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Right to Education and Digital Literacy

Every child has a right to education, access to which has to be provided without discrimination and on the basis of equal opportunity. (UN-CRC Art. 28)

The educational system shall enable children to benefit from the the opportunities and cope with the risks in the digital environment. Children should learn how to make competent use of content appropriate for their objectives and needs, and they should gain the skills to live safely and freely in the digital world. Here, parents and educators should provide competent, responsible and trustful support.


  • 06.05.19

    Children's demands to Internet politicians

    Stiftung Digitale Chancen, Stiftung Digitale Chancen

    Children have rights - offline and online. Could children’s right to vote contribute to the execution of their rights? What role does the Internet play in this regard? Within the framework of the re:publica, young people discussed these issues on the main stage of the Netzfest last week.

  • 14.03.19

    Spotlight on Digital Spaces: towards a Comprehensive Understanding of Children's Rights

    Stiftung Digitale Chancen

    The Convention on the Rights of the Child was adopted by the United Nations General Assembly in November 1989. It was visionary and at the same time comprehensible, binding on the signatory states and thus influential, and it is still of great importance today. Thirty years later, for a comprehensive understanding of how the rights of children codified in the Convention are to be interpreted and implemented in view of the impact of digitisation on their everyday lives, a so-called General Comment is now being drafted for the first time.

  • 07.02.19

    Message from the IGF Multistakeholder Advisory Group Chair

    IGF Internet Governance Forum, IGF Internet Governance Forum

    The first face-to-face Internet Governance Forum (IGF) Open Consultation and MAG Meeting of 2019 ?has just concluded in Geneva. The community and the Multistakeholder Advisory Group (IGF-MAG) ?reviewed activities across the IGF ecosystem and began advancing plans for IGF 2019 and ?associated intersessional activities.?

Scientific studies

  • August 2018

    Young Children (0-8) and Digital Technology

    A qualitative study across Europe
    Stephane Chaudron, Rosanna Di Gioia, Monica Gemo, EU Science Hub - The European Commission's science and knowledge service

    The document reports on results of a cross-national analysis building on data coming from 234 family interviews with both children and parents, carried out from September 2014 until April 2017 in 21 countries.

  • FIM-Study 2016 - Family, Interaction, Media

    Study on communication and media use in families
    Sabine Feierabend (SWR Medienforschung), Theresa Plankenhorn (LFK), Thomas Rathgeb (LFK)

    The FIM study provides insights into communication and media use in families in Germany. Contents and forms of intra-family communication, communicative patterns of behaviour within the family and media use in the family context are the main focus of this study. Five years after the first FIM study, the FIM study 2016 provides insights into the everyday media life of families with smartphones and mobile Internet. For the FIM Study 2016, all members of around 300 families with children between the age of 3 and 19 were interviewed personally.

  • JIM-Study 2017 - Youth, Information, (Multi-) Media

    Baseline Study on media-behaviour of twelve to 19 year olds in Germany
    Sabine Feierabend (SWR Medienforschung), Theresa Plankenhorn (LFK), Thomas Rathgeb (LFK), Medienpädagogischer Forschungsverbund Südwest (mpfs)

    As part of the JIM study 2017, twelve to 19-year-olds in Germany were interviewed in addition to the general use of media and their media dealings with regard to homework, learning and school. Altogether, pupils between the ages of 12 and 19 years estimate that they spend an average of 97 minutes on a weekday with their homework (with and without computer / internet), while girls invest much more time with 115 minutes than boys (80 minutes). Almost half of their learning and homework time (45% and 44 minutes, respectively), the 12 to 19-year-old students work every day at home on the computer or on the internet for school. The digital homework time increases with the age of the young people from a good half hour for the twelve to 13-year-olds to a good hour for the full age students.

    Additional content for: Digital Literacy | Media Usage

  • The Intelligent Risk Management Model

    Centre for Child Protection on the Internet, I-KiZ - Zentrum für Kinderschutz im Internet

    Based on the findings of the HBI, the I-KiZ works with an Intelligent Risk Management model for youth media protection. The model consists of an age-related concept designed both to avoid confronting children with harmful content and contacts, and to promote strategies to counter and deal with the same.

  • May 2017

    Children´s and young people´s rights in the digital age

    a series of articles in the SAGE journal; Vol 19, Issue 5, 2017
    SAGE Journal, SAGE Journal

    In Vol 19, Issue 5, 2017 of the SAGE Journal in the New Media & Society category, there are a number of contributions to children's rights in the digital age.

  • February 2017

    KIM-Study 2016 - Childhood, Internet, Media

    Baseline Study on the media usage of six to 13 year olds in Germany
    Sabine Feierabend (SWR Medienforschung), Theresa Plankenhorn (LFK), Thomas Rathgeb (LFK), Medienpädagogischer Forschungsverbund Südwest (mpfs)

    According to their own statements (assessments), 77 percent of all six to 13 year olds rarely use a desktop PC or laptop. The PC is used by all kids at home, and half sits in front of a PC when they are at a friend’s place. Yet, only two fifths use a PC in school. The probability of PC usage in school is significantly higher for older kids going to secondary school (Haupt-/Realschule: 53 %, Gymnasium: 56 %), than for kids going to primary school (27%).

  • Global Kids Online

    Researching on children's rights in the digital age
    UNICEF Office of Research-Innocenti, London School of Economics and Political Science

    Global Kids Online is an international research project that aims to generate and sustain a rigorous cross-national evidence base around children’s use of the internet by creating a global network of researchers and experts.

    Additional content for: Media Usage

Official documents

  • White Paper on Online Harms

    britische Regierung, Staatssekretär für Digital, Kultur, Medien und Sport

  • Guidelines to respect, protect and fulfil the rights of the child in the digital environment

    Council of Europe, Europarat

    The guidelines to respect, protect and fulfil the rights of the child in the digital environment were adopted by the Committee of Ministers of the Council of Europe on 4 July 2018. The purpose of the guidelines is to assist states and other relevant stakeholders in their efforts to adopt a comprehensive, strategic approach in building and containing the often complex world of the digital environment.

  • UN Convention on the Rights of the Child (UN-CRC) - full text

    UN-Committee on the Rights of the Child, Vereinte Nationen

    Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989, entry into force 2 September 1990, in accordance with article 49

  • Recommendation of the Committee of Ministers on the rights of the child in the digital environment

    Council of Europe, Europarat

    How to better respect, protect and fulfil the rights of the child in the digital environment is at the core of the new Recommendation adopted today by the Council of Europe’s Committee of Ministers. Building on international and European legal instruments, the text provides comprehensive guidelines for action by European governments. The digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of human rights. Governments are recommended to review their legislation, policies and practices to ensure that these adequately address the full range of the rights of the child. States should also ensure that business enterprises and other key partners meet their human rights responsibilities and are held accountable in case of abuses.

  • May 1996

    European Social Charter (revised)

    Covention No. 163; Strasbourg
    Council of Europe, Europarat

    The European Social Charter (revised) of 1996 embodies in one instrument all rights guaranteed by the Charter of 1961, its additional Protocol of 1988 (ETS No. 128) and adds new rights and amendments adopted by the Parties. It is gradually replacing the initial 1961 treaty.