NOTICIAS
Colombia demanda de Gratuidad sentencia de la Corte Constitucional
Regístrese ahora para la Semana de Acción Mundial 2010
Decisión del tribunal de la CEDEAO (ECOWAS) punto de referencia para el derecho a la educación
Los derechos del niño y de la niña despues de 20 años
CONFINTEA diciembre, Brasil. El analfabetismo de adultos constituye una doble violación de derechos humanos
CONFINTEA "La educación en un contexto de crisis múltiples", por D. Archer
Actualización de las Normas de Emergencia Mínimas para la Educación
El portal de las Naciones Unidas sobre enfoques de desarrollo basados en derechos
Abolición de las tasas escolares: Etiopía, Ghana, Kenya, Malawi, Mozambique
Páginas de Movilización: con quién trabajar en su país link
Discriminación: Tanzania, Guatemala, República Checa, Rep. Dominicana
The right to education is important and human rights defenders agree that it has a multiplier effect in advancing other rights. I have held the view that it is for this very reason that denial of right to education is used as a political tool in some countries to 'disempower' some sections of the population. Discrimination in education comes in various shades. The issues will not emerge clearly when lump all victims as as vulnerable groups. The right education must include rights in education. WHat is the quality of education provided particularly in the developing world?. Under what conditions is education provided?. I have argued on many public patforms that the education provided must be worthwhile otherwise it becomes a waste of time for the children. In deed I agre with UNESCO (2005) that education systems that do not have strong human rights elements cannot be said to be of good quality. In Ghana the education sector reports over the years do not even mention the impact of conflicts on education in conflict affected communities. A number of these communities exist and in some cases the entire area has only two hours of normal day because of curfew imposed as a result of the tensions. There is no emergency education programming in Ghana. This must be challenged. We need to ask questions through evidence baseed research. Generic approaches must be supported by context specific analysis. What is the role of child labour, what is the impact of stigmatisation of HIV victims, the warehousing of special needs children in so called special schools only for them to reconverge in mainstream classrooms with very little support facilities and attendant frustrations? Right holders need to be more accomodating by engaging broader audience to discuss the issues. Civil society groups need to stop working in isolation and build networks and partnerships that are strong enough to virtually compel the state functionaries to engage. The issues are more complex and I will come back again to explain some more pointedly.