Children's Rights and Children's Wellbeing: Equivalent Policy Concepts?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Children's rights and children's wellbeing are often casually paired together in both academic literature and policy discussions, but they differ conceptually, methodologically and politically. This has become particularly evident in Scotland, where ‘landmark’ children's legislation in 2014 has set up a clash between statutory requirements for children's rights and children's wellbeing. This article utilises the Scottish example to wrestle with the advantages and disadvantages of each concept as a framework for policy and practice. The article concludes that children's wellbeing benefits from being aspirational and maximising, easily incorporating children's relationships and collective needs, and having advanced quantitative methods of measurement. But children's wellbeing also risks being apolitical, utilitarian and professionally led in both measurement and practice. Children's rights, in contrast, emphasise minimum standards, do not easily include important matters for children, such as love and friendship, and have limited quantitative investment to date. Yet they are politically powerful, backed by law, and hold duty bearers accountable. Decisions need to be made about the relationship between children's rights and children's wellbeing – and which is the primary framing for policy and practice – because they are not equivalent concepts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it