The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

Download Full-text

TANGGUNG JAWAB HUKUM PEMERINTAH DALAM PENYELENGGARAAN PENDIDIKAN NASIONAL

Yustisia Jurnal Hukum ◽

10.20961/yustisia.v0i94.2800 ◽

2016 ◽

Author(s):

Franciscus Xaverius Wartoyo ,

Keyword(s):

High School ◽

Education System ◽

Government Regulation ◽

Basic Education ◽

Compulsory Education ◽

National Education ◽

Indonesian Government ◽

The Republic ◽

The Government ◽

The Right

Abstract Government has the legal responsibilities in the implementation of national education system to carry out the mandate set out in Section 31 of the Constitution of the Republic of Indonesia 1945 related to the intellectual life of the nation. This is confirmed and applied by The Indonesian Government Regulation 47/2008 regarding compulsory education and Indonesian Government Regulations 48/2008 related to the funding education of elementary school (SD) to high school (SMP) free made by the government through the School Operational Assistance (BOS) to make the education system based on the national human values and justice according to Pancasila ad realize the human rights set out in the Constitution Indonesian 1945 Article28 c paragraph(1) and Article 28d paragraph (3) stated that every citizen has the right to obtain equal opportunities in government. The free primary education can not be realized in a fair and equitable for the presence of education autonomy, every area is not the same policies and management education in many schools that are not transparent even still many schools to collect funds for the reason given by the government budget for operational costs is not enough.In addition, the9-year basic education which should be free up to secondary education (high school) born by either the state of infrastructure, teachers’ salaries, electricity, telephone, computer, books, stationery without distinguishing between public and private schools. Keywords: national education, justice, humanity,Indonesian contitution 1945Abstrak Pemerintah memiliki tanggung jawab hukum dalam implementasi sistem pendidikan nasional sebagai amanah (mandat) dari Pasal 31 Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 yakni hak mendapatkan pendidikan yang layak. Mandat tersebut diturunkan dalam Peraturan Pemerintah Nomor 47 Tahun 2008 tentang wajib belajar dan Peraturan Pemerintah Nomor 48/2008 tentang Pendanaan Pendidikan dari Sekolah Dasar ( SD ) hingga Sekolah Menengah ( SMP ) yang gratis ditanggung oleh pemerintah melalui Bantuan Operasional Sekolah ( BOS ) dalam rangka untuk menciptakan sistem pendidikan berdasarkan pada nilai-nilai kemanusiaan nasional dan keadilan dalam Pancasila, serta dalam rangka penegakan Hak Asasi Manusia berdasar Pasal 28C ayat (1) dan Pasal 28D ayat (3) dimana setiap warga negara memiliki kesempatan yang sama dalam pemerintahan. Pendidikan dasar gratis tidak dapat dicapai secara adil dan merata karena setiap daerah miliki kebijakan dan manajemen pendidikan yang berbeda, adanya ketidaktransparanan sekolah dalam mengelola dana, dan faktor alasan ketidakcukupan dana yang diberikan oleh pemerintah kepada sekolah. Pendidikan Dasar 9 (sembilan tahun) seharusnya gratis sampai pada Pendidikan Menengah Pertama (SMP) baik dalam hal infrastruktur pendidikan, honor guru, biaya listrik, telepon, pengadaan komputer, buku-buku tanpa ada pembedaan sekolah publik dan sekolah swasta. Kata kunci: Pendidikan Nasional, Keadilan, Kemanusiaan, UUD 1945

Download Full-text

Some Reflections on Israel's Temporary Legislation on Unification of Families

Israel Law Review ◽

10.1017/s0021223700000832 ◽

2010 ◽

Vol 43 (2) ◽

pp. 457-467 ◽

Cited By ~ 3

Author(s):

Ruth Lapidoth ◽

Ofra Friesel

Keyword(s):

International Law ◽

Gaza Strip ◽

The State ◽

Provisional Measure ◽

Israeli Arabs ◽

The Law ◽

The Government ◽

The Gaza Strip ◽

The Individual ◽

The Right

In 2003 Israel adopted the Nationality and Entry into Israel (Provisional Measure) Law, 5763-2003. The Provisional Measure deals generally with entry into Israel; at first it dealt only with entry into Israel of residents of the West Bank and the Gaza Strip, and later it was extended also to nationals and residents of Iran, Iraq, Lebanon and Syria. It is particularly relevant for cases of unification of families and immigration for the purpose of marriage.The following article offers a short summary of the law as it has been amended in 2005 and 2007, as well as its interpretation by the government (since 2008) and then examines its conformity with international law. The Provisional Measure involves a clash between the right of the individual to marry the person of his choice and establish a family on the one hand, and the right of the state to regulate freely immigration and entry into its territory on the other hand. Since international law has not established a right to family unification nor to immigration for the purpose of marriage, the right of the state prevails in this matter. Yet, the Provisional Measure deviates from international law in a different aspect, as it leads to a de facto discrimination, mostly of Israeli Arabs. This discrimination is not permitted by the Convention for the Elimination of all Forms of Racial Discrimination, to which Israel is a party. It is recommended that Israel amends the law in order to bring it into conformity with international law.

Download Full-text

A HEXAGON RIGHT: THE SIX DIMENSIONS OF THE SOUTH AFRICAN RIGHT TO BASIC EDUCATION

Obiter ◽

10.17159/obiter.v39i1.11398 ◽

2018 ◽

Vol 39 (1) ◽

Author(s):

Chiedza Simbo

Keyword(s):

South Africa ◽

Secondary School ◽

International Law ◽

South African ◽

Basic Education ◽

The South ◽

Six Dimensions ◽

The Government ◽

The Right ◽

Primary And Secondary School

Notwithstanding the enactment of the South African Constitution in 1996, 23 years later, the need to determine the scope and content of the right to basic education has been a battlefield for authors. Whilst authors battle, complaints are made about the South African government charging school fees for basic education, decreasing pass thresholds for matriculants, students learning in dilapidated classrooms, non-delivery of text books, unqualified teachers and many complaints reminiscent of a failing basic education system. Despite citizen attempts to take the government to court for specific violations relating to the provision of basic education, in the absence of a law of general application specifically unpacking the scope and content of the right to basic education in South Africa, an ultimate question remains, what is the scope and content of the right to basic education for the purposes of its implementation in South Africa? This paper attempts to determine the scope and content of section 29(1)(a) using an international law approach. After engaging the provisions of international law as well as writings by other authors, the conclusion is that, in relation to its scope and content, section 29(1)(a) is a hexagon right that is, a right comprising of six interrelated dimensions. The six dimensions are that, the right to basic education includes primary and secondary school attendance, the right to basic education includes compulsory and free attendance of both primary and secondary school and the right to basic education is an unqualified right. Further, the right to basic education is a minimum core content of the right to education, the right to basic education must be available, accessible, acceptable and adaptable and the quality standard of the right to basic education is explained by the World Declaration on Basic Education for All, 1990.

Download Full-text

PENGARUH IMPLEMENTASI KEBIJAKAN PENGAWASAN, KOMPETENSI APARATUR DAN BUDAYA ORGANISASI TERHADAP KINERJA PENGAWASAN BIDANG PENDIDIKAN DASAR DI KOTA DEPOK

PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik ◽

10.54783/japp.v2i3.20 ◽

2019 ◽

Vol 2 (3) ◽

pp. 107-117

Author(s):

Muhamad Nur ◽

Khasan Effendy ◽

M. Aries Djaenuri ◽

Sampara Lukman

Keyword(s):

Education System ◽

Basic Education ◽

Good Governance ◽

Regional Government ◽

National Education ◽

National Education System ◽

The People ◽

Causality Relationship ◽

The Government ◽

The Right

Abstrak Penyelenggaraan pemerintahan diperlukan sebuah jalannya manajemen pemerintahan yang maksimal guna dicapainya penyelenggaraan pemerintahan yang baik (good governance) untuk mewujudkan kesejahteraan masyarakat dan merupakan tuntutan konstitusi pada Pembukaan Undang-Undang Dasar 1945 Alenia keempat. Pasal 31 Undang-Undang Dasar 1945 mengamatkan bahwa Pendidikan merupakan hak setiap warganegara dan pemerintah dan pemerintah daerah menjamin terselenggaranya sistem pendidikan nasional sesuai Undang-Undang Nomor 20 Tahun 2003. Penelitian ini bertujuan untuk menguji dan menganalis pengaruh implementasi kebijakan pengawasan, kompetensi aparatur, dan budaya organisasi terhadap kinerja pengawasan bidang pendidikan dasar. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan kuesioner terbuka dan tertutup. Hasil penelitian ini menunjukkan bahwa ada hubungan yang positif dan signifikan antara implementasi kebijakan pengawasan, kompetensi aparatur dan budaya birokrasi terhadap kinerja pengawasan bidang pendidikan dasar baik secara parsial maupun secara simultan. Kata Kunci: Pengawasan, Kompetensi Aparatur, Budaya Organiasi, Kinerja Pengawasan. Abstract The administration of government requires a way of maximizing government management in order to achieve good governance in order to realize the welfare of the people and constitute demands of the constitution at the Preamble of the fourth Alenia 1945 Constitution. Article 31 of the 1945 Constitution states that Education is the right of every citizen and the government and regional government guarantees the implementation of the national education system in accordance with Law Number 20 of 2003. This research aims to examine and analyze the effect of the implementation of supervisory policies, apparatus competencies, and culture organization of supervision performance in the field of basic education. The method used in this research is quantitative with open and closed questionnaires. The results of this study indicate that the causality relationship partially or simultaneously between the Implementation of Supervision Policy, Apparatus Competency and Bureaucratic Culture to the Supervision Performance of the Basic Education Sector is entirely positive and significant. Keywords: Oversight, Apparatus Competency, Organizational Culture, Oversight Performance.

Download Full-text

The Journey to the Right to Education Act, 2009

Shaping Policy in India ◽

10.1093/oso/9780199475537.003.0005 ◽

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.

Download Full-text

TANGGUNG JAWAB HUKUM PEMERINTAH DALAM PENYELENGGARAAN PENDIDIKAN NASIONAL

Yustisia Jurnal Hukum ◽

10.20961/yustisia.v5i1.8734 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Franciscus Xaverius Wartoyo

Keyword(s):

High School ◽

Education System ◽

Government Regulation ◽

Basic Education ◽

Compulsory Education ◽

National Education ◽

Indonesian Government ◽

The Republic ◽

The Government ◽

The Right

<div class="WordSection1">AbstractGovernment has the legal responsibilities in the implementation of national education system to carry out the mandate set out in Section 31 of the Constitution of the Republic of Indonesia 1945 related to the intellectual life of the nation. This is confirmed and applied by The Indonesian Government Regulation 47/2008 regarding compulsory education and Indonesian Government Regulations 48/2008 related to the funding education of elementary school (SD) to high school (SMP) free made by the government through the School Operational Assistance (BOS) to make the education system based on the national human values and justice according to Pancasila ad realize the human rights set out in the Constitution Indonesian 1945 Article28 c paragraph(1) and Article 28d paragraph (3) stated that every citizen has the right to obtain equal opportunities in government. The free primary education can not be realized in a fair and equitable for the presence of education autonomy, every area is not the same policies and management education in many schools that are not transparent even still many schools to collect funds for the reason given by the government budget for operational costs is not enough.In addition, the9-year basic education which should be free up to secondary education (high school) born by either the state of infrastructure, teachers’ salaries, electricity, telephone, computer, books, stationery without distinguishing between public and private schools.Keywords: national education, justice, humanity,Indonesian contitution 1945AbstrakPemerintah memiliki tanggung jawab hukum dalam implementasi sistem pendidikan nasional sebagai amanah (mandat) dari Pasal 31 Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 yakni hak mendapatkan pendidikan yang layak. Mandat tersebut diturunkan dalam Peraturan Pemerintah Nomor 47 Tahun 2008 tentang wajib belajar dan Peraturan Pemerintah Nomor 48/2008 tentang Pendanaan Pendidikan dari Sekolah Dasar ( SD ) hingga Sekolah Menengah ( SMP ) yang gratis ditanggung oleh pemerintah melalui Bantuan Operasional Sekolah ( BOS ) dalam rangka untuk menciptakan sistem pendidikan berdasarkan pada nilai-nilai kemanusiaan nasional dan keadilan dalam Pancasila, serta dalam rangka penegakan Hak Asasi Manusia berdasar Pasal 28C ayat (1) dan Pasal 28D ayat (3) dimana setiap warga negara memiliki kesempatan yang sama dalam pemerintahan. Pendidikan dasar gratis tidak dapat dicapai secara adil dan merata karena setiap daerah miliki kebijakan dan manajemen pendidikan yang berbeda, adanya ketidaktransparanan sekolah dalam mengelola dana, dan faktor alasan ketidakcukupan dana yang diberikan oleh pemerintah kepada sekolah. Pendidikan Dasar 9 (sembilan tahun) seharusnya gratis sampai pada Pendidikan Menengah Pertama (SMP) baik dalam hal infrastruktur pendidikan, honor guru, biaya listrik, telepon, pengadaan komputer, buku-buku tanpa ada pembedaan sekolah publik dan sekolah swasta.Kata kunci: Pendidikan Nasional, Keadilan, Kemanusiaan, UUD 1945</div>

Download Full-text

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽

10.30659/akta.v4i3.1823 ◽

2017 ◽

Vol 4 (3) ◽

pp. 463

Author(s):

Muslim Ansori ◽

Akhmad Khisni

Keyword(s):

Private Schools ◽

Education System ◽

Crucial Role ◽

The State ◽

Educational Institutions ◽

Legal Entity ◽

Non Profit ◽

The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

Download Full-text

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

EurasianUnionScientists ◽

10.31618/esu.2413-9335.2020.1.79.1032 ◽

2020 ◽

Vol 1 (10(79)) ◽

pp. 12-18

Author(s):

G. Bubyreva

Keyword(s):

Russian Federation ◽

The State ◽

Educational Process ◽

Wide Range ◽

The Family ◽

The Russian Federation ◽

The Government ◽

The Individual ◽

The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process. The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

Download Full-text

The Right to Education in India

10.1093/oso/9780199494286.001.0001 ◽

2019 ◽

Author(s):

Florian Matthey-Prakash

Keyword(s):

Private Education ◽

The State ◽

Legal Empowerment ◽

Right To Education ◽

The Poor ◽

Potential System ◽

Education In India ◽

Alternative Means ◽

Education Act ◽

The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

Download Full-text

Victim’s Right of Access to International Criminal Courts

Journal of Politics and Law ◽

10.5539/jpl.v10n1p279 ◽

2016 ◽

Vol 10 (1) ◽

pp. 279

Author(s):

Fazlollah Foroughi ◽

Zahra Dastan

Keyword(s):

International Law ◽

International Criminal Court ◽

International Criminal ◽

Criminal Court ◽

International Level ◽

Human Beings ◽

International Crimes ◽

The Government ◽

The Right ◽

Right Of Access

Due to quantitative expansion and evolution in committing the crime at the international level, the scope of criminal proceedings has been widened significantly. Tolerance and forgiveness towards crimes that happen at international level not only is a double oppression on the victims, but also provide a fertile context for others to commit crimes more daringly. Thus, it is essential that international criminals are held accountable to the law and competent institution, and the realization of this issue leads to the victim satisfaction in international law. Not only in international law, but also in domestic law, show respect and protection of human rights is effective only when there is an effective justice system to guarantee the rights. Although some international crimes practically occur by the government or at least high-ranking government officials, the Statute of the International Criminal Court has reiterated this point that they only have jurisdiction over the crimes committed by natural persons rather than legal entities, which one good example is governments, and although the real victims of these crimes have been human beings, in the case of action and referring the case to the competent international courts, these are the states (rather than the victims) that actually have the right of access to the authorities and not beneficiaries .Thus, at the first step, we should see whether the Court has jurisdiction over the crime committed by the government and whether people can file an action independently in the International Criminal Court or not? When people, rather than governments, are beneficiaries in some international crimes, why only the government and not the people is the plaintiff? And what is the right of the victim in such category of crimes? Accordingly, the current research seeks to examine these rights and restrictions, and relevant limitations.

Download Full-text