Relevant bibliographies by topics / Right to education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Right to education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Right to education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Right to education"

1

Robertson, Heather-Jane. "The Right to Rights." Phi Delta Kappan 82, no. 9 (May 2001): 719–20. http://dx.doi.org/10.1177/003172170108200921.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Silva, Maria Magalhaes. "The right to education as a fundamental right in democracy." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 220–25. http://dx.doi.org/10.18844/prosoc.v4i1.2258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Akattu, Enock. "Realization of the Right to Education." Msingi Journal 1, no. 1 (September 4, 2018): 3–39. http://dx.doi.org/10.33886/mj.v1i1.66.

Full text
Abstract:
This paper evaluates the state of education as a human right and demonstrates that it is possible to implement and ultimately protect the right to education within a domestic context. Despite its importance, the right to education has received limited attention from scholars, practitioners and international and regional human rights bodies as compared to other economic, social and cultural rights (ESCRs). NGOs have been increasingly interested in using indicators to measure and enforce a state‘s compliance with its obligations under international human rights treaties. Education is one of the few human rights for which it is universally agreed that the individual has a corresponding duty to exercise this right. This paper first of all draws up an inventory of the many international instruments which mention the right to education and analysethem in order to obtain a more precise idea of the content of this right, which often appears blurred. The paper also discusses the right to education as it is guaranteed in articles 13 of the Covenant on Economic, Social and Cultural Rights (ICESCR), article 28 of the Convention on the Rights of the Child (ICRC) and article 13 of the Protocol of San Salvador. The enjoyment of many civil and political rights, such as freedom of information, expression, assembly and association, the right to vote and to be elected or the right of equal access to public service depends on at least a minimum level of education, including literacy. Similarly, many economic, social and cultural rights, such as the right to choose work, to receive equal pay for equal work, the right to form trade unions, to take part in cultural life, to enjoy the benefits of scientific progress and to receive higher education on the basis of capacity, can only be exercised in a meaningful way after a minimum level of education has been achieved. Similarly, this paper discusses education in Kenya as a basic need and a human right (enhancing access, participation, retention, achievement and quality of schooling) to girls and boys and by extension women and men especially with the promulgation of the new Constitution of Kenya 2010 that recognizes education as a Bill of Rights and everyone is bound by the Bill of Rights. This means that all people in Kenya must respect education as a human right. The Bill binds all government institutions and state officers. They are required to respect human rights and deal appropriately with the special needs of individuals and groups in our society. In this paper, the provision of education in the first 4 to 18 years of schooling is considered to be basic, thus a basic right in Kenya
APA, Harvard, Vancouver, ISO, and other styles
4

Jeanette, Williams. "The right education." Nursing Standard 3, no. 25 (March 18, 1989): 46. http://dx.doi.org/10.7748/ns.3.25.46.s58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lee,Jae-Myung. "Right to Education." Public Law Journal 8, no. 1 (February 2007): 143–68. http://dx.doi.org/10.31779/plj.8.1.200702.006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Alberts, B. "Getting Education Right." Science 333, no. 6045 (August 18, 2011): 919. http://dx.doi.org/10.1126/science.1212394.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhang, Ke, and Alison A. Carr-Chellman. "Courseware Copyright: Whose Rights are Right?" Journal of Educational Computing Research 34, no. 2 (March 2006): 173–86. http://dx.doi.org/10.2190/am4m-97mf-fjcv-pa1u.

Full text
Abstract:
This article discusses the difficult issues of balancing faculty and university rights and responsibilities regarding courseware developed either as commissioned or non-commissioned work in higher education. The article addresses the varied concerns among university personnel and higher education institutions, reviews two major models for developing institutional courseware copyright policies, and investigates related policies at three major universities in the United States. The investigation and discussion focus on how these policies may affect higher education institutions and instructional design faculty and service instructional designers in universities.
APA, Harvard, Vancouver, ISO, and other styles
8

Hodgson, Douglas. "The international human right to education and education concerning human rights." International Journal of Children's Rights 4, no. 3 (1996): 237–62. http://dx.doi.org/10.1163/157181896x00158.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ramdeholl, Dianne, Edith Gnanadass, Lisa Merriweather, and Ralf St. Clair. "Adult Education as a Human Right/Adult Education for Human Rights." Adult Education Quarterly 73, no. 4 (October 19, 2023): 343–44. http://dx.doi.org/10.1177/07417136231198375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zendeli, Emine. "The right to education as a fundamental human right." Contemporary Educational Researches Journal 7, no. 4 (December 5, 2017): 158–66. http://dx.doi.org/10.18844/cerj.v7i4.2718.

Full text
Abstract:
The right to education is a fundamental human right proclaimed by Articles 13 and 14 of the United Nations International Covenant on Economic, Social and Cultural Rights (1966). Ratifying this document, state parties fully agree ‘that education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms’. The right to education is considered as a fundamental human right in a series of other 20th century international documents, which guarantee and protect this right for everyone, irrespective of race, colour, religion, gender, social status, etc. This paper aims to respond to questions on the observance of this right and whether it has been limited. The research is based on international documents that regulate this specific category, as well as on the respective legislation and practice within educational institutions in the Republic of Macedonia. Keywords: Education, fundamental human rights, covenant, law.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Right to education"

1

Sithole, Mabel D. "Child refugee rights in Cape Town: the right to access education." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11454.

Full text
Abstract:
Includes abstract.
Includes bibliographical references.
Child refugee rights are a pertinent issue in the Republic of South Africa. South Africa's progressive Constitution (1996) stipulates the right of all children to access education without discrimination. This research project used a rights based approach to education research to identify some of the factors that promote or hinder child refugee access to education. I used qualitative case study methodology to collect data from Cape Town, South Africa.
APA, Harvard, Vancouver, ISO, and other styles
2

Al-Samman, S. "The right to education as a human right in international law." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bastion, Arlene. "The right of prisoners to education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27658.

Full text
Abstract:
Punishment is an acknowledged method of enforcing the law. Forms of punishment may differ, but the main aims remain the same—first, to discourage transgression of the law, thus maintaining order in society. Second, it is hoped, by some at least, that prisoners will be reformed by or during their punishment. This dissertation raises questions about the status and legal rights of individuals who are subject to the dominant form of punishment in Canada—incarceration. The questions are: Can prisoners continue to be regarded as persons and right-holders during incarceration? Can prisoners, then, have a right to education? If so, should such a right be made a legal right? The answer one gives to these questions clearly has important bearings on the status of prisoners during their incarceration. It is argued that prisoners retain their status as persons while incarcerated, that they do have rights, in particular the right to education, and that such a right should be made a legal right. Justice dictates that only relevant differences or just cause can provide acceptable justification for withholding rights from prisoners. That punishment is being inflicted on certain persons does not offer/provide adequate grounds for denying their right to education. Indeed, a legal right to education is warranted to ensure their access to education. Thus, the first proposition is that apart from the loss of rights necessary to protect society and the prison, and in order to fulfil the criteria of punishment, prisoners continue to hold rights held by other persons, in particular the right to education. This position is defended by considering arguments that prisoners have a moral right to education. These are: 1. The Argument from Incarceration 2. The Argument from The Effects of Punishment 3. The Argument from Punishment of Persons 4. The Argument from Fraternal Obligation 5. The Argument from Social Effects 6. The Argument from Benefits to the Collective 7. The Argument from Equality The second proposition that this right ought to be made a legal right rests essentially on three premises: 1. That education can contribute to the successful achievement of the goals of incarceration. 2. However, education is not considered a priority. 3. As it now stands, there is no effective way to enforce and sustain education in prisons. With a legal right to education, prisoners would have some basis for objecting to inadequate educational facilities and opportunities. A legal right would safeguard fair treatment and ensure equal opportunities to education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
APA, Harvard, Vancouver, ISO, and other styles
4

Wolfson, Susan Ann. "The right to privacy and education." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019704/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mishra, Pawan Kumar. "Constitutional contours of right to education and education system in India." Thesis, University of North Bengal, 2008. http://hdl.handle.net/123456789/1301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kihara, Ivy Evonne Wanjiku. "The Impact of Terrorism and Counter-Terrorism on the Right to Education." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1099_1318496212.

Full text
Abstract:
After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.
APA, Harvard, Vancouver, ISO, and other styles
7

Griffin, Velda L. "Right Brain Study." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/24.

Full text
Abstract:
The purpose of this study is to show that instructional methods designed for right-brained students will make a significant difference in the reading achievement scores of the students when compared with the scores of right-brained sixth grade students not receiving these instructional methods.The subjects were sixth grade students who use the right hemisphere of the brain to a greater degree than the left hemisphere. The subjects' cerebral preference was determined by a test known as the Cerebral Preference Index (CPI). Ten students each were chosen from two sixth grade classes. The study consisted of a Control Group and Experimental Group. During the study the Control Group received eight weeks of the regular school's program while the Experimental Group received eight weeks of instructional strategies that take hemispheric specialization into consideration. The results indicated that there was no significant difference in the reading achievement scores of those students who received the instructional methods designed for right brained students. The analysis of data did suggest that those scoring high on the pre-test scored high on the post test. The results indicated the same outcome for low scorers.
APA, Harvard, Vancouver, ISO, and other styles
8

FERNANDES, YRAMA SIQUEIRA. "RIGHT TO EDUCATION?:IT S A COMPLICATED QUESTION (…): WHAT ELEMENTARY SCHOOL TEACHERS THINK ABOUT THIS RIGHT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25919@1.

Full text
Abstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Esta pesquisa qualitativa procurou investigar o que pensam os professores do primeiro segmento do ensino fundamental sobre o direito humano à educação atualmente. Este trabalho traz uma análise histórica do direito à educação dentro dos direitos humanos e de seus dispositivos internacionais. Adentrando o contexto brasileiro, a pesquisa contribuiu com uma evolução histórica deste direito nas Constituições brasileiras e nas legislações pós Constituição de 1988. A pesquisa traz algumas considerações quanto aos temas atuais da justiciabilidade, do ensino doméstico, o homeschooling, e da qualidade e sua relação com as avaliações em larga escala. Como opção metodológica, a empiria da pesquisa contempla entrevistas semiestruturadas com doze professoras do ensino fundamental da rede municipal. Dentre os resultados da pesquisa encontramos que ainda há lacunas quanto ao conteúdo deste direito pelas professoras. A maioria das professoras entrevistadas coloca o Estado e não os professores como primeiro ator na garantia deste direito às crianças. As professoras expressaram preocupação com a garantia de uma a educação de qualidade e trouxeram suas opiniões sobre a política de avaliações em larga escala e também sobre a política implementada pelo Município. Por fim, a pesquisa faz um alerta sobre o perigo de se estabelecer relações entre justiciabilidade,qualidade/avaliações no contexto atual.
This qualitative research aimed at investigating what elementary school teachers think about the human right to education nowadays. This work brings a historical analysis of the right to education in the Human Rights international laws and treaties. As for the Brazilian context, this research brings the right to education and its evolution in our Brazilian Constitutions and laws post Federal Constitution of 1988. We also make some considerations on current themes such as justiciability, homeschooling, educational quality and its relation to the large-scale evaluations. As our methodological choice for the empirical work, we chose to perform twelve semi- structured interviews with teachers from elementary schools. As one of the results, we concluded that there are still some gaps concerning the content for this right among the teachers interviewed. The majority of the teachers placed the State not the teachers, as the first actor with the role to guarantee this right to children. On the other hand, the teachers interviewed expressed their concern about guaranteeing educational quality. They also expressed their opinions about the large-scale evaluation policy and about the policythathas been implemented by the city government. As a final result, this research alerts about the danger to make connections between justiciability and quality / large-scale evaluations in the current context.
APA, Harvard, Vancouver, ISO, and other styles
9

Hadley, Karen. "The right to education : conflicts in rhetoric and reality." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435553.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kay, William Lawrence. "The New Right and physical education : a critical analysis." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6772.

Full text
Abstract:
My thesis argues that the New Right (NR) sought to manipulate state education as a mechanism of both social transformation and social control in the UK between 1979 and 1992. This is investigated by employing a 'critical realist' perspective which is located within a wider 'neo-Marxist' conceptual frame. The links between the NR and the Radical Right (RR) Conservative governments during this period are investigated through an analysis of the origins, intentions and ascendancy of NR ideology. It is suggested that the NIRIRR's political intent was a 'hegemonic project' to shift underlying moral values from 'social democracy' to the 'social market'. This depended on the successful transmission, through education, of a definition of 'citizenship' grounded in competitive, 'selfish individualism', with the inequalities of the 'social market' accepted as 'common-sense'. My data reveal how the NRJRR conjoined symbolic and material rules and resources to draw power and authority to 'the centre' on the grounds that there was a crisis in national stability and security. Education is identified as a central mechanism in the NR!RR's 'hegemonic project'. It is shown how the RR gained control of the form, content and method of educational provision through a series of initiatives which gradually altered the structure of education and shifted provision progressively from the periphery to the centre, centralising control over curriculum and resources while devolving responsibility and accountability to schools. The argument central to my thesis is that the NR/RR sought to use physical education as a pivotal component of its 'hegemonic project'. This is revealed most clearly in the privileging of the definition of physical education as 'sport and games' in NRJRR discourse. This discourse sought to imbue pupils with values of competition, tradition, reward, meritocracy and individual responsibility: the moral values central to the 'social market'. My data outline how the NRLRR endeavoured to 'control' the 'form', 'structure', 'content' and 'methods' of physical education provision in state schools by delineating the discursive framework and text of the national curriculum physical education (NCPE), and raise critical issues relating to the relationship between policy, power and autonomy within the education system.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Right to education"

1

Dutta, Indrajeet. Educating the marginalized: Right based inclusive education. New Delhi: New Delhi Publishers, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mondal, Ajit. Right to education in India. New Delhi: Gyan, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rothstein, Richard. Grading education: Getting accountability right. Washington, DC: Economic Policy Institute, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Saroj. Right to education and economic reforms. Delhi: Vista International Pub. House, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Verheyde, Mieke. Article 28: The right to education. Leiden: Martinus Nijhoff Publishers, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gori, Gisella. Towards an EU right to education. The Hague: Kluwer Law International, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Veriava, Faranaaz. Basic education rights handbook: Education rights in South Africa. Braamfontein, Johannesburg: SECTION27, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

(Katarina), Tomaševski K., and United Nations. Commission on Human Rights, eds. Economic, social and cultural rights: The right to education : report. Geneva: United Nations, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Potts, Patricia. Right from the start. Milton Keynes [England]: The Open University, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Johnson, Margaret L., and Frederik R. Mottola. Drive right. Glenview, IL: Prentice-Hall, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Right to education"

1

Pyaneandee, Coomara. "Right to Education." In International Disability Law, 141–59. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429489426-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wu, Xinyi, and Macleans A. Geo-Jaja. "From Right to Education to Rights in Education." In Effects of Globalization on Education Systems and Development, 3–21. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-729-0_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Krasteva, Anna, and Gabriella Lazaridis. "Far right." In Populism, Media and Education, 9–25. Abingdon, Oxon ; New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315680903-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Allais, Stephanie. "Who is Right?" In Selling Out Education, 171–216. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-578-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Osler, Audrey, and Aya Kato. "Children's Right to Have Rights." In Pushing the Boundaries of Human Rights Education, 32–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003321644-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McGrath, Simon. "The right to education." In Education and Development, 83–121. Abingdon, Oxon; New York, NY: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315453330-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bendavid-Hadar, Iris. "The Right to Education." In Third International Handbook of Globalisation, Education and Policy Research, 1045–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66003-1_58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Power, Colin. "The Right to Education." In The Power of Education, 15–27. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-221-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

BenDavid-Hadar, Iris. "Human Rights Education: Refugees and Asylum Seekers’ Right to Education." In Globalisation, Human Rights Education and Reforms, 221–37. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0871-3_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rowlands, Kathleen Dudden. "Teaching Writing Right." In What Really Works in Secondary Education, 33–49. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Right to education"

1

Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

Full text
Abstract:
The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
APA, Harvard, Vancouver, ISO, and other styles
2

Liu, Mei, and Su Ke. "On Nature of Right to Education." In 2015 International Conference on Economics, Management, Law and Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emle-15.2015.103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gibton, Dan. "Israel's Pupil's Rights Law and the Right to Education: 111 Court Cases." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430938.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Moon, Alex. "Dependency Rights, the Right to an Open Future, and Education (Poster 38)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2112752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Moon, Alex. "Dependency Rights, the Right to an Open Future, and Education (Poster 38)." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kurchinskaya-Grasso, N. "THE RIGHT TO CLAIM FOR CROSS-BORDER PROTECTION OF CUSTODY RIGHTS." In VI International Youth Conference "Perspectives of Science and Education". Prague: Premier Publishing s.r.o., 2019. http://dx.doi.org/10.29013/vi-conf-usa-6-161-165.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hemetsberger, Bernhard. "Crises in Education: What's Right or Wrong?" In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430952.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Accioly, Inny. "The Right to (Critical) Education in the Struggle for the Right to Life." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567356.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dolgova, Anzhela Valeriyevna. "Educational Process Problems And Right To Quality Education In A Pandemic." In International Scientific Congress «Knowledge, Man and Civilization». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.12.41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cippitani, Roberto. "Academic Freedom as Fundamental Right." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.357.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Right to education"

1

Chatterjee, Chirantan, Eric Hanushek, and Shreekanth Mahendiran. Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27377.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Robinson, Kimberly. Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education. Learning Policy Institute, December 2021. http://dx.doi.org/10.54300/407.455.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

Full text
Abstract:
The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
APA, Harvard, Vancouver, ISO, and other styles
4

Shah, Manisha, and Bryce Millett Steinberg. The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality. Cambridge, MA: National Bureau of Economic Research, February 2019. http://dx.doi.org/10.3386/w25608.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, July 2023. http://dx.doi.org/10.53326/lnzk2579.

Full text
Abstract:
This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so schools can continue as learning facilities in the aftermath of extreme weather events; (ii) continue to develop teaching materials and pedagogies within SIDS’ education systems to be employed during times of disruption, while ensuring learners’ socialisation needs are met in the case of online or distance learning; (iii) create parallel curricular competencies between SIDS and destination countries, and advocate for access to education and training in any bilateral or multilateral arrangements for mobility and migration.
APA, Harvard, Vancouver, ISO, and other styles
6

Onyango, Roselyne, and Zsuzsanna Nyitray. The Conceptualisation and Regulation of APBET Schools in Kenya: Applying the Abidjan Principles on the Right to Education. Edited by Juana Barragán Díaz and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, July 2024. http://dx.doi.org/10.53110/ezqx6224.

Full text
Abstract:
This report explores the categorisation and governance of 'Alternative Provision of Basic Education and Training' (APBET) schools within Kenya's educational framework. The report highlights the importance of aligning APBET schools with the Abidjan Principles to ensure they support public education effectively. It outlines the historical context of public education in Kenya, distinguishes between public and private education in terms of human rights, and delineates the state's obligations regarding both. The report also examines Kenya's legal definitions and regulatory approaches to different types of schools, emphasising the need for clear policies to address the role and regulation of APBET schools. Recommendations are provided to enhance the legal and policy framework, ensuring that APBET schools contribute positively to the educational landscape, especially in marginalised urban settlements.
APA, Harvard, Vancouver, ISO, and other styles
7

Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

Full text
Abstract:
Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
APA, Harvard, Vancouver, ISO, and other styles
8

Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

Full text
Abstract:
The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
APA, Harvard, Vancouver, ISO, and other styles
9

Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2023 Report Card. North Atlantic Right Whale Consortium, July 2024. http://dx.doi.org/10.1575/1912/69694.

Full text
Abstract:
he North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
APA, Harvard, Vancouver, ISO, and other styles
10

Onyango, Roselyne, and Timothy Fish Hodgson. Build Us More Schools!' - The Quest for Quality Affordable Education in Mabatini and Ngei Wards of Mathare, Nairobi. Edited by Ian Seiderman, Juana Barragán Díaz, Aya Douabou, and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, July 2024. http://dx.doi.org/10.53110/czrj2477.

Full text
Abstract:
This publication pprovides an in-depth exploration of the challenges and barriers to accessing quality education in urban informal settlements of Nairobi. Based on extensive research, including interviews, focus groups and participatory methods involving local communities and stakeholders, the report highlights the significant gaps in educational infrastructure, teacher qualifications and equity in school access. Despite the Kenyan government's legal frameworks and policies to ensure education for all, the proliferation of private, low-cost schools and inadequate public school facilities have exacerbated inequalities. The publication calls for comprehensive strategies, including the construction of public schools, upgrading existing facilities, and ensuring quality and inclusivity in education, to address these issues and fulfill the constitutional right to education for every child.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Right to education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography