Children's access to culture

In 2008, the Office of the Commissioner for Children launched the Manifesto For Children, a publication aimed at highlighting the need to address children's issues in various sectors, promoting their holistic development in the best way possible.

Among the issues put forward in the manifesto was that of culture, with the document clearly stating that "Culture is the birthright of every child, contributing towards their creativity and identity formation. They have a right to know, understand and explore their culture in a creative way. Opportunities and accessibility to culture and the arts should continue to be built upon and provided for children in order for them to not only learn about culture and the arts but to enjoy it" (p.17).

The Manifesto For Children also highlighted the need for an implemented cultural policy and cultural strategy, further implementation of culture in its broadest sense within the national curriculum and efforts to encourage cross-cultural understanding and respect for different cultures in the classroom and in recreational activities.

It was as a result of this acknowledged need for children to have the opportunity to thrive within a rich cultural environment that I was pleased to note the recent launch of the Cultural Policy, spearheaded by the then Ministry of Education, Culture, Youth and Sport. I was particularly glad to note that the Cultural Policy incorporated a special focus on children and on the central role to be played by the education system in recognising "the right of children to be creators of art and to experience self-formation through the interpretation of heritage" (p.36).

The policy further recognises the rights of children "as participative members of a dynamic society" (p.36) requiring a strengthened and renewed synergy between education and culture, the former being a primary vehicle in bringing children's talents and creativity skills to the fore and allowing them to flourish and develop to their fullest potential. Numerous initiatives are outlined in order for these goals to be reached, and it is hoped that these are fully implemented and further enhanced with continuing work in this field.

It is crucial for this policy, and other work to be accomplished within this sector, to continue to keep the child at the forefront of consideration, particularly in line with the principles put forward within the United Nations Convention on the Rights of the Child, ratified by Malta in 1990.

With regard to education, the convention states that "the education of the child shall be directed to: a) the development of the child's personality, talents and mental and physical abilities to their fullest potential; b) the development of respect for human rights and fundamental freedoms; c) the development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilisations different from his or her own; d) the preparation of the child for responsible life in a free society in the spirit of understanding, peace, tolerance, equality of the sexes and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; e) the development of respect for the natural environment" (article 29, UN CRC).

The element of child participation is also given high importance within the convention, through article 31, which recognises "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". This article further states 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".

The fact that the Cultural Policy incorporates, albeit indirectly, the principles enshrined in the UN Convention of the Rights of the Child is a very important step. It would be beneficial to include a more formal acknowledgement within the policy of the UN CRC, particularly in light of the recent 20th anniversary celebrations marking the significance of this document, which to this day remains the most widely ratified UN convention in the world.

In doing so, it signifies that the rights and best interests of the child remain at the forefront of our consideration in policy planning and implementation. It should be a guiding principle in our collective efforts to empower cultural activity to the highest possible degree and foster a high level of participation and involvement within the cultural sphere.

It is crucial that opportunities for accessibility to culture are worked upon, particularly in reaching the socially excluded (or those "at risk" of social exclusion) and vulnerable members of society. Culture is for all, and a strategy aimed at developing the artistic and creative capabilities of our children (as well as other vulnerable members of society) through increased opportunities and access to culture further underlines this.

The author is Commissioner for Children