Right to Education and Challanges

Abstrak: Hak pendidikan merupakan hak untuk semua seperti yang telah dinyatakan oleh Bank Dunia. Pendidikan merupakan satu keperluan yang penting kepada seseorang individu samada untuk membantu pergaulan sosial individu tersebut dengan masyarakat mahupun untuk pembangunan ekonomi dan jati diri. Namun masih terdapat golongan-golongan terpencil di negara ini yang tidak berpeluang untuk mendapatkan pendidikan. Ini kerana terdapat cabaran dan limitasi yang terpaksa ditempuhi oleh mereka untuk mendapatkan pendidikan. Golongan yang dikaji dalam kajian ini adalah kanak-kanak tanpa warganegara yang terdapat di Pulau Mabul Semporna, Sabah. Seramai 30 orang responden telah dipilih untuk kajian ini yang terdiri daripada kanak-kanak tanpa warganegara, guru dan ibubapa. Kaedah kualitatif dengan menggunakan rekabentuk kajian etnografi dipilih untuk kajian ini. Pengkaji telah meluangkan selama enam bulan untuk melakukan kajian lapangan di lokasi kajian. Kaedah pemerhatian dan perbincangan kumpulan terarah dengan menggunakan temubual separa berstuktur telah digunakan untuk mengumpulkan data. Pengkaji menggunakan perisian Nvivo 10 untuk menganalisis dapatan kajian. Dapatan kajian menunjukkan terdapat tiga faktor utama yang menjadi cabaran dan limitasi untuk kanak-kanak tanpa warganegara mendapatkan pendidikan. Selain itu juga pengkaji menperolehi dua aspek utama yang memberikan kesan terhadap kanak-kanak yang tidak mendapatkan pendidikan iaitu masalah sosial dan jenayah dan diskriminasi sosial. Kata kunci: Pendidikan kanak-kanak tanpa warganegara, diskriminasi sosial, limitasi pendidikan Abstract: Education rights are a right for all as mention by World Bank.

The principal aim of this article is to lead discussion on the relevance of literature in a language class and propose guidelines to language teachers to deal with a literary text for pedagogical purpose. Here, pedagogical purpose will be treated in a broad sense referring not only to the classroom teaching but also to all the phenomena associated with teaching of language (through literature) including planning to implementation of the plan, and which comprises syllabus designing, textbook writing, preparation of teaching materials followed by actual teaching in the classroom. The discussion in the article is basically limited to theoretical facets of teaching with special focus on what? Why? How? and supposed to be beneficial in actual professional practice. There is no doubt literature occupy an important space in different aspects of human life. It is equally important for the people involving different field of study. From a layman to a philosopher, from a sociologist to a psychologist, from a language teacher to a syllabus designer, people of different profession are equally attracted to and benefited by literature. For different professional and people of society it bears equal value of different nature. Therefore, the value attached with literature seems kaleidoscopic in nature. In order to perceive the nature to its kaleidoscopic image and value, literature is interpreted as a comprehensive field of study involving the following fundamental aspects. • The Philosophical Aspects • The Sociological Aspects • The Psychological Aspects • The Pedagogical Aspects • The Recreational Aspects Among these different aspects of literature, the present discussion is limited to pedagogical aspect of literature with special reference to second language learners of English. From long ago, literature has got high priority in academic practice. But the reason behind its inclusion in academic practice is context specific that is basically influenced by goal of the course, methodology and/or philosophy adopted by the pedagogues, etc. Language teaching has been an unvaried reason of using literature in academic sector. Literature for language teaching is beneficial in many ways and the followings are the three questions supposed to be crucial to develop a preliminary insight into the use of literature in a language class.

The present paper attempts to draw the attention on the role of
character in successful implementation of RTE. The adequate
literature review and live cases from the fields of formal education,
character education and RTE approves that “character is the
prerequisite to fulfillment of the right to education.” Other rights are
not under consideration of this paper but it tries to reveal the
interrelationship between rights and character. At its very beginning
paper discusses about journey of education and finding it as a right for
all children passing through a long history. This paper, especially
deals with the true nature of the fulfillment of the right to education
and presuming character as the underlying real means to achieve that.
The paper attempts to find out the answer to some major questions
regarding the success of RTE, these are: Why are we not achieving at
least the substantial level, regarding RTE? What the primordial and
bigger are in comparison to mechanical, quantitative or data related
threats and if they can be attained by the character? How
responsibilities are coexisting with rights and how human character plays a role in their interrelationship? How RTE would be exercised
truly and easily by using strength of character?

Key words: character, RTE, formal education, character education,
right, threats, responsibilities.

This is a long version of: Beiter, K.D. (2020) Extraterritorial Human Rights Obligations to “Civilize” Intellectual Property Law: Access to Textbooks in Africa, Copyright, and the Right to Education. Journal of World Intellectual Property, 23(3&4), 232-266.

The article inter alia adds more information on the 20 ETOs identified and includes a discussion in the final section on “ETOs as constitutionalization ‘from below’ in IP law,” exploring the relationship between ETOs as part of international human rights law and international IP law, touching on issues of hierarchy and conflict resolution.

Printed textbooks remain crucial for education, particularly in developing countries. However, in many of these countries, textbooks are unavailable, too expensive, or not accessible in learners’ native tongues. Digital content, for many reasons, does not prove a wondrous solution. Cheaply (translating and) reproducing textbooks would be a strategy. However, reprography is highly regulated under copyright law. Copyright also adds to the cost of textbooks. The availability, accessibility, and acceptability of learning materials constitute essential elements of the right to education under international human rights law. Intellectual property (IP) law has so far refrained from endorsing the concept of extraterritorial state obligations (ETOs) under international human rights law (IHRL), that is, of states, in appropriate circumstances, bearing human rights obligations toward those living beyond their own territory. This reluctance is regrettable if it is borne in mind that most IP, including copyright law originates at the international level, where each state plays a role in designing rules that may affect the lives of those in other countries. ETOs could assume a key function in “civilizing”—as it were, “constitutionalizing”—IP law. This Article will demonstrate the significance of ETOs for IP law by focusing on the issue of how the right to education under IHRL prescribes requirements that international copyright law must comply with to facilitate access to textbooks in schools and universities. Drawing on the expert Maastricht Principles on Extraterritorial Obligations of States in the Area of Economic, Social and Cultural Rights of 2011, and applying the well-known tripartite typology of state obligations to respect, protect, and fulfill human rights, the ETOs concept will be introduced and twenty typical ETOs under the right to education in the international copyright context that safeguard access to printed textbooks will be identified. A final central aim of the Article will be to explain how exactly, within international law as a unified system, ETOs can lead to a “constitutionalization” of IP law. Although the discussion relates to issues of accessibility in developing countries more generally, the dire situation of access to textbooks in education in Africa strongly motivated this research.

This study analyses and explores how the current education system with its uncoordinated diverse streams is increasing discrimination and non-equality in the society, and consequently how the narrow understanding of Right to Education has resulted in partial realization of the Right,
obstructing effective participation  of the people.

Decentralisation plays a vital role in school management. It makes local community involved in planning and decision making in school affairs at grassroot level. After the commencement of Right of Children to Free and Compulsory Education Act (RTE), 2009 the importance of School Management Committee (SMC) was seriously taken into consideration, though the community participation had earlier existed with different nomenclature. The emphasis on SMC at the school level has been laid to actualise the goal of Universalisation of Elementary Education (UEE). Despite growing emphasis on SMC, there is a gap between the planning and implementation process of community participation in real sense. The paper makes an attempt to examine the nature of challenges confronted by the SMC members from two broad perspectives; (i) set of external issues which are beyond the margin of members and (ii) set of internal issues which exist among them. In the last section, based on some empirical evidences the paper suggests some measures with policy implications for effective functioning of SMCs.