scholarly journals The right to education for young people excluded from mainstream in a divided society

2016 ◽  
Vol 67 (4) ◽  
pp. 491-514
Author(s):  
Patricia O'Lynn
Keyword(s):  
Northern Ireland ◽  
Young People ◽  
Alternative Education ◽  
International Law ◽  
Educational Experience ◽  
Right To Education ◽  
Education Services ◽  
Divided Society ◽  
The Right ◽  
Organisation Management

This paper offers a rights-based analysis of the equity of educational experience allocated to young people excluded from school in Northern Ireland. Using Tomaševski’s ‘4As scheme’ as a conceptual guide, the availability, accessibility, acceptability and adaptability of alternative education provision is examined. The article begins with a brief overview of the contextual landscape within which the sector operates, alluding to the definitional and procedural difficulties that have hindered the delivery of equitable alternative education services to date, before an examination of the current legal architecture within which the right to education may be given further realisation is detailed. The latter part of the article considers the extent to which the organisation, management and delivery of the EOTAS sector is rights-compliant, before concluding that the right to education, as it stands under domestic and international law, does not extend far enough to ensure and protect the educational entitlements of children excluded from school.

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

scholarly journals PELAYANAN PENDIDIKAN KEAGAMAAN PADA KOMUNITAS ANAK JALANAN KOTA MEDAN

2012 ◽  
Vol 10 (1) ◽  
Author(s):  
Faiqoh Faiqoh
Keyword(s):  
General Education ◽  
Religious Education ◽  
Street Children ◽  
Right To Education ◽  
Education Services ◽  
Education Access ◽  
Special Services ◽  
Adequate Education ◽  
The Right

AbstractEvery citizen has the right to education. There is no difference between one citizen and another. Citizens with physical, emotional, mental, intellectual and / or social disorders shall be entitled to special services. Ideally, street children get education access both general education and religious education. However, it is still unknown how street children acquire adequate education, especially religious education. Using a case study, this paper is intended to explore how religious education services are provided to street children in Medan.AbstrakSetiap warga berhak menda­pat Pen­di­dik­an. Tidak ada perbedaan antara satu warga negara de­ngan warga negara lainnya. Warga negara yang mem­pu­nyai kelainan fisik, emosional, mental,intelektual dan/atau so­si­al berhak memperoleh layanan khusus. Idealnya anak jalanan menda­pat pemenuhan Pen­di­dik­an baik Pen­di­dik­an umum maupun Pen­di­dik­an ke­aga­ma­an. Namun, masih belum diketahui bagaimana anak jalanan memperoleh Pen­di­dik­an secara memadai, terlebih lagi Pen­di­dik­an ke­aga­ma­an. De­ngan menggunakan studi kasus, tulisan ini ingin menggali bagaimana pelayanan Pen­di­dik­an ke­aga­ma­an diberikan kepada anak jalanan kota Medan.

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 HAK ASASI MANUSIA SEBAGAI JUS COGENS DAN KAITANNYA DENGAN HAK ATAS PENDIDIKAN

Yuridika ◽  
2017 ◽  
Vol 32 (2) ◽  
pp. 352
Author(s):  
Virgayani Fattah
Keyword(s):  
Human Rights ◽  
International Law ◽  
Right To Education ◽  
Social Community ◽  
National Education ◽  
Peremptory Norm ◽  
Jus Cogens ◽  
The Right ◽  
Peremptory Norms

Jus cogens as a norm of general international law accepted and recognized by the community as a whole interasional with the main characteristics are non-derogable nature. The right to education is a fundamental human rights, so that its presence can not be reduced under any circumstances based on the benefits and importance of education for children. The national education policy is not fully aligned with the international human rights instruments led to the development of the education sector is not entirely based on human rights. Government is obliged to fulfill the right to education, especially with regard to the budget for building and repairing school buildings and improve the quality of education in Indonesia. The importance of the right to education as the main vehicle for elevating and empowering children from poverty, as a means to actively participate in the construction and total social community and as a powerful path towards human civilization itself. So it can be understood that a peremptory norm, also called jus cogens is a basic principle of international law that is considered to have been accepted in the international community of the country as a whole. Unlike general treaty law that traditionally requires treaties and allows for changes in obligations between countries through treaties, peremptory norms can not be violated by any country.

scholarly journals INTERNATIONAL LAW INTERNATIONS AND HUMAN RIGHTS

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Saleh Raed Shatat
Keyword(s):  
Human Rights ◽  
International Law ◽  
Civil Liberties ◽  
Human Beings ◽  
Right To Education ◽  
Right To Food ◽  
Economic Rights ◽  
State Practice ◽  
The Right ◽  
International Conventions

International law, also known as public international law and law of the nation is the set of rules, norms, and standards generally accepted in relations between nations. The sources of international law include international custom (general state practice accepted as law), treaties, and general principles of lawrecognized by most national legal systems. Human Rights are the basic rights and freedoms to which all human beings are entitled, like civil and politicalrights, the right to life and liberty, freedom of thought and speech/expression, equality before the law, social, cultural and economic rights, the right to food,the right to work, and the right to education. In short, human rights are freedoms established by custom or international agreements that protect the interests of humans and the conduct of governments in every nation. Human rights are distinct from civil liberties, which are freedoms established by the lawof a particular state and applied by that state in its own jurisdiction. Human rights laws have been defined by international conventions, by treaties, and by organizations, particularly the United Nations. These laws prohibit practices such as torture, slavery, summary execution without trial, and arbitrarydetention or exile.

scholarly journals The right to education for humanity

2016 ◽  
Vol 67 (4) ◽  
pp. 409-432
Author(s):  
Brice Dickson ◽  
Conor McCormick
Keyword(s):  
Human Rights ◽  
Northern Ireland ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Right To Education ◽  
International Human Rights ◽  
Wide Range ◽  
The World ◽  
International Human ◽  
The Right

This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.

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