The Expert Consultation on the Operational Definition of Basic Education, organised from 17 - 18 December 2007 at UNESCO, brought together eminent experts from different regions and further discussed a preliminary draft of operational definition that was initially proposed during the Experts’ Workshop on “Challenges and Perspectives of Law and Education” organised in Sao Paulo in December 2006.
This document compiles the national laws on private provision of education for most of the countries in the world.
In spite of positive developments in the last 60 years, the worldwide promotion and protection of economic and social rights remains a daunting challenge. While millions of people are deprived of clean water, primary health care and basic education, most states do not recognize economic and social rights as more than abstract declarations of principles. Also, governments and international organizations usually tackle these questions exclusively as development challenges, ignoring their relation to human rights obligations.
"La première partie de la thèse est consacrée à une comparaison synchronique portant sur l’histoire et les fondements du droit à l’éducation, ainsi que sur les composantes du droit à l’éducation (disponibilité, accès, permanence, acceptabilité, adaptabilité et qualité de celle-ci) et la manière dont ils ont été traduits dansla législation interne actuelle.
From humble beginnings in the early 1990s, charter schools have grown explosively to become a pillar in a market-oriented national education reform in the United States. The fiscal fallout from the financial crisis of 2007-08 constricted educational budgets and intensified the public debate around directing resources to all aspects of educational reform, especially charter schools.
This paper is the Right to Education Initiative’s contribution to the on-going discussions to refine the formulation of the post-2015 education goal and targets and to identify related indicators to measure progress towards them. This paper argues that there is a need to introduce a human rights perspective to the post-2015 agenda and furthermore that right to education indicators can give a fuller account of the progress made by States towards achieving the post-2015 goals.
The UN Convention on the Rights of Persons with Disabilities in article 24 seeks to combat discrimination of children with disabilities in the field of education by prescribing a model of social inclusion. This paper will critically examine the sociological concept of inclusion, the German experience in implementing article 24 and the limitations of article 24 vis à vis the Right to Education in the International Covenant on Economic, Social and Cultural Rights.
This issue of the INTERIGHTS Bulletin focuses on litigating the right to education in Africa. It includes the following articles:
Litigating the Right to Education: Editorial
Solomon Sacco and Susie Talbot
Africa and the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights
Malcolm Langford and Rebecca Brown
Litigating the Right to Universal Primary Education: Challenges and Prospects