On the International Day of the Child
Short Study on the Effect of Different Circumstances on the Child in Syria
Human Rights Association of Syria
June 2004

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"The States Parties to the present Convention,
Recalling that, in the Universal Declaration of Human Rights, the United Nations has proclaimed that childhood is entitled to special care and assistance,
Convinced that the family, as the fundamental group of society and the natural environment for the growth and well-being of all its members and particularly children, should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community,
Recognizing that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding,
Considering that the child should be fully prepared to live an individual life in society, and brought up in the spirit of the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of peace, dignity, tolerance, freedom, equality and solidarity,
Bearing in mind that the need to extend particular care to the child has been stated in the Geneva Declaration of the Rights of the Child of 1924 and in the Declaration of the Rights of the Child adopted by the General Assembly on 20 November 1959 and recognized in the Universal Declaration of Human Rights, in the International Covenant on Civil and Political Rights (in particular in articles 23 and 24), in the International Covenant on Economic, Social and Cultural Rights (in particular in article 10) and in the statutes and relevant instruments of specialized agencies and international organizations concerned with the welfare of children,
Bearing in mind that, as indicated in the Declaration of the Rights of the Child, "the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth",
Recalling the provisions of the Declaration on Social and Legal Principles relating to the Protection and Welfare of Children, with Special Reference to Foster Placement and Adoption Nationally and Internationally; the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (The Beijing Rules) ; and the Declaration on the Protection of Women and Children in Emergency and Armed Conflict, Recognizing that, in all countries in the world, there are children living in exceptionally difficult conditions, and that such children need special consideration,
Taking due account of the importance of the traditions and cultural values of each people for the protection and harmonious development of the child, Recognizing the importance of international co-operation for improving the living conditions of children in every country, in particular in the developing countries…
From Preamble of Convention on the Rights of the Child.

 Children under 15 form 40.2 per cent of Syria society (7.584 million.).  This percentage indicates much potential as long as circumstances permit the development of their cultural and mental facilities; there is no doubt that the circumstances in which the child is raised have profound effects on his or her personality.  We will not speak in this report about the bad circumstances that every citizen, young or old, suffer from.  Instead, we wish to focus on the effects of these circumstances on the children and their abilities and we hope this subject will be further investigated.
We made a survey for children of middle class families between 11 and 14 years old who are still in school.  We submitted this survey to 92 children, half boys and half girls.  This survey includes questions about whether children know their rights and recognize matters that influence his or her daily rights.

CHILDREN'S AWARENESS OF THEIR RIGHTS

An awareness of one’s rights is essential in detecting and combating the violations of those rights.  As these rights come to be viewed as self-evident, they will cease to be a purely legal concern and become a matter of tradition, one which may not be uprooted or impinged upon by any law.
Syria ratified the Convention on Children’s Rights in 1993.  In spite of that, children’s awareness of their rights is shallow and distressingly general—it is not based on deep understanding but on rote memorization.  The second National Report (2000) on continued execution of the Convention on the Rights of the Child, stated that “concerned ministries and public organizations established large numbers of training courses, national lectures, workshops, and meetings aimed at spreading awareness of the principles and rules laid out in the Convention…” “Also the Ministry of Education entered the articles of the Convention in the school books beginning with third grade...” Beside that, there are other efforts that aim to spread awareness of children’s rights as laid out in the Convention.
In spite of that, it is odd that in schoolbooks for the first six grades, there is nothing about Universal Child Day.  There are, however, many lessons about Mother’s Day, Independence Day, Corrective Movement Day, and March Revolution Day!  Moreover, there are no activities devoted to raising awareness of the principles of the Convention.
We met some elementary school teachers to ask about the subject.  All of them replied that educating children about their rights is not a major concern in the schools.  Most of them expressed their regret that there is not a focus on this matter.  The children learn about their rights in the second and third grade in only one lesson per grade, taught in a traditional way—by rote memorization—without the assistance of any activities that would advance their understanding of those rights.  Some of the teachers said that there is not enough time to teach these matters to children because they do not even have time to finish their regular lessons!  Moreover, teachers have no training course on how to teach children’s rights despite the existence of several books devoted to this subject.
In the survey we made, 45 children knew the correct date of the Universal Children’s Date.  Most of them learned of this day from television programs. Seventy-seven knew some of their essential rights.  All of those children said as two of their rights, education and play; others said love and care from parents and clothes.  Very few listed the right to life and freedom.  Only two children said the right not to be beaten.
The teaching of children’s rights in the school system has not developed the understanding of children’s rights in Syrian culture because the rights that children mentioned were merely intuitive and there is no deep understanding of these rights.  For example, with the exception of two answers, the children did not mention the right not to be beaten or discriminated against.  None of them mentioned the right not to be tortured, arbitrarily detained, the right to a clean environment, the right to govern, or the right to form associations.  A few children mentioned the right to nationality, but the totality of their statement reveals a lack of understanding.  For example, “I have the right to nationality when I grow up.”  Educating children to be against torture and respect fundamental freedoms is the only way to ensure that these children do not violate the rights of others in the future.
After we allowed the children to list what they consider to be their essential rights, we listed six answers, three of which were rights.  We then asked them to choose the correct three.  The results were: 92% chose the right to education, 87% chose the right to freedom of expression, and 64% chose the right to decide parental custody.  The surprise was that 44% chose the right for children to vote.  Despite the fact that we told them to choose just three answers, many of them chose the right to vote as a fourth answer.  We can consider this choice both positive and negative.  It is negative because it reveals their inadequate knowledge of the essential rights of children, but positive because the children considered participation in political and public life as an essential right.
A review of the school books for the first five grades reveals the following: first grade books do not contain any information about children's rights.  The first grade reading book, Part II, contains three lessons about Teacher's day, Mother's day, and Independence Day, and nothing about Universal Child Day. In the second grade reading book, Part II, the one lesson on children's rights includes the following as rights: health treatment, parental care, freedom of expression, access to education, the right to play, and good familial relations.  But this lesson spoke about these rights without appropriate legal backgrounds, i.e. no mention to the Convention on the Rights of the Child or the Universal Day for Children.  In the third grade reading book, Part I, there is nothing about children's rights.  In Part II, there is one lesson about children's rights in the family which lists the following as rights: food, care and love from parents, education, medical treatment, and the right to play, but these rights are explicated without appropriate legal background.  In the reading book, Part I for fourth grade, the lesson "I Have the Right to Play and Learn," makes no mention of the fact that this right is protected by international convention.  Furthermore, this is the only lesson in fourth grade that includes the word "right."  In the fifth grade reading book, Part I, one lesson discusses good familial relations, but again without reference to international conventions.  In the book Socialist, Nationalist Education, for fifth graders, the third part speaks to the rights and duties of citizens.  It includes "Children's Rights in Life, Freedom, and Education."  The book grounds these rights in statements issued by former president Hafez Al-Assad instead of grounding them in international conventions or even the Syrian Constitution, which is mentioned only one time.  It is worth mentioning that in the survey, when we asked children to identify the source of their rights, 46% answered that it was the law.  The remaining responded that the source is their parents or the president.

EDUCATION POLICY AND ITS EFFECTS ON SYRIAN CHILDREN 

 Article 21 of the Syrian Constitution (1973) states that"[t]he educational and cultural system aims at creating a socialist nationalist Arab generation which is scientifically minded and attached to its history and land, proud of its heritage, and filled with the spirit of struggle to achieve its nation's objectives of unity, freedom, and socialism, and to serve humanity and its progress."
 The education policy for Syrian policy starts with this article, which decrees that all education should take place in accordance with the governing ideology.  The Syrian Constitution uses the education system to mold the children's minds in accordance with a single ideology and to prevent children from engaging in free thinking.  If we review Article 90 from the International Convention for Political and Civil Rights which states that, "[e]veryone shall have the right to hold opinions without interference we find that this education system is in violation of this article.  This school system interferes with the ability of children to develop a free thinking capacity."
We analyzed the books from the first five grades and found the following: reading book, Part II, for first grade includes two lessons.  The first is entitled "Revolution Day," in which students are required to recite the statements "Long Live the Ba'thist Revolution," and "long live the president" three times.  There is another lesson entitled "The Accomplishments of the Revolution."  In this book, there are no lessons about children's rights.  In the second grade reading book, Part I, there is lesson entitled "The Corrective Movement."  In Part II, there is a lesson about Revolution Day.  This lesson concludes with the statement, "we love the revolution and long live the Ba'thist Revolution and our lovely leader."  In the third grade reading book, Part I, there is a lesson about the "Corrective Movement Day."  In Part II. there is a lesson about the birthday of the Ba'th Party.  In the fourth grade reading book, Part II, there is a lesson about the March Revolution. In the book Social Education for fourth graders, there is a lesson about accomplishments and blessings of the Corrective Movement in the political field. The fifth grade book, Socialist, Nationalist Education discusses family, school, social relationships, citizenship, children's rights in only four lessons.  Two of the lessons speak of the Tala'ia organization and the other two about martyrdom.  
 There is another method used by the authority to impose this educational system, such as teaching National Education and forcing membership in the Tala'ia organization.  This subject requires more research because the lesson devoted to the Talai'a is considered political indoctrination and violates the rights of children on multiple levels.  First, according to local law, no child may be forced to belong to an organization without parental consent and without the child's agreement in accordance with international conventions.  Article 15 from the Convention of Children's Rights requires that"State Parties recognize the rights of the child to freedom of association and to freedom of peaceful assembly." If the child has the right to voluntarily form and belong to associations, it stands to reason that the child may not be compelled to belong to any associations against his or her will.  
All of the activities in Tala'ia organization center on promoting the ruling party's ideology.  We asked some teachers who teach in Tala'ia what they do in this class.  They replied, "nothing.  Sometimes we review the lessons and sometimes we make the children play and move around in the class which serves certain aims."  When we inquired as to the nature of the "aim," the teacher replied, "we deliver a political ideology to the children through play.  That's what we do."  This teacher, who is one of the most respected teachers in his school, continued, "Tala'ia has become a mask that conceals the flaws without providing anything useful.  In spite of the fact that I wouldn’t want Atala'ia to continue in this way, the students like my class because I give them everything that is interesting and useful.  But the Atala'ia camps are like military systems.  Students are treated terribly, beaten, and their dignity is degraded.  The camps are not staffed by people who specialize in dealing with children.  The camps hold unfair competitions, where the only way a kid can win is by convincing the authorities to rig the competition.  So the children learn that you need to be on the good side of the authorities to succeed in anything."  
 In middle school there is also the Shabeeba organization.  It’s a more developed copy of the Atala'ia system.  This system also includes activities which depend on winning the favor of the authorities by demonstrating a commitment to the political ideology.  Article 12 from the Convention on the Rights of the Childstates that "State Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child." 
In the survey, we asked the children if they would like to belong to "Atala'ia organization and another organization."  The result was 57 said that they would like to belong to an organization.  About 10 said "another organization," other than Atala'ia.  The ones who replied that they would like to belong to any organization gave as their reason that it helped them meet people.  Very few of them considered that belonging to an organization might help them express themselves.  

EFFECT OF ECONOMIC SITUATION ON THE CHILD'S DEVELOPMENT

	The poor state of the Syrian economy has a negative impact on the child's situation, especially on his or her educational and cultural development.  Everyone with the exception of a tiny group of private workers is suffering from the economic stagnation.  Many are required to hold secondary jobs that impede their ability to devote time and energy to their children.  There is also a problem with children skipping school in order to work, a matter which requires more independent study.  For example, new technology like computers and the internet is playing an increased role around the world, but access is limited in Syria because the average monthly salary is about $100.   
	In the survey we made, 70 children said that they can use a computer.  But when we asked them if they had a computer in the house, only 45 answered yes.  When we asked them whether they had a computer in the school only 10 said yes.  In their answers, a few wrote such discouraging notes as, "we have computers but five people use them at one time," or "yes, we have a computer, but it is always broken."
	We inquired, if half of the children neither have a computer in the house nor at school, how can a majority of the children know how to use a computer?  The children answered that most of the children used the computer in internet cafes to play racecar or violent games—that is what children consider as using the computer.  Thirty-one of the children answered that they use the internet, but more than half of them use it only for games.  The others did not mention how they used the internet.  
	Syria has many internet cafes.  We entered one of them, and we discovered that it was a game shop and not an internet shop.  Most of the children inside, between 10 and 15 years old, were playing violent games for hours on end.  This has a negative effect on the child because it encourages violence.  The child does not have an alternative culture to help develop his or her mind.  On the other hand, when we asked the children if they spoke any foreign languages, 16 said they could speak English or French very well.  Forty one said they had a mediocre command of these foreign languages.  But it seems that the children's answers depended on their length of schooling in these languages, and it is well known that the foreign language classes in the schools are not very effective at increasing comprehension and use of foreign languages.  
	When we asked the children in the mediocre category a very simple question—for example, what is your name?—they could not comprehend.  To use a foreign language well, one must study at a private language institute, the cost of which is prohibitive for most Syrians.  Its worth mentioning that the government now requires that children study both French and English beginning in seventh grade.  In the fifth grade, all children must begin to study a foreign language.  This is odd considering that in comparison to other Arabic countries, Syria is exceptionally weak in using foreign languages because the school system is failing.  It would be preferable if the government reformed the system and improved the teaching of a single language instead of adding another mandatory language. 
 	Children need clubs to expend their energy in a positive way.  In the survey we made, only 29 children said that they had joined a club; most of them had joined educational clubs to supplement their schooling.  Summer clubs are limited to children of upper class families because their costs are prohibitive.  On the other hand, there are some governmental clubs in schools during the summer that charge reasonable prices.  But these clubs neither provide an educational, fun, or healthy environment.  They involve large numbers of children crammed into hot classrooms.  With the exception of government sports clubs, it is rare to find inexpensive art clubs.	There are very few public gardens and the ones that exist provide few amenities for play.  For example, most do not have places to ride bicycles or playing fields.  The Convention on the Rights of the Child states that"States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts, and that "States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity."(article31) 
.  These factors, inter alia, impede the creative and critical abilities of children.  The poor economic conditions force large families to live in houses that are usually cosist of only two or three rooms.  The average Syrian family contains six members, which severely limits the children's room to play in the house and forces the children to play in the streets where they run several risks, like engaging in bad behavior or smoking.  

DEALING WITH CHILDREN

 	The relationship between the teacher and student, on the one hand, and between the children and parents, on the other, are closely related.  Neither the parents nor the teachers deal respectfully with the children.  The teachers just teach the books without providing educational or cultural responsibility.  There is no teacher training programs to teach them how to deal with students in a way that respects their ideas and the independence.  The psychologists employed by the schools serve no real function; there is no relationship between them and the student.  In the survey we made, 46 children said that they were beaten in schools.  A third of them are 14 years old.  When we asked them whether they felt like they could discuss matters unrelated to school books with their teachers, half of them replied that they could not.  Article 28 from the Convention states that "States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention." Also, more than half of those children said that they were beaten by their parents.  More than half said that their families intervened in their choices, for example, of clothes.  
 In spite of that, 63 answered that they can express their ideas freely in front of adults, but other questions we asked confirmed that their answer to this question was disingenuous.  When we asked children whether Syria was a democratic country, 58 answered yes.  A large number of them in the beginning either ignored the question altogether, and if we pressed the child on the question he or she would answer yes.  Some evaded the question with responses like "how should I know," or "do you want them to take me to prison?"  The children clearly felt incapable of expressing their ideas due to outside pressures.  The method of raising children in the household, in the school, or in society as a whole is based on a lack of respect of individuality and independence of mind.  There is a list of topics of discussion that are banned in society, including politics, sex, etc.  For example, the mother of one of the children we surveyed surprised us when she said that we, "corrupted [her] child.  All the time, he asks his older brother if Syria is a democracy and what he thinks about democracy.  I don’t like my child to speak about these matters."  Article 13 of the Convention states that "the child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice."  Syrian society is clearly not meeting this standard.   

CULTURAL SITUATION OF THE SYRIAN CHILD

We asked children what the oldest city in the world was.  Seventeen answered Jerusalem, 17 answered Mecca, and 55 answered Damascus (the correct answer).  We asked them when Syria achieved independence and 26 answered 1947 and 69 answered 1946 (the correct answer).  On the other hand, 40 children said that studying is one of their hobbies!  Thirty seven listed reading as one of their hobbies, and forty listed cultural programs!   With the absence of cultural upbringing in schools, the children are deprived of the most important source of culture, especially since most information is transmitted to the student in the form of rote memorization with minimal emphasis placed on comprehension.  Thus, this information does not enhance his or her cultural understanding.  Most of the children's schools do not have libraries and when present the teachers do not encourage their usage.  
	It is rare for a child to go to a public library.  Because the Arabic channels are without any education value, consisting mostly of video clips and vapid programs, the child's choices are severely limited.  Therefore, every Syrian child has the responsibility to educate him or herself.  The household, school, and society as a whole offers very little in the way of assistance.

CHILD ORGANIZATIONS IN SYRIA

	There are not any non-governmental child organizations in Syria.  It is worth mentioning that two organizations have tried to get permission from the government, only one of which has been successful.  However, this organization has not begun to work.  The other has been waiting for permission for two years without answer.  Thus, there is no specific organization that is working to spread awareness of child rights or establish programs to monitor violations against children's rights.  

At least in the International Day of the Child, we hope that children in the whole world will live in peace and receive care and interest.  It is our duty to extend to Syrian children the opportunity to live successful and fulfilling lives, and it is through them that the next generation will continue to build civilization that stands against oppression and injustice.  We hope that the children of Iraq and Palestine and the children of prisoners of conscience, who through their separation from their fathers have paid the high price that freedom and dignity require, will be able the fulfilling life that every child deserves.  .