Since the formation of the United Nations, laws have been passed and conventions have been arranged to try and influence the conduct of member states in terms of how to deal with children. One such convention is the 1989 UNESCO convention on the rights of the child. This write up seeks to examine how the leadership and management of education in Zimbabwe is guided by the said convention. However, before the discussion key terms will be defined.
Scholars such as Thungu et al (2012) see leadership as the process of trying to achieve organisational goals by influencing the behaviour and activities of individuals. Cuban (1988) believes that managing is maintaining efficiently and effectively current organisational arrangements. The writer then views educational leadership and management as the process of influencing the behaviour and activities of individuals to maintain organisational arrangements efficiently and effectively implement new programmes. The writer will explore the four areas of the 1989 UNESCO convention on the rights of the child.
UNESCO stands for United Nations Educational Scientific and Cultural Organisation. It was formed in 1946 with the purpose of promoting peace, social justice, human rights and international security through educational, scientific and cultural programmes. It convened a convention on the rights of the child in 1989
The said convention looked at all the areas that have to do with the the rights of the child. However of particular interest to this writer are the following; Article 2 which deals with treating children equally without discrimination; Article 23 which talks about inclusive education; Article 28 which relates to basic education, secondary education, vocational education and discipline and Article 31 which relates to cultural education. The writer will examine these articles in details.
As enshrined in the