Additionally, children also feel they do not get adequate opportunities for participation in sports once they are in secondary school. ‘Teachers only teach. There is no P.E [Physical Education]. We are in the classroom always’, one child noted. Opportunities for participating in sports only arise in the event of a national or inter-school tournament. Children find this frustrating. ‘If we had the opportunity to decide, we would have some sort of sports. Even if it is after school’, another remarked. Education None of the children felt that they were being given sufficient information at school on their own rights and on human rights in general. The only subject in which students reported having lessons in human rights was Islamic Studies. In the Islamic Studies text book, there’s one lesson – three pages – on the subject. That’s it. In one of the schools, however, children are given a handbook about their rights. Mostly, however, whatever knowledge children have on the Convention on the Rights of the Child is gained from occasional programmes on television, or from fora and meetings outside of the classroom – which are only accessible to a limited number of children. This experience was shared by children with special needs who were also of the opinion that they there is insufficient teaching and/or instruction on the UNCRC provided to them. Children are emphatic that more lessons on democracy, human rights and active citizenship should be included in their curricula. Any information the children have about democratic values and citizen participation have been gained outside of the classrooms and from their own interest. Children also reported that democracy itself is seen by schools as ‘a [party]political issue’ and teachers are not allowed to speak of politics in the classroom. When we ask about issues that are talked about in the Majlis [parliament], we don’t really get an explanation. Also, if we become unruly and loud in the class, we are seen as “becoming the Majlis”. This information from the children is important when taken together with findings from interviews with the Media Council, as well as from the outcomes of meetings with parents/teachers that suggest that the very concept of democracy has become so politicised that it is impossible to discuss it without being accused of engaging in political partisanship. Children, who are yet to form such preconceptions of their own, feel that such an attitude is depriving them of valuable lessons and skills that would allow them to participate in society more fully at present, and in the future. It is important that we know these things [concept and values of democracy] when we leave school. This [not being aware of them] is the main reason for the problems that 36