Algunas consideraciones en relación con el derecho a la educación en la comunidad autónoma de Asturias / Some considerations regarding the right to education in the autonomous region of Asturias

Magister ◽  
2018 ◽  
Vol 29 (1) ◽  
pp. 17
Author(s):  
María González Álvarez
Keyword(s):  
Basic Education ◽  
General Information ◽  
Moral Formation ◽  
Right To Education ◽  
Material Resources ◽  
Derechos Humanos ◽  
El Sistema ◽  
Recursos Humanos ◽  
The Right ◽  
To Receive

RESUMENEn relación con el derecho a la educación hemos estudiado las opiniones que res­pecto al mismo tienen las personas de dieciocho o más años que viven en la Comuni­dad Autónoma de Asturias. Pretendemos que el trabajo nos proporcione información, en general, respecto al derecho y de manera particular sobre la valoración de diversos aspectos del mismo y de su cumplimiento en la práctica. Entre las conclusiones más significativas y, que entendemos pueden proporcionar importante información para el sistema educativo asturiano, podemos señalar que para dos de cada tres la posibilidad de elegir centro escolar debe ser total. Los tres elementos del derecho a la educación que se consideran más importantes son la obligatoriedad y gratuidad de la enseñanza básica y la existencia de recursos humanos Los menos valorados se refieren al derecho de los padres a que sus hijos reciban la formación religiosa y moral que esté de acuerdo con sus propias convicciones y a la programación general de la enseñanza por parte de los poderes públicos. Por otro lado, se entiende que los elementos que mejor se cumplen en la práctica, son la obligatoriedad y gratuidad de la enseñanza básica. Siendo los que peor se cumplen la existencia de recursos materiales y la libertad de elección de centro.PALABRAS CLAVE : Derechos humanos; Derecho a la educación; Libre elección de centro; Obligatoriedad y gratuidad de la enseñanza básica ABSTRACTAs regards the right to education, we have studied the opinions of 18+ year-old per­sons who live in the Principality of Asturias. We intend that the research will provide us general information about the right to education, and in particular about the assessment of several of its aspects and its actual accomplishment. Among the most meaningful conclusions, and we understand can supply important information for the educational system in Asturias, we can signal that for two out of three people the possibility of choosing school must be paramount. The three most important aspects of education considered are the compulsory nature and free of charge for the citizens of the basic education and the proper supply of human resources. The least valued are the parents´ right of their children to receive religious and moral formation in accordance with their own convictions and the general programming of teaching by the political authority. On the other hand, it is understood that the aspects best implemented are the compulsory nature and free of charge of the basic education. Being the supply of material resources and the freedom of choice of school the worst implemented.KEYWORDS: Human Rights; Right to Education; Free choosing of school; Compulsory and free basic teaching

scholarly journals The Child's Right to Basic Education in Nigeria: A Commentary on the Decision in SERAP v. Nigeria

2018 ◽  
Vol 26 (4) ◽  
pp. 639-648 ◽  
Author(s):  
Aisosa Jennifer Isokpan ◽  
Ebenezer Durojaye
Keyword(s):  
Basic Education ◽  
Case Note ◽  
Third Parties ◽  
Government Officials ◽  
Right To Education ◽  
The Right ◽  
The Impact

This case note focuses on the justiciability as well as the impact of corruption on the realisation of the right to basic education. Through an assessment of the decision of the ECOWAS Court in SERAP v. Nigeria, it emphasises the role of states in ensuring that corrupt activities of government officials or third parties do not affect the enjoyment of the right. It equally emphasises the role of the Nigerian courts in ensuring a justiciable right to education.

Jordan’s Commitment towards Compulsory and Free Basic Education as a Constitutional Right: An Analytical Field Study

2020 ◽  
Vol 34 (4) ◽  
pp. 356-386
Author(s):  
Ali Mohamed Aldabbas ◽  
Kamal Jamal Alawamleh ◽  
Worud Jamal Awamleh
Keyword(s):  
Public Schools ◽  
Focus Group ◽  
Field Study ◽  
Quantitative Assessment ◽  
Basic Education ◽  
International Standards ◽  
Drop Out ◽  
Right To Education ◽  
Constitutional Right ◽  
The Right

Abstract This study examines the extent to which Jordan is committed to principles of compulsory and free basic education, by analyzing legislation in light of constitutional and international standards regarding the right to education. Methodology includes quantitative assessment of these principles using a questionnaire distributed to students and their teachers in a number of public schools in three Jordanian governorates. Three focus group sessions composed of students and their teachers were held. The study suggests that, whilst the Jordanian Constitution has explicitly adopted such principles, Jordanian law yet includes provisions that diminish providing free basic education to all children of compulsory age and that mitigate the number of students who drop out of school. This study proposes amending the title of Chapter II of the Constitution and Article 20 to ensure that all children living in Jordan enjoy the right to education.

scholarly journals Técnicas de reproducción humana asistida en el sistema argentino: una visión desde los derechos humanos / Assisted human reproduction techniques in the Argentine system: a vision from human rights

2019 ◽  
pp. 279-318
Author(s):  
María Florencia Belanti
Keyword(s):  
Human Rights ◽  
Right To Health ◽  
Human Reproduction ◽  
System A ◽  
Assisted Human Reproduction ◽  
Derechos Humanos ◽  
Legal Situation ◽  
El Sistema ◽  
The Right

La resolución que se comenta nos estimula a reflexionar sobre las técnicas de reproducción humana asistida con una mirada inescindible desde el prisma de derechos humanos. En este ámbito, se pretende llevar a cabo un análisis desde el derecho a la salud en general y a la salud reproductiva en particular, efectuando una reseña normativa de la materia, una exploración del precedente específico en el ámbito interamericano y una reflexión sobre la situación jurídica del embrión in vitro.   The resolution discussed encourages us to reflect on assisted human reproduction techniques with an inescisible look from the perspective of human rights. In this area, it is intended to carry out an analysis from the right to health in general and to reproductive health in particular, making a normative review of the matter, an exploration of the specific precedent in the inter-American sphere and a reflection on the legal situation of the embryo in vitro

scholarly journals An Insightful Foray into Odisha’s Education Sector

2019 ◽  
Vol 8 (3) ◽  
pp. 2094-2099
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Tamil Nadu ◽  
Basic Education ◽  
Public Investment ◽  
High Growth ◽  
Capability Development ◽  
Right To Education ◽  
Pedagogical Training ◽  
The Right

Gross Enrollment Ratio (GER) has witnessed a significant improvement in primary education in Odisha; thanks to the Right to Education (RTE) Act and Sarva Shiksha Abhiyan (SSA) initiative. While Odisha lags behind the better performing states like Kerala, Tamil Nadu& Maharashtra in terms of infrastructure and enrolment, the overall quality remains dismal as per the independent survey of Annual Status of Education Reports (ASER). The paper brings out how an extremely alienated section of the society receives the tender care of inclusive education and empowerment in a centre called Kalinga Institute of Social Sciences (KISS) in Odisha, which can form a templates for emulate, all over the country. The paper laments the tendency to outsource, basic education, which is a merit good, to the private sector, which can at best cater to the needy of the affluent few. There is a need to significantly bolster public allocation to primary education, invest it with the highest priority for capability development in future to improve India’s HDI. The quest for high growth rates, must give way to inclusive growth, which puts a premium on public investment quality teaching through suitable training, pedagogical training, IT familiarity of the teachers

scholarly journals Pemenuhan Hak Pendidikan Dasar Di Kota Ambon Saat Pandemi Covid-19

SASI ◽  
2021 ◽  
Vol 27 (2) ◽  
pp. 196
Author(s):  
Lucia Charlota Octovina Tahamata ◽  
Welly Angela Riry
Keyword(s):  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Basic Education ◽  
Literacy Skills ◽  
Learning System ◽  
Right To Education ◽  
Learning Methods ◽  
The Government ◽  
The Right

Fulfilling of the Right to Education is a part of Human Rights. The right to education has become important in line with government policies to work from home during the Covid 19 pandemic. During the Covid-19 pandemic the learning process uses two learning methods, namely the online method and the offline method. Two learning methods are used for learning but the process has not been implemented optimally by both teachers and students, there are always obstacles faced. The purpose of this study was to determine and study the fulfillment of the right to basic education during the Covid 19 pandemic. The authors conducted research at the Department of Education and Culture of Elementary Schools and Junior High Schools in Ambon City using empirical research methods, data collection techniques through interviews and observations to students. Based on the results of the research conducted, the authors found that the distance learning system in schools in Ambon City was not optimal due to facilities and infrastructure and mastery of technology. which is still low. Fulfilling the right to education requires the involvement of all parties, namely the government, educators, students and parents to work together in the teaching and learning process during the Covid-19 pandemic. The government, educators, students and educational administering institutions at a practical level must strive to develop learning methods with good digital literacy skills so that they need to be improved through trainings using media for online learning for both educators, students and parents

scholarly journals El compromiso ético y político com el derecho a la educación: entre discursos y realidades / The ethical and political commitment to the right to education. Between discourses and realities / O compromisso ético e político com o direito à educação. Entre discursos e realidades

2018 ◽  
Author(s):  
Isabel Carrillo Flores
Keyword(s):  
World War Ii ◽  
Quality Education ◽  
Social Rights ◽  
Political Commitment ◽  
World War ◽  
Right To Education ◽  
Derechos Humanos ◽  
Human Formation ◽  
The Subject ◽  
The Right

Resumen: El legado del siglo veinte nos muestra avances en los Derechos Humanos, entre ellos el Derecho a la Educación, pero también nos evidencia los problemas de vulneración y las barreras aún existentes. Las crisis económicas recientes han agravado la situación, y las desigualdades educativas en vez de disminuir se acrecientan al amparo de políticas de ajuste en lo concerniente a derechos sociales. El contenido del texto plantea tal coyuntura y para hacerlo se estructura en cuatro apartados. Tras una breve presentación que nos permite contextualizar el tema, se realiza un breve repaso a cuatro estudios impulsados por la UNESCO (Coombs, Faure, Delors, Morin) que muestran las dificultades y los logros en educación desde la segunda guerra mundial al cambio de milenio. A continuación se presentan dos paradojas que vive la educación cuestionada del presente. Por una parte se expanden las políticas que llevana prácticas que niegan la educación como derecho, al mismo tiempo se ensalza el valor de uma educación de calidad para el desarrollo. Por outra parte, y en relación a lo anterior, la educación de calidad que se propone no incorpora la formación humana, más bien al contrario se mercantiliza la educación y se propone uma educación para el emprender y la empleabilidad como medida anticrisis. En el último apartado se plantea el Derecho a la Educación como reto deseable y posible.Abstract: The legacy of the 20th century has shown advances in the achievement of Human Rights, included the Right to Education. However, it has also shown problems involving the vulnerability and the barriers still existent regarding such rights. The economic crisis have aggravated the situation, and the educational inequalities, in place of weakening, grow along with the adjustment of social rights policies. This paper exposes such scenario, and, to do so, is structured in 4 sections. After a brief introduction that allows the contextualization of the subject, there is a brief review of four studies promoted by UNESCO (Coombs, Faure, Delors, Morin) that show the difficulties and the achievements on education from world war II until the change of the century. Then, the paper exposes two paradoxes which education goes through. On one hand, there is an expansion of policies that result in practices that deny education as a right, but at the same time an exaltation of the values of a quality education for development. On the other hand, the quality education exalted does not incorporate a human formation, but, on the contrary, mercantilizes itself, being education proposed as a means for entrepreneurship and the emplyability as an anticrisis mechanism. In the last section, the right to education is shown as a desirable and possible challenge.Resumo: O legado do século XX nos mostra avanços nos Direitos Humanos, entre eles o Direito à Educação. Mas também nos evidencia os problemas envolvendo a vulnerabilidade e as barreiras ainda existentes. As crises económicas recentes têm agravado a situação, e as desigualdades educativas, em vez de diminuir, crescem ao amparo de políticas de ajustes relativas aos direitos sociais. O conteúdo do texto expõe tal conjuntura e, para fazê-lo, se estrutura em quatro seções. Após uma breve apresentação que permite contextualizar o tema, faz-se uma breve revisão de quatro estudos promovidos pela UNESCO (Coombs, Faure, Delors, Morin) que mostram as dificuldades e os êxitos na educação desde a segunda guerra mundial até a mudança do século. Após, são apresentados dois paradoxos pelos quais passa a educação ora analisada. Por um lado, se expandem as políticas que levam a práticas que negam a educação como direito, mas ao mesmo tempo se exalta o valor de uma educação de qualidade para o desenvolvimento. Por outro lado, e em relação ao anterior, a educação de qualidade que se propõe não incorpora a formação humana, mas ao contrário, se mercantiliza, propondo-se uma educação para o empreendedorismo e a empregabilidade como uma medida anti-crise. Na última seção, o direito à educação é apresentado como um desafio desejável e possível.

scholarly journals Inclusión y exclusión oculta en la escolarización obligatoria española

2017 ◽  
Vol 21 (4) ◽  
pp. 119-138
Author(s):  
Juan García Rubio
Keyword(s):  
Compulsory Schooling ◽  
Right To Education ◽  
Mandated Curriculum ◽  
El Sistema ◽  
Degree Of Satisfaction ◽  
Attention To Diversity ◽  
The Right ◽  
Spanish Education ◽  
Basic Learning

Resumen:En el presente artículo analizamos la situación del alumnado español durante el transcurso y a la finalización de su etapa de escolarización básica y obligatoria, distinguiendo distintas zonas y subzonas en las que se ubican en su relación con el aprendizaje, así como también en función del distinto grado en que se satisface el derecho a la educación. La exclusión educativa la caracterizamos como la privación a algunos jóvenes de este derecho reconocido universalmente, el cual interpretamos en su sentido más amplio, fijándonos especialmente en la calidad de la enseñanza recibida por el alumnado. De entre todas las zonas y subzonas señaladas profundizamos especialmente en dos de ellas: en la que hemos llamado de inclusión oculta y en la denominada de exclusión oculta. En la primera de ellas descubriremos fundamentalmente a través de los últimos datos publicados del Informe PISA de 2015 cómo en el sistema educativo español se encuentra alumnado, que aunque consigue unos aprendizajes básicos durante su etapa de escolarización obligatoria, no obtiene el Graduado en Educación Secundaria Obligatoria. En cambio, en la segunda de las mencionadas, y utilizando los resultados de una reciente investigación sobre el curriculum prescrito de los programas extraordinarios de atención a la diversidad en la ESO, constataremos que ocurre la circunstancia inversa: el alumnado consigue el título de graduado sin alcanzar unos conocimientos fundamentales, y por lo tanto acaba en una exclusión educativa encubierta, siendo privado del disfrute pleno del derecho a la educación.Abstract:In this article we analyse the situation of Spanish students during the course and at the end of their basic and compulsory schooling, differentiating zones and subzones in which they are located in their relation to learning, as well as depending on the different degree of satisfaction of the right to education. Educational exclusion is characterized as depriving some young people of their universally recognized right, which we interpret in the broadest sense, focusing especially on the quality of the education received by the students. Of all the zones and sub-zones, we focus in depth on two of them: what we have called hidden inclusion and what is called hidden exclusion. In the first one, employing the latest available data of the PISA 2015 Report, we will explain how the Spanish education system is crowded with students who, although achieving basic learning during their compulsory schooling, do not obtain the title of Compulsory Secondary Education. In the latter case, and using the results of our recent research on the mandated curriculum of the extraordinary programs to address attention to diversity in ESO, the inverse circumstance happens: the student obtains the title without reaching a fundamental knowledge, and therefore ends in a disguised educational exclusion, deprived of the full enjoyment of the right to education.

scholarly journals El derecho al medio ambiente sano como un derecho autónomo en el sistema interamericano de derechos humanos

2020 ◽  
pp. 63-83
Author(s):  
Digno José Montalván Zambrano ◽  
Keyword(s):  
Human Rights ◽  
New Right ◽  
Advisory Opinion ◽  
Human Beings ◽  
New Approach ◽  
Healthy Environment ◽  
Derechos Humanos ◽  
El Sistema ◽  
Living Organisms ◽  
The Right

The Advisory Opinion of the Inter-American Court of Human Rights No. OC-23/17, of 15 November 2017, on “Environment and Human Rights” and the ruling in the case Lhaka Honhat V. Argentina of 6 February 2020, develops the content of the right to a healthy environment from an approach that we could see as ecocentric. This right, as an autonomous right, protects nature not only because of its usefulness for human beings (anthropocentric-instrumental vision), but also because of its importance for other living organisms with which the planet is shared (biocentric-not instrumental vision). This paper analyzes this new right, giving an account of the possible legal philosophical presuppositions that inform it, as well as the possible changes that this new approach may bring to the Inter-American System of Human Rights.

scholarly journals El derecho a la educación de los menores refugiados y solicitantes de asilo desde el enfoque basado en los derechos humanos: dificultades, finalidad e intervención educativa

2019 ◽  
pp. 70
Author(s):  
Adrián Neubauer Esteban
Keyword(s):  
Human Rights ◽  
Host Country ◽  
Intervention Programs ◽  
Right To Education ◽  
International Human Rights ◽  
Academic Context ◽  
Derechos Humanos ◽  
Country Culture ◽  
The Right ◽  
Common Barriers

The aim objective of this article is to understand the main barriers faced by refugees and asylum-seeking students in the academic context in the host country. It is also especially interesting to discuss about the purpose of educating to these minors. For this reason, we have reviewed different researches, which have focused on this topic. Once we identified and described the most common difficulties found by these studies, the problem will be analyzed using the Approach Based in Human Rights. In this way, it is possible to know the responsibilities of agents involved in the schooling of these minors. States, local authorities, educational centers and teachers are mainly responsible for guaranteeing the right to education of these children. The most common barriers are: the acquisition of the language of the host country, culture, school harassment, xenophobia and lack of teacher training. To solve this current situation, we will present four intervention programs to respond to their specific needs of refugees and asylum-seeking students based on international human rights legislation.

Opinions of health professionals about the humanization of labor and birth and its operationalization in the context of their practice

2011 ◽  
Vol 5 (9) ◽  
pp. 2189
Author(s):  
Lucas Amaral Martins ◽  
Luzia Wilma Santana da Silva ◽  
Ninalva De Andrade Santos ◽  
Emanuelle Caires Dias Araújo Nunes ◽  
Aline Cristiane De Souza Azevedo Aguiar
Keyword(s):  
Health Professionals ◽  
Public Hospital ◽  
Behavior Changes ◽  
Structured Interviews ◽  
Academic Field ◽  
Material Resources ◽  
The Family ◽  
El Sistema ◽  
Recursos Humanos ◽  
The One

ABSTRACTObjective: to know the perceptions of health professionals on the humanization in delivery and birth and its operationalization in the context of the praxis in health. Methodology: this is a descriptive-exploratory and qualitative study, carried out in a public hospital with 21 subjects identified with fictitious names, through individual semi-structured interviews recorded on magnetic tapes, performed in the maternity facilities and later on fully transcribed. The content analysis was driven by the interactive model, consisting in categories, something which resulted in a detailed procedure until reaching its understanding, and, finally, data verification in the preparation of the final remarks. This study was approved by the Ethics Committee of Universidade Estadual do Sudoeste da Bahia, under the Protocol 123/2009. Results: the data analysis resulted in two thematic axes: “the behaviors used to perform the delivery: counterpart between the delivery recommended by the Program for Humanization of Prenatal Care and Birth (PHPB) and the one put into practice” and “the family accompanying the delivery: perceptions from the team. Conclusions: humanization is a vast process, slow, and complex which faces resistance, since it involves behavior changes that arouse suspicion and fear. The new is always challenging, that is, PHPB is still a young program with very few insertions in the academic field and the system of care for women still lacks human, structural, and material resources to achieve its effective operationalization. Descriptors: humanized delivery; public policies; health personnel; family.RESUMOObjetivo: conhecer as percepções dos profissionais de saúde acerca da humanização no parto e no nascimento e a operacionalização no contexto de sua práxis em saúde. Metodologia: estudo descritivo-exploratório, de abordagem qualitativa, realizada nas dependências de uma maternidade pública, com 21 sujeitos, por meio de entrevista semiestruturada individuais gravadas em fitas magnéticas, e, posteriormente, transcritas na íntegra e identificadas com nomes fictícios. A análise de conteúdo foi guiada pelo modelo interativo, configurando-se em categorias, que se traduziu num procedimento minucioso até alcançar sua compreensão. Esse estudo foi aprovado pelo Comitê de Ética da Universidade Estadual do Sudoeste da Bahia, com número de protocolo nº 123/2009. Resultados: da análise dos dados resultaram dois eixos temáticos: As condutas utilizadas para realização do parto: contraposto entre o parto preconizado pelo PHPN e o executado, e A família no acompanhamento do parto: percepções da equipe. Considerações finais: a humanização é um processo amplo, demorado e complexo ao qual se oferecem resistências, pois envolve mudanças de comportamento que despertam receio e medo. O novo é sempre desafiante, ou seja, o PHPN é um programa jovem ainda com pouquíssimas inserções no meio acadêmico e o sistema de assistência à mulher ainda carece de recursos humanos, estruturais e materiais para a sua efetiva inserção. Descritores: parto humanizado; políticas públicas; pessoal de saúde; família.RESUMENObjetivo: conocer las percepciones de los profesionales de salud acerca de la humanización en el parto y nacimiento y la operacionalización en el contexto de la praxis en salud. Metodología: esto es un estudio descriptivo-exploratorio y cualitativo, realizado en hospital público con 21 sujetos identificados con nombres ficticios, por medio de entrevistas semi-estructuradas individuales grabadas en cintas magnéticas, realizadas en la dependencias de la maternidad y después transcriptas en su totalidad. El análisis de contenido fue guiado por el modelo interactivo, se configurando en categorías, lo que se tradució en un procedimiento minucioso hasta alcanzar su compreensión, y, por fin, la verificación de los datos en la elaboración de las consideraciones finales. Esto estudio fue aprobado por el Comité de Ética de la Universidade Estadual do Sudoeste da Bahia, bajo el Protocolo 123/2009. Resultados: del análisis de los datos resultaron dos eje temáticos: “las conductas utilizadas para realización del parto: contrapunto entre el parto recomendado por el Programa de Humanización en el Prenatal y Nacimiento (PHPN) y lo ejecutado” and “la familia en el acompañamiento del parto: percepciones del equipo”. Conclusiones: la humanización es un proceso amplio, demorado y complejo al que se ofrecen resistencias, porque se trata de cambios en el comportamiento que despiertan recelo y miedo. Lo nuevo es siempre un reto, es decir, PHPN sigue siendo un programa joven aún con muy pocas inserciones en el mundo académico y el sistema de atención a la mujer aún carece de recursos humanos, estructurales y materiales para atingir su operacionalización efectiva. Descriptores: parto humanizado; políticas públicas; personal de salud; familia.

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