scholarly journals IMMIGRANTS’ EDUCATIONAL RIGHTS

2019 ◽  
Vol 1 (1) ◽  
pp. 60-74
Author(s):  
Pedro Garrido Rodriguez

Within the set of human rights agreed and universally recognized, the right to education occupies a priority place. Everyone assumes that education must be guaranteed, compulsory and free, at least for minors. However, there is still a very significant group of people who do not enjoy their educational rights. Migrants, excluded persons and lack of resources are those that most de facto lack this universal basic right. The United Nations has made some proposals to resolve this problem, such as Objective No. 4 of the Sustainable Development Goals: Ensure equitable and quality education. This article thoroughly analyzes the main initiatives built in recent years in the international context.

Author(s):  
Sandra Fredman

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.


2021 ◽  
pp. 267-276
Author(s):  
Marie-Claire Cordonier Segger

The Sustainable Development Goals (SDGs) set aspirational objectives for governments, international organizations and other stakeholders seeking to support sustainable development to achieve by 2030 or before, as well as indicators to facilitate measurement of attainment levels. Chapter 19 is the first of three chapters exploring provisions from over 110 innovative bilateral and regional economic treaties that could facilitate achievement of certain SDGs and their associated targets, to enable countries to maximize opportunities for their economic accords to assist in effectively contributing towards achievement of the SDG targets, particularly in a time of post-pandemic economic recovery. This chapter addresses trade and investment agreements provisions relevant to a first set of SDGs which target ‘basic needs’ challenges: eradicating poverty (SDG 1); ending hunger (SDG 2); promoting health and wellbeing (SDG 3); ensuring quality education (SDG 4) and achieving gender equality (SDG 5). The chapter canvasses the requirements of each goal and provides examples of treaty provisions that address each SDG.


2017 ◽  
Vol 1 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Remco Van de Pas ◽  
Peter S. Hill ◽  
Rachel Hammonds ◽  
Gorik Ooms ◽  
Lisa Forman ◽  
...  

2021 ◽  
pp. 210-225
Author(s):  
Bartosz Sobotka ◽  
Iwona Florek

The article presents the genesis of human rights of the different generations in the aspect of development, describes the role and place of human beings in the context of technological change and competence mismatch as a challenge for the education system. The aim of the article is to consider the essence of understanding the content of human rights and in particular the right to education in the context of changing realities and changing competence needs under VUCA conditions. The research hypothesis is the claim that currently the understanding of the content of human rights is less and less adapted to the labile reality. The article contains a recommendation to start an international debate on the elaboration of a new international document (successor to the Sustainable Development Goals), the central element of which should be the partnership for education (Education Alliance 2050).


2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Debbie Bartlett

Abstract: This article first describes the importance of the Sustainable Development Goals to learning and teaching, both specifically for SDG 4 Quality Education, and the relevance of all 17 SDGs across subject areas.  It then describes how these became the focus to increase assessment literacy and engagement with feedback using Level 5 BSc Environmental Science and Geography students taking the Environmental Management module.  The benefits and challenges of using curriculum and assessment co-design are presented and the benefits for student engagement and assessment literacy evaluated.  


UDA AKADEM ◽  
2021 ◽  
pp. 374-417
Author(s):  
María Elena Castro-Rivera ◽  
Eduardo Fabricio Solís-Gallegos ◽  
Juan Francisco Álvarez-Valencia

En el documento se presenta el diagnóstico de los factores clave, considerados mediante el modelo de RSU- URSULA y su relación con los Objetivos de Desarrollo Sostenible, en la Facultad de Ciencias de la Administración de la Universidad del Azuay, mediante investigación exploratoria- descriptiva con un enfoque mixto. Contiene, además, una revisión de fuentes de datos secundarios, investigación cualitativa y cuantitativa; en la parte cualitativa, se realizaron entrevistas a expertos y entrevistas a profundidad; para la investigación cuantitativa, se desarrollaron encuestas con los cuestionarios del modelo ya elaborado, dirigido a estudiantes, docentes, investigadores, docentes involucrados con proyectos de vinculación y personal administrativo, con cuyos resultados se propuso un modelo basado en una ponderación de factores, en el cual, se determinó qué acciones son las emergentes a realizar, en respuesta a los resultados determinados para la investigación. El resultado fue que, para la Facultad de Ciencias de la Administración, los ámbitos: gestión organizacional, formación estudiantes y docentes, cognición, participación social y formación, se encuentran en proceso de mejora en cuanto a sus acciones de Responsabilidad Social Universitaria.Palabras clave: Modelo URSULA, Objetivos de Desarrollo Sostenible, Responsabilidad Social Universitaria. Abstract Social responsibility arises when an organization becomes aware of itself, what surrounds it and its role with its surroundings, an ethical will and interest in doing the “right thing” so that the internal and external beneficiaries of the organization’s services are “ well”. Ca- rrying out “the good” will depend on the consensus and / or negotiation between the company and its actors, according to this, actions of what is known as Social Responsibility will be generated.The document presents the diagnosis of the key factors considered by means of the URSULA MSW model and its relationship with the Sustainable Development Goals, in the Faculty of Administration Sciences of the University of Azuay, through exploratory-descriptive research with a mixed approach, which contains a review of secondary data sources, qualitative and quantitative research, in the qualitative part, interviews with experts and in-depth interviews were conducted; For quantitative research, surveys were developed with the questionnaires of the model already prepared, aimed at students, teachers, researchers, teachers involved with outreach projects and administrative staff; With whose results a model based on a weighting of factors was proposed in which it was determined which actions are the emergent ones to be carried out in response to the results determined for the investigation; As a result, for the Faculty of Administration Sciences, in the areas: organizational management, student and teacher training, cognition, social participation and training, it is in the process of improvement in terms of its University Social Responsibility actions. Keywords: URSULA model, Sustainable development goals, University Social Responsibility


2021 ◽  
Vol 13 (3) ◽  
pp. 1106
Author(s):  
María-Luisa Gómez-Ruiz ◽  
Francisco-José Morales-Yago ◽  
María-Luisa de Lázaro-Torres

Education has a crucial role to play in helping meet the Sustainable Development Goals, for which the initial training of university teachers, and its evaluation, are all essential. In this context, the authors developed an outdoor work task, consisting of an orientation game in ‘medieval Madrid’. The main objective was to show future teachers how they can enable their own students to value cultural heritage in order to acquire sustainability competencies. The task was evaluated by participants using a questionnaire, in order to make them aware of the acquired competencies. A gamification component was added to the outdoor task to create a healthy competitive environment. In this way, future teachers were able to observe how a teaching activity is evaluated; learn how to organize a didactic activity that can be extrapolated to other territorial and heritage realities; and employ their mobile devices to learn the foundations of sustainability in heritage management. Additionally, they acquired teaching competencies that promoted quality education and contributed towards two of the Sustainable Development Goals, specifically: 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and 11 “Make cities and human settlements inclusive, safe, resilient and sustainable”.


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