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Human Rights Obligations: Making Education Available, Accessible, Acceptable and Titulo Adaptable Tomasevski , Katarina - Autor/A Autor(Es) Referencias (Año 6 No

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Human Rights Obligations: Making Education Available, Accessible, Acceptable and Titulo Adaptable Tomasevski , Katarina - Autor/A Autor(Es) Referencias (Año 6 No Human rights obligations: making education available, accessible, acceptable and Titulo adaptable Tomasevski , Katarina - Autor/a Autor(es) Referencias (Año 6 no. 26 abril 2009) En: Buenos Aires Lugar LPP, Laboratorio de Políticas Públicas, Buenos Aires Editorial/Editor 2009 Fecha Colección Acceso a la educación; Docentes; Violencia; Niñas; Niños; Derecho a la educación; Temas Educación ; Derechos Humanos; Desarrollo de la educación; Artículo Tipo de documento http://bibliotecavirtual.clacso.org.ar/Argentina/lpp/20100426090811/11.pdf URL Reconocimiento-No comercial-Sin obras derivadas 2.0 Genérica Licencia http://creativecommons.org/licenses/by-nc-nd/2.0/deed.es Segui buscando en la Red de Bibliotecas Virtuales de CLACSO http://biblioteca.clacso.edu.ar Consejo Latinoamericano de Ciencias Sociales (CLACSO) Conselho Latino-americano de Ciências Sociais (CLACSO) Latin American Council of Social Sciences (CLACSO) www.clacso.edu.ar Human rights obligations: making education available, accessible, acceptable and adaptable 3 K. Tomaševski RIGHT TO EDUCATION PRIMERS RIGHT TO EDUCATION RIGHT TO EDUCATION PRIMERS NO. 3 Human rights obligations: making education available, accessible, acceptable and adaptable K. Tomaševski Right to Education Primers No. 3 1 Right to education primers no. 3 This document has been financed by the Swedish International Development Cooperation Agency, Sida. However, Sida has no responsibility for its contents which rests entirely with the author. Author: Katarina Tomaševski Graphic Design: Dennis Andersson, Novum Grafiska AB Printed by Novum Grafiska AB, Gothenburg, 2001. 2 Right to Education Primers No. 3 Table of contents Preface ....................................................................................................................................................................................................... 5 Introduction ............................................................................................................................................................................................. 8 4-A Scheme in a nutshell .........................................................................................................................................................................13 1. Availability........................................................................................................................................................................................... 17 1.1 Funding for public and private schools...................................................................................................................................... 19 1.3 Teachers ...................................................................................................................................................................................... 23 2. Accessibility: Focus on girls ................................................................................................................................................................ 27 3. Acceptability ....................................................................................................................................................................................... 29 4. Adaptability .........................................................................................................................................................................................31 4.1 Children with disabilities ...........................................................................................................................................................31 4.2 Working children....................................................................................................................................................................... 33 4.3 Violence against children, violence by children ........................................................................................................................ 35 The next step: Human rights in education ............................................................................................................................................ 43 Right to Education Primers No. 3 3 List of boxes and tables 1. Conceptual framework ........................................................................................................................................................................ 12 2. 4-A scheme ......................................................................................................................................................................................... 14 3. Core human rights obligations ........................................................................................................................................................... 16 4. Gender imbalance amongst teachers .................................................................................................................................................. 26 5. Gender imbalance amongst pupils ..................................................................................................................................................... 28 6. Towards freedom from violence for all school children ...................................................................................................................... 36 7. What can education do for ex-child soldier nicknamed Civilian? .................................................................................................... 40 4 Right to Education Primers No. 3 Preface This series of publications complements my work within the United Nations as the Special Rapporteur on the right to This is the third publication in the series of Right to Education education of the Commission on Human Rights. The Com- Primers, which is devoted to elucidating key dimensions of the mission has recently started dealing with economic, social and right to education, the respect of all human rights in education, as cultural rights in earnest and this area is not, as yet, widely well as enhancing human rights through education. Primer No. 1, known. These publications aim to facilitate outreach for the entitled Removing Obstacles on the Road to the Right to Education, right to education by presenting the essential facets of the has had as the point of departure the need to dismantle prevalent process whereby human rights can and should be misconceptions which impede effective recognition of the right to mainstreamed in education. This entails the full recognition of education. Primer No. 2 has addressed its cardinal requirement, the right to education, safeguards for human rights and funda- ensuring free and compulsory education for all, and highlighted mental freedoms in education, and the adaptation of schooling the gap between this minimal global human rights norm and to enhancing human rights through education. reality. It has pointed out that these minimal requirements are not The publications are part of the emerging public access yet in place in at least 58 countries. resource centre on the right to education at the Raoul Wallen- This publication summarizes governmental human rights berg Institute of Lund University. It is being developed to obligations in education, structured into a simple 4-A scheme – broaden interest for the right to education and to increase making education available, accessible, acceptable and adaptable. knowledge about it by making the essential material available in Primer No. 4 follows and is devoted to the orientation, contents a systematic manner, free of charge. Alongside publications, this and methods of education; it is entitled Human Rights in resource centre includes background information needed to map Education as Prerequisite for Human Rights Education. The out the international and domestic legal frameworks of the right importance of linking governmental human rights obligations to education. This encompasses excerpts from the relevant with global development finance strategies – encompassing aid international treaties which guarantee the right to education, and debt relief – is addressed in Primer No. 5. It is entitled Is the information on their ratifications and reservations which World Bank Moving towards the Right to Education? It argues that delineate international legal commitments for each country, human rights obligations are both individual and collective hence constitutional guarantees of the right to education, information the right to education should be – but is not – recognized in on international and domestic institutions which provide global economic, fiscal, or education strategies. The multitude of remedy for human rights violations within education, important issues which have to be described and analyzed is being addressed court cases and decisions of national human rights commissions step-by-step hence five more Right to Education Primers are concerning the right to education and human rights in planned for the year 2001. education. This information will be accessible at www.right-to- Right to Education Primers No. 3 5 education.org. as of 15 March 2001. This website will also consequence of the need to generate and sustain consensus include full texts of the publications and they will also be sent within the Commission. Advancing human rights is a process to those who cannot access them on-line. and the initial definition of an agenda for the future is narrow This resource centre is being developed to augment my and cautious,
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