right to education article writing

It makes provisions for a non-admitted child to be admitted to an age appropriate class. [9], The bill was approved by the cabinet on 2 July 2009. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. This includes a prohibition of mandatory pregnancy testing, which has been, Further, in order to rectify the negative impacts of child marriage and early pregnancy on the right to education, for example, if a girl misses any of her primary education, states must provide fundamental education, that is education that replaces missed primary education for girls who become married or pregnant at primary school age (Article 13 (d), International Covenant on Economic, Social and Cultural Rights).

Girls’ education is proven to have a powerful impact on economic growth. Educational data should be disaggregated by the prohibited grounds of discrimination.’. 15). Article 13 of the African Youth Charter (2006, AYC) sets out the right to education as applied to African youth (defined by the AYC as every person between the ages of 15-35 years), including provisions: requiring that curricula include information on cultural practices that are harmful to the health of young women and girls (Article 13 (3) (f)), that girls and young women who become pregnant or get married have the opportunity to continue their education (Article 13 (4) (h)), on the introduction of scholarship and bursary programmes to encourage entry into post-primary school education and into higher education for outstanding youth from disadvantaged communities, especially young girls (Article 13 (4) (l)), to establish and encourage participation of all young men and young women in sport, cultural and recreational activities as part of holistic development (Article 13 (4) (m)), to promote culturally appropriate, age specific sexuality and responsible parenthood education (Article 13 (4) (n)).

This means that states cannot just ratify a treaty guaranteeing human rights without taking the necessary steps to make it a reality for its’ citizens. In Africa, regional human rights law is strong and mandates that states enact legislation that sets the minimum age of marriage at 18 without exception (Article 6 (b), Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa [2003]; Article 21 (2), African Charter on the Rights and Welfare of the Child [1990].

The Committee considers GBV to be a form of discrimination, under Article 1 of the Convention on the Elimination of All Forms of Discrimination against Women (1979, CEDAW). The Committee on the Rights of Persons with Disabilities in its interpretation of Article 24 in General Comment 4 provides that states must identify and remove barriers and put in place specific measures to ensure that the right to education of women and girls with disabilities is not hampered by gender and/or disability-based discrimination, stigma, or prejudice. It is the 86th amendment in the Indian Constitution. For example, in Tanzania, near universal enrollment for girls at the primary level has been achieved with a retention rate of 89.2%, yet girls’ transition rate to secondary level is only 32.3% (, Inequalities and discrimination linked to location, poverty, and gender intersect to compound disparities in completion and transition rates. The Committee on the Rights of the Child and the Committee on the Elimination of All Forms of Discrimination against Women have stated, in a, In order to prevent child marriage states must establish and enforce a minimum age of marriage of 18. The Act lays down specific responsibilities for the centre, state and local bodies for its implementation. Although permissible under international law, marriages that occur after the age of 18 may also affect a girl’s education, particularly her ability to access higher education or other forms of tertiary education. It requires all private schools(except the minority institutions) to reserve 25% of seats for the poor and other categories of children (to be reimbursed by the state as part of the public-private partnership plan). Intersectional discrimination recognises that women and girls face discrimination in different ways. In Kenya, after a confidential helpline was set-up, over 1000 teachers were dismissed for abusing girls, mostly in poor, rural areas. Article 12 (2) (c) of the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa is less specific and urges states to ‘promote the enrolment and retention of girls in schools and other training institutions and the organisation of programmes for women who leave school prematurely’. The Committee on the Elimination of Discrimination against Women’s General Recommendation 36 on girls’ and women’s right to education elaborates such measures and lays out precise and actionable legal and policy recommendations that would bring states into compliance with obligations flowing from Article 10 and other relevant provisions of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW).

RTE takes the process further, and makes the enrolment of children in schools a state prerogative. Video of Being a Young Person: Comprehensive Sexuality Education.

SRGBV can often lead to girls under-performing and/or dropping out of school altogether. In addition, the aims of education, provided for under Article 29 (1), include: ‘The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples’. Article 1 defines discrimination against women as: any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. This includes acts or omissions by state actors and bodies, such as public authorities and officials, as well as by non-state actors, for example, partners, family members, teachers, etc. Ensuring quality education for all girls also increases how much they can earn and counters the continued feminisation of poverty.

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