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Haƙƙin Ilimi

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Haƙƙin Ilimi
Hakkin tattalin arziki, zamantakewa da al'adu
Bayanai
Ƙaramin ɓangare na Hakkokin Yan-adam
Bangare na international law (en) Fassara
Babban tsarin rubutu Yarjejeniyar kan 'Yancin Yara
Zanga-zangar batun Haƙƙin Ilimi a Yakin Watsa Labarai na Bharat Nirman, a Dharsul Kalan, gundumar Fatehabad, a Haryana a ranar 19 ga Disamba, 2012
Eva Maria Holzleitner

An yarda da haƙƙin ilimi a matsayin haƙƙin ɗan adam, a cikin wasu tarurruka na ƙasashe, gami da Yarjejeniyar Internationalasa ta Duniya kan 'Yancin Tattalin Arziki, Zamantakewa da Al'adu wanda ya amince da haƙƙin' yanci, ilimin firamare na tilas ga kowa, wajibi ne don haɓaka ilimin sakandare mai sauƙi duka, musamman ta hanyar gabatarwar cigaba da karatun sakandare kyauta, tare da wajibcin haɓaka daidaitaccen damar samun ilimi mafi girma da kyau ta hanyar gabatarwar, cigaban ilimi mafi girma kyauta. A yau, kusan yara miliyan 75, a duk faɗin duniya an hana su zuwa makaranta kowace rana. Ya zuwa shekara ta 2015, jihohi 164 sun kasance ɓangarorin Yarjejeniyar.

Haƙƙin neman ilimi ya haɗa da wani nauyi na bayar da ilimin boko ga mutanen da ba su kammala karatun firamare ba tun daga matakin makaranta da kwaleji. Baya ga wadannan hanyoyin samun ilimi, 'yancin neman ilimi ya kunshi wajibai na ɗalibai na kauce wa nuna bambanci a dukkan matakan tsarin ilimin, da kafa mafi ƙarancin matsayin ilimi da inganta ingancin ilimi.[1] [2][3][4]

Tushen shari'a na duniya

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'Yancin ilimi ya bayyana a cikin dokar ƙasa da ƙasa a cikin Mataki na 26 na Sanarwar ofan Adam na Duniya da Mataki na 13 da 14 na Yarjejeniyar Internationalasa ta Duniya kan' Yancin Tattalin Arziki, Zamantakewa da Al'adu. [5] Mataki na 26 ya ce:

“Kowa na da‘ yancin ya samu ilimi. Ilimi zai zama tilas ne aƙalla a matakan farko da farko. Ilimin firamare ya zama tilas. Ilimin kere-kere da sana'oi za a gabatar da shi gabaɗaya kuma ilimin boko ya zama mai sauƙi ga kowa bisa cancanta. Ilimi ya kamata a ba shi izini zuwa ga cikakken ci gaban halaye na ɗan adam da ƙarfafa girmamawa game da haƙƙin ɗan adam da fundamentalancin walwala. Ya kamata a inganta fahimtar juna, da nuna juriya da aminci a tsakanin dukkan kasashe, ko launin fata ko bambancin addini, kuma za ta ci gaba da ayyukan Majalisar Dinkin Duniya domin wanzar da zaman lafiya. Iyaye suna da hakki na farko a kan su zabi irin ilimin da za a ba wa ‘ya’yansu”

An sake tabbatar da ‘yancin samun ilimi a yarjejeniyar UNESCO ta 1960 kan yaki da nuna bambanci a cikin Ilimi, da Yarjejeniyar kawar da duk wasu nau’ikan nuna wariya ga mata, na 2006 kan‘ yancin nakasassu, [6] da Yarjejeniyar Afirka kan Hakkokin 'Yan Adam da na Jama'a . A Turai Archived 2020-02-01 at the Wayback Machine, Mataki na 2 na Yarjejeniyar farko ta 20 ga Maris na shekara ta 1952 zuwa Yarjejeniyar Turai kan 'Yancin Dan Adam ta ce haƙƙin ilimi an yarda da shi a matsayin haƙƙin ɗan adam kuma an fahimci shi don kafa haƙƙin neman ilimi. Dangane da Yarjejeniyar Yarjejeniyar Kasa da Kasa kan 'Yancin Tattalin Arziki, Tattalin Arziki da Al'adu ,' yancin neman ilimi ya haɗa da 'yancin walwala, ilimin firamare na tilas ga kowa, wani nauyi na ci gaba da karatun sakandare ga kowa musamman ta hanyar gabatar da ci gaba da karatun sakandare kyauta, kamar yadda Hakanan wajibi ne don haɓaka madaidaiciyar damar samun ilimi mafi girma musamman ta hanyar gabatarwar ci gaba da ingantaccen ilimi kyauta. Haƙƙin neman ilimi ya hada da wani nauyi na bayar da ilimin boko ga mutanen da ba su kammala karatun firamare ba. Baya ga wadannan hanyoyin samun ilimi, 'yancin neman ilimi ya kunshi wajibcin kawar da nuna bambanci a dukkan matakan tsarin ilimin, da kafa mafi karancin mizani, da inganta inganci. Kotun Turai na 'Yancin Dan-Adam a Strasbourg ta yi amfani da wannan ƙa'idar misali misali a cikin shari'ar yare ta Belgium . Mataki na 10 na Yarjejeniyar Tattalin Arziki ta Turai ya ba da tabbaci ga haƙƙin ilimin sana'a . [7][8][5][9][10][11],[12][13][14][15]

A karkashin tsarin mulkin Indiya a karkashin Dokar Kwaskwarimar 86th 2002 ta ba da 'yancin samun ilimi kyauta da tilas har zuwa shekaru 6-14.

Ma'ana

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Tambarin Romania wanda ke nuna Mataki na 32 na kundin tsarin mulkin Romaniya, wanda ke bayani dalla-dalla kan haƙƙin Ilimi

Ilimi ya ƙunshi umarnin hukuma. Gabaɗaya, kayan aikin ƙasashen duniya suna amfani da kalmar a cikin wannan ma'anar da haƙƙin ilimi, kamar yadda kariya ta kayan aikin haƙƙin ɗan adam na ƙasa da ƙasa, ke nufin farko game da ilimi a cikin ɗan gajeren hankali. Yarjejeniyar UNESCO ta 1960 kan yaki da nuna wariya a cikin Ilimi ta bayyana ilimi a cikin Mataki na 1 (2) a matsayin: "dukkan nau'uka da matakan ilimi, (gami da irin wannan) samun ilimi, ma'auni da ingancin ilimi, da kuma yanayin da aka bayar da shi. "

A cikin ma'anar ilimi ilimi na iya bayyana "duk ayyukan da kungiyar mutane ke watsawa ga zuriyyarsu tarin ilimi da dabaru da ƙa'idojin dabi'a waɗanda zasu baiwa kungiyar damar rayuwa". A wannan ma'anar ilimi yana nufin watsawa ga ƙarni na gaba na waɗancan ƙwarewar da ake buƙata don aiwatar da ayyukan rayuwar yau da kullun, da kuma ci gaba da wucewa game da zamantakewar jama'a, al'adu, ruhaniya da falsafar al'ummomin musamman. An fahimci mahimmancin ma'anar ilimi a cikin Mataki na 1 (a) na shawarar UNESCO ta 1974 game da Ilimi don Fahimtar Internationalasashen Duniya, Haɗin kai da Zaman Lafiya da Ilimi game da 'Yancin Dan Adam da Fundancin amentalan Adam .

"duk tsarin rayuwar al'umma ta yadda mutane da kungiyoyin jama'a ke koyon ci gaba a hankali, kuma don amfanin, al'ummomin kasa da na duniya baki daya, dukkan karfin su, halayen su, kwarewar su da ilimin su."

Kotun Turai ta 'Yancin Dan Adam ta ayyana ilimi a dunkule kamar yadda "koyarwa ko umarni ... musamman ma game da yada ilimi da ci gaban ilimi" kuma a faɗi mafi girma a matsayin "duk tsarin da, a kowace al'umma, manya yunƙurin isar da imaninsu, al'adunsu da sauran ɗabi'unsu ga matasa. "[16]


Ƙa'idojin Abidjan an zartar da su a farkon 2019 kuma suna ba da cikakkun ƙa'idodin jagora kan haɗuwa tsakanin ilimin keɓaɓɓu da haƙƙin ilimi

Ofimar cikawa

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Ana iya kimanta cikar haƙƙin ilimi ta amfani da 4 As tsarin, wanda ke tabbatar da cewa don ilimi ya zama haƙƙi mai ma'ana dole ne ya kasance akwai, mai sauƙi, karɓa kuma mai daidaitawa. Tsarin 4 Kamar yadda tsohon mai ba da rahoto na musamman na Majalisar Dinkin Duniya kan 'Yancin Ilimi, Katarina Tomasevski ya inganta, amma ba lallai ne ya zama ƙa'idar da ake amfani da ita a kowane kayan aikin haƙƙin ɗan Adam na ƙasa da ƙasa ba saboda haka ba jagora ne na gari game da yadda ake bi da haƙƙin neman ilimi a ƙarƙashin ƙasa ba doka.[17][17][18]

4As ku

Mataki na 4 Kamar yadda tsarin ya ba da shawarar cewa gwamnatoci, a matsayinsu na manyan masu ɗaukar nauyi, dole ne su mutunta, karewa da kuma cika haƙƙin ilimi ta hanyar samar da ilimi, samuwa, karɓuwa da daidaitawa. Tsarin ya kuma sanya ayyuka a kan sauran masu ruwa da tsaki a harkar ilimi: yaro, wanda a matsayinsa na abin da ya dace na Haƙƙin ilimi yana da hakkin ya bi ka'idodin ilimi na wajibi, iyaye a matsayin 'masu ilimi' na farko, da kwararrun malamai, wato. malamai .

4 Kamar yadda aka yi karin bayani kamar haka:

  • Samuwar - tallafi daga gwamnatoci, ilimi na duniya ne, kyauta kuma wajibi ne. Ya kamata a samar da ingantattun ababen more rayuwa da wuraren aiki tare da isassun littattafai da kayan aiki ga ɗalibai. Gine-gine ya kamata ya dace da ka'idodin aminci da tsafta, kamar samun ruwan sha mai tsafta . Ma'aikata mai aiki, horarwa mai kyau da kuma hanyoyin da suka dace yakamata su tabbatar da cewa akwai isassun ƙwararrun ma'aikata a kowace makaranta.
  • Samun dama – duk yara ya kamata su sami daidaiton damar yin hidimar makaranta, ba tare da la’akari da jinsi, launin fata, addini, ƙabila ko matsayin zamantakewar tattalin arziki ba. Ya kamata a yi ƙoƙari don tabbatar da haɗa ƙungiyoyin da aka sani da su ciki har da yara 'yan gudun hijira, marasa gida ko nakasassu; a takaice kamata ya yi a samu damar samun ilimi a duk duniya wato damar kowa da kowa. Yaran da suka fada cikin talauci ya kamata a ba su damar samun ilimi saboda yana haɓaka haɓakar tunaninsu da yanayin zamantakewa. Kada a kasance wani nau'i na rarrabuwa ko hana damar shiga kowane ɗalibai. Wannan ya hada da tabbatar da cewa an kafa dokoki masu kyau a kan duk wani aiki da ake yi da yara ko kuma a yi amfani da su don hana yara samun ilimin firamare ko sakandare. Dole ne makarantu su kasance cikin tazara mai kyau ga yara a cikin al'umma, in ba haka ba ya kamata a samar da sufuri ga ɗalibai, musamman waɗanda za su iya zama a yankunan karkara, don tabbatar da hanyoyin zuwa makaranta suna da aminci da dacewa. Ilimi yakamata ya kasance mai araha ga kowa, tare da littafan karatu, kayayyaki da riguna da aka baiwa ɗalibai ba tare da ƙarin farashi ba.
  • Yarda da yarda - ingancin ilimin da aka bayar ya kamata ya kasance ba tare da nuna bambanci ba, dacewa da al'ada ga dukan dalibai. Kada a sa ran dalibai su dace da kowane takamaiman ra'ayi na addini ko akida. Ya kamata hanyoyin koyarwa su kasance na haƙiƙa da rashin son zuciya kuma abubuwan da ake da su ya kamata su nuna ra'ayoyi da imani iri-iri. Yakamata a jaddada lafiya da aminci a cikin makarantu gami da kawar da duk wani nau'i na hukuncin jiki. Ya kamata a kiyaye ƙwarewar ma'aikata da malamai.
  • Daidaituwa - shirye-shiryen ilimi yakamata su kasance masu sassauƙa da iya daidaitawa bisa ga sauye-sauyen al'umma da bukatun al'umma. Ya kamata makarantu su mutunta bukukuwan addini ko na al’ada domin daukar dalibai, tare da ba da cikakkiyar kulawa ga daliban da ke da nakasa.

Ƙungiyoyi masu zaman kansu da dama na duniya suna aiki don tabbatar da 'yancin ilimi ta hanyar amfani da hanyar da ta dace don ci gaba.[19][20][21][22]

Ci gaban tarihi

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A cikin Turai, kafin Wayewar ƙarni na goma sha takwas da sha tara, ilimi ya zama alhakin iyaye da coci . Tare da Juyin Juya Halin Faransa da Amurka, an kafa ilimi kuma a matsayin aikin jama'a. An yi tunanin cewa jihar, ta hanyar ɗaukar rawar da za ta taka a fagen ilimi, na iya taimakawa wajen samar da ilimi da kuma isa ga kowa. Ilimin ya kasance ya kasance yana da farko ga azuzuwan zamantakewar sama da ilimin jama'a a matsayin hanyar fahimtar manufofin rashin daidaito da ke nuna biyun juyin.

Koyaya, sanarwar Amurka game da 'Yanci (1776) ko sanarwar Faransa game da haƙƙin ɗan Adam da na enan ƙasa (1789) ba ta kare haƙƙin neman ilimi ba, kamar yadda ra'ayoyin masu sassaucin ra'ayi na ' yancin ɗan adam a karni na goma sha tara suka tsara cewa iyaye suna riƙe da farko aikin samarda ilimi ga yayansu. Ya zama wajibi jihohi su tabbatar da cewa iyayen sun bi wannan aikin, kuma jihohi da yawa sun kafa doka wanda ya tilasta halartar makarantu. Bugu da ƙari kuma, an sanya dokokin ƙwadago yara don taƙaita adadin awoyi a kowace rana da za a iya ɗaukar yara aiki, don tabbatar yara za su halarci makaranta. Hakanan Jihohi sun shiga cikin tsarin doka na tsarin karatun kuma sun kafa mafi ƙarancin matsayin ilimi.[23] [24]

Matsayin ilimi ga ɗaiɗaikun mutane, al'umma da jihar

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Ilimi a kowane fanni (na yau da kullun, na yau da kullun, da na yau da kullun ) yana da mahimmanci don tabbatar da mutuncin ɗan adam na kowane ɗa. Manufofin ilimi, kamar yadda aka tsara a cikin dokar kare haƙƙin ɗan adam ta duniya (IHRL), saboda haka duk ana yin su ne don tabbatar da haƙƙoƙin mutum da mutuncin sa. Waɗannan sun haɗa da, tare da waɗansu, tabbatar da mutuncin ɗan adam da cikakken ci gaba na ɗabi'ar ɗan adam; inganta ci gaban jiki da fahimi; ba da damar neman ilimi, dabaru, da baiwa; bayar da gudummawa ga fahimtar cikakken damar mutum; haɓaka girman kai da ƙara ƙarfin gwiwa; karfafa girmamawa ga ‘yancin dan adam; tsara tunanin mutum na asali da alaƙar sa da wasu; ba da damar zamantakewar jama'a da ma'amala mai ma'ana tare da wasu; ba wa mutum damar tsara duniyar da ke kewaye da shi yana ba shi damar kasancewa cikin rayuwar al'umma; bayar da gudummawa ga cikakken rayuwa mai gamsarwa tsakanin al'umma; da karfafawa tare da bada damar karin jin daɗin sauran 'yancin ɗan adam.

Fa'idodi da yawa na ilimi

Ilimi kuma na kawo canji ga jiha da al'umma. A matsayin ɗayan mahimman hanyoyin da ake amfani da ƙungiyoyin zamantakewar jama'a, musamman 'yan asalin ƙasa da tsiraru daga tsararraki zuwa tsara, watsa harshe, al'ada, ainihi, dabi'u, da al'adu, ilimi shima yana daga cikin manyan hanyoyin da jihohi zasu tabbatar da tattalin arziki, zamantakewa, siyasa, da al'adu.

Babban aikin ilimi a tsakanin al'umma da jiha shi ne:

  • Ba da izinin watsa al'adu, dabi'u, ainihi, harsuna, da al'adu daga tsara zuwa na gaba;
  • Samar da ci gaban tattalin arziki mai dorewa;
  • Samar da al'ummomin dimokuradiyya da zaman lafiya;
  • Ƙarfafa haɗin kai da haɗawa cikin matakan yanke shawara;
  • Ƙarfafa rayuwar al'adu masu wadata;
  • Taimakawa gina asalin ƙasa;
  • Haɓaka manufofin adalci na zamantakewa ;
  • Nasarar dagewa da ƙalubale masu daurewa;
  • Ƙarfafa ci gaba mai dorewa, gami da mutunta muhalli.

Aiwatarwa

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Dokokin kasa da kasa ba su kare haƙƙin samun ilimin gaba da firamare ba kuma takaddun duniya gabaɗaya suna barin nassoshi game da ilimi a wannan matakin. Yarjejeniyar Kare Hakkokin Dan Adam ta Duniya ta bayyana cewa kowa na da ‘yancin samun ilimi, don haka Haƙƙin ya shafi kowa da kowa, ko da yake ana daukar yara a matsayin manyan masu cin gajiyar shirin.

Haƙƙoƙin ilimi sun kasu kashi uku su ne kamar haka:

  • Ilimin Firamare (Masu Koyarwa ko Mahimmanci). Wannan zai zama wajibi kuma kyauta ga kowane yaro ba tare da la'akari da asalin ƙasarsa, jinsinsa, wurin haihuwa, ko kowane irin wariya ba. Bayan tabbatar da Yarjejeniyar Kasa da Kasa kan Tattalin Arziki, Jama'a da Haƙƙin Al'adu dole ne su ba da ilimin firamare kyauta cikin shekaru biyu.
  • Sakandare (ko firamare, fasaha da ƙwararru a cikin UDHR ) Dole ne ilimi ya kasance gabaɗaya kuma a sami dama.
  • A matakin Jami'a, ya kamata a ba da ilimi daidai gwargwado. Wato duk wanda ya cika ka'idojin ilimi to ya samu damar zuwa jami'a.

Dukkanin makarantun sakandare da manyan makarantu za a samu damar yin amfani da su "ta kowace hanya da ta dace, musamman ta hanyar ci gaba da gabatar da ilimi kyauta". [25]

Ilimin dole

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Ana iya samun fahimtar haƙƙin ilimi a matakin ƙasa ta hanyar ilimi na wajibi, ko kuma musamman ilimin firamare na tilas kyauta, kamar yadda aka bayyana a cikin duka sanarwar 'yancin ɗan adam ta duniya da kuma yarjejeniyar kasa da kasa kan 'yancin tattalin arziki, zamantakewa da al'adu . [5] [26]

Haƙƙin samun ilimi ga yara

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Haƙƙoƙin dukkan yara tun daga ƙuruciyarsu sun samo asali ne daga sanarwar shekara ta 1948 ta Duniya game da 'Yancin Dan Adam. Sanarwar da aka yi shela a cikin labarin 1: 'Dukkan' yan adam ana haifuwarsu ne cikin 'yanci kuma daidai suke da mutunci da hakkoki'. Sanarwar ta ce 'yancin ɗan adam yana farawa ne daga haihuwa kuma lokacin ƙuruciya lokaci ne da ke buƙatar kulawa ta musamman da taimako [art. 25 (2)]. Bayanin na shekara ta 1959 na Hakkokin ofan yaro ya tabbatar da cewa: '' ɗan adam yana bin yaro mafi kyawun abin da zai bayar ', gami da ilimi. Wannan ya karu ta hanyar Yarjejeniyar Kasa da Kasa kan 'Yancin Tattalin Arziki, Tattalin Arziki da Al'adu na shekara ta 1966 wanda ya ce:' Ilimi zai kasance zuwa cikakkiyar halayyar ɗan adam da kuma jin mutuncinsa, kuma zai ƙarfafa girmama 'yancin ɗan adam da na asali yanci. [fasaha 13 (1)]

Sanarwar Duniya kan Ilimi ga Kowa (EFA) da aka zartar a 1990 a Jomtien, Thailand, a cikin labarin 5 cewa: 'Ilimi yana farawa ne daga haihuwa [. . . ] Wannan yana buƙatar kulawa da yara da ilimin farko . ' Shekaru goma bayan haka, Tsarin Dakar don Aiki akan EFA ya kafa manufofi shida, na farko shine: 'faɗaɗa da inganta kulawar yara da ilimi, musamman ga yara masu rauni da marasa karfi. Kariya na yara da dukan zamanai daga amfani da ayyuka da cewa zai sa su rasa kiwon lafiya, ilimi da kuma walwala kuma an nanata ta kasa da kasa Labor Organization a yarjejeniyar No. 138 a kan Mafi qarancin Age na Employment (1973) da kuma No. 182 a kan Haramtawa da Aiki na Gaggawa don Kawar da Mummunan Siffofin Laborarfafa Yara (1999). Majalisar Ɗinkin Duniya ta ba da gudummawa ga irin wannan kokarin ta Sanarwar 'Yancin Yaran da Majalisar Dinkin Duniya ta amince da shi a shekara ta 1959.

Akwai ƙungiyoyi masu zaman kansu daban-daban da ke aiki don haƙƙin neman ilimi. EClickKart yana ɗaya daga cikin irin waɗannan dandamali wanda Rohit N Shetty ya ƙaddamar wanda ya bayyana cewa Ilimi shine haƙƙin asali kuma EClickKart yana aiki zuwa gare shi.[27][28]

Tasirin cinikin kamfanoni akan haƙƙin ilimi

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Bayar da ilimin ilimi na iya haifar da kyakkyawan sakamako ga wasu kungiyoyin zamantakewar, a cikin yanayin wadatar damar samun ilmantarwa, mafi girman zabin mahaifa da kuma tsarin karatu mai fadi. Koyaya, hakanan yana iya haifar da mummunan sakamako sakamakon ƙarancin ko rashin cikakken kulawa da ƙa'idodi daga hukumomin gwamnati (makarantu ba tare da lasisi ba, ɗaukar malamai marasa koyarwa da rashin tabbacin inganci), tare da haɗarin haɗari ga haɗin kan jama'a da haɗin kai. Abin damuwa na musamman: "Kungiyoyin da ke gefe sun kasa cin moriyar akasarin tasirinsu sannan kuma sun dauki nauyin da bai dace ba na mummunar tasirin tasirin kamfanoni." Bugu da ƙari, kuɗin da ba a sarrafawa da masu ba da agaji ke buƙata na iya lalata damar samun ilimi a duniya Gabaɗaya, wannan na iya haifar da mummunan tasiri game da jin daɗin haƙƙin samun ingantaccen ilimi da kuma kan damar dama ta ilimi iri ɗaya.

Utarin koyawar masu zaman kansu, ko 'ilimin inuwa', wanda ke wakiltar yanki ɗaya na keɓancewar ilimi, yana kuma girma a duk duniya. Sau da yawa alama ce ta mummunan tsarin tsarin makaranta, koyawa masu zaman kansu, kamar sauran alamomi na ilimin masu zaman kansu, na iya samun sakamako mai kyau da mara kyau ga masu koyo da malamansu. A gefe guda, ana iya tsara koyarwa don bukatun masu koyo a hankali kuma malamai na iya haɓaka albashin makaranta. A gefe guda, kuɗaɗe don koyarwar masu zaman kansu na iya wakiltar wani kaso mai tsoka na kuɗin shiga na gida, musamman tsakanin matalauta, sabili da haka na iya haifar da rashin daidaito a cikin damar koyo. Kuma gaskiyar cewa wasu malamai na iya yin ƙoƙari sosai wajen ba da horo na sirri da rashin kulawa da ayyukansu na yau da kullun na iya shafar ingancin koyarwa da koyo a makaranta. Girman ilimin inuwa, albarkatun kuɗi da mutane da iyalai suka tattara, da damuwa game da yiwuwar rashin ɗabi'a da lalata malamai suna sa wasu ma'aikatun ilimi neman yunƙurin daidaita lamarin.

Duba kuma

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Lauyoyi

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  • Mohini Jain v. Jihar Karnataka (1992 AIR 1858) ko (AIR 1992 SC 2100), a Indiya.

Manazarta

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  1. ↑ United Nations Treaty Collections (2021). "International Covenant on Economic, Social and Cultural Rights".
  2. ↑ Staufer, Brian (2020). "With Millions Out of School, the Countdown Begins to Get All Children into Quality, Accessible Education". Humans Right Watch.
  3. ↑ "Human Rights Measurement Initiative – The first global initiative to track the human rights performance of countries". humanrightsmeasurement.org. Retrieved 2022-03-09.
  4. ↑ "Right to education - HRMI Rights Tracker". rightstracker.org (in Turanci). Retrieved 2022-03-09.
  5. ↑ 5.0 5.1 5.2 Article 26, Universal Declaration of Human Rights
  6. ↑ Convention on the Rights of Persons with Disabilities, Article 24
  7. ↑ European Social Charter, Article 10
  8. ↑ "Article 26". claiminghumanrights.org. Retrieved 2016-10-05.
  9. ↑ Article 13, International Covenant on Economic, Social and Cultural Rights Archived 2012-03-03 at the Wayback Machine
  10. ↑ Article 14, International Covenant on Economic, Social and Cultural Rights Archived 2012-03-03 at the Wayback Machine
  11. ↑ A Human Rights-Based Approach to Education for All (PDF). UNESCO/UNICEF. 2007. p. 7.
  12. ↑ "Convention on the Rights of the Child".
  13. ↑ Convention on the Rights of Persons with Disabilities, Article 24
  14. ↑ "African Charter on Human and Peoples' Rights / Legal Instruments". achpr.org. Archived from the original on 2012-07-19. Retrieved 2016-01-12.
  15. ↑ "African Charter on the Rights and Welfare of the Child | African Union". au.int. Retrieved 2021-04-23.
  16. ↑ Beiter, Klaus Dieter (2005). The Protection of the Right to Education by International Law. Martinus Nijhoff Publishers. pp. 226–227. ISBN 9789004147041.
  17. ↑ 17.0 17.1 "Right to education – What is it? Education and the 4 As". Right to Education project. Retrieved 2009-02-21.
  18. ↑ "Right to education – What is it? Primer on the right to education". Right to Education project. Archived from the original on 2009-03-02. Retrieved 2009-02-21.
  19. ↑ "Right to education – What is it? Accessibility". Right to Education project. Retrieved 2010-09-11.
  20. ↑ "Right to education – What is it? Acceptability". Right to Education project. Retrieved 2010-09-11.
  21. ↑ "Right to education – What is it? Adaptability". Right to Education project. Retrieved 2010-09-11.
  22. ↑ "What is HRBAP? | Human Rights-based Approach to Programming | UNICEF". UNICEF. Archived from the original on 2016-10-02. Retrieved 2016-09-28.
  23. ↑ Beiter, Klaus Dieter (2005). The Protection of the Right to Education by International Law. Martinus Nijhoff Publishers. pp. 21–22. ISBN 9789004147041.
  24. ↑ Beiter, Klaus Dieter (2005). The Protection of the Right to Education by International Law. Martinus Nijhoff Publishers. p. 22. ISBN 9789004147041.
  25. ↑ Article 13 (2) (a) to (c), International Covenant on Economic, Social and Cultural Rights
  26. ↑ Article 14, International Covenant on Economic, Social and Cultural Rights
  27. ↑ "Philanthropist". Rohit N Shetty (in Turanci). Archived from the original on 2021-01-18. Retrieved 2020-12-31.
  28. ↑ "BBC Record London". bbcrecordlondon.com. Archived from the original on 2021-01-17. Retrieved 2020-12-31.

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