scholarly journals The Sen-Nussbaum diagram of article 11(3) of the African Charter on the Rights and Welfare of the Child: Facilitating the relationship between access to education and development

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Thandeka N Khoza
Keyword(s):  
Point Of View ◽  
Access To Education ◽  
African Child ◽  
Right To Education ◽  
Education Development ◽  
Positive Role ◽  
Welfare Of The Child ◽  
African Charter ◽  
The Right ◽  
Education And Development

SUMMARY The right to education is an infinitely important right, the benefits of which are boundless. In the case of children, this position is even more emphasised. The right to education has been described as a 'gateway right', which leads to the realisation of a plethora of other rights. Although often done from an economics point of view, many authors have also written about the nexus between education and development. The realisation of the right to education, thus, has been shown to play a positive role in the realisation of developmental goals, both for children, as individuals, and for communities, as a whole. Regarding development, the works of Sen and Nussbaum have helped us to understand development in a marked way, which considers more than the gross national product. These authors, notably, introduced us to the language of 'unfreedoms' and 'capabilities'. With its focus on the rights of the African child, this article begins by tracing some of the notable developments that have occurred since the adoption of the African Charter on the Rights and Welfare of the Child. Thereafter, the article focuses specifically on the realisation of the child's right to education in Africa, as guaranteed in article 11(3) of the African Children's Charter, through the lens of the theories of Sen and Nussbaum. Key words: children's rights; right to education; development in Africa; Sen and Nussbaum, African Children's Charter

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals ՀՀ ՔԿՀ-ՆԵՐՈՒՄ ԴԱՏԱՊԱՐՏՅԱԼՆԵՐԻ ԸՆԿԱԼՈՒՄՆԵՐԸ ԿՐԹՈՒԹՅԱՆ ՎԵՐԱԲԵՐՅԱԼ / CONVICTS’ PERCEPTIONS OF EDUCATION IN PENITENTIARY INSTITUTIONS OF RA

2021 ◽  
pp. 23-30
Author(s):  
MISHA TADEVOSYAN
Keyword(s):  
Continuing Education ◽  
Learning Process ◽  
Point Of View ◽  
Attitudes And Beliefs ◽  
Right To Education ◽  
Personal Attitude ◽  
The Republic ◽  
Perceptions Of Education ◽  
The Right

The developments of the penitentiary system and the ever-growing needs for humanization in this area pose a number of new tasks to penitentiary institutions, which are generally aimed at creating conditions for acquiring skills for the offenders’ resocialization. This requirement includes guarantees for the realization of the right to education in the penitentiary system and the provision of continuing education. From this point of view, it is also necessary to study the personal attitude of convicts towards education. Accordingly, this article presents some of the results of the author's research conducted in the penitentiary institutions of the Republic of Armenia. The results relate to attitudes and beliefs about education in two main areas (learning purpose and attitudes, learning process and courses)

scholarly journals Rights to Education for Poor Peoples: How The Country Protect Them?

2020 ◽  
Vol 2 (1) ◽  
pp. 29-42
Author(s):  
Luthfi Widyantoko
Keyword(s):  
Educational Development ◽  
National Development ◽  
Access To Education ◽  
Key Factors ◽  
Right To Education ◽  
Equal Distribution ◽  
Classic Problem ◽  
Development Agenda ◽  
The Government ◽  
The Right

This paper discusses the rights of the poor and marginalized in obtaining the right to education as one of the basic human rights. This paper is based on the condition that the urgency of educational development is one of the top priorities in the national development agenda. Educational development is very important because of its significant role in achieving progress in various fields of life: social, economic, political, and cultural. Therefore, the Government is obliged to fulfill the rights of every citizen in obtaining education services in order to improve the quality of life of the Indonesian people as mandated by the 1945 Constitution, which requires the Government to be responsible in educating the life of the nation and creating public welfare. The lack of equal distribution of education in Indonesia is a classic problem which until now there has not been any strategic steps from the government to handle it. This paper confirms that the achievement of the right to education in Indonesia has not been achieved and is motivated by several key factors, among government policies. In addition, human resources and infrastructure are also one of the causes of unequal access to education in Indonesia.

scholarly journals Prisoners' right to education: A philosophical survey

2014 ◽  
Author(s):  
John Vorhaus
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Point Of View ◽  
Respect For Persons ◽  
Human Right ◽  
Right To Education ◽  
The Face ◽  
The Right ◽  
International Conventions ◽  
And Training

Article 26 of the Universal Declaration of Human Rights declares: 'Everyone has the right to education.' This implies that the right to education and training applies to all persons, including all persons in prison. This position is considered here from a philosophical point of view and it will receive some support. Yet it is not obvious that the position is correct, nor, if it is, how it is best explained. I will examine the basis for asserting a right to education on behalf of all prisoners, and consider what is required by way of its defence in the face of common objections. I illustrate how international conventions and principles express prisoners' right to education, and I look at how this right is defended by appeal to education as a means to an end and as a human right – required by respect for persons and their human dignity.

scholarly journals CHILDREN FRIENDLY SCHOOLING TO FULFILL THE RIGHT TO EDUCATION

2020 ◽  
Vol 6 (1) ◽  
pp. 243
Author(s):  
Bernadeta Resti Nurhayati
Keyword(s):  
School Environment ◽  
Well Being ◽  
Improve Quality ◽  
Access To Education ◽  
Right To Education ◽  
Government Guarantee ◽  
Quality Life ◽  
Long Time ◽  
Psychological Harassment ◽  
The Right

Children are heir of a nation’s future. Therefore, they ought to be comprehensively prepared both physically and psychologically in order to reach desired adulthood. Parents, trustee, and teachers together play important roles in this regard. To reach impeccable adulthood, fulfilling certain education extenthas been serving obligatory purpose since long time ago. Generally, one child’s education and well-being have been parent’s responsibility. However, stateguarantees every child access to proper education fulfillment, as it is written on UUD 1945 article 28 C, which ensures citizen development via basic physical needs fulfillment, including getting education and benefit from science, art, and cultural advantages in order to improve quality life. Yet in the middle of the process, sometimes they face obstacles in form of physical and psychological harassment. It can be, they find it delivered through playing groups, teaching teams, or surrounding adults. The complication has to be ignorance to education in general and school reluctant specifically. If the effect carries over they would eventually loss the opportunity of getting education rights served right.This paper aims to study access to education in general, harassment in school environment, and children-friendly school as an effort to fulfill education rights.According to the study the author concludes that education rights serve as one of human rights. Consequently, government guarantee its access to ensure education rights served right, including carrying out feasible actions and countermeasure to prevent and resolve problems in the society. The author would like to suggest children-friendly schooling in every city or regency in Indonesia.Key words: children rights, education rights, children-friendly school

scholarly journals El derecho a la educación de las mujeres como derecho clave hacia una cultura de Igualdad.

2018 ◽  
Vol 1 (2) ◽  
pp. 3-7
Author(s):  
Yarib Hernández García
Keyword(s):  
Human Rights ◽  
Access To Education ◽  
Right To Education ◽  
Historical Experience ◽  
Las Mujeres ◽  
The Right

Throughout history, women have been gaining space. Even when the inclusion of women in the human sphere has been achieved, it has implied a change in the conception of humanity and the historical experience itself and, in this sense, progress has been insufficient. The concept of human rights has not been fully established in the culture, neither as a mental nor as a practice. The right to education is a key right, as it allows us access to other rights that are indispensable for a life in dignity. Despite the above, there are still gaps in access to education under equal circumstances.

scholarly journals The Emergency of Satellite Schools and Access to Education in Zimbabwe: Leveraging the Human Rights Agenda

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Pfuurai Chimbunde
Keyword(s):  
Land Reform ◽  
Economic Status ◽  
Access To Education ◽  
Right To Education ◽  
Education Act ◽  
The Government ◽  
Satellite Schools ◽  
The Right ◽  
New Farmers

While the Land Reform Programme (LRP) in 2000 and beyond was camouflaged as a distributive justice schema aimed to better the socio-economic status of the Indigenous people in Zimbabwe, it precipitated educational injustices for students arising from the creation of an education landscape marked by inequitable access to education. The study, undertaken after 20 years since the inception of the LRP, sought to check the progress made thus far by the Government of Zimbabwe to enhance access to education by children of the new farmers. Informed and guided by the international normative frameworks of the right to education, of which Education For All (EFA) and the Zimbabwean Education Act (1987) are part, the case study cast in the qualitative approach, presents constructed narratives of three primary school learners and their three teachers at one purposively selected satellite school. The study finds that as much as the advent of the LRP worked to bring equal access and redress in land appropriation between the settlers and natives, a new form of injustice has resurfaced as reflected by challenges of equitable access to education.

The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030

2019 ◽  
Vol 106 (1) ◽  
pp. 22-40
Author(s):  
Alhasan Allmnakrah ◽  
Colin Evers
Keyword(s):  
Preservice Teachers ◽  
Saudi Arabia ◽  
Education System ◽  
Development Project ◽  
Education Development ◽  
Positive Role ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Vision 2030 ◽  
The Right

To put Saudi's Economic Vision 2030 (or Vision 2030) into practice, Saudi Arabia has to reform its education system. To this end, King Abdullah's Education Development Project (hereafter the Tatweer project (Note: Tatweer, as it is known in Arabic)) of 2007–2013 has mandated an educational reform package, which focuses on a broad range of improvements, including enhancing schools' teaching methods and strategies. Hence, this paper argues that to diversify its economy and income away from a strictly oil-producing export country, Saudi Arabia requires an educated citizenry, trained in several disciplines, and students who have the necessary skills for progressing toward a knowledge-based economy. To achieve this, in-service and preservice teachers need to be trained in innovative ways, including listening to their voices and assessing what Saudi teachers require in order to play a positive role in contributing to the achievement the goals outlined in the Vision 2030. This research paper, hence, aims to shed some light into the implantation of Saudi 2030 vision and its direct link to in-service and preservice teachers who must be equipped with the right necessary critical teaching tools. The paper sees teacher voices, teacher training, and the development of strategies such as critical thinking as being essential for future success toward a shift in the Saudi education system vis-à-vis Saudi 2030 vision.

Towards Effective Implementation of the African Charter on the Rights and Welfare of the Child in Egypt

2018 ◽  
Vol 11 (2-3) ◽  
pp. 141-177
Author(s):  
Michael Gyan Nyarko
Keyword(s):  
The State ◽  
Structured Interviews ◽  
African Child ◽  
Legal Recognition ◽  
Effective Implementation ◽  
Rights Of The Child ◽  
Welfare Of The Child ◽  
African Charter ◽  
Desk Research

AbstractThe adoption of the Convention on the Rights of the Child (CRC) in 1989 marked an important step towards the ‘legal recognition and protection of the rights of children’. The inadequacies of the CRC regarding some issues peculiar to the African child, however, led to the adoption of the African Charter on the Rights and Welfare of the Child (ACRWC or African Children’s Charter) in 1990, to complement the CRC and provide protection to children in peculiar African realities. The desired effects of the Charter will, however, only be achieved if its provisions are diligently implemented. Based on desk research and semi-structured interviews, this article discusses the implementation of the ACRWC in Egypt, highlighting the legislative and other measures adopted by Egypt to implement the provisions of the ACRWC. It also considers the role of the African Committee of Experts on the Rights and Welfare of the Child (African Children’s Committee) in ensuring implementation of the ACRWC in Egypt through the state reporting and complaint mechanisms and considers the measures adopted by Egypt towards the implementation of concluding observations of the African Children’s Committee. It concludes with recommendations on how Egypt can better implement the provisions of the ACRWC.

scholarly journals Education governance and privatization in Portugal: Media coverage on public and private education

2019 ◽  
Vol 27 ◽  
pp. 125 ◽  
Author(s):  
Fátima Antunes ◽  
Sofia Viseu
Keyword(s):  
Private Schools ◽  
Media Coverage ◽  
Public Access ◽  
Access To Education ◽  
Right To Education ◽  
Public And Private ◽  
Education Services ◽  
The Public ◽  
Public Offering ◽  
The Right

This paper aims to discuss recent changes in Portugal’s education policy. Portugal offers an interesting scenario to study the different ways the economic crisis has brought new opportunities to strengthen the privatization agenda. We specifically focus on media coverage and the contractualization of education services with private schools through ‘association contracts’. In the 1980s the Portuguese State through these contracts financed private schools to operate in areas where the public offering was insufficient, thereby ensuring the public access to education and preventing marginalization. Nowadays, however, these contracts are seen as an ideological banner both for and against education privatization. We present an empirical study based on documental analysis of 180 news articles published in the Portuguese media on the changes in the contractualization of education services. The results show two main audiences sustaining distinct societal projects, comprised of a variety of actors, who are either for or against ‘association contracts’. The actors justify their positions based on their understanding of the State’s role in providing education, the policies involving the right to education and decreasing inequalities.

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