According to international law, States have the principal responsibility ‘to ensure the direct provision of the right to education in most circumstances. Although private education is allowed under international law, there are specific conditions and limitations under which private education must operate. While empirical data about the effectiveness of public and private schools is needed to inform the debate on how to achieve quality education, there also needs to be criteria to assess the measures for determining ‘effectiveness’ and to define what models of private education are ac
This article is based on a year-long study of the right to education for child refugees and migrants from other African countries who find themselves in South Africa. It identifies a number of factors that inhibit children’s participation in education and shows how the right to education can be assessed and monitored using indicators.
A short article on natural disasters and internally displaced persons’ rights. Includes a section on access to education.
A short articlet on the barriers internally displaced persons are likely to face with regard to education.
This paper introduces a series of case studies looking at education for Internally Displaced Persons (IDPs). It examines the international human rights law framework for guaranteeing education to IDPs, focusing on issues such as non-discrimination and documentation that are particularly likely to arise in this context.
The Dakar Framework for Action represents the most important international political commitment towards promoting Education for All. The Framework contains two gender-based goals. In Article 7 (ii) the participants commit themselves to eliminating "gender disparities in primary and secondary education by 2005". The second commitment is to achieve gender equality in education (Article 7 (v)). These are described as "gender parity" and "gender equality" respectively.
This policy document discusses the global situation of girls in schools and highlights the importance of a human rights approach to education.
This article identifies different types of State's failures to realise the right to education, which are violations of the right to education.
Many countries have incorporated the right to education in their constitutions. The present article discusses the modalities of how a number of key dimensions of the right to education have been subject to judicial or quasi-judicial review. In other words, it discusses how the courts have dealt with the educational issues brought before them. Such cases do not always use right-to-education language, but generally speaking they deal with two aspects of the right to education, namely the right to receive an education and the right to choose an education.