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

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 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 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.

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.

scholarly journals Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

2018 ◽  
Vol 71 (1) ◽  
pp. 195-211
Author(s):  
Manjola Zaçellari ◽  
Heliona Miço ◽  
Irina Sinitsa
Keyword(s):  
Inclusive Education ◽  
Minority Group ◽  
Transitional Period ◽  
Access To Education ◽  
Human Right ◽  
Right To Education ◽  
Governmental Organizations ◽  
National Minorities ◽  
Non Governmental Organizations ◽  
The Right

AbstractThis article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclu­sive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.

scholarly journals PROTECTION OF INTELLECTUAL PROPERTY IN DEVELOPMENT CONDITIONS OF THE INFORMATION SOCIETY

2021 ◽  
Vol 17 (1) ◽  
pp. 103-112
Author(s):  
Elena Kokhanovska ◽  
Anatolii Kodynets
Keyword(s):  
Intellectual Property ◽  
Information Society ◽  
Well Being ◽  
Free Access ◽  
Accountability Measures ◽  
Spatial Dimensions ◽  
Long Time ◽  
Balanced Model ◽  
Right To Information ◽  
The Right

Introduction. The development of the information component of society, the extensive use of technologies aiming at the free access, use and transfer of information, significantly affects the intellectual property sphere. Problem Statement. The purpose is to form a balanced model of the interests of society and the creators of the intellectual property. Purpose. To reveal the problems of the protection of intellectual property rights in development conditions of the information society, to define the correlation model of public interests and those of creators in the use of objects of intellectual and creative activity.  Materials and Methods. General scientific and special legal methods were used to research legal phenomena and categories. Results. It is proved that the subject’s monopoly right for the intellectual property requires significant restrictions, both in time and in spatial dimensions, in the conditions of information society, development of scientific and technical activity.  It emphasizes the fact that it is impossible to safeguard intellectual property in the modern information environment, other than through increased accountability measures. It is determined that the paradigm of the legalization model for the use of intellectual property objects in information networks and systems, may be the payment model for their free use, the analog of which has been used for a long time by radio and television organizations or other similar users. Conclusions. The right to information and other non-proprietary information rights are not only rapidly developing, but also in the last few years are very closely associated with problems arising from the development of information technology and artificial intelligence. These processes should be taken into account in developing legislation right now, remembering that the legal legalization of processes taking place in society in the process of developing the information society should be based on the well-being of people as the highest dignity. Introduction. The development of the information component of society, the extensive use of technologies aimed at the free access, use and transfer of information, significantly affects the intellectual property sphere. Problem Statement. To form a balanced model of the interests of society and the creators of the intellectual property. Purpose. To reveal the problems of the protection of intellectual property rights in development conditions of the information society, to define the correlation model of public interests and those of creators in the use of objects of intellectual and creative activity.  Materials and Methods. General scientific and special legal methods were used to research legal phenomena and categories. Results. It is proved that the subject’s monopoly right for the intellectual property requires significant restrictions, both in time and in spatial dimensions, in the conditions of information society, development of scientific and technical activity.  It emphasizes the fact that it is impossible to safeguard intellectual property in the modern information environment, other than through increased accountability measures. It is determined that the paradigm of the legalization model for the use of intellectual property objects in information networks and systems, may be the payment model for their free use, the analog of which has been used for a long time by radio and television organizations or other similar users. Conclusions. The right to information and other non-proprietary information rights are not only rapidly developing, but also in the last few years are very closely associated with problems arising from the development of information technology and artificial intelligence. These processes should be taken into account in developing legislation right now, remembering that the legal legalization of processes taking place in society in the process of developing the information society should be based on the well-being of people as the highest dignity.

Promozione della salute e del benessere degli adolescenti nel contesto scolastico

2009 ◽  
pp. 59-82
Author(s):  
Giovanna Petrillo
Keyword(s):  
Health Promotion ◽  
Cultural Change ◽  
School Setting ◽  
Well Being ◽  
The United States ◽  
School Life ◽  
Long Time ◽  
The Individual ◽  
The Right ◽  
Health And Well Being

- Health and well-being have been separated for a long time from other aspects of school life and only recently they have been considered as the main objectives of health promotion educational programmes. Even in Italy, the recommendations by international charters on human health and the stimulation coming mainly from other European countries and the United States have resulted in a flourishing of initiatives on Health Education, involving different type and level schools. This was made possible through a profound political and cultural change, which have initiated for a long time in our country. This change took the interest in the development of child and adolescent as a priority in education and considered these subjects as legitimate holders of the right and duty to health and active players in the process of personal and social growth. Approaching to health and well-being of adolescents in the perspective of Social Psychology and Community Psychology, by addressing issues crossing different realities, categories and social conditions, contributes greatly to develop a more general reflection on the challenges posed by health promotion in the structure of society. This approach has criticized a medical and sectoral vision, and has gradually become more integrated and complex, assuming a bio-psycho-social perspective which deems extremely important the interdependence between different levels of health, between the individual and social components of well-being, among different subjects, between different contexts objectively and subjectively significant in this regard. Key words: health promotion; psycho-social well-being; adolescence; school setting.

The Right of Children in Accessing Primary Education: Vientiane Province Case Study

2015 ◽  
Vol 16 (1-2) ◽  
pp. 26-41
Author(s):  
Khonsavanh Vongvannasay ◽  
Khamphang Vongphachanh ◽  
Vilay Langkavong
Keyword(s):  
Education Policy ◽  
Primary Education ◽  
Tertiary Education ◽  
External Factors ◽  
Education For All ◽  
Access To Education ◽  
Right To Education ◽  
Developed Country ◽  
The Right

The right to education is an important fundamental right for all Lao citizens and is regarded as one of the priorities of development in Lao pdr. The Lao pdr realizes the importance of education for all as a significant tool to help the country graduate from the least developed country status in 2020. Primary and tertiary education is therefore one of the Lao pdr Government’s priorities. This research analyses the existing rights of children to access primary education in Vientiane Province, the education system in Lao pdr and its education policy for all children. The researchers conducted an in-depth review on the actual implementation of children’s access to education in Vientiane Province, identifying barriers to the full implementation of education policy in the province as well as other important external factors for education. Recommendations are made for increasing children’s access to education, thereby improving the right to education in the state and building a much stronger foundation for the development of Lao pdr.

scholarly journals Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110094
Author(s):  
Jesster P. Eduardo ◽  
Arneil G. Gabriel
Keyword(s):  
Critical Pedagogy ◽  
Indigenous Peoples ◽  
Change Agents ◽  
The Philippines ◽  
Vital Role ◽  
National Commission ◽  
Indigenous Research ◽  
Access To Education ◽  
Right To Education ◽  
The Right

The Philippine historical accounts show that Indigenous Peoples (IPs) in the Philippines have long been suffering from discrimination and lack of access to Education. The IPs comprise about 10% to 20% of the Philippines’s 102.9 million total populations. The Philippine educational system’s neo-colonial background creates injustice on some cultural minorities who can attend school. For this matter, the study measures the perceptions of the Dumagats on their rights to Education. It focuses on the Dumagat communities in the provinces of Nueva Ecija and Aurora in the Philippines. By using the simple binary quantitative tool, the qualitative method of research, the application of Indigenous research methods, and critical pedagogy as analytical lens, the study found that (a) the implementation of the Philippine policies on the rights to Education as reflected on the Indigenous Peoples’ Rights Act (IPRA) of 1997 is more of a tokenism; (b) the enjoyment of the right to Education of IPs is hindered mainly by poverty; (c) English remains the widely used medium of instruction in most IP curricula; and (d) the IPs’ limited knowledge on specific provisions of IPRA related to the access to Education and culture is short of the policy ideals. The above findings necessitate change agents to start a process of pedagogical liberation. The National Commission on Indigenous Peoples (NCIP) personnel and IP teachers can play a vital role as change agents and may act to correct the historical injustices on IPs’ rights and welfare.

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