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STATES OF JERSEY
FULLY FUNDING EDUCATION OF TRAINING FOR ALL 16-18 YEAR OLDS (P.38/2024) – CHILDREN'S RIGHTS IMPACT ASSESSMENT
Presented to the States on 4th June 2024 by Deputy I. Gardiner of St. Helier North
STATES GREFFE
2024 P.38 Add.
CHILDREN'S RIGHTS IMPACT ASSESSMENT (CRIA)
PART 1: SCREENING
Name and title of Duty Bearer: Deputy Inna Gardiner Type of Duty Bearer:
(Minister, Elected Member or States Elected Member Assembly Body)
Assessment completed by (if not
completed by duty bearer):
Date: 30th May 2024
1) Name and brief description of the proposed decision The subject of your CRIA may be a proposed law, policy or proposition and in accordance with the Law is referred to in this template as the decision' • What is the problem or issue the decision is trying to address? • Do children experience this problem differently from adults? |
"Funding education or training for all 16–18-year-olds" This proposition is seeking to provide full funding for all 16-18 year olds to undertake education or professional training in Jersey , alongside investigation into raising the participation age for education to 18. |
2) Which groups of children and young people are likely to be affected? Groups of children could include early years, primary or secondary education; young adults; children with additional learning needs; disabled children; children living in poverty; children from particular ethnic backgrounds; migrants; refugees; care experienced children and LGBTQ+ children |
Young adults, children in poverty, As this proposition is aimed at helping students access funding, this would affect young people differently to adults. |
3) What is the likely impact of the proposed decision on children and on their rights? • Identify any potential positive OR negative impacts and include indirect impacts on children and their rights as described in the UNCRC • Will different groups of children be affected differently by this decision? |
The biggest impact this proposition will have it improving access to education and professional training for the above-mentioned groups. |
4) Is a full Children's Rights Impact Assessment required? If you have identified impacts on children and their rights, a full CRIA should be completed. If no impacts are identified then a Full CRIA is not required, but please explain your rationale and how you reached this conclusion |
Yes |
Part 2: FULL CHILDREN'S RIGHTS IMPACT ASSESSMENT
5) What will be the impacts (positive or negative) of the proposed decision on children's rights?
For each of the UNCRC articles described below, click to identify any that may be relevant ☒
Category UNCRC Article Impact? YES NO
Non-discrimination (Art 2) x ☐ Best interests of the Child (Art 3) to be a top priority x ☐
Guiding
Principles Right to Life survival and development (Art 6) ☐ ☐ Respect for the child's views (Art 12) ☐ ☐
Right to birth registration, name and nationality (Art 7) ☐ ☐ Right to an identity (Art 8) ☐ ☐ Freedom of expression (Art 13) ☐ ☐
Freedom of thought, conscience, and religion (Art 14)
Every child has the right to think and believe what they ☐ ☐ Civil Rights choose
& Freedoms Freedom of association (Art 15)
Every child has the right to meet with other children and ☐ ☐ to join groups and organisations
Right to Privacy (Art 16) including family and home life ☐ ☐ Access to information from the media (Art 17)
Right to access reliable information from a variety of ☐ ☐ sources, in a format that children can understand
Protinhuemctaneion tagareatimnsentt to orrtur pe uniorshm otherentcr(uAelrt, d 37(egra)adi) ng or ☐ ☐ Respect for the responsibilities, rights and duties of
parents (or where applicable, extended family or ☐ ☐ community) to guide their child as they grow up (Art 5)
Family
Environment Rdeveesponslopmibenilitt ofies tofhe boir chith pld ar(entArts 18in )t he upbringing and ☐ ☐ and
ACarlteer native Cagahiilndstren themiusr wt noill unt beles ses ipart iats ied n tfheromir btesheti irnparterentests s (Art ☐ ☐ 9)
Family reunification (Art 10) ☐ ☐
| Abduction and non-return of children abroad (Art 11) | ☐ | ☐ |
Right to a standard of living that is good enough to meet the child's physical and social needs and support their development (Art 27) | ☐ | ☐ | |
Special protection for children unable to live with their family (Art 20) | ☐ | ☐ | |
Best interests of the child in the context of Adoption (Art 21) | ☐ | ☐ | |
Review of treatment whilst in care (Art 25) If a child has been placed away from home for the purpose of care or protection (for example, with a foster family or in hospital), they have the right to a regular review of their treatment, the way they are cared for and their wider circumstances. | ☐ | ☐ | |
Protection from violence, abuse or neglect (Art 19) | ☐ | ☐ | |
Recovery from trauma and reintegration (Art 39) Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life. | ☐ | ☐ | |
Basic Health and Welfare | Rights of disabled children (Art 23) | ☐ | ☐ |
Right to health and health services (Art 24) | ☐ | ☐ | |
Right to social security (Art 26) | ☐ | ☐ | |
Right to adequate standard of living (Art 27) | x | ☐ | |
Education, Leisure and Cultural Activities | Right to education (Art 28) | x | ☐ |
Goals of education (Art 29) Education must develop every child's personality, talents and abilities to the full | x | ☐ | |
Leisure, play and culture (Art 31) Every child has the right to relax, play and take part in cultural and artistic activities | ☐ | ☐ | |
Special Protection Measures | Special protection for refugee children (Art 22) | ☐ | ☐ |
Children and armed conflict (Art 38 and Optional Protocol #1) Governments must do everything they can to protect and care for children affected by war and armed conflict. | ☐ | ☐ | |
Children and juvenile justice (Art 40) Right to be treated with dignity and respect, right to legal assistance and a fair trial that takes account of age. | ☐ | ☐ |
| Inhumane treatment and detention (Art 37 (b)-(d)) Children should be arrested, detained or imprisoned only as a last resort and for the shortest time possible. | ☐ | ☐ |
Recovery from trauma and reintegration (Art 39) Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life | ☐ | ☐ | |
Child labour and right to be protected from economic exploitation (Art 32) | ☐ | ☐ | |
Drug abuse (Art 33) | ☐ | ☐ | |
Sexual exploitation (Art 34) | ☐ | ☐ | |
Abduction, sale and trafficking of children (Art 35) | ☐ | ☐ | |
Protection from other forms of exploitation including for political activities, by the media or for medical research (Art 36) | ☐ | ☐ | |
Children belonging to a minority or an indigenous group (Art 30) | ☐ | ☐ | |
Optional Protocol on the sale of children, child prostitution and child pornography | ☐ | ☐ | |
Optional protocol on the involvement of children in armed conflict | ☐ | ☐ |
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6) Information and research What evidence has been used to inform your assessment? | ||
Evidence collected (include links to relevant publications) | What did the evidence tell you? | What are the data gaps, if any? |
Earnings have increased at a steady rate, however real terms earnings have almost flatlined. So, more and more parents will find themselves over the thresholds. |
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Chapter 3 Opinions and Lifestyle Survey 2023 | Households that have a lower income are less likely to see further education as a realistic possibility, therefore, more needs to be done to support the children of these families to see further education as something they can achieve. |
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When asked to rank various Skills Jersey activities in order of priority, employers clearly thought that the three most important areas to pursue (in order of priority): • Promoting Apprenticeships to young people, adults and employers • Providing work experience for young people • Providing careers information, advice and guidance to young people |
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On average, those who study qualifications in higher education (HE) or further education (FE) earn more compared to those who do not. This persists even when accounting for an individual's personal characteristics, suggesting that on average studying a qualification in HE or FE is associated with a positive value-add in earnings. In FE, studying a qualification higher than someone's current level is associated with higher future earnings. This may imply that working your |
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| way up the FE qualification ladder can boost earnings. |
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To summarise our main findings, at age 26, we find that: • All higher-level qualifications appear to lead to better earnings outcomes than finishing at Level 3, for both men and women. Yet there is a great deal of variation in the magnitude of these estimates across the different qualifications taken and by gender |
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7) Engagement with children What groups of children and young people (or those who speak on their behalf, such as social workers, teachers or youth workers) have been directly or indirectly involved in developing the decision? | ||
Groups consulted | How they were involved | What were the findings? |
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8) Assessing Impact on children's rights Based on the information collected and analysed above, what likely impact will the proposed decision have on the specific children's rights identified in question 5)? | ||
Relevant UNCRC Articles (rights) identified in Q5 | Describe the positive or negative impacts on these rights | Which group(s) of children are likely to be affected? |
Right to education | Increasing, and improving access to, funding for education will improve access to education and training in Education | All children |
Non discrimination | Funding all post-16 education options ensures children and young people are able to choose the education or professional |
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| training that best suits them |
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Education must develop every child's personality, talents and abilities to the full | Not all children are suited to A-level education, funding all post-16 education would mean that no matter their strengths the child is able to develop fully through education |
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9) Weighing positive and negative impacts • If a negative impact is identified for any area of rights or any group of children and young people, what options are there to modify the proposed decision to mitigate the impact? • Could any positive impacts be enhanced? | ||
Could focus additional funding for those lower achievers/SEN. | ||
10) Conclusions In summary, what are your key findings on the impact of the proposed decision on the rights of Jersey children? |
The proposed decision would have a positive impact on the rights of Jersey children through providing equal funding for all post-16 education options. Improving the funding available would allow further education to seem more achievable for children from lower income households and for children who do not wish to take A- Levels but still wish to pursue post-16 education. |