從一場在職教育訓練反思《聯合國兒童權利公約》

Reflections on the UN Convention of the Rights of the Child Based on Sessional Educational Training

本研究透過以實證為基礎（evidence-based）的行動研究途徑，試圖理解兒少實務工作者對於《聯合國兒童權利公約》的想像與理解。藉由此研究，作者初步探究實務中所理解的「兒童權利實務性經驗知識」樣貌，研究結果發現，「兒童作為一個權利主體」概念是模糊的、負擔責任者專業角色與生活角色界限不明等現象。為了跨越兒童權利在知識面與日常行動面之間的落差，在執行面上必須理解權利須落實在日常生活裡的社會互動，與建構一個以兒童為主體的共識架構，讓兒童少年從小熟悉權利語言，且權利的履行都是自然而然。

The aim of this study was to explore child workers' understanding of current practices and difficulties in applying the UN Convention on the Rights of the Child (CRC) in practice. Data were collected from a sessional education training regarding the CRC. The researchers developed a questionnaire containing three open-ended questions and two closed questions. Demographic information such as gender, work experience, job title and educational background was also collected. According to the research findings, the authors found that definitions of children were shaped by various factors and practitioners lacked strategies for implementation. It is significant to understand children's rights in practice as a social interaction concept. If child workers are not aware of children's rights, it is easy for them to make judgments according to past life experiences which might imply a habit or interaction through coercion or oppression. Workers must recognize that their work is closely aligned with the rights of the child, and affects the extent of children's rights in practice. Therefore, child workers play important roles in promoting the Implementation Act of the CRC, helping children, constructing a consensus framework through human rights education, and assisting rights-holders to learn rights knowledge, so that children themselves can gain familiarity with rights language.