Recommendations from the UN Forum on Minority Issues: The Right to Equal Access to Quality Education (2008)

2016 ◽  
pp. 361-373
Keyword(s):  
Quality Education ◽  
Equal Access ◽  
The Right

Right to Promotion: Legal Certainty and Discretion of the Employer’s Representative

2021 ◽  
pp. 422-433
Author(s):  
M.V. Presnyakov
Keyword(s):  
Public Service ◽  
Civil Service ◽  
Civil Servant ◽  
Equal Access ◽  
Legal Certainty ◽  
The Law ◽  
The Right ◽  
Exhaustive List

Public Civil Service Act to establish such a mechanism for the exercise of the right to growth. This law provides for a competitive procedure for the replacement of all posts, including in the order of post growth, and at the same time establishes the principle of forming a personnel reserve on a competitive basis. In addition, the law contains an exhaustive list of exceptions to the competitive procedure for the placement of posts, one of which is the appointment of a civil servant in the personnel reserve. This is justified, since the personnel reserve itself is formed on a competitive basis. However, the law provides for the possibility of enrolling a civil servant in the personnel reserve based on the results of certification, which, in our opinion, does not comply with the principle of legal certainty, does not fully realize the right of equal access to public service, and also does not ensure the filling of posts according to the principle of competence. However, the potential of this law is not fully realized, as it contains a number of uncertain provisions that overextend the discretion of the employer's representative.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

scholarly journals Role of Teachers’ towards Primary School Children with Exceptional Orientation towards Quality Education based on Statistical Measures using ANOVA Tool

2019 ◽  
Vol 8 (12) ◽  
pp. 824-831
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Quality Education ◽  
Primary School Children ◽  
Quality Teachers ◽  
Statistical Measures ◽  
The Status ◽  
Education In India ◽  
The Government ◽  
The Right

The paper presents the current scenario of education in India and as examined the rural areas of Patna district area becoming nastiest in spite of initiatives taken and expenses made by the government in this regard. This paper used some statistical measures to evaluate the purpose of the right to education, which is not mere providing education but to provide the right to receive an education of good quality to every child. A quality education is maintained by three key columns viz. providing quality teachers, providing quality resources and by providing secure and compassionate atmosphere. Some suggestive measures have been given through this paper which will help in improving the status of education especially in primary schools in our country

Analysis of equal access to education on the example of Roma students in Chorzów and Bytom

2021 ◽  
Vol 64 (21) ◽  
pp. 83-96
Author(s):  
Sonia Styrkacz
Keyword(s):  
Statistical Data ◽  
School Principals ◽  
Contact Point ◽  
Structured Interview ◽  
Quality Education ◽  
Equal Access ◽  
Teaching Staff ◽  
Access To Education ◽  
Current State ◽  
Recommendations For Practice

The article was prepared as part of the project: Promoting equal access to quality education for Roma children, implemented by Contact Point for Roma and Sinti Issues in Europe. The study consists of three parts. The first one concerns the basic information related to the analysis of the current state of knowledge on equal access to education of Roma children in Poland, the second – indicates the current statistical data on the education of Roma children, and the final part, which is a summary – presents the results of research and recommendations for practice in to improve communication between Roma parents and officials and teaching staff. The pilot study was aimed at identifying problems related to equal access to education of Roma children at the preschool and kindergarten level. They were conducted in Silesia – in Chorzów and Bytom – using the method of a structured interview. An interview with school principals, officials, and Roma’s parents revealed a significant need to build a bridge based on trust and fluent communication.

The Middle-Class Glass Ceiling in the Postwar Era

2020 ◽  
pp. 145-167
Author(s):  
Molly C. Ball
Keyword(s):  
Middle Class ◽  
Southern Cone ◽  
Equal Access ◽  
Cost Of Living ◽  
Internal Migrants ◽  
Old Republic ◽  
The Right ◽  
Segmented Labor Market ◽  
The City ◽  
Textile Sector

This chapter explores working Paulistanos’ access to good jobs and the limits to mobility in the 1920s. By the end of the Old Republic, laborers and liberal professionals comprised São Paulo’s middle class, and a segmented labor market existed with good jobs in commerce, transportation, and the mechanical sector and bad jobs in the textile sector. Interview transcripts and worker profiles show workers valued a high salary, opportunities for training and advancement, and family employment. Established residents and new residents, who were internal migrants, Eastern Europeans, or immigrants from other Southern Cone ports, vied for these good jobs. Despite tightening immigration regulations and increasing cost of living, the city doubled in size. Not everyone had equal access to these positions: a good appearance and the right connections facilitated entry, placing individuals coming directly from the lavoura, who could not afford the city’s overpriced clothing, women, and Afro-Brazilians increasingly at a disadvantage. The search for housing compounded disadvantages, and the working class increasingly built outward, expanding São Paulo’s footprint into the city’s floodplains. The Great Flood of 1929 demonstrated the precariousness of success and limits of opportunity as flood victims sought refuge in the Hospedaria.

Calling the farce on minority schools

2018 ◽  
pp. 57-70
Keyword(s):  
Supreme Court ◽  
Private Schools ◽  
Compulsory Education ◽  
Quality Education ◽  
Minority Status ◽  
The Supreme Court ◽  
Education Act ◽  
Definition Of ◽  
The Right

This chapter looks at the Indian Supreme Court's exemption of minority schools from the requirements of the Right of Children to Free and Compulsory Education Act 2009 (RTE Act). It argues that the consequences of the minority school exemptions from the RTE Act by the Supreme Court have led to the unfortunate result of a large number of private schools falsely appealing for minority status. This is made possible by the ambiguous definition of what constitutes a minority institution and also the lack of clarity as to who is the authority that would declare schools to be minority schools. There is therefore an urgent need to review the definition of what constitutes a minority institution. More importantly, it is crucial to argue that minority schools should not be exempted from the norms and standards prescribed in the RTE Act that are necessary for quality education.

The Right to Quality Education: How Use of Time and the Language of Instruction Impact the Rights of Students

2012 ◽  
Vol 13 (2) ◽  
pp. 67-86
Author(s):  
Audrey-marie Schuh Moore ◽  
Anne Smiley ◽  
Joe DeStefano ◽  
Elizabeth Adelman
Keyword(s):  
Quality Education ◽  
Language Of Instruction ◽  
Use Of Time ◽  
The Right

Os Direitos de Educação de Qualidade das Pessoas com necessidades Educacionais Especiais na Perspectiva Inclusiva

2018 ◽  
Vol 19 (2) ◽  
pp. 130
Author(s):  
Julia Alejandra Pezuk ◽  
Eduardo Natali Della Valentina ◽  
João Fernando Brinkmann dos Santos
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Developmental Disorders ◽  
Quality Education ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
International Convention ◽  
Legal Documents ◽  
Inclusive School ◽  
The Right

A educação é um direito universal de todos os indivíduos que prevê a formação do ser humano no conhecimento disponível. No entanto, sabemos atualmente que a educação requer adequações para diversas situações a fim de que seja inclusiva e para todos, e inclua educandos portadores de necessidade especiais para garantir a eles os mesmos direitos e oportunidades. Nesse contexto entender melhor a qualidade e a forma como a educação é feita para todas as pessoas, especialmente para aqueles indivíduos que tem necessidades especiais é fundamental. Por isso a presente pesquisa refere-se a uma revisão de literatura estruturada pelo tema “o direito à educação de qualidade das pessoas com necessidades educativas especiais na perspectiva inclusiva”. Na busca por entender Assim, por meio desta revisão, se objetiva apontar o direito à educação de qualidade a todos, referenciando diversos documentos legais desde a “Declaração Universal dos Direitos Humanos” de 1948 até a “Convenção Internacional Sobre os Direitos das Pessoas com Deficiência” de 2009, compilando informações e propostas de valorização para o atendimento a pessoas com deficiência, transtornos globais de desenvolvimento e altas habilidades na escola inclusiva. É imprescindível notar que a convergência desses documentos garante acesso, permanência e participação a todos, incluindo, portanto, educandos portadores de necessidades especiais.Palavras-chave: Inclusão. Qualidade. Direito. Educação.AbstractEducation is a universal right for all individuals, also called learners, that guarantee the formation of human using the available knowledge that we have today. However, we currently know that education requires adaptations to diverse situations in order to be inclusive and for all, to be capable to include learners with special needs to guarantee to them the same rights and opportunities. In this context, understanding better the quality and the way education is made for all learner, especially for those individuals who have special needs its fundamental. Therefore, the present research refers to a literature-structured review by the theme "the right to quality education of people with special educational needs in an inclusive perspective". The aim of this review is to highlight the right education with quality for everyone, referencing various legal documents from the Universal Declaration of Human Rights of 1948 to the International Convention on the Rights of Persons with Disabilities "Of 2009, compiling information and valuation proposals for the care of people with disabilities, global developmental disorders and high skills in inclusive school. It is important to note that the convergence of these documents guarantees access, permanence and participation to all learners, including, therefore, students with special needs.Keywords: Inclusion. Quality. Right. Education.

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