Promoting SDGs 10 and 16: Building a Child Rights-Respecting Community Through the Colega Teaching Manual in Cagayan de Oro City

Kurt  S. Candilas,; Joel  D. Potane,; Jean  T. Loquillano,

Promoting SDGs 10 and 16: Building a Child Rights-Respecting Community Through the Colega Teaching Manual in Cagayan de Oro City

Joel D. Potane | Jean T. Loquillano | Kurt S. Candilas

Discipline: Education

Abstract:

Human rights education is vital in promoting peace, justice, and equality. This study assessed the impact of the Colega Teaching Manual on child rights education, emphasizing its alignment with Sustainable Development Goals (SDG) 10 and 16. A sequential mixed-methods approach was used, integrating quantitative and qualitative data to comprehensively understand the manual’s impact. A total of 273 implementers purposively participated in this study. Descriptive statistics were employed to identify patterns and trends related to the manual’s impact on child rights education and community development. Thematic analysis was conducted to capture participants’ experiences in implementing the manual, with insights from interviews with 15 participants highlighting themes such as professional development, dissemination, resource support, monitoring, community involvement, and addressing challenges. Triangulating survey results integrated the findings with thematic insights, which revealed positive feedback on areas such as implementation, child rights advocacy, governance, and school practices. Participants expressed high satisfaction and alignment with SDGs. An observed outcome was the notable decline in physical bullying, reflecting the manual’s role in fostering safer, more collaborative, and rightscentered school environments.

References:

Bajaj, M., Canlas, M., & Argenal, A. (2021). Rights-based education and social transformation: Connecting educational praxis to human rights. Comparative Education Review, 65(2), 226–245. https://doi.org/10.1086/713719
Barr, D., Freire, J., & Scully, M. (2020). Strategic leadership in promoting children’s rights education. Educational Administration Quarterly, 56(1), 58–86. https://doi.org/10.1177/0013161X19861138
Blaylock, L. (2017). Addressing gender-based bullying in schools. Journal of Educational Research and Practice, 7(2), 123–135. https://doi.org/10.5590/JERAP.2017.07.2.10
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2013). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361–382. https://doi.org/10.1080/02796015.2007.12087929
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5^th ed.). Sage Publications. https://us.sagepub.com/en-us/nam/research-design/book255675
Davies, B., Ellison, L., & Bowring-Carr, C. (2020). Strategic leadership in education: Effective school governance. Routledge.
Howe, R. B., & Covell, K. (2021). Empowering children: Children’s rights education as a pathway to citizenship. Springer. https://doi.org/10.1007/978-3-030-65452-7
Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928
Igbokwe, U., Kalu-Uche, N., & Obodo, I. (2019). Teacher training for effective implementation of rights-based education in schools. International Journal of Education and Development, 19(4), 45–57. https://doi.org/10.26803/ijlter.18.7.2
Jerome, L., Emerson, L., & Lundy, L. (2021). Teaching children’s rights in schools: A framework for practice. Human Rights Education Review, 4(1), 20–35. https://doi.org/10.7577/hrer.3986
Lundy, L., Maguire, M., Emerson, L., & Byrne, B. (2020). Child rights education: A systematic review of the literature and its implications. International Journal of Educational Development, 73, 102116. https://doi.org/10.1016/j.ijedudev.2020.102116
Melton, G. B., Graham-Bermann, S. A., & Levendosky, A. A. (2020). The role of child rights in education: Bridging theory and practice. Oxford University Press.
Pells, K., & Wilson, E. (2020). The transformative potential of child rights education in schools. Childhood Education International Journal, 96(2), 42–49. https://doi.org/10.1080/00094056.2020.1733470
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
Smith, P. K., & Thompson, D. (2021). Preventing bullying in schools: A comprehensive guide. Routledge.
Winter, S., Spies, T., & Pauw, K. (2020). Integrating rights education into school curricula: Best practices and challenges. Journal of Educational Research and Practice, 10(3), 213–229. https://doi.org/10.5590/JERAP.2020.10.3.02