scholarly journals “I am mostly concerned about their education”: Syrian refugee families and the right to education in Lebanon

2020 ◽  
Vol 7 (1) ◽  
pp. 98-127
Author(s):  
Bree Akesson ◽  
Dena Badawi ◽  
Abdelfettah Elkchirid
Keyword(s):  
Education System ◽  
Modern History ◽  
Right To Education ◽  
Barriers To Education ◽  
Syrian Refugee ◽  
Refugee Families ◽  
Community Stakeholders ◽  
Humanitarian Crises ◽  
Multiple Challenges ◽  
The Right

Ongoing since 2011, the conflict in Syria is considered to be one of the largest humanitarian crises in modern history. With a large number of Syrian families fleeing the war to resettle in neighboring Lebanon, Lebanon’s education system has become overwhelmed.  In this paper, we will describe how Syrian families and community stakeholders experienced education in Lebanon and highlight barriers to education, suggesting potential interventions to ensure that the right to education is upheld. The findings underscore the multiple challenges that Syrian families face in seeking education for their children. At the same time, the findings point to the importance of education in the lives of Syrian families both in Syria before the war, in their current contexts of displacement in Lebanon, and in their future hopes and dreams for their children.

scholarly journals Comparison of Educational Facilities of Mentally Challenged Children of Special School and Government School in Kolkata

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Phalguni Bhattacharya
Keyword(s):  
Education System ◽  
Special Educators ◽  
Special School ◽  
Educational Facilities ◽  
Right To Education ◽  
Special Schools ◽  
Government Schools ◽  
Government School ◽  
Inclusion Education ◽  
The Right

Purpose: The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. Method: Sample of 40 special schools mentally challenged children and 40 Government schools under inclusion education system mentally challenged children of both gender participated.Similarly10 teachers of five special school and 10 teachers of five govt. school under inclusion education system. Measures used were self-made questionnaire. Result: Percentage revealed that Governmental facilities and availability of special educators significantly differ between special schools and Governmental schools under inclusion education structure. Contribution of the Research: After implementation of right to education act, education becomes the fundamental right of each and every child. Article 21-A included disabled children in this act. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. Therefore the study enlightens more awareness among society about inclusion education system for mentally challenged children.

The Grievance Redress System under the Right to Education Act

2019 ◽  
pp. 280-329
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Education System ◽  
Current System ◽  
Right To Education ◽  
Education Act ◽  
Right To Information ◽  
Set Up ◽  
The Right

Chapter 5 examines the conceptual set-up of the grievance redress system created by the Right to Education Act, and analyses studies on its performance. It highlights the deficiencies of the current system, and compares it to other, more effective systems such as grievance redress under the RTI Act. The different institutions that are part of the grievance redress system are either not sufficiently independent or do not have sufficient competences to enforce their ‘judgments’. These deficiencies, as well as additional implementation issues, also translate into a malfunctioning system ‘on the ground’. The chapter also examines other grievance redress systems for different state services (for instance, the ones created by the Right to Information Act), highlighting that some of the deficiencies found in the right to education system are actually not universal.

The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations

2017 ◽  
Vol 20 (2) ◽  
pp. 79-89
Author(s):  
Sherwin Fraser
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Inclusive Education ◽  
Education For All ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Barriers To Education ◽  
Decision Making Processes ◽  
Teachers And Parents ◽  
The Right

Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.

scholarly journals Education Policies in Pre-University Education of the Republic of Kosovo for Non-Majority Communities of Roma, Ashkali and Egyptian

2020 ◽  
Vol 4 (1) ◽  
pp. 57-62
Author(s):  
Maliqe MULOLLI-JAHMURATAJ
Keyword(s):  
Education Policy ◽  
Key Words ◽  
Education System ◽  
University Education ◽  
Education Policies ◽  
Right To Education ◽  
Current State ◽  
The Republic ◽  
The Right

The Republic of Kosovo is a country that observes all the rights and obligations of its subjects with no discrimination in national, racial, linguistic sense. Even though we have these rights in place, in practice the situation is different and not very positive. This is since the non-majority communities Roma, Ashkali and Egyptian in Kosovo face several problems in different areas, especially when it comes to their right on integration to education. This paper will address and evaluate current policies and legislation of Kosovo for inclusion in education as a condition for completion of the education system. This paper will be developed by considering the assessment of the Constitution and relevant legislation referring to the right to education for non-majority communities. Given all this legislation, it will be assessed in harmony with the practical problems that exist regarding access to the education system for non-majority communities. Therefore, this paper aims to bring innovation in this field of research aiming to identify how much the Republic of Kosovo is keeping a pace with the standards for inclusion in the education system, what are the reasons that in current state of play we do not have a satisfactory inclusion in the education by category of children from non-majority communities of Roma, Ashkali and Egyptian in pre-university education. Key wordS: Inclusion, Children from Non-Majority Communities of Roma, Ashkali and Egyptian, Education Policy, Pre-University Education.

The Journey to the Right to Education Act, 2009

2017 ◽  
pp. 122-141
Author(s):  
Rajesh Chakrabarti ◽  
Kaushiki Sanyal
Keyword(s):  
Education System ◽  
Right To Education ◽  
Grass Root ◽  
Independence Era ◽  
Education Act ◽  
The Government ◽  
The Right

This chapter chronicles the evolution of the Right to Education Act. After listing the evolution milestones of the education system from pre-independence era, the chapter identifies two judicial orders in the early 90s, in the cases of Mohini Jain and Unnikrishnan, as the impetus to a move towards RTE. Several NGOs used the opportunity to start a campaign for education as a fundamental right till they formed a broad coalition under the banner of NAFRE in the late 1990s that intensified grass-root campaign for RTE. The campaign and PILs pushed the government to amend the constitution in 2001 to make education after age six a fundamental right. A long legislative journey ensued that led to the enactment in 2009. None of the existing theories fit the entire journey though some stages correspond to different specific frameworks.

scholarly journals CREATION AND DEVELOPMENT OF THE LEGAL FRAMEWORK FOR REFORMING RUSSIAN EDUCATION AT THE TURN OF THE XX-XXI CENTURIES

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.M BYZOVA ◽  
Keyword(s):  
Education System ◽  
Transition Period ◽  
Legal Framework ◽  
The State ◽  
Synthetic Methods ◽  
Legislative Process ◽  
Right To Education ◽  
Legislative Framework ◽  
The Right ◽  
Russian Education

The article deals with current aspects of reforming the education system in the historical transition period of the turn of the XX-XXI centuries. The article examines some aspects of the concept and content of the human right to education, as well as the problems of forming the legal framework for reforming education in Russia. It is shown that the realization of the right to education includes ensuring the interests of the state and society, as well as meeting the personal needs of citizens. The state provides citizens with extensive educational opportunities of their own choosing. The quality of life of a modern person largely depends on the degree of realization of the right to education. The problem of law-making in General, and legislative activity in the educational sphere in particular, belongs to the number of interdisciplinary and is considered by researchers from different sides. The article describes modern approaches to the formation of legislation in the field of education based on the analysis of the current legislation of the Russian Federation, materials of scientific works that reflect the research topic. The study used problem-chronological, ideographic, comparative, analytical and synthetic methods. The stages and content of the legislative process in the educational sphere of the country are considered. Emphasis is placed on the activities of the first, second and third convocations of the state Duma to create and develop the legislative framework for reforming the educational sphere. It is noted that the formation of the political system and the education system took place simultaneously. The documentary material shows the results of the deputies ' work on reforming Russian education at the turn of the XX-XXI centuries. As a result of the state Duma's work in this area, 22 Federal laws were adopted, which made it possible to solve urgent problems of reforming Russian education and create a legislative framework for its further development.

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