scholarly journals Arnavutlar Arasında Anadilde Eğitim Talepleri İle Alfabe Tartışmaları ve Osmanlı Devleti’nin Tutumu / Mainstream Education Requests with Alphabet Discussions between the Albanian and Attitudes of the Ottoman State

2018 ◽  
Vol 7 (1) ◽  
pp. 506
Author(s):  
İsmail Yücedağ ◽  
Nurgün Koç
Keyword(s):  
Central Government ◽  
Mother Tongue ◽  
The Other ◽  
Right To Education ◽  
Orthodox Christian ◽  
Nation States ◽  
Wide Range ◽  
Constitutional Right ◽  
Language And Education ◽  
The Right

<p><strong>Abstract</strong></p><p>Education passed through a wide range of reform movements like other institutions in Ottoman Emire during XIX century. The era of Abdülhamit II is especially prominent regarding educational reforms. A number of important steps were taken during his reign to improve education such as building new schools, effort to increase the number of students, more participation of girls in education and teaching, use of modern tools and techniques etc. This period was also characterized by the development of nation-states that were started to be established under the influence of the nationalist movement. Some cultural privileges were given to the Balkan peoples, such as Greeks, Bulgarians, Serbs, and Vlachs, who had revolted against the Ottoman Empire to keep them binding with the state. The right to education was one of those important privileges. Indeed, non-Muslims who had already educated in their own tongues and schools had begun to use their studies of language and education more in shaping their cultural identities in this period. At this point, it can be said that the Albanians were more backward than the other Balkan peoples, because unlike the other Balkan nations, though they were in an ethnic union but having more religious pluralism (Muslim, Orthodox Christian, and Catholic Christian) in their society. Therefore, the demand of Albanians from the Ottoman State for their education with their own tongues has only emerged from the beginning of the 1900s. The Ottoman central government looked favorably on these requests and considered the right to education in mother tongue as a constitutional right for them. However, the Albanians could not have a consensus that should their education in the mother tongue be in Turkish (Arabic) letters or Latin alphabet. This was also a reflection of the cultural differences in Albanians.</p><p> </p><p><strong>Öz</strong></p><p>XIX. yüzyılda Osmanlı Devleti’nde diğer bütün alanlarda olduğu gibi eğitimde de geniş reform hareketleri içine girilmiştir. Yüzyılın son çeyreğinde, özellikle II. Abdülhamit döneminde eğitimle ilgili reformlar öne çıkmaktadır. Okul yapımı, öğrenci sayısının arttırılması çabası, kız öğrencilerin eğitim ve öğretime daha fazla katılması, modern araç- gereç ve tekniklerin kullanılması vb. çalışmalar dikkat çekmektedir. Bu dönem aynı zamanda milliyetçilik akımının güç kazandığı ve belli ölçüde başarıya ulaştığı bir dönemdir. Osmanlı Devleti’ne karşı ayaklanan başta Rumlar, Bulgarlar, Sırplar, Ulahlar gibi Balkan halklarının devletten kopmasını engellemek için onlara birtakım kültürel ayrıcalıklar verilmiştir. Ana dilde eğitim hakkı da bunlardan biridir. Esasen daha öncesinde de kendi dillerinde ve okullarında eğitim gören gayrimüslim halklar, bu dönemde dil ve eğitim ile ilgili çalışmalarını daha çok kültürel kimliklerin şekillendirilmesi için kullanmaya başlamışlardır. Bu noktada Arnavutların diğer Balkan halklarına göre daha geri planda kaldığı söylenebilir. Çünkü diğerlerinden farklı olarak etnik yönden bir olsalar da dini yönden ayrışım içindeydiler (Müslüman, Ortodoks Hristiyan ve Katolik Hristiyan). Bu yüzden Arnavutların Osmanlı Devleti’nden kendi dilleri ile eğitim talebi ancak 1900’lü yılların başlarından itibaren karşımıza çıkmaktadır. Bu taleplere Osmanlı merkezi olumlu bakmış ve ana dilde eğitim talebini anayasadan kaynaklanan bir hak olarak görmüştür. Fakat Arnavutlar kendi içlerinde anadilde eğitimin Arapça harflerle mi yoksa Latin alfabesiyle mi olması konusunda bir uzlaşıya varamamışlardır. Bu durum da Arnavutlardaki kültürel farklılığın bir yansımasıdır.</p>

Right to Education in Mother Language

2021 ◽  
pp. 223-241
Author(s):  
Nima Norouzi ◽  
Hussein Movahedian
Keyword(s):  
Human Rights ◽  
Mother Tongue ◽  
The Other ◽  
Right To Education ◽  
International Human Rights ◽  
Linguistic Rights ◽  
Government Institutions ◽  
International Human ◽  
The One ◽  
The Right

The right to use one's mother language is affected by examining the nature of this right in the international human rights system. Speaking of linguistic rights requires examining this right in the context of general human rights and the rights of minorities. On the one hand, the right to use one's mother tongue is rooted in the “right to be different,” which itself is inspired by human dignity, and, on the other hand, because the linguistic rights of the majority are better guaranteed than the linguistic rights of the minority. This chapter examines the right to use one's mother tongue in the minority system; therefore, language rights can be divided into two approaches based on tolerance, which prohibits any interference with the choice of language and its use by governments, as well as an extension-based approach that seeks to protect the right to use language in various fields such as education, court, public arena, and government institutions.

Jordan’s Commitment towards Compulsory and Free Basic Education as a Constitutional Right: An Analytical Field Study

2020 ◽  
Vol 34 (4) ◽  
pp. 356-386
Author(s):  
Ali Mohamed Aldabbas ◽  
Kamal Jamal Alawamleh ◽  
Worud Jamal Awamleh
Keyword(s):  
Public Schools ◽  
Focus Group ◽  
Field Study ◽  
Quantitative Assessment ◽  
Basic Education ◽  
International Standards ◽  
Drop Out ◽  
Right To Education ◽  
Constitutional Right ◽  
The Right

Abstract This study examines the extent to which Jordan is committed to principles of compulsory and free basic education, by analyzing legislation in light of constitutional and international standards regarding the right to education. Methodology includes quantitative assessment of these principles using a questionnaire distributed to students and their teachers in a number of public schools in three Jordanian governorates. Three focus group sessions composed of students and their teachers were held. The study suggests that, whilst the Jordanian Constitution has explicitly adopted such principles, Jordanian law yet includes provisions that diminish providing free basic education to all children of compulsory age and that mitigate the number of students who drop out of school. This study proposes amending the title of Chapter II of the Constitution and Article 20 to ensure that all children living in Jordan enjoy the right to education.

Legal basis of the mechanism of implementation of the constitutional right to social security in the Russian Federation

2019 ◽  
Author(s):  
Павел Байматов ◽  
Pavel Baymatov
Keyword(s):  
Social Security ◽  
Russian Federation ◽  
Legal Basis ◽  
Role Of The State ◽  
Municipal Employees ◽  
Wide Range ◽  
The Russian Federation ◽  
Constitutional Right ◽  
The Right

The monograph is a study of theoretical and practical problems associated with the implementation of the constitutional right of citizens to social security. It adequately covers the historical and contemporary issues of the right to social security in Russia, studying international experience. The book raises the problem of implementation of the constitutional right of citizens to social security in the Russian Federation in modern conditions, if necessary, reduce the paternalistic role of the state, proposed measures aimed at increasing the role of citizens, identified theses related to the search for the most optimal and effective forms of modernization of the mechanism of realization of the right to social security. The book is addressed to state and municipal employees, deputies of representative bodies of state power and local self-government, researchers, teachers, graduate students, students of Humanities and a wide range of readers.

Kosovo

2008 ◽  
Author(s):  
Tim Judah
Keyword(s):  
European Union ◽  
The Other ◽  
Self Determination ◽  
The European Union ◽  
Western Balkans ◽  
National Pride ◽  
Wide Range ◽  
The World ◽  
The Right ◽  
Accessible Format

On February 17, 2008, Kosovo declared its independence, becoming the seventh state to emerge from the break-up of the former Yugoslavia. A tiny country of just two million people, 90% of whom are ethnic Albanians, Kosovo is central - geographically, historically, and politically - to the future of the Western Balkans and, in turn, its potential future within the European Union. But the fate of both Kosovo, condemned by Serbian leaders as a “fake state” and the region as a whole, remains uncertain. In Kosovo: What Everyone Needs to Know, Tim Judah provides a straight-forward guide to the complicated place that is Kosovo. Judah, who has spent years covering the region, offers succinct, penetrating answers to a wide range of questions: Why is Kosovo important? Who are the Albanians? Who are the Serbs? Why is Kosovo so important to Serbs? What role does Kosovo play in the region and in the world? Judah reveals how things stand now and presents the history and geopolitical dynamics that have led to it. The most important of these is the question of the right to self-determination, invoked by the Kosovo Albanians, as opposed to right of territorial integrity invoked by the Serbs. For many Serbs, Kosovo's declaration of independence and subsequent recognition has been traumatic, a savage blow to national pride. Albanians, on the other hand, believe their independence rights an historical wrong: the Serbian conquest (Serbs say “liberation”) of Kosovo in 1912. For anyone wishing to understand both the history and possible future of Kosovo at this pivotal moment in its history, this book offers a wealth of insight and information in a uniquely accessible format.

The right to education act (2009): Instructional medium and dis-citizenship

2018 ◽  
Vol 2018 (253) ◽  
pp. 149-168 ◽  
Author(s):  
Usree Bhattacharya ◽  
Lei Jiang
Keyword(s):  
Mother Tongue ◽  
Compulsory Education ◽  
Instructional Medium ◽  
Home Language ◽  
Medium Of Instruction ◽  
Right To Education ◽  
Language Of Instruction ◽  
Marginalized Groups ◽  
Education Act ◽  
The Right

Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but only 43 languages function as instructional media. Therefore, the majority of children learn in a tongue that is not their home language, experiencing serious educational disadvantages. How this issue complicates the intent of the RTE (2009) Act remains to be explored. This article examines this gap using the theoretical lens of dis-citizenship, which is conceptualized in terms of exclusions experienced by marginalized groups. Here, we focus on those marginalized by the language of instruction. We investigate questions about language access, inclusion, equity, and rights arising from RTE (2009), within the narrative of India’s complex, hierarchical multilingualism.

scholarly journals Legal problems of ensuring equal conditions for realization the constitutional right to education

2018 ◽  
Vol 2 (4) ◽  
pp. 30-42
Author(s):  
A. Matnenko
Keyword(s):  
Selection Process ◽  
Developed Countries ◽  
School Education ◽  
Right To Education ◽  
Education Inequality ◽  
The United Kingdom ◽  
Foreign Countries ◽  
Constitutional Right ◽  
The Individual ◽  
The Right

The subject of the paper is legal conditions for realization the constitutional right to education.The purpose of the paper is to confirm or disprove the hypothesis that legal measures of realization of the right to education that are used in developed foreign countries can be used in Russia to improve Russian educational legislation.The methodology. General scientific methods as analysis, synthesis, induction, deduction, comparison were used. The author also uses the formal legal interpretation of Russian judicial decisions as well as comparative legal method.The main results and scope of their application. The court decisions supporting the principle of territorial consolidation of schools indicate that this principle does not exclude the possibility of citizens not residing in the fixed territory to enter the school of their choice. However, the implementation of this feature, due to the lack of legislative regulations of the procedure, can cause bias, corruption and other abuses of constitutional right to education. Inequality children’s opportunities to enter the school due to their place of residence persists in the individual selection process. Situations where there are no clear and consistent rules for the provision school education inevitably generates numerous violations of citi-zens' rights and inequality based on the financial situation of parents. In Russia, there is no "waiting list", when children wishing to enroll in a particular school, would be taken to the vacant place. Accordingly, the adoption of such decisions by school administrations also lies in the plane of subjective discretion and causes corruption risks. China's experience is interesting because there are transparent, equal conditions for legal attraction of extra-budgetary funds to the school system, which do not turn access to education in the best schools into a corruption scheme or competition of parents ' incomes and do not infringe the rights of those who seek to enter them on the basis of their own achievements and knowledge. Speaking about the British experience, it is interesting to note that the lack of vacancies in the school itself can not be a reason for refusing to enroll a child in school.Conclusions. The legal experience of developed countries, such as the United Kingdom, Germany, Austria, Japan, China, in regulating the grounds and procedures for the provision of school education can be successfully applied in order to improve the Russian legislation, which establishes the legal mechanisms for the implementation of the constitutional right to education.

scholarly journals Ensuring the right to education by state university’s funding programs

2021 ◽  
Vol 20 (3) ◽  
pp. 453-468
Author(s):  
Sergei A. Belov ◽  
◽  
Alexander A. Soloviev ◽  
Vyacheslav V. Suyazov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
The State ◽  
State Universities ◽  
Right To Education ◽  
Higher Education System ◽  
Public Resources ◽  
Funding Programs ◽  
The Creation ◽  
Constitutional Right ◽  
The Right

In the article "Unity of the system of state universities in today’s Russia", published in August 2020, it was proved that the constitutional right to education implies the need to support not only the leading universities of the country with the help of "academic leadership" programs, but all universities established by the state. Firstly, the creation of a university by the state presupposes responsibility on the part of the state as the founder for ensuring the conditions of its activity; secondly, students of all state universities equally have the right to demand from the state the creation of conditions for obtaining high-quality and modern education. In the development of the concept of unity of the higher education system, this article discusses specific practical steps to implement the approaches indicated in the article in terms of the use of public resources. The authors formulated a number of proposals regarding the state policy in the field of science and higher education in relation to the distribution of financial resources and other resources between institutions of higher education, and also proposed specific measures for their implementation, described by examples from practice.

scholarly journals THE EDUCATIONAL POLICIES OF THE SERBIAN STATE TO THE ALBANIAN MINORITY IN SERBIA

2019 ◽  
Vol 32 (1) ◽  
pp. 129-136
Author(s):  
Liburn Mustafë Mustafa
Keyword(s):  
Mother Tongue ◽  
The State ◽  
Legal Rights ◽  
Right To Education ◽  
Contemporary World ◽  
The Past ◽  
Mother Country ◽  
International Rights ◽  
The Right ◽  
Culture Tradition

The right to be educated in mother tongue is considered among the most important human rights in the contemporary world. Such a right is guaranteed to the all world communities in spite of the state and international rights, regardless of the location, extent, and size of the community. Every state is obliged to respect and make possible the realization of the rights to be educated in their language to every minority within it, because the right to education in mother tongue is now considered a crucial tool for preserving and strengthening the cultural and ethnic identity, and vice versa, the non-implementation of these rights to certain communities implies the state's tendency towards these communities. Also, minorities are predestined that the educations in their language attend similar to their mother country, based on textbooks and curricula of the respective states, as such a right is guaranteed by international norms and conventions. But such a thing, very often faces a strong resistance from the states where these minorities are, because in these textbooks is reflected the history, culture and tradition of the past, which in most cases is a clash between identities and produce numerous value controversies between the parties. This situation is particularly reflected in some Balkan countries where ethnic minorities are not "bridges" between communities but are "quarrelsome" among communities. In such a situation is the Albanian minority in Serbia, who because of the conflicting past between the two nationalities, the Albanian and the Serbs, are victimized by preventing the right to learn their history, culture, tradition and their mother tongue. Thus the Serbian state, because of the past between the two nations and issues still open with the state of Kosovo, denies Albanians in Serbia using textbooks from this country. This form of approach reflects state policies on curricula and textbooks currently being implemented by the Albanian minority. In this paper we will explain the problems faced by the Albanian minority in Serbia in the field of education, respectively the problems of the lack of textbooks in Albanian language. We will present the causes and obstacles of the lack of school textbooks in Albanian language in Presheva Valley schools, strategies developed by various factors to solve this problem, implicated parties, legal rights issues and the possible solution of this problem.

scholarly journals LEGAL FRAMEWORK IN THE FULFILMENT OF RIGHT TO EDUCATION AS CONSTITUTIONAL RIGHT OF CITIZENS IN BORDER AREA OF NUNUKAN-NORTH KALIMANTAN PROVINCE (Comparison Study and Legal Framework of Right to Education of Citizens in Border Area of Indonesia-Sabah, Malaysia)

2017 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Yahya Ahmad Zein ◽  
Aditia Syaprillah ◽  
Arif Rohman
Keyword(s):  
Model Comparison ◽  
Legal Framework ◽  
Border Region ◽  
Right To Education ◽  
Border Area ◽  
Policy Model ◽  
Constitutional Right ◽  
The Government ◽  
The Right ◽  
Area Management

The issues was found based on research results in the first year of the model of the fulfillment of the right to education as a constitutional right of citizens in the Nunukan-North Kalimantan Province. The research addresses the policies and models of the fulfillment of the right to education there are still various weaknesses, especially related to the implementation of policies has been contained in the Local Regulations, even worsened by the neglect of border area management principles based on the fulfillment of the right to education that will break the poverty chain, and will strengthen the orientation of border area management based on the welfare of the people. This is of course very interesting when compared to Malaysia's neighboring state Sabah in the fulfillment of the right to education concerning the availability, affordability, acceptance, and conformity of education.The main issues be discussed in this study are how is comparative policies and how os comparison of the framework in the fulfillment of the right to education as a constitutional right of citizens in the border region of Nunukan Indonesia and Sabah Malaysia.this research is a comparative law study so that it will provide a new policy model of border area management based on the fulfillment of the right to education.The results of this study conclude that the Malaysian government's policy of opening and developing the port of Tawau at the end of the 19th century and the port of Tawau is the third major destination in Sabah after Kota Kinabalu and Sandakan as evidence that the management of its border areas using the prosperity approach has brought prosperity to Malaysian citizen who is on the border of his country and this is directly proportional to the strengthening of human resources through the Infrastructure and quality of education of his country. The results of the Model comparison indicate that there are significant differences in the fulfillment of the right to education as a constitutional right of citizens in the border regions of Nunukan Indonesia and Sabah Malaysia in terms of the conditions of educational infrastructure and access to education information. Affordability of school locations and systems that facilitate the process towards educational facilities.Availability of quality education standards for citizens and the availability of adequate teachers at every level of education.The aim of this research is not only for the development of science, especially the knowledge of Indonesian border region, but also contributes as a reference for the government related to the policy of border area management in Indonesia, particularly the reference for Local Govenrmment of Nunukan.

Sign in / Sign up

Export Citation Format

Share Document