hr research paper

hr research paper - Introduction Article 26 of the...

Info iconThis preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon
Introduction Article 26 of the universal declaration of human rights has a relatively clear mandate, it states that "everyone has the right to education" and that" education shall be free at least in the elementary and fundamental stages. The right to education for all peoples as dictated in article 26 in tandem with article thirteen of the international covenent on economic, social and cultural rights , article tweenty eight of the convention on the rights of the child and article ten of the convention on the elimination of all forms of discrimination against women provide a clear basis for the right to education for even the most marginalized parties ( I don’t know how to cite the conventions). It might be assumed that a affirmed and reiterated as the right to education would have unilateral success. However this is not the case. Though these rights provide a clear precedent they provide very little direction in structuring and analyzing the successful implementation of its stated goal. While this mandates open texture allows for flexibility in execution, it also leaves room for abuses. Thus the laws open texture is accrued to the determent of the very marginalized peoples which these treaties seek to protect. Before delving too deeply into the structural problems of the right to education, it may be bennificial to develop some
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
criteria by which the matter may be measured. So In order to analyze the right to education meaningfully two steps must be taken first there must be some criteria with which success and failure can be measured and secound, with that criteria in mind the execution of the right to education must be analyzed where it is most strained so that we can, in effect, check for the innate flaws in the design. Criteria Developing criteria by which to measure humen rights issues is often a problem of itself. Of course, for and issue like education there is a wealth of data from which to gather information, however there is the issue of self reporting and the accuracy (especially in the case of government data) of information. Perhaps the most widely accepted an most readably accessible measurement was perposed by Katarina Tomasevski. In her landmark text "Human rights obligations in education : the 4-A scheme" Katarina Tomasevski presents a fourfold criteria for education as a right to be considered succesfull. She asserts that in order education rights to be in any way meaningfull they must be
Background image of page 2
(1) Acceptability is base of the framework for education rights and the primary goal to which all nations should meet. To be accaptable requires that the classroom is safe, the content is relavent and that the teachers are professional- this is the most basic sense of what is needed to identify a classroom ( http://www.right-to- education.org/node/229 ) (2) available , this means free not paid calsses and textbooks with enough infasturucture which includes trained teachers, functioning buildings, sufficient funding ( http://www.right-to-education.org/node/231
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 4
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 19

hr research paper - Introduction Article 26 of the...

This preview shows document pages 1 - 4. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online