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Dissertations / Theses on the topic 'Right to education'
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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.
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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.
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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.
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Bastion, Arlene. "The right of prisoners to education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27658.
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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
4
Wolfson, Susan Ann. "The right to privacy and education." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019704/.
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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.
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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.
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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 âthe 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.â1 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 âhistory shows that when societies trade human rights for security, most often they get neither.
7
Griffin, Velda L. "Right Brain Study." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/24.
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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.
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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.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO 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.
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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.
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Kay, William Lawrence. "The New Right and physical education : a critical analysis." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6772.
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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.
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Govender, Mahalingum. "Balancing the educator's rights to fair labour practices and to strike with the right to education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1565.
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This treatise investigates the potential for law (including courts and tribunals) to intervene and act as a lever for the protection and advancement of the rights of the child including the right to basic education. The dissertation critically explores the debate on the educator‟s right to strike and fair labour practices and the child‟s right to education, by assessing the rights and liberties, which accrue to educators and the child (learners) in terms of existing law. The South African Constitution has made specific provision for the protection of the rights of children and the rights of educators and these rights are fundamental to the development of a society in transition. The vexed question that arises is whether these rights can co-exist in a society that has inherited a legacy of discrimination and inequality. The consequences of this legacy have resulted in the rights of educators competing with those of learners. The normalisation of the balance of these opposite rights is the challenge that lies ahead and this process will require intervention of all stakeholders rather than purely legislative intervention. This dissertation recommends a consensus-based approach, which is the most appropriate solution to balance the rights of educators with this of the child‟s right to education, as opposed to a declaration of the education sector as an essential service. It further proposes the establishment of a more structured and organised forum / institution and its sole purpose would be to deal with the individual or collective rights of educators that compete with the rights of learners.
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Knapp, Mary A. "Just say no! 'Parental Rights,' the Christian Right, and paternal power in abstinence-only sex education." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1140034600.
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Isokpan, Aisosa Jennifer. "The Boko Haram insurgency and the child's right to education in Nigeria." Thesis, University of the Western Cape, 2016. http://hdl.handle.net/11394/5351.
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Magister Legum - LLMArmed conflict impacts negatively on the child's right to education as the targeted attacks on schools, school children, teachers and school facilities can cause a drop in school enrolment and attendance as well as longer term effects on the standard of education provided. This study assesses the impact of armed conflict on the child's right to basic education in the context of the Boko Haram insurgency in Nigeria. Also, considering that the child's right to education protected in international and regional human rights instruments is not suspended during armed conflict, the study also assesses how well the Nigerian government in line with its international and regional human rights obligations has responded to the educational needs of children affected by the Boko Haram insurgency.
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Fasulo, Serena <1978>. "The right to knowledge and the duty to learn: social representations of the right to higher education." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2361/1/Tesi_Dottorato_Serena_Fasulo.pdf.
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Fasulo, Serena <1978>. "The right to knowledge and the duty to learn: social representations of the right to higher education." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2361/.
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Thomas, Jacky. "Is knowing that you have rights enough? : exploring marginalised women's awareness, understanding and practice of the right to health." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/14000.
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Includes bibliographical references (leaves 92-98).This research study explores women's awareness, understanding and practice of their rights to health. The target group in the case study is women. These women live in townships and informal settlements in Cape Town and are part of a community-based network called The Women's Circle (TWC). The purpose of this study ,is to advance understandings or bring out contradictions in current theoretical debates in relation to health and human rights. Primarily the study aims: II To generate knowledge which could assist in strengthening the TWC women's capacities to invoke their rights to health, access health and healthcare and improve the quality of their lives; * To identify whether the different theories of adult education can inform the work of the University of Cape Town (UCT) Health and Human Rights Unit, which is currently developing learning programmes around the right to health for civil society organisations; and * To gather empirical evidence to assist TWC in strengthening partnerships with the state and lobbying government around ensuring access to health rights and services. This study is inter-disciplinary and links adult education to health and human rights. Therefore the literature review draws on work of authors within the following domains: Nefdt (2003) in social services; Sen (1990) in development; London (2004); Ngwenya (2000) and Mann, Gruskin, Grodin and Annas (1999) in health and human rights. Furthermore, to analyse the women's learning the theoretical frarnework draws on literature in the field of adult education which include the Situated Learning theorists (Lave and Wenger, 1991), Phenomenological (Fenwick, 2001), (Mezirow, 1994) and Radical Feminist Pedagogy Ismail (2006); Walters (1998) and Weiler (1991) perspectives which provide theories that have direct relevance to this study in terms of the site of practice and its conceptions of learning and teaching.
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MacNeill, Molly. "Church and state, public education and the American religious right." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0026/MQ50542.pdf.
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Ande, Meseret Kifle. "The right to education of children with disabilities in Ethiopia." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.
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MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.
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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.
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Mweni, Sabelo Kenneth. "The right to education of asylum seeker and refugee children." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27907.
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This research reviews the application of the law on the right of refugee children to education and the challenges inhibiting this right. Radical changes in the legal framework protecting refugee children's right to education has occurred since South Africa became a democratic state in 1994. The enactment of international law into the 1994 Constitution contributed into the protection of various children right and insured equal access into the education system. However, refugee children have been prejudiced in the right to access education based on numerous challenges. The lack of access education for refugee children is an unconstitutional practice in schools rather than a legislative injustice. This paper uses journal reports, newspaper articles, academic writing on both national and international perspective on the infringement of education rights on refugee children. The findings provide clarity on unconstitutional practices and the legal standpoint on such practices. The right to education constitutes a valuable foundation for integration. South Africa is obligated by both national and international law to provide immediate education to refugee children.
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Newman, Anne Rebecca. "A case for a right to education for equal citizenship /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Taiwo, Elijah Adewale. "The implementation of the right to education in South Africa and Nigeria." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1392.
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The thesis examines the right to education in South Africa and Nigeria. It presents the right to education as an empowerment right which is given a wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. It asserts that the right to education is a right with a multiplying effect in the sense that where it is effectively guaranteed, it enhances the enjoyment of all other rights and freedoms, and when it is denied, it precludes the enjoyment of many other human rights. The thesis examines the provisions of relevant international and regional human rights instruments to assess the adequacy of a framework that applies to South Africa and Nigeria's obligations regarding the right to education. It argues that those instruments impose obligations on all the States to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It argues that by having ratified those international agreements in which the right to education is protected, both South Africa and Nigeria assume obligations under international law, enjoining them to realise the right to education and to respect freedoms in education. The study adopts a comparative approach and relies on primary and secondary sources of data; the data is subjected to an in-depth content analysis. The focus of the comparison is on whether the South African's position regarding the right to education can inform Nigeria's interpretation of the right to education. The reason being that the Nigerian Constitution does not provide for the right to education as a basic right as exists in South Africa. The Nigerian Constitution categorised the right to education under “fundamental objectives and directive principles” which are non-justiciable. In this sense, the thesis argues that the legal classification of the right to education, to a large extent, affects its realisation in Nigeria. It suggests that an important area where Nigeria could learn from South Africa is the issue of justiciability and constitutionalising the right to education as well as other socio-economic rights. In terms of implementation, the thesis submits that despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries. It argues that the right to education is more than a mere school attendance, how well a learner progresses in school is equally important. It posits that the high failure rates and the progressive slide in students' performances in schools xx examinations as shown in the study illustrate the poor quality and falling standard of education in the two countries. South Africa enjoys one of the highest rates of formal school enrolment of any developing country, yet the link between access and success is also weak in the South African schools just as in Nigerian schools. Inadequate planning, poor implementation of policies, lack of adequate resources and commitments are identified as the prime factors hampering the implementation of the right to education in both countries. Solving these problems and making the right to education realisable call for a renewed government commitments and investment of appropriate human and financial resources on education. This also requires a strong political will as well as concerted efforts of all the various actors in the educational sector in the two countries.
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Kopkowski, K. "The right to a basic Education in South Africa: Providing content to the right to achieve adequacy in Schools." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/28260.
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This dissertation is a multi-disciplinary examine at the meaning of a right to basic education in South Africa. It will attempt to better understand the present circumstances in schools and the disparities in educational resource s, both material and human. In order to provide context for an unfamiliar reader, a brief review of the history of education will be provided. Resource disparities between the wealthy (minority) and middle class and poor (majority) will be reviewed and discussed with special focus on the Western C ape, where the research for this dissertation was conducted. The Western Cape is also the site of the ethnographic work collected and arranged in a section of the dissertation. US Legal cases surrounding education, a brief overview of the possibilities and problems of the legal approach are included in order to challenge but ultimately support the notion of the utility of the law as a tool to achieve substantive changes in educational equality. Recent cases in South Africa addressing the right are introduced as indicative of the possible jurisprudential trajectory that lies ahead. Finally, a list of the resources deemed 'basic' and necessary for educational success will be included and fleshed out within the dissertation.
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Le, Grange Corlene. "The limitation of the educator's right to strike by the child's right to basic education / le Grange C." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8204.
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Carrillo-Larco, Rodrigo M., Alvaro Taype-Rondan, and Elías Reneé Pereyra. "Does physicians’ right to strike outweigh students’ right to an education? The on-going ethical dilemma in Peru." Co-Action Publishing, 2014. http://hdl.handle.net/10757/313754.
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Although often viewed as an action of last resort, going on strike remains a legal and often effective option for physicians seeking labor improvements and better working conditions. Indeed, in some countries, there have been reports of strikes by physicians (1, 2), followed by ensuing discussions of potential ethical implications (3 5). However, little has been said about the consequences of such a mass labor stoppage on undergraduate medical education and those students who aspire to the profession.Revisión por pares
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Kihara, Evonne W. "Impact of terrorism and counter-terrorism on the right to education." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/16771.
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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. 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.‟ 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. 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.‟Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010.
A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Mr. Lukas Muntingh at the Community Law Centre, University of the Western Cape, Cape Town, South Africa. 2010.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Djouguela, Fotso Danielle. "The right to education for the girl-child and problems facing adolescent girls in the pursuit of their right to education : a focus on South Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/37361.
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This dissertation examines the problems facing adolescent girls in the pursuit of their right to
education and this especially in South Africa. It presents the right to education as a human right
belonging to everyone; not a privilege reserved for a category of person. The right to education is a
fundamental human right and an empowerment right because it contributes to the achievement of
other rights. The dissertation describes the provisions of relevant international and regional human
rights instruments and assesses whether South African laws, policies and practices on the ground
adhere to the requirements’ of international and regional law. It assert that, though there has been
provision for universal and compulsory primary schooling and higher participation rate for girls, big
challenges particularly for adolescent girls are still prevalent, particularly after primary school even
though the cracks may appear very subtle and almost none issue.
This dissertation shows that to solve these problems and make the right to education realizable for
every child, the South African government should consider the cultural and religious environment
of the adolescent girl and also renew its commitments and strategies designed to improve their
retention rate and advancement at school.Dissertation (LLM)--University of Pretoria, 2012.
gm2014
Centre for Human Rights
restricted
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Chilemba, Enoch MacDonnell. "A critical appraisal of the right to primary education of children with disabilities in Malawi." Thesis, University of Pretoria, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7124_1360933073.
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Burch, Isabella. "Realizing the Right to Education: An Evaluation of Education Policy in Six States of India." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1363.
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The Right of Children to Free and Compulsory Education Act is India’s most recent national-level policy in pursuit of universalizing elementary education. While some states have been successful at increasing the number of students who attend school, reducing dropout rates, and reducing the rates of out of school children, others are still struggling to make progress. The states that are successful are surprising in some instances because they are not particularly wealthy, they have large rural populations, and some face larger socio-political issues. This thesis finds that the states succeeding in meeting RTE goals are not always the states that are the best at implementing RTE norms. States are often successful when they violate the RTE norms in order to suit their communities’ educational needs. States are also successful when they introduce child welfare policies outside of education in order to address external issues that prevent children from attending school.
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Martin, Lynn. "Looking for 'the right stuff' : human capital formation in SME's." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/2956/.
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In 128 small companies in the West Midlands, the way staff are selected for development is explored is explored, together with the characteristics of staff and selector. Finding that some staff are repeatedly selected for development, a comparison is made between the attributes of those being selected and of those carrying out selection. This is an attempt to define why some staff are identified as possessing 'the right stuff' while other similar staff are not. Variables such as gender, ethnic background, age and educational background are compared but relationships only found between the learning outlook of the CEO and that of his or her selected key worker(s). The learning outlook is described in terms of the preferred learning style and of the most preferred methods to learn. However, in some sectors very little selection of ethnic minority staff occurred. Part of the research reviewed the selection process, relating this to business planning and identification of training needs. Little evidence was found of the use of formal planning or of specific processes to identify training needs, selection resting firmly with informal mechanism often under the narrow control of the CEO. Given the investment by government in this sector of the economy, it seems important for those providing resources to recognise this lack of formal planning and to work to ensure that opportunities for education and training are widened to include more of those employed by the company. Similarly, where CEO ambitions are explored, it is clear that most CEO's are not committed to growth but have other varied, personal aims. Investment in all companies assuming that growth is a key factor may be an ineffective use of resources, which might be better specifically targeted rather than distributed uniformly across the whole sector.
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ANSELMO, WILLIO CAMPOS. "PARTICIPATORY DEMOCRACY AND THE EDUCATION RIGHT: THE CONTRIBUTION OF THE PARTICIPATORY BUDGET IN THE EFFECTIVENESS OF THE SOCIAL RIGHT OF EDUCATION IN BELO HORIZONTE-MG CITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14082@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO surgimento do Capitalismo produziu uma sociedade segmentada entre classes sociais, que em razão do conflito de interesses instaurou no seio social as lutas entre os proprietários dos meios de produção e o proletariado. O embate derivado desse conflito consubstanciou conquistas históricas determinantes das bases políticas e adventos de novos direitos. Se por um lado, a ideologia capitalista adentrou à atividade Estatal, fazendo com que as decisões políticas fossem tomadas em seu favor, de outro, o abandono das questões sociais acirrou a luta de classes. No contexto das crises cíclicas do Capitalismo, o Estado Liberal necessitava retroceder. O reconhecimento de direitos a classe trabalhadora era necessário a sua própria estabilidade, determinando a mudança do seu paradigma em Estado Social. O advento dos direitos sociais, como resultado desse acirramento, foi resultado desse retrocesso liberal, que determinado pelo embate das lutas de classes, garantia a diminuição da distância promovida entre elas. O direito educacional emergiu como um dos principais fatores responsáveis por essa diminuição, que em razão da dilatação da concepção da cidadania, criou um complexo de interação entre elas e fortaleceu as bases democráticas, geradora de uma nova concepção de participação no poder político do Estado. Diante dessa interdiciplinariedade entre Política e Direito, instâncias participativas, como o Orçamento Participativo, têm assumido grande importância na efetivação dos direitos sociais, diminuindo o traço de dependência econômica e ideológica entre as classes sociais existentes.
The emergence of capitalism has made a divided society between social classes, which on grounds of conflict of interest brought within the social struggles between the owners or the means or production and the proletariat. The shock derived of this conflict has created historical politics conquests and new rights for the people. Thus, the capitalist production engaged to his State activity, taking the politics decisions on its favor, the abandonment of social issues increase the struggles of classes. In the context of the cyclical crises of capitalism, the State Liberal needed go back. The recognition or rights the working class was needed its own stability, determining the change of its paradigm on Social State. The advent of social rights as a result of that increasing was a result of this liberal backlash, which determined by the clash of the struggles of classes, guarantee the reduction of the distance between them promoted. The educational right emerged as one of the main factors responsible for that decline, owing to the expansion fo the concept of citizenship, has created a complex interaction between them and strengthened the democratic foundations, creating a new design for participation in the political power of the State. Given this relation between politic end law, participatory for such as the Participatory Budget (Orçamento Participativo), have assumed great importance in the effectiveness of social rights, reducing the trace or ideological and economic dependence between social class exist.
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Lauwers, Gracienne. "The impact of the European Convention on Human Rights on the right to education in Russia: 1992 - 2004 /." Nijmegen : Wolf, 2005. http://www.gbv.de/dms/spk/sbb/recht/toc/510576044.pdf.
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Pare, Mona-Christine. "Street children's right to education : the failure of international law in protecting the rights of a vulnerable group." Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1663.
Full textAbstract:
This thesis studies the role of international law in protecting the rights of marginalized groups and examines the case of street children as a group whose rights are not adequately protected. It argues that the omission of a reference to street children in international law is a contributing factor to the systematic violation of street children's rights. This discussion examines the concept of group and the meaning of group status in international human rights law. It links the notion of a "vulnerable group" to discrimination and discusses the required special measures and attention in applying the principle of non-discrimination. To illustrate this, the example of the right to education is employed to demonstrate the difficulty in applying international human rights law as it currently stands to street children. The right to education serves to illuminate the discrimination against street children and provides concrete meaning to the application of the principle of non-discrimination to specific groups. Therefore, the thesis examines the international rights of the child and all relevant binding and non-binding instruments to explain how particular provisions and principles may, constructively or adversely, affect the implementation of street children's right to education. The study finds that notwithstanding the apparent inadequacy of international law, relevant provisions have not been used optimally. An examination of the case study of Brazil confirms this, while underscoring the difficulty in linking norms and practice nationally and internationally. The discussion concludes that international law has the potential to better protect street children's right to education. By extension, the practical applications thereof extend to the rights of other groups that are not expressly covered at present. The key to this lies in exploring the role of human rights mechanism in teleologically interpreting human rights norms to determine, and monitor, state obligations towards specific groups.
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Weissler, Hannah. ""Tinkering" with Student Rights: School Walkouts and the Implications of Discipline Practice and Policy on Students' Right to Protest." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1280.
Full textAbstract:
In this study, I examine the extent to which students’ rights to free speech and expression were violated in response to the nationwide school walkouts that took place during the spring of 2018. Students hold the right to political speech and expression under the landmark Supreme Court Case, Tinker v. Des Moines (1969). However, the rights students maintain to participate in protest during school hours is somewhat unclear. Using a two-pronged case study analysis, I explore the question of student rights and potential violations in the face of protest through examining school disciplinary responses alongside disciplinary policy and disciplinary policy in the context of Tinker. Findings highlight a widespread gap in school and district-level policy specific to protest or other types of political expression and the need for such policy when protecting the rights students hold under Tinker.
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Van, Winkle Kristina. "Education as a Human Right: Paulo Freire Case in the Point." Thesis, Linköping University, Centre for Applied Ethics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2594.
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The purpose of this paper is to understand why education is a human right. I will look at works by the late Paulo Freire, a Brazilian educator. Paulo Freire worked for many years on developing a pedagogy to promote humanity. His goal was to demonstrate that a literate person will ultimately live a better life because she will be free from oppression and domination.
I chose to study Paulo Freire as a tool in proving why education is a human right because throughout his work he demonstrated the need for people to be literate in order for them to be considered “truly human”. I will address this term further in my argument.
This thesis is a work in progress. My goal is to include chapters illustrating Amartya Sen’s theory and ideology, and compare them to those of Freire’s. I would also like to include a chapter specifically dedicated to women and education, since it is common practice for women in many countries to sacrifice their right to education so the males in their families can attend school.
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Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.
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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
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Horne, Emily A. "Sexual Education across the United States: Are we doing it right?" Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/676.
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Since the early 20th century, students across the United States have been learning sexual education in public classrooms. Although American society has made many advancements and social changes since then, the curriculum of sexual education has remained stagnant. It continues to stress the concept of “social hygiene,” promoting white, heterosexual norms while demoralizing adolescent sexuality (McCarty-Caplan 2013). Since the 1980’s, the federal government has created three federally funded programs to promote abstinence-only sexual education. Although there are no federal laws or policies that dictate states or districts must provide sexual education, the programs have pressured the boards and districts to teach what the federal government is promoting. Most importantly, these ideologies are being pushed on to the government by the Religious Right. This study examines the attitudes towards sexual education and the attitudes towards topics that are associated with the curriculum. The findings imply that religion and political identification play the largest role in influencing these attitudes, which explains the current state of sexual education.
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Scisco, Logan Michael. "Vanguard of the Right: The Department of Education Battle, 1978-1979." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1364.
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Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.
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Neal, True. "The Talk: Christian Right and Liberal Left Rhetoric about Sex Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3381.
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This thesis examines the rhetoric surrounding sex education crafted by two major types of advocacy groups: the Christian Right and the Liberal Left. I conducted a qualitative analysis of content on sex education produced by six high-profile organizations: The Heritage Foundation, Family Research Council, Focus on the Family, American Civil Liberties Union, the Guttmacher Institute, and Planned Parenthood. I found that these polarized organizations do not debate each other; instead, they focus on parents whose political leanings match their own. Sex education is at the center of other issues that also divide the Christian Right and the Liberal Left: healthcare, morality, marriage, education, and STIs. I analyze the arguments advocacy organizations make, the liabilities of their appeals, and their strategies to mobilize parents emotionally. Both conservative and liberal organizations aim to secure the beliefs of the next generation through their parents, not to find common ground.
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Ghirotto, Luca. "Education Right: a social justice grounded theory in Italian Compulsory School." Doctoral thesis, Università degli studi di Trento, 2008. https://hdl.handle.net/11572/368655.
Full textAbstract:
Education, Social Justice, democracy, social rights, and capabilities. Those are the keywords of this study about the processes of guaranteeing the education right. Nevertheless, as mentioned above, in terms of education and pedagogical aims, I could not support a theory, even if is highlighting the importance of it for the education and training contexts. Handling what are the things that really happen, it is necessary. During Chapter 2, I shall explain more fully how is possible to study abstract concepts such as democracy and social rights. Here, it will be sufficient to say that democracy is a situation in the same way as education is. What is the situation that involves the democratic social education right? This situation is the school environment, the last termination of the state, which is committed to increase education and the culture of a country.
I then will choose a particular event of that situation as the inclusion of immigrant students, because this event will make the process related to the guaranteeing of the education right, particularly evident.
Following the methodical steps I shall introduce in the third chapter, I have constructed a Grounded Theory (GT) through which I shall not only say that schools live in a conflict among social rights to be guaranteed and systematic and political difficulties to make their intervention effective. Already the newspapers refer that, for example those articles I mentioned at the beginning of the introduction. I bring to the attention the ways this conflict exists, outlining the characteristics that are in accordance or not with what is declared by and what is lived in schools. This research has as a result a theory I have named: “structuring conditions†. Indeed, what happens in Italian schools when a foreigner student arrives in the course of the year? How does the school react and how to try to secure the education right?
The “structuring of the conditions†explains what happens in Italian schools regard the phenomenon of inclusion of immigrant students. This process evolves according two dynamics: the first is the “sharing of responsiveness†and the second one is the “structuring of educational priorities†. These two dynamics explain what occurs within the teachers’ lived experiences and within the school as an organization. Sharing the sensitivity or responsiveness means that the process of welcoming starts from an attitude that only few teachers have shown: it is taking the load of educational projects that tend to guarantee the right to learning Italian and to construct a well coexistence with all the other students inside the school. Many teachers are still deaf towards these issues. For structuring of priorities, I mean, however, that the processes of activation are led by a very clear priority given to the wellbeing of immigrant students, choice that would set out to build a more effective welcoming and training.
In Chapter 4, I will describe the process of schools’ activating. These processes have to do with the arrival of foreigners seen as a problem and not as their right. In other words, when it becomes a problem then the school raises the question of ensuring a right. In addition, not only because increasingly there are schools with a very high presence of immigrants, but also because the continuous arrival leads to organizational confusion and difficulties to be remedied.
Does schools guarantee the education right effectively? If the right is the right to a social minimum, a foreign child who enters during the year, has its classroom, is included in school life, like everyone, then the answer is yes. The right to enrol in school is given to all but the education right also has another side that is the fact that at the end of schooling everyone should have all the skills acquired to become a citizen. To do this, the school should provide a very good and improving education to all, not just the social minimum.
The research reveals that schools lean to ensure not the education right, a very remote target if the 42.5% of foreign students are in delay in or abandon training. Rather, the process through which the school tends to guarantee the education right is making structural, shared and of primary importance what would be the prerequisites of a climate suitable for work. I will define the prerequisites in chapter 4: those are the educational aspects, without which the pure and simple Italian learning would be insolvent to bridge the gaps. Furthermore, it would not be possible learning to stay together, to live in a place educational priorities may build. Making learners autonomous in language and sociability is the warranty of the education right. Moreover, in this context, we would recognise conditions, which are the responsiveness some teachers show, and priorities, that from a last minute answer would become systematic responses to an emergency.
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Ghirotto, Luca. "Education Right: a social justice grounded theory in Italian Compulsory School." Doctoral thesis, University of Trento, 2008. http://eprints-phd.biblio.unitn.it/75/1/Education_Right_-_A_SJE_Grounded_Theory.pdf.
Full textAbstract:
Education, Social Justice, democracy, social rights, and capabilities. Those are the keywords of this study about the processes of guaranteeing the education right. Nevertheless, as mentioned above, in terms of education and pedagogical aims, I could not support a theory, even if is highlighting the importance of it for the education and training contexts. Handling what are the things that really happen, it is necessary. During Chapter 2, I shall explain more fully how is possible to study abstract concepts such as democracy and social rights. Here, it will be sufficient to say that democracy is a situation in the same way as education is. What is the situation that involves the democratic social education right? This situation is the school environment, the last termination of the state, which is committed to increase education and the culture of a country.
I then will choose a particular event of that situation as the inclusion of immigrant students, because this event will make the process related to the guaranteeing of the education right, particularly evident.
Following the methodical steps I shall introduce in the third chapter, I have constructed a Grounded Theory (GT) through which I shall not only say that schools live in a conflict among social rights to be guaranteed and systematic and political difficulties to make their intervention effective. Already the newspapers refer that, for example those articles I mentioned at the beginning of the introduction. I bring to the attention the ways this conflict exists, outlining the characteristics that are in accordance or not with what is declared by and what is lived in schools. This research has as a result a theory I have named: “structuring conditions”. Indeed, what happens in Italian schools when a foreigner student arrives in the course of the year? How does the school react and how to try to secure the education right?
The “structuring of the conditions” explains what happens in Italian schools regard the phenomenon of inclusion of immigrant students. This process evolves according two dynamics: the first is the “sharing of responsiveness” and the second one is the “structuring of educational priorities”. These two dynamics explain what occurs within the teachers’ lived experiences and within the school as an organization. Sharing the sensitivity or responsiveness means that the process of welcoming starts from an attitude that only few teachers have shown: it is taking the load of educational projects that tend to guarantee the right to learning Italian and to construct a well coexistence with all the other students inside the school. Many teachers are still deaf towards these issues. For structuring of priorities, I mean, however, that the processes of activation are led by a very clear priority given to the wellbeing of immigrant students, choice that would set out to build a more effective welcoming and training.
In Chapter 4, I will describe the process of schools’ activating. These processes have to do with the arrival of foreigners seen as a problem and not as their right. In other words, when it becomes a problem then the school raises the question of ensuring a right. In addition, not only because increasingly there are schools with a very high presence of immigrants, but also because the continuous arrival leads to organizational confusion and difficulties to be remedied.
Does schools guarantee the education right effectively? If the right is the right to a social minimum, a foreign child who enters during the year, has its classroom, is included in school life, like everyone, then the answer is yes. The right to enrol in school is given to all but the education right also has another side that is the fact that at the end of schooling everyone should have all the skills acquired to become a citizen. To do this, the school should provide a very good and improving education to all, not just the social minimum.
The research reveals that schools lean to ensure not the education right, a very remote target if the 42.5% of foreign students are in delay in or abandon training. Rather, the process through which the school tends to guarantee the education right is making structural, shared and of primary importance what would be the prerequisites of a climate suitable for work. I will define the prerequisites in chapter 4: those are the educational aspects, without which the pure and simple Italian learning would be insolvent to bridge the gaps. Furthermore, it would not be possible learning to stay together, to live in a place educational priorities may build. Making learners autonomous in language and sociability is the warranty of the education right. Moreover, in this context, we would recognise conditions, which are the responsiveness some teachers show, and priorities, that from a last minute answer would become systematic responses to an emergency.
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Chambers, Katherine O. "Taking the Right Path| A Two-Year Journey through School Turnaround." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722283.
Full textAbstract:
The researcher conducted a statistical examination of a two-year journey through school turnaround to identify factors that had a direct impact on student performance on state exams. Following 31 students through sixth and seventh grades, the researcher collected data in alignment with five target areas for school improvement defined by the state of Missouri: (1) student performance, (2) highly qualified staff, (3) facilities, support and instructional resources, (4) parent and community involvement, and (5) governance and leadership.
Applying ANOVA and z-tests at a 95% confidence interval, the researcher analyzed the data to examine for statistically significant differences in scores o the Communication Arts and Mathematics MAP exams, levels of reading proficiency, attendance rates, and discipline, year to year. The researcher found significant increases in students’ Mathematics MAP scores, students’ reading on grade level, and referrals.
Using a multiple regression analysis the researcher also analyzed data for relationships between multiple independent variables and students’ scores on the MAP exams. An examination of the Pearson Product Moment Correlation coefficient provided information as to which variables had significant relationships with the students’ MAP scores and the coefficient of determination gave indication as to possible percentages of contribution each variable had in the resulting MAP test scores. This study confirmed that student’s grade point averages were the only variables that maintained consistent significant relationships to the students’ scores on both Communication Arts and Mathematics MAP exams during both years of the study. In addition to the consistent contribution of the students GPA to their MAP results, the study also found that in 2012, students’ enrollment in a reading class significantly contributed to their Communication Arts MAP scores and attendance had a significant relationship to their Mathematics MAP scores.
The concluding reflections in the study were a result of a detailed examination of the statistical analyses in alignment with current turnaround research. While there is a need for further research in the area of school turnaround, this study contributed to a growing field of literature on effective and ineffective school turnaround practices.
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Sutherland, Laura A. "Right to Education - From Policy to Practice: Social Exclusion and Gender in Delhi's Primary Education System." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35008.
Full textAbstract:
This thesis explores patterns of access and experiences of meaningful access under India’s Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) from a critical gender perspective (Fraser, 1997; Jackson, 1999). Within the RTE Act, special attention is given to Section 12(1)(c), the free private school seats provision. The argument is that in order to fully analyze education progress, research must advance beyond focusing on physical access to exploring indicators of meaningful access. This thesis discusses the construction of a quantitative variable, ‘silent exclusion’, as a composite drawn from wider qualitative research.
The first available data from the Insights into Education household survey in Delhi are analyzed using statistical and econometric techniques. It was found that private unaided recognized schools remain inaccessible for the most marginalized households. Child’s sex was not found to have a significant effect on school management choice, and both boys and girls attended privately and publically managed elementary schools in the sample. Four access issues pertaining to the free seat provision were identified: public awareness; reaching intended beneficiaries; low success rates for applicants; and continuing financial challenges for households accessing a free seat. In terms of children’s schooling experiences, low levels of silent exclusion were reported overall. Explicit displays of discrimination and exclusion were not found in the sample; however, less visible displays of exclusion were noted, such as a lack of leadership opportunities for children from lower income households, scheduled castes/tribes, and children attending government-managed schools. A lack of political and social pressure to fully implement the RTE Act at the local level is evident, which raises the question of how much a law in itself can bring about social change in the education sector.
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Ahamad, Shihab Uddin Baker Iljas. "Non-formal primary education in Bangladesh : an examination of its compliance with the right to education /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/cd357/4537445.pdf.
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Masitsa, M. G. "Teachers' right to strike vis-a-vis learners' right to education - justice for one is an injustice for the other." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/317.
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Published ArticleThe teachers' salary strike, which occurs almost annually in South Africa, is so widespread that it seems to have gained public toleration if not complete acceptance. However, the strike may have a lasting and devastating impact on the teachers' as well as the learners' discipline, motivation and morale, with the learners being the hardest hit. The strike has a negative impact on the learning and teaching culture and on the learners' academic performance. Although the teachers' strike is about salaries and salary-related matters, all too often, debates about it shift from the strike to the tension between the teachers' right to strike and the learners' right to receive education. This study endeavours to fathom the truth about the two rights, to establish whether they can stand side by side without contradicting each other, and to study their implications.
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Royal-Dawson, Lucy. "Meeting human rights obligations in a situation of conflict : the right to higher education in the occupied Palestinian territories." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709813.
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The study examines the realisation of the right to higher education in the occupied Palestinian territories. It develops an analytical framework for the protections afforded to higher education by the international human rights conventions and applies it to the context. Despite being under Israeli occupation since 1967, higher education in the occupied territories has developed into a sophisticated sector and is entirely administered by Palestinian authorities. However, it is hampered by the impact of the occupation regime. As occupier, Israel is understood to hold obligations for the humanitarian protection of the Palestinian population of the occupied territories, and both Israel and the Palestinian National Authority are understood to be accountable for the human rights of the Palestinian population, thereby instituting two duty-bearers. The study assesses the ways in which higher education is obstructed in the occupied Palestinian territories. It indicates a flourishing sector which is accorded a deep social value. It confirms many of the reported obstacles to the realisation of the right resulting from the Israeli occupation, but it also records obstacles arising from the policies and practice of Palestinian higher education institutions and the social and cultural context. Attempting to attribute obligations for the right to one or both of the duty-bearers indicates the contingency between the actions of the occupier and the efforts of the Palestinian authorities to realise the right. While some breaches are clearly attributable to one side or the other, others are not. Actions to mitigate the effects of the occupation give rise to additional, separate breaches, as do interactions between the occupation regime and cultural practice. The obstacles reported in the study give substance to higher education formulated as a human right. The study adds to the understanding of breaches of economic, social and cultural rights in a situation of military occupation.
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Liu, Lanlan, and 刘兰兰. "Taking basic education in the PRC forward: a study of the enjoyment of the right to education in the PRC ininternational and domestic law." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48521796.
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In the past 30 years, the inspiring progress of the basic education in China has attracted global attention, not merely for China’s determination of developing national education, but for the workable strategies adopted by the Chinese government to implement the right to education as well. The right to education, a fundamental human right recognized in both global and domestic legal system, is elaborated by United Nations human rights bodies on four key dimensions of availability, accessibility, acceptability, and adaptability. The achievement of expanding education to all children for minimum of nine years in China, to a certain extent, is a quantitative triumph of universal access to basic education. However, beyond the statistical victory of enrollment in schools, the increasing disparity of access to good quality education among different social groups, especially between urban and rural children, remains the biggest challenge for China to fully meet the four dimensions of the right to education. The thesis attempts to explore the factors related to policy-making, institutional governance and legal protection, which may result in the gaps in qualitative development of the basic education in China.
The study focuses on the development of basic education in China and scrutinizes the two aspects of implementation of the right to education: policy-making and protection of individual right. In the line with a human rights-based approach promoted by United Nations and UNESCO, the thesis evaluates how the Chinese government performs the obligations to promote, protect and fulfill the right to education in terms of availability, accessibility, acceptability, and adaptability. The thesis observes that the fulfillment of right to education in China, despite the remarkable quantitative increase in school enrollment and educational facilities, has not fully complied with the obligations required by the relevant human rights treaties. To meet with universal standards on basic education further, the study concludes that strategies for implementing the right to education in China must shift to qualitative development by applying a rights-based approach to education and an effective framework for the provision and enforcement of legal remedies for the substandard education.
These analyses are crucial to inspect the development of Chinese basic education, which both presents China’s successful strategies of promoting national action plans of education, and reveals gaps remained in the enforcement of the right to education in China. The purpose of the research is not only to address the current problems existing in the field of basic education, but also to explore the adoptable measures to further improve the enjoyment of the right to education in China.published_or_final_version
Law
Master
Doctor of Legal Studies
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Sparrow, Alice Pickett 1939. "THE SOCIOLOGICAL IMPACT OF THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT ON AN INSTITUTION OF HIGHER EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275273.
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Longo-Bartel, Martha Jane. "Left-handed teaching techniques for the right handed." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1681.
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Left-handedness is an invisible handicap in today's classrooms. The education systsem in the United States makes special considerations and accommodations for special needs of students, yet left-handed individuals do not receive much consideration in a mainstream classroom. Experts say that up to twenty percent of children in Canada and the United States are left-handed. This project discusses how these left-handed children have to work in a right-handed world. The focus of this study was to provide right-handed teachers with teaching techniques, positive suggestions, and common sense approaches to accomodate the left-handed pupil.
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Tshabalala, Moloadi Johannes. "The right to basic education : what about farm school learners? / M.J. Tshabalala." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1780.
Full textAbstract:
The purpose of this study was to investigate the challenges faced by farm
schools in exercising the right to basic education. In doing so, also to
determine possible reasons behind learners' drop-out rate at farm schools.
This stUdy was prompted by political changes, which took place after the
democratic elections of April 1994, impacting on the provisioning of education
in South Africa. The South African education system and its institutions were
confronted by many laws and policies, including the South African Schools Act
84 of 1996 (84/1996), the National Education Policy Act 27 of 1996 (27/1996)
and specific obligations under the Convention on the Rights of the Child.
Through literature and empirical studies it was found that the State's
commitment to social justice, especially to education, remains unfulfilled for
large numbers of children, youths and adults living in rural areas. Literature
revealed that the South African government is failing to protect the right to a
primary education for learners living on commercial farms by neither ensuring
their access to farm school, nor maintaining the adequacy of learning
conditions at these schools.
The research findings revealed that poverty resulting from unemployment or
low income on the farms increases the need for teenagers to be in paid
employment in the evenings or at the weekend, increasing absenteeism and
ultimately resulting in learners dropping out, and an increase in child-labour.
The empirical method, using questionnaires, was successful in obtaining
information about what challenges are faced by farm schools in exercising the
right to basic education and the reasons behind farm school learners
dropping-out. It also established how participants felt and thought about their
experiences and perceptions on the challenges confronting the right to basic
education as well as the reasons behind farm school learners dropping out.
The study established that if the State could respect and fulfil economic and
social rights of the farm sChool community, including the right to basic
education, by eradicating measures that deny the enjoyment of the right to
education as seen at the farm schools, great progress and sustainability as far
as education is concerned could be achieved by these schools.
A number or recommendations were made with regard to the research on
findings for the Sedibeng-West District (08).Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.