The school bell has just signaled the end of class, yet for these children, aged 9 to 12, the day’s lesson on fundamental rights continues echoing through the hallways of the Gaya mission school. Their animated discussions reveal a newfound understanding:

“Before this lesson, I truly thought rights were only for adults, like driving or voting.”

“Yes, we have the right to receive medical care when we’re ill, and no one should ever harm us.”

“Friends, we can also speak up, so our parents and teachers must listen to us. If we need something, we can explain it without fear of being scolded.”

Today, the teacher introduced the concept of child rights during their ethics class. This particular subject extends its impact far beyond the classroom walls.

Aïssatou, the dedicated educator, observes the immediate and profound effects of these lessons. “The discussion clearly continues even after class. I noticed the students were genuinely excited by the realization that they, too, possess rights. Children absorb so much during these ethics lessons,” she explains. “They internalize and actively implement everything we teach them.”

Instilling fundamental values in young learners

Rights are taught using the Competency-Based Approach (APC), tailored to various educational levels, explains advisor Omar. “From kindergarten, children learn their rights through engaging stories and simple songs. We emphasize the right to education and health. Progressively, as they advance to secondary school, these concepts are further explored in civics and ethics courses. At the primary level, it’s primarily through ethics lessons that we introduce them to the foundational principles of human rights.”

The challenge of unrecognized rights

However, not all children in Niger have the opportunity to reach secondary education. Many drop out early, continuing their lives without ever encountering these vital notions of rights. For instance, we encountered an eleven-year-old boy on the street, collecting plastic bottles. Off-microphone, he confided that he believes “rights are exclusively for adults.” This poignant interaction underscores the urgent necessity to educate children about their rights, extending awareness beyond traditional classrooms and blackboards.