Journal articles: 'Right to education'

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

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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.

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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.

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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

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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.

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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.

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

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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.

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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.

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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.

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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.

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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.

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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.

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Abed, Ahmed Mahmoud Mohammed. "Women Rights to Education in Light of University Co-Education." Journal of Islamic and Religious Studies 7, no. 1 (June 20, 2022): 65–83. http://dx.doi.org/10.36476/jirs.7:1.06.2022.04.

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The vulnerability of the Muslim world has negatively affected women's rights, particularly their right to education, which was seen by the advocates of westernization as an opportunity for the de-religious disengaging of women by making western women a role model. This created a backlash among some Muslim writers, who prohibited women's education because of co-education. Therefore, it has been deemed necessary to clarify the truth by answering the following question: ‘if education is proved to be a right for women, is it permissible to deny women their right to education under such a pretext? The researcher used descriptive and critical approaches to discuss the right of women to education considering co-education in universities. This paper addressed this topic by rooting the concept of this right and its obligations. It also addressed the issue of co-education from a doctrinal point of view on which contemporary studies focused. This paper argues that education is a right that Islam grants to women and women have the right to claim and defend it before those in authority, who assume the responsibility of providing the right environment for women to exercise their right to education.

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Hemachand, Mannava Muni. "Right to Education Under the Indian Constitution." Indian Journal of Applied Research 1, no. 6 (October 1, 2011): 128–30. http://dx.doi.org/10.15373/2249555x/mar2012/43.

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Onuora-Oguno, Azubike. "Commentary on the Right to Education." Public Governance, Administration and Finances Law Review 8, no. 1 (June 30, 2023): 43–54. http://dx.doi.org/10.53116/pgaflr.6692.

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The right to education is identified as a crucial and classical right. This classification is premised on the fact that it provides the basis on which an individual has the potential to transform their status and build their desired personality. Additionally, it is the basis on which society is projected to be transformed and set on a better pedestal, with individuals playing positive roles. The recognition of the right, though emanating from the Universal Declaration of Human Rights (UDHR) received only tacit recognition through other treaties. The Maputo Protocol recognises the right to education, as it flows from the African Charter on Human and Peoples’ Rights. This commentary, therefore, examines the right to education as enshrined in the Maputo Protocol with the aim of restating the grounds covered in the protection of female children and women and exposing lost opportunities. Finally, it makes recommendations on how the lost ground can be covered and give better content and scope to the right to education.

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CESUROĞLU, Jale. "Çocuk Hukuku ve Çocuk Haklarının Önemi Üzerine." International Journal of Social Sciences 7, no. 29 (May 25, 2023): 16–27. http://dx.doi.org/10.52096/usbd.7.29.02.

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Children's rights is a branch of law that deals with issues such as the protection, provisions, upbringing and defense of children. This branch of law makes legal arrangements to protect the legal rights of children and to observe their removal. Children's rights, on the other hand, are the fundamental rights of all Europeans and protected by states. These rights include the right to life, the right to education, the right to health, the right not to be used, and the right to a fair trial. The right to education is also an important part of childbearing. Children's right to education is in the protection of states and society. The right to education includes people's right to go to school, the right to reproductive education, and their share of not experiencing any breadth in school. Education is important for the individual and social development of individuals and every child should have an equal level of education. But unfortunately, the world average still many children, being denied the right to education. This situation negatively affects the lives of Europeans. Children who are deprived of education may face problems such as bedding, poverty and social exclusion. Therefore, the actions taken on children's rights and the right to education are very important. Children and society need to do more to protect the growth and education of young people. In this way, his children can have equal opportunities and complete their individual and social development. Keywords: Child law, children's rights, right to education

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Bobby Binjha, Praveen. "Students’ Awareness of Human Rights Education at Higher Secondary School level." International Journal of Social Science And Human Research 05, no. 10 (October 27, 2022): 4746–49. http://dx.doi.org/10.47191/ijsshr/v5-i10-46.

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Human rights education is an integral part of the right to education. The concept of human rights is about knowledge of rights and freedom with respect for the right of all. Education is also a right of every single individual and it is a necessary tool to empower, and develop skills and attitudes, to promote equality, dignity, and respect for all. Human rights education provides a fair understanding of the structure of injustice on the basis of cultural, economical, and social discrimination at various levels of caste, gender, etc. Possibly the knowledge of own rights enhances the sense of self and respect for all. The purpose of this paper is to evaluate the levels of awareness of these rights amongst students of higher secondary school levels. The study followed the descriptive survey design method and stratified random sampling techniques were adopted to select the sample. A self-developed awareness scale and focus group discussion were used to collect data. The data were analyzed by using simple percentile and content analysis. The findings of the study indicated that many of the students are aware of fundamental human rights while limited awareness about the right to education as a human right and its provisions. The study recommended that programs should be organized to create awareness of human rights education and the role of various organizations in the protection of the right of a human. Because human rights education could create opportunities to raise critical questions on the violation of rights related to a child, education, injustice, etc.

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Byun, Hae Cheol. "Right to education and rights of participants in education in Korean Constitution." Korean Association of International Association of Constitutional Law 23, no. 3 (December 23, 2017): 157–77. http://dx.doi.org/10.24324/kiacl.2017.23.3.157.

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Amin, Samir. "The Right to Education." World Studies in Education 13, no. 2 (January 1, 2012): 7–16. http://dx.doi.org/10.7459/wse/13.2.02.

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Pandey, Parth Sarthi. "J. Krishnamurti's Right Education." Educational Quest- An International Journal of Education and Applied Social Sciences 4, no. 3 (2013): 207. http://dx.doi.org/10.5958/j.2230-7311.4.3.020.

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Morelli, Mario. "Education as a Right." Social Philosophy Today 6 (1991): 139–50. http://dx.doi.org/10.5840/socphiltoday1991629.

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Richardson, Joan. "Making Education a Right." Phi Delta Kappan 95, no. 8 (May 2014): 76–77. http://dx.doi.org/10.1177/003172171409500819.

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Johnsen, Vickie, Janell Anderson, Lisa Bagley, Paula Piccioni, and John Hansmann. "Right-Sizing Clinical Education." Journal for Nurses in Staff Development (JNSD) 24, no. 6 (November 2008): E4—E12. http://dx.doi.org/10.1097/01.nnd.0000342232.67129.f3.

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Tooley, James. "The right to education." Economic Affairs 24, no. 3 (September 2004): 75. http://dx.doi.org/10.1111/j.1468-0270.2004.t01-1-00498.x.

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Monteiro, A. Reis. "The right of the child to education: what right to what education?" Procedia - Social and Behavioral Sciences 9 (2010): 1988–92. http://dx.doi.org/10.1016/j.sbspro.2010.12.433.

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Quy, Nguyen Duy. "Law on Right to Education of Ethnic Minorities in Vietnam." International Journal of Social Science And Human Research 05, no. 08 (August 26, 2022): 3685–89. http://dx.doi.org/10.47191/ijsshr/v5-i8-47.

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The article aims to clarify the law on the right to education of ethnic minorities in Vietnam. Based on document sources, especially documents of the Vietnamese government and state, the article analyses three basic issues: 1). Legal provisions on the right to study of ethnic minorities in Vietnam; 2) Achievements and limitations of human rights law enforcement in Vietnam; 3) Some suggestions on improving the effectiveness of the enforcement of the right to education of ethnic minorities in Vietnam. The research results contribute to shed light on ensuring the educational rights of digital-savvy ethnic groups in Vietnam now and in the future.

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Almog, Shulamit, and Lotem Perry-Hazan. "Conceptualizing the Right of Children to Adaptable Education." International Journal of Children’s Rights 20, no. 4 (2012): 486–500. http://dx.doi.org/10.1163/157181812x634463.

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The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.

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Weinland, Thomas P. "Getting Human Rights “Right”: Teaching for Informed Commitment." Phi Delta Kappan 91, no. 2 (October 2009): 89–92. http://dx.doi.org/10.1177/003172170909100223.

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Lange, Richard A., and Debabrata Mukherjee. "Linking the right education to right heart catheterization." Catheterization and Cardiovascular Interventions 97, no. 3 (February 15, 2021): 509–10. http://dx.doi.org/10.1002/ccd.29534.

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Bastida, Ernesto Jr, Maria Ana Quimbo, Ruth Ortega-Dela Curuz, Evelie Serrano, Merlyne Paunlagui, and Edmund Centeno. "Towards Liberating Education." International Journal of Asian Education 4, no. 3 (September 5, 2023): 132–49. http://dx.doi.org/10.46966/ijae.v4i3.345.

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This study proposes a rights-based instructional planning approach for teachers serving indigenous learners, particularly those assigned to schools in Higaonon communities (IPEd). The content of the paper focuses on the following:(1) assumptions about Higaonon indigenous learners; (2) components of the right-based instructional planning approach; and (3) facilitating and hindering factors that may affect the implementation of the right-based instructional planning approach. The researcher used an exploratory research design to develop the proposed planning approach. It was conducted in Higaonon communities in the Municipality of Esperanza, Agusan Del Sur, Philippines. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. This paper strongly believes that shifting from a culture-based to right-based IPEd teaching approach is expected to lay down positive changes in all aspects of life for indigenous learners, including social, economic, education, civic, and political, as they begin to understand and protect the inherent rights to ancestral domains, cultural integrity, self-governance, and social justice which are accounted for them. The early inculcation of Indigenous Peoples Rights Act (IPRA) law into their identity formation through school curriculum is projected to eradicate all forms of discrimination, exclusion, alienation, disintegration, and vulnerabilities in mainstream societies.

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Pillai, Sheeba. "Right to Education under European Convention for the Protection of Human Rights and Fundamental Freedoms 1950." Christ University Law Journal 1, no. 1 (September 1, 2012): 101–15. http://dx.doi.org/10.12728/culj.1.7.

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Right to education is one of the most important human rights and has been widely so acknowledged in several international and regional documents related to human rights. These documents have defined the right in an elaborate manner placing a lot of emphasis on compulsory elementary education and thereby making it obligatory on the states to provide the same and also guarantee equality of accessibility of education at higher levels. The European Convention on Human Rights 1950 has guaranteed the right to education in Article 2 of Protocol 1.Unlike the International Covenant on the Economic, Social and Cultural Rights 1966 or the other regional documents, the European Convention on Human Rights 1950 has not defined the right to education in an elaborate manner, in the document. Thus, the burden of making the right to education more resourceful fell largely upon the shoulders of the enforcement mechanism, they being European Court and European Commission of Human Rights, both constituted by the Convention. This article makes an analysis of the right to education as interpreted by these two authorities.

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Azizi, Abdul Qahar, and Sayed Abdul Latif Monawari. "The Right to Education of a Child: A Comparison of Afghan Law on Protection of Child's Rights and the UN Convention on the Rights of the Child." Cognizance Journal of Multidisciplinary Studies 3, no. 6 (June 30, 2023): 443–48. http://dx.doi.org/10.47760/cognizance.2023.v03i06.030.

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The right to education is one of the fundamental rights of children. It is phrased within the UN CRC, ALPCR (A Law on Protection of Child’s Rights), and other universal documents. However, the legal system of Afghanistan articulated the right later than the UN CRC; they included the right in a comprehensive manner which is necessary for the development of children. In addition, the right to education is documented not only within the two documents but it is guaranteed within other universal legal documents too. Moreover, the right to education for children is a significant issue, since children cannot fight for their rights by themselves. So, it is crucial to lay down provisions for the protection of children’s rights, especially the right to education. Furthermore, this paper compares the right to education of children, particularly within two documents, CRC and ALPCR. The paper has been written in the analytical-comparative method. Ultimately, it is concluded that ALPCR has comprehensive principles regarding the right to education of children in contrast with the general principles of the UN CRC.

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Salazar Rodríguez, Carmen. "Education from the private service.Delivery of Education by Particulars." Revista Jurídica Jalisciense 1, no. 1 (December 14, 2020): 189–220. http://dx.doi.org/10.32870/rjj.v1i1.7.

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.With the purpose of analyzing the participation’s legitimacy of the par-ticulars as the State’s adjuvants to guar-antee the human right for education, it is studied the existence of this private ser-vice within the nacional right’s context in agreement with the international right from Human Rights, regulations that al-together contain the right to education’s juridical frame and the provision of ed-ucational public service in public and private fields, leading private institutions to make an educational offer, as long as they are aware of the provided restric-tion laws. The purpose of this article is to demonstrate through an analysis from the importance of the national and inter-national regulation of the private service as a proposal of education, that parents or tutors and adults can freely choose, according to their interests, necessities and economical possibilities and clearly prioritizing individual freedom and it’s dignity, to demand educational institu-tions for quality education

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Johnson, Robert. "The Child's Right to an Education: 'Consensus-Minus-One'?" International Journal of Children's Rights 18, no. 2 (2010): 185–216. http://dx.doi.org/10.1163/157181808x334010.

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AbstractUniversal commitment to the child's right to an education is clearly insufficient for the very large number of children globally who continue to be denied that fundamental right. The right to an education places obligations on states – including donor states – and multilateral agencies within the UN system. An increasing emphasis on the merit of schooling as an effective 'investment' in the child's productive potential repudiates a rights perspective, even as purportedly rights-based UN agencies submit to such a resourcing rationale under the leadership of the World Bank, which (at best) remains silent about education as a right. The linking of access to education resources to the recipient state's submission to Bank and/or IMF budgetary mechanisms is an additional serious qualification on this right of the child. Agencies such as UNICEF must urgently act to ensure an effective rights-based framework in country-level efforts to achieve this fundamental and universal right of the child.

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Gordon, John-Stewart. "Is Inclusive Education a Human Right?" Journal of Law, Medicine & Ethics 41, no. 4 (2013): 754–67. http://dx.doi.org/10.1111/jlme.12087.

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The widespread view — proclaimed by proponents of disability studies, some disability federations, and many disabled people — that there is a human right to inclusive education, was eventually substantiated by international law with the UN Disability Convention (CRPD) in 2006. One of the most discussed issues in disability studies concerns the CRPD; the contributions are legion. Surprisingly, there are hardly any substantial contributions that pay particular attention to the important question of whether inclusive education is a moral human right, and, if so, how this particular human right could be morally justified. A related topic that is frequently discussed concerns the question of whether inclusive education is compatible with the International Bill of Human Rights. Other scholars, such as Theresia Degener, wholeheartedly support the idea that inclusive education is a substantial legal and moral human right.

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Perera, Ramindu. "Beyond the Minimalist Critique: An Assessment of the Right to Education in International Human Rights Law." Netherlands Quarterly of Human Rights 39, no. 4 (November 6, 2021): 268–90. http://dx.doi.org/10.1177/09240519211057240.

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The minimalist critique of human rights advanced by legal historian Samuel Moyn argues that human rights are ineffective in addressing material inequality because, rather than striving for equality, they focus on ensuring sufficient protection levels. This article analyses the right to education model which international human rights bodies have expanded to demonstrate the overstretched nature of the minimalist critique. By examining how the right to education provisions of international human rights treaties are interpreted by various United Nations human rights mechanisms, the article argues that the international human rights system has advanced a model of right to education that reaches beyond the notion of sufficiency. The works of these bodies are analysed in light of the privatisation of education. In defining the connection between the equality and liberty dimensions of the right to education, international human rights bodies have prioratised ensuring equal opportunities over the liberty to private education. The aim of the right to education is not merely to provide basic literacy to the poor but also to assure equal educational opportunities to all.

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SIEGEL, Lukáš. "EQUAL AND INCLUSIVE EDUCATION AS A PREVAILING CHALLENGE TO THE RIGHT TO EDUCATION." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 183–93. http://dx.doi.org/10.29119/1641-3466.2018.122.20.

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Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.

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Ibrahim Badran, Doaa Mohamed, and Mahmoud Abd Elhady. "ENSURING CHILDREN'S RIGHT TO EDUCATION." Conhecimento & Diversidade 16, no. 42 (May 16, 2024): 180–92. http://dx.doi.org/10.18316/rcd.v16i42.11666.

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In Saudi Arabia, the right to education for children is considered of utmost importance through the official education system, which provides a legal framework to protect them. This system mandates the provision of basic education for all children without any discrimination. and it is essential for parents to actively participate in this field by cooperating with educational authorities and providing a supportive environment for children's learning. Despite these legal guarantees, there remain challenges related to effectively implementing these policies, and there may be instances of arbitrariness or negligence in providing education by parents. Therefore, establishing effective mechanisms for monitoring implementation and holding responsible parties accountable is necessary. Additionally, emphasis is placed on raising awareness about children's rights and the importance of obtaining a good education within society. Consequently, ensuring this right requires integrated efforts between the government and civil society to improve the quality of education and its provision.

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Anderson, Allison, Peter Hyll-Larsen, and Jennifer Hofmann. "The Right to Education for Children in Emergencies." Journal of International Humanitarian Legal Studies 2, no. 1 (2011): 84–126. http://dx.doi.org/10.1163/187815211x586151.

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AbstractThis paper presents the key international legal instrument relevant for education, their use and links with policy frameworks and tools being developed by the humanitarian community to address education rights of children in conflict and emergencies. It describes the current thinking around the right to education in emergencies and why education is a central right to uphold from the onset of a crisis. It gives a brief introduction to how education can meet the international legal standards, as well as the international policy frameworks, such the Millennium Development Goals and Education for All. A continuous case study focuses on Cote d'Ivoire and how the right to education fared in the conflict of that country between 2000 and 2010. The paper looks at issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels. The role of the InterAgency Network for Education in Emergencies' (INEE) Minimum Standards for Education as well as the Inter-Agency Standing Committee's (IASC) Education Cluster is discussed, again with specific reference to Cote d'Ivoire, and the centrality of existing monitoring and reporting mechanisms for child rights violations are highlighted. Bringing together all of these elements in one place and making a strong case for the use of both humanitarian and human rights law in securing the right to education in emergencies is what this article brings to the discussion, arguing that the Convention of the Rights of the Child must be seen as the most central instrument.

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MS, Farizal, and Hendra Surahman. "IMPLEMENTASI HAK PENDIDIKAN ANAK PERSPEKTIF AL-QUR’AN DI SDS JAKARTA ISLAMIC SCHOOL." Jurnal Statement : Media Informasi Sosial dan Pendidikan 12, no. 1 (April 14, 2022): 1–8. http://dx.doi.org/10.56745/js.v12i1.236.

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This research is a field research with a descriptive qualitative approach. Implementation of the Right to Education of Children from the Al-Qur'an Perspective at SDS Jakarta Islamic School, Joglo, Kembangan, West Jakarta. Problems that are within the scope of a family and school in the form of children's delinquency, disobedience to their parents and teachers, lack of attention from their parents and so on identify that there are problems in the family and in the learning place, then to what extent the position of educators and families can provide rights education for students and or their children in accordance with the teachings of Islamic law through the perspective of the Qur'an. There are seven children's rights that they must always receive and receive from their parents and educators, including: the Right to Faith and Tawhid Education, the Right to Worship Education, the Right to Moral Education, the Right to Physical Education, Furthermore, the Right to Intellectual Education, the Right to Mental Education and ends with the Right to Education. Social. So, by implementing the right to Al-Qur'anic Children's Education at SDS Jakarta Islamic School, West Jakarta, it has made a good and positive contribution to the educational development of students

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Kozma, Ákos. "Protecting Human Rights: the Right to Education in an Epidemic." Pázmány Law Review 7, no. 1 (April 21, 2022): 67–73. http://dx.doi.org/10.55019/plr.2020.1.67-73.

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Dickson, Brice, and Conor McCormick. "The right to education for humanity." Northern Ireland Legal Quarterly 67, no. 4 (December 1, 2016): 409–32. http://dx.doi.org/10.53386/nilq.v67i4.128.

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This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.

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Gosh, Yashomati. "CARVING A FAIR DEAL TO SECURE RIGHT TO EDUCATION WITHIN COPYRIGHT FRAMEWORK." Revista Direitos Fundamentais & Democracia 25, no. 3 (December 15, 2020): 283–97. http://dx.doi.org/10.25192/issn.1982-0496.rdfd.v25i32057.

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Introduction Copyright law as a tool for promoting knowledge and education Right to Education as a Human Right Right to education vis a vis Copyright law International effort to Balance the competing legal rights Right to Education exception within the Indian Copyright law Conclusion – Need to provide Affordable education

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Dr. D. Hassan, Dr D. Hassan. "Right to Education Act 2009: Major Issues and Challenges." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 99–100. http://dx.doi.org/10.15373/2249555x/feb2013/34.

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Fadhilah, Farah, and M. Ya’kub Aiyub Kadir. "RIGHT TO EDUCATION OF CHILDREN IN CONFLICT WITH THE LAW AT LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) CLASS II JAKARTA, INDONESIA." Student Journal of International Law 1, no. 2 (January 5, 2022): 87–99. http://dx.doi.org/10.24815/sjil.v1i2.19275.

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The protection of the right to education for Children in Conflict with the Law in Indonesia in relation to International Human Rights Law is quesionable. This paper explores the fulfillment of the right to education in LPKA Jakarta towards Children in Conflict with the Law from January 2018 to March 2020. This shows that the education rights for minor offenders are in line with International Human Rights Law; however, minor offenders at LPKA Jakarta have not been able to receive Formal as well Non-Formal Education. The Indonesian legislator needs to revise the National Education System to accommodate a provision regarding the formal education for children in minor offenders; and full supports to fulfill the right to education at the LPKA Jakarta is required. Keywords: Right to Education, Children in Conflict with the Law, LPKA Jakarta.

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Gomez, Louis M., Jennifer L. Russell, Anthony S. Bryk, Paul G. LeMahieu, and Eva M. Mejia. "The right network for the right problem." Phi Delta Kappan 98, no. 3 (October 31, 2016): 8–15. http://dx.doi.org/10.1177/0031721716677256.

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Ni, Xiner. "The Boundary of the Reduction of Citizens’ Right to Education in Major Public Emergencies." Studies in Law and Justice 2, no. 4 (December 2023): 26–36. http://dx.doi.org/10.56397/slj.2023.12.04.

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The boundary of the reduction of citizens’ right to education in major public emergencies is an important practical issue that adheres to the rule of law principle and the bottom line of social justice. Understanding the constitutional connotation of the right to education and judging whether the major public emergencies represented by the COVID-19 pandemic can provide a legitimate basis for its reduction is an important premise for the study of this issue. According to the relevant provisions of China’s Constitution and laws and the academic research on the connotation of the right to education, the right to education is the basic right of citizens, with the dual attributes of right and duty, freedom and social rights, equality and process. According to the theory of “minimum human rights” and “non-derogable rights”, major public emergencies can provide a certain justification for the reduction of the right to education, but this kind of reduction has a boundary. In constructing the boundary of the reduction of the right to education, the bottom line should be that the substance of the right to education should not be violated, the coordination and unity of the individual interests of educated citizens and the social public interests to curb the spread of the epidemic should be the key, and the principle of proportionality should be the guideline.

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Lansdown, Gerison, Shane R. Jimerson, and Reza Shahroozi. "Children's rights and school psychology: Children's right to participation." Journal of School Psychology 52, no. 1 (February 2014): 3–12. http://dx.doi.org/10.1016/j.jsp.2013.12.006.

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Haywood, H. Carl. "Assessing Assessment: The Right Time, the Right Place, and the Right Reason." Peabody Journal of Education 77, no. 2 (April 2002): 3–5. http://dx.doi.org/10.1207/s15327930pje7702_2.

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Çelik, Ömer. "Eğitim Hakkı Kavramının Ulusal ve Uluslararası Normlarda Tartışılması." International Journal of Social Sciences 8, no. 33 (February 7, 2024): 288–302. http://dx.doi.org/10.52096/usbd.8.33.19.

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The right to education, whose development began with the existence of modern society, has become a right included in the constitutions, which has become widespread in all societies with the new nation-state constitutions based on the phenomenon of equality of people. However, the right to education continues to be a concept that is currently being discussed in the context of fundamental rights and freedoms and human rights, due to the fact that its use cannot be realized only through acceptance by states in laws. It is necessary to determine the concepts of rights and freedoms before examining the place of the concept of the right to education among fundamental rights and freedoms. The element of authority is at the core of the concept of right. This is the authority to do something, to behave in a certain way from others, or to ask for something to be done. The concept of right is defined as the interests of a person recognized and guaranteed by the legal system in accordance with the theory of interest. According to this definition, in order for interests to be considered rights, they must belong to a person and be protected by the legal order. There are also approaches that suggest that rights are different from interests and needs. According to these approaches, interests and interests may be arbitrary, but rights are principled and officially accepted powers and standards. From the point of view of the theory of will, right is an authority and voluntary superiority recognized by the legal system and guaranteed at the same time. The position of the voluntary superiority is provided by the rules of law. Therefore, the right is the sovereignty of the will, which is protected by the legal order. According to the mixed theory, which combines the theory of will and interest, the concept of right has been put forward as a protected interest by recognizing the willpower of a person. In this context, the right to education as a concept is much newer than the concept of educational assignment. Because in the beginning in modern societies, people could not use education as a right, they took it on as an obligation. It has been possible for education to be a human right only with the developments in the field of human rights. The classical bourgeois revolutions brought a certain degree of freedom of self-development to a person, but not all social segments were able to achieve this through their own means. 19. economic and social rights, which have gained importance with the understanding of the social state that has developed since the second half of the century, have also included the right to education. Key Words: The Right to Education, The Concept of the Right to Education, National Norms, International Norms

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Shanmuganathan, Aruna. "Right to Education: A Viewpoint." Global Bioethics Enquiry Journal 6, no. 3 (December 1, 2018): 151. http://dx.doi.org/10.38020/gbe.6.3.2018.151-153.

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Journal articles on the topic 'Right to education'

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