scholarly journals AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS

2014 ◽  
Vol 6 (2) ◽  
pp. 1004-1008
Author(s):  
Navdeep Kaur
Keyword(s):  
Human Rights ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Compulsory Education ◽  
National Development ◽  
The State ◽  
School Teachers ◽  
Right To Education ◽  
The Right

Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme.  In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.

scholarly journals “Del dicho al hecho hay un gran trecho”: Obstáculos para la expansión de la escolaridad media en Uruguay.

2018 ◽  
Vol 26 ◽  
pp. 161
Author(s):  
María Ester Mancebo ◽  
Julia Pérez Zorrilla
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Compulsory Education ◽  
Structured Interviews ◽  
Right To Education ◽  
Multiple Factors ◽  
Union Leaders ◽  
Party Members ◽  
The Right ◽  
Institutional Fragmentation

In 2008, the Uruguayan General Education Law was enacted, stipulating the right to education and extending compulsory education from nine to fourteen years. This article analyzes the obstacles to design and implement educational policies to improve secondary education attainment rates during the governments headed by the Frente Amplio party from 2005 on. Using a qualitative approach, we employed a triangulation method that includes document analysis (laws and institutional reports) and 49 semi-structured interviews conducted between 2011 and 2015; the interviews covered government authorities, legislators, bureaucrats, experts and union leaders. We identified three potential causes of this policy gridlock: the institutional fragmentation of the educational system; the ideological disagreement between educational authorities and party members; and the teacher’s union veto. The educational policy stalemate in secondary education is explained by these multiple factors and their interaction.

Barriers towards Teachers' Involvement in Development of Curriculum

1996 ◽  
Vol 79 (1) ◽  
pp. 113-114
Author(s):  
Lebusa A. Monyooe
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
Resource Base ◽  
Bureaucratic Control ◽  
Item Questionnaire ◽  
Alternative Method

To investigate possible barriers towards teachers' involvement in the development of curriculum, a 10-item questionnaire was administered to 82 secondary school teachers in the Umtata district in South Africa. Analysis showed teachers were handicapped by inter alia strong bureaucratic control of the curriculum by the state, weak channels of communication, lack of teachers qualified in curriculum development, and a poor resource base to facilitate change in education. Collaborative involvement by those in education was seen as an alternative method of restructuring education and resolving conflicts over curricula.

scholarly journals RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
High Performance ◽  
Teacher Motivation ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
High Performing

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.

Theories of human rights and its history

2021 ◽  
Vol 70 (09) ◽  
pp. 58-62
Author(s):  
Nigar Hafiz qızı Məmmədova ◽  
Keyword(s):  
Human Rights ◽  
Legal Status ◽  
The State ◽  
Right To Education ◽  
Personal Rights ◽  
Criminal Charges ◽  
The Law ◽  
The Right ◽  
To Receive

Human rights are the opportunities that people have from birth to death. Regardless of race, nationality, gender, every person has certain rights. These rights must be applied regardless of where and in what position people live. No one has the right to receive these rights from people. But there are also some restrictive cases in this area. If a person violates the law or acts contrary to the national security interests of the state, then it is inevitable to make decisions within the framework required by the law. Human rights are norms that seek to protect people from serious political, legal and social exploitation. The most important of these rights are freedom of religion, the right to a fair trial on criminal charges, the right not to be tortured and the right to education. The philosophy of human rights is understood to answer questions about the existence, essence, validity, justification and legal status of human rights. Human rights are relations that determine the place and role of a person and a citizen in society and the state, the essence of the realization of a person's own capabilities and limits established by the state, as well as ways of ensuring and protecting. At the same time, the legal status of a person includes socio-economic, civil, political and personal rights and freedoms. Key words:human rights,ombudsman,social exploitation,occupied lands,refugees

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

Equality and the right to education: let’s talk about sex education

2018 ◽  
pp. 111-128
Author(s):  
Meghan Campbell
Keyword(s):  
Human Rights ◽  
Health Education ◽  
Gender Equality ◽  
Sex Education ◽  
Gender Norms ◽  
The State ◽  
Fundamental Rights ◽  
Right To Life ◽  
Right To Education ◽  
The Right

This chapter addresses the challenges girls face in accessing human rights-based sex education. Sex education sharply brings into focus the discriminatory gender norms that influence and undermine a girl's right to education and the accountability challenges that are becoming increasingly pervasive throughout all of education. The Convention on the Elimination of Discrimination Against Women (CEDAW), the prominent legal instrument on women's rights, offers new ways of conceptualising and addressing these challenges. There are specific obligations referring to sex education in the treaty and most importantly there is a positive obligation on the state to provide sex education to fulfil the fundamental rights of girls and women. Indeed, sex education is a necessary measure to ensure girls and women's right to life, health, education, gender equality, and freedom from violence.

scholarly journals Prawo do nauki. Prawa dziecka-ucznia

2019 ◽  
pp. 95-126
Author(s):  
Agnieszka Grzejdziak-Przybyłowicz
Keyword(s):  
Human Rights ◽  
Subject Matter ◽  
Compulsory Education ◽  
Case Law ◽  
Educational Process ◽  
School Life ◽  
Right To Education ◽  
Rights Of The Child ◽  
The Subject ◽  
The Right

The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article defi ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The refl ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.

The Right to Education

2018 ◽  
pp. 355-400
Author(s):  
Sandra Fredman
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Labour Force ◽  
Public Life ◽  
Compulsory Education ◽  
Quality Education ◽  
Right To Education ◽  
The Sustainable Development ◽  
Development Goals ◽  
The Right

Education is a multiplier right. Without education, other rights cannot be fully enjoyed. Education is also an accelerator right: it equips people to enter the labour force and participate in public life. However, education is not only an instrumental right. It should primarily be regarded as an intrinsic right, valuable in its own terms. Section II considers how the freedom, social, and equality components of the right are reflected in different human rights instruments, contrasting these to education in the Sustainable Development Goals. Section III considers the meaning of ‘free and compulsory’ education and particularly the paradoxical nature of a compulsory right. Section IV examines the complex contestations between the freedom and equality dimensions of the right, especially in the context of parental choice as to the religious, moral, or political nature of the right to education. Section V is concerned with the extent to which a human rights approach to education can be used to achieve quality education.

21. Article 2, First Protocol: The right to education

2018 ◽  
Author(s):  
David Harris ◽  
Michael O’Boyle ◽  
Ed Bates ◽  
Carla Buckley
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Private Schools ◽  
The State ◽  
European Convention ◽  
Right To Education ◽  
Children And Parents ◽  
The Right ◽  
The Way

This chapter discusses Article 2 of the First Protocol of the European Convention on Human Rights, which guarantees the right to education. Article 2 extends to all forms of education provided or permitted by the state–primary, secondary, and higher education, as well as to private schools and universities. The right to education consists of a variety of rights and freedoms for children and parents. These mostly belong to the pupil or student, but parents do have certain rights of their own under Article 2 about the way in which their child is educated.

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