Groups 151.264 2 75.632 1.829 .163 Within Groups 9509.217 230 41.344 Total 9660.481 232 Attitude Participation Between Groups 24.718 2 12.359 1.484 .229 Within Groups 1915.282 230 8.327 Total 1940.000 232 Overall Attitude Between Groups 821.834 2 410.917 2.682 .071 Within Groups 35237.625 230 153.207 Review of Economics and Development Studies Vol. 5, No 1, March 2019 76 Total 36059.459 232 Practice Provision Between Groups 761.522 2 380.761 1.031 .358 Within Groups 84970.195 230 369.436 Total 85731.717 232 Practice Protection Between Groups 625.342 2 312.671 .812 .445 Within Groups 88601.310 230 385.223 Total 89226.652 232 Practice Participation Between Groups 264.501 2 132.250 .771 .464 Within Groups 39441.302 230 171.484 Total 39705.803 232 Overall Practice Between Groups 2389.695 2 1194.848 .581 .560 Within Groups 472942.322 230 2056.271 Total 475332.017 232 * p < 0.05, ** p < 0.01, *** p < 0.001 6.5 Knowledge and its factors One-way analysis of variance showed the effect of locale on administrators‟ perceptions concerning knowledge and its factors. The administrators did not show any significantly different perceptions based on locale regarding „provision‟ (F = 1.788), p > .05, „protection‟ (F = .767), p > .05, „participation‟ (F = .443), p <.05, and „overall knowledge‟ about child rights (F = 1.789), p > .05. Therefore, it is concluded that the administrators having different locale, had almost equal level of provision, protection, participation, and overall knowledge about child rights. 6.6 Attitude and its factors One-way analysis of variance showed the effect of locale on administrators‟ perceptions concerning attitude and its factors towards child rights. The administrators did not show any significantly different perceptions regarding „provision‟ (F = 2.551), p > .05, „protection‟ (F = 1.829), p > .05, „participation‟ (F = 1.484), p > .05, and overall attitude towards child rights (F = 2.682), p > .05. Therefore, it is concluded that the administrators having different locale, had almost equal level of provision, protection, participation, and overall attitude towards child rights. 6.7 Practice and its factors One-way analysis of variance showed the effect of locale on administrators‟ perceptions concerning practice and its factors in child rights. The administrators did not show any significantly different perceptions regarding „provision‟ (F = 1.031), p > .05, „protection‟ (F = .812), p > .05, „participation‟ (F =.771), p > .05, and overall practice in child rights (F =581), p > .05. Therefore, it is concluded that the administrators having different locale, had almost equal level of provision, protection, participation, and overall practice in child rights. 7. Conclusion and Results The female administrators perceived overall knowledge level, equally about child rights as compared to male administrators; both male and female administrators, had almost equal level of sensitivity in terms of provision, protection and participation and overall knowledge about child rights; the female administrators perceived equally overall attitude towards child rights as compared to male administrators; both male and female administrators „had almost equal level of overall attitude provision, protection and participation towards child rights; the female administrators perceived almost equal practice level in child rights as compared to male administrators; both male and female administrators‟, had almost equal level of overall practice provision, protection and participation in child rights. Review of Economics and Development Studies Vol. 5, No 1, March 2019 77 The administrators with different age had not significantly different opinions about knowledge participation for child rights. The administrators did not show any significantly different perceptions based on age, regarding „knowledge provision for child rights‟, knowledge protection and overall knowledge about child rights; the administrators having different age, had perceived almost equal level of provision, protection, participation, and overall practices in child rights; the administrators having different age, had almost equal level of provision, protection, participation, and overall attitude towards child rights; the administrators having different age, had almost equal level of provision, protection, participation, and overall practice in child rights. The administrators having different locale, had almost equal level of provision, protection, participation, and overall knowledge about child rights; the administrators having different locale, had almost equal level of provision, protection, participation, and overall attitude towards child rights; the administrators having different locale, had almost equal level of provision, protection, participation, and overall practice in child rights. Based on the findings, it is recommended that the administrators must be vigilant about the rights of children but it would be appropriate that the child rights seminars must also be arranged on monthly basis and the parents and teachers must be involved in such seminars frequently so that level of sensitivity about child rights may be increased optimally, which will increase the participation of child in different activities. 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