Educational Rights Research Articles

Children and young people's access to food, education, play and leisure in times of crisis: An international, integrative review of policy responses, impacts and adaptations during the COVID‐19 pandemic

AbstractThe COVID‐19 pandemic led to an unprecedented global moment when the core needs of children and young people (rights for education, food, play and leisure) were not adequately addressed, recognised from a policy perspective and to varying extents, ignored. This paper, by bringing scholarship and grey literature together, provides an integrative, international, comprehensive review and analysis of how the pandemic affected children's core needs (and rights) simultaneously. It also reviews and compares adaptations—often local, informal and/or community‐led—that attempted to respond to the shortcomings and negative impacts of more formal policy measures, including lockdowns themselves. By doing so, it engages with the question of resilience and calls for children and young people's needs and voices to be heard in the future, particularly considering future forms of crisis‐preparedness that can better account for children and young people's needs.

Know how to handle requests for information from students’ potential employers

Family Educational Rights and Privacy Act regulations require colleges and universities to keep a record of a disclosure of education records if that disclosure is for nondirectory information released to a third party. The record of the disclosure must include (1) the record(s) disclosed, (2) the party receiving the record(s), and (3) the legitimate interest that the party had in requesting the information. Legitimate interest isn’t defined in the regulations. It's different than, but similar to, our frequently mentioned legitimate educational interest.

О государственном регулировании развития инклюзивного образования и создания специальных условий для обучения детей с ограниченными возможностями здоровья в Российской Федерации

<p>The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program “Accessible Environment.” In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition <em>The Best Inclusive School in Russia</em>. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.</p>

The history of human rights education in Africa and its implications for social work education in Africa

ABSTRACT This article provides a critical overview of the history of the development of human rights education in Africa and the influence it has on social work education and human rights. The research is based on an in-depth integrative literature review and provides a context for an understanding of human rights education in social work in Africa. This history is part of the history and development of human rights on the continent. The discussion will indicate that Africa was at a disadvantage regarding human rights education from the beginning, as most African countries had adopted the Universal Declaration of Human Rights (1948) only by 2019. In Africa, human rights education has focused on curriculum initiatives, particularly ones incorporating human rights concepts into local schools; by contrast, human rights education for professional groups has been infrequent. As social workers interact with marginalized groups and populations, the profession is very well positioned to advance human rights in Africa, provided that social work education incorporates human rights in the curricula. This article will indicate how the history of human rights education in Africa creates the backdrop of understanding the need for advancing human rights education in social work in Africa.

(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden

ABSTRACT This article studies the (re)configurations of ‘public education’ in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools’ mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how ‘publicness’ and ‘public education’ are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured ‘publicness’ and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.

Developing the KATAKU Mobile Application to Enhance Vocabulary Acquisition for Deaf Students

This study presents the development of the KATAKU (Kata untuk Tunarungu Interaktif dan Unik) application as an educational tool designed to support vocabulary learning for deaf students. Deaf students, who have the same educational rights as their hearing peers, often attend Special Schools (SLB). The integration of visual aids and technology in learning has proven effective in increasing their engagement and interest. This study employed a mixed-methods approach, including vocabulary assessments for deaf students, classroom observations, and teacher interviews for a needs analysis to identify the specific requirements of schools and students. Results from the vocabulary assessments revealed that deaf students face significant challenges, particularly with academic terms and word categorization. Classroom observations at three SLB schools in Jombang highlighted engaging but challenging learning dynamics, reinforcing the need for accessible and efficient teaching tools for educators. Teacher interviews indicated that using the paper dictionary provided by the Ministry of Education can be time-consuming and lacks efficiency. This study concludes that deaf students in Jombang face substantial obstacles in vocabulary comprehension, especially with academic vocabulary. The findings underscore the need for targeted vocabulary interventions using modern technological tools to better prepare students for advanced educational demands.

The right to education in the mother tongue for Ukrainian refugees in Romania according to international and national law

Since the outbreak of the Russian invasion in February 2022, millions of Ukrainian citizens have sought refuge in Romania, with a significant number of people still remaining in the country as of the latest reports. Romanian government data indicate that by April 2024, approximately 154,617 Ukrainian refugees, including 50,000 school-aged children, were residing in the country. Before this crisis, Romania had established robust educational language rights for its Ukrainian minority of around 40,000 citizens. This study rigorously examines these pre-existing language rights within Romania’s legal framework, focusing on public education provisions. Central to the inquiry is whether the comprehensive language rights afforded to Romania’s Ukrainian minority could be extended to the Ukrainian-speaking refugees. The study begins with an introduction contextualizing the refugee crisis and outlining the existing legal framework for minority language rights in Romania. The legal analysis covers constitutional and sub-constitutional provisions, alongside with an examination of international agreements such as the bilateral treaty between Romania and Ukraine, the Framework Convention for the Protection of National Minorities, and the European Charter for Regional or Minority Languages. Special emphasis is placed on education provisions, including curriculum design, textbooks, language of instruction, and decision-making. By addressing these pivotal questions, this study contributes to the theoretical discourse around the personal scope of minority language rights in Europe and offers a nuanced insight into Romania’s legal framework on minority language education. It also seeks to elucidate how Romania’s legal commitments accommodate both established minority communities and newly arrived refugees with similar linguistic and cultural backgrounds. Further sociological research is needed to explore the implementation of Ukrainian-language education to the benefit of the Ukrainian refugees, which was beyond the scope of this study. Nevertheless, Romania possesses all the necessary legal elements to serve as a truly best practice model in Europe for organizing and ensuring good quality education in the mother tongue for Ukrainian refugees.

Exploring the Experiences of Florida Elementary School Counselors Implementing the Parental Rights in Education Act

Anti-LGBTQ+ school legislation has proliferated across the United States in recent years, with potential consequences for both students and school counselors. Florida’s controversial 2022 Parental Rights in Education Act offers one such example. In this descriptive, phenomenological, qualitative study, we examined the experiences of 10 Florida elementary school counselors regarding the implementation of the Parental Rights in Education Act. We identified three distinct themes from the participants that related to understanding, implementation, and impact of the Act. We discuss these themes and implications for training, practice, and advocacy in the school counseling profession.

ФАРМАКОЭКОНОМИЧЕСКИЕ ПОДХОДЫ К АНАЛИЗУ СТОИМОСТИ АНТИРЕТРОВИРУСНЫХ ПРЕПАРАТОВ, ПРИМЕНЯЕМЫЕ В ТЕРАПИИ ВИЧ-ИНФИЦИРОВАННЫХ ПАЦИЕНТОВ

The legislation in force in the Russian Federation guarantees HIV patients protection of their rights in labor, education and other spheres of life, as well as free counseling, diagnosis and treatment of HIV infection. The continued increase in the number of infected people and, more importantly, the emergence of the HIV epidemic from risk groups into the general population highlights the need for additional improvement in the effectiveness of measures taken to counter the spread of infection. In this regard, it is necessary to use the most rational measures, both from the point of view of efficiency and safety, and from the point of view of costs. The most suitable tool for solving these problems is pharmacoeconomical analysis. At the same time, conducting pharmacoeconomical analysis in the field of HIV infection, as well as in any other nosology, involves the need to take into account certain features at the stages of planning and implementation of the study. It is necessary to highlight some key features of the methodology of pharmacoeconomical analysis in the assessment of healthcare technologies in the field of HIV infection, in particular, cost minimization analysis, which involves choosing a medical technology with minimal costs by comparing the monetary value of alternative technologies, provided the same therapeutic effectiveness. The main object of the study was the documented medical histories of HIV-infected patients, statistical and analytical methods of analysis were used and it was established that in the Russian Federation and in Kuzbass there are all drugs for the treatment of patients with HIV infection included in modern lists of treatment standards according to clinical recommendations. The difference in the cost of antiretroviral drugs at the price of government funding has been established, which affects the costs of treating HIV-infected patients.

Eksistensi Sekolah Pesisi Juang Dalam Memenuhi Hak Pendidikan Bagi Anak-Anak Pesisir Di Lingkungan Bintaro Kecamatan Ampenan Kota Mataram

This research explores the role of Sekolah Pesisi Juang in fulfilling the educational rights of coastal children in Bintaro, Ampenan, Mataram. The research focuses on the school's contribution to enhancing learning motivation, literacy, and practical skills of the children, who face various social and economic challenges. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. The findings show that the school has implemented various educational programs, including Early Childhood Education (PAUD), Pojok Baca, Pojok Kreasi, and additional classes that have successfully helped meet the educational needs of these children. The study also highlights supporting and inhibiting factors in the school's efforts and presents strategies for overcoming obstacles.

Study on the Dilemma of Rural Women’s Access to Education in China and its Legal Protection

This paper explores the multidimensional challenges faced by rural women in China in accessing education, revealing the root causes of the intersection between urban-rural educational inequality and gender discrimination. While legal and policy reforms have led to some improvements—particularly in the realm of compulsory education, where enrollment rates for rural girls have increased—significant barriers remain, especially in higher education and vocational training. These challenges are rooted in various structural issues, including disparities in educational resources, cultural capital deficiencies, and the persistence of traditional gender roles, all of which disproportionately affect rural women. The paper offers an in-depth analysis of these factors, highlighting the inadequacies of current legal frameworks and the practical difficulties in their implementation. It proposes strategies to improve the situation, such as enhancing legal enforcement, increasing state investment in rural education, addressing societal and cultural biases through gender equality education, and expanding vocational and lifelong learning opportunities tailored to rural women’s needs. The findings suggest that only through a comprehensive approach—integrating legal, policy, and cultural initiatives—can rural women’s educational rights be effectively protected, leading to more equitable educational outcomes, reduced gender disparities, and fostering overall social progress in China.

Social work + just design = practice 2.0

ABSTRACT Social work as a profession is an opportune leader for a global vision that encompasses collective futures for all. This vision is one of a 2nd-century social work profession advancing practice 2.0 to align with the United Nations 2030 Agenda for Sustainable Development. Social work practice 2.0 begins in the classroom, centering human rights alongside the discipline of design, and extends into practice settings. Design, for the purposes of this article, refers generally to human-centered design, design thinking, and service design. The vision of social work 2nd century links the purpose and principles of social work with those of design. Social work and design both incorporate systems thinking while emphasizing place-based interventions that contextualize service delivery. Practice 2.0 links all levels in social work’s ubiquitous multi-level micro-mezzo-macro- intervention framework and does so through design justice. Design justice is design through an equity lens, which advances innovation to improve the service user, or client, experience. A human rights approach is critical for operationalizing the vision of social work 2nd century—and it begins with teaching human rights in social work education.

Contextual analysis of child labor laws and educational rights for children in Pakistan with a focus on KPK province

Child labor is defined as the exploitation of children in any form of labor that destructively affects the child's mental, social, and physical health and creates hurdles to obtaining a regular education. This study was conducted to investigate the main socio-economic factors contributing to child labor and barriers to education and analyze the practical implications of child labor laws in Pakistan. The study area in this study is Khyber Pakhtunkhwa (KPK) province, Pakistan. The primary data were collected through an online questionnaire survey from teachers, school administrators, government officials responsible for enforcing child labor laws and educational policies, and representatives from non-governmental organizations (NGOs), while personal observations and interviews were used for the collection of data from child laborers, parents or guardians of child laborers. A total of 80 teachers or education experts, 70 children and their guardians, 30 policymakers, and 20 social workers were participants in the data collection process. The outcomes of this study concluded that about 78% of participants lacked awareness of these laws, while 71% perceived them as ineffective. The socioeconomic factors contributing to child labor are quantitatively assessed, with poverty identified as the primary factor (65%). The statistical analysis indicates that the socioeconomic factors have a significant contribution to the implementation of child education laws in Pakistan (a p-value lower than the level of significance (0.05). Discrimination based on gender or social status, high cost of education, and insufficient qualified teachers are significant barriers to providing quality education for children in Pakistan. This study recommends promoting inclusive education and strengthening social welfare programs to support their efficacy in combating child labor and ensuring access to quality education for all children in Pakistan.

Native American language rights in light of Lau: Overlapping policies and possibilities

ABSTRACT Using a sociocultural approach with Indigenous epistemology, we examine language policies related to Lau. We researched how Lau impacted Native language policies through the Sinajini v. Board of Education of San Juan School District. Native education rights are embedded in treaty rights. As such, Native students have unique statuses with political and racialized identities, both of which Lau references. Native students are also unique as heritage language learners, English language learners, and members of Tribal Nations. Although the Lau case was not intended for Native students, it has possibilities to strengthen the argument for Native heritage languages.

Conceptualising children’s linguistic rights in formal education in Greece

Conceptualising children’s linguistic rights in formal education in Greece

Human rights in education implication schema based on the study of the UN Economic and Social Council’s 2030 agenda

Human rights in education are an essential area that needs to be the highest priority for improving almost the entire world, especially for the 2030 agenda. This research analyzed the human rights in education values inside the UN Economic and Social Council’s declaration goal 4 of the official document entitled “Building back better from the coronavirus disease (COVID-19) while advancing the full implementation of the 2030 Agenda for Sustainable Development”. The data are analyzed through a critical discourse approach in qualitative design and discourse organization analysis method. There are nine main human rights in education found inside the declaration including ensuring and protecting education equality, education, and learning development acceleration, preparing and providing sufficient education funding, cultural diversity in education, providing a safe environment for physical and mental health, providing safe, modern and convenient infrastructure and teaching-learning facilities, gender equality in education, internet literacy in education, involving every country as to the world’s global meeting and cooperation of education. The focus of improvement on human rights in education is concluded to be dynamic, which is influenced by economic, welfare, politics, IT, and other integral aspects of development and depends on the world’s and a country’s needs and future desire.

Voting Rights of Indigenous Papuan Women in a Patriarchal Culture: A Study of Gender Equality among Indigenous Papuan Women in Yoboi Village, Sentani District, Jayapura Regency, Papua From the Perspective of Jurgen Habermas

Gender equality has become a significant issue and a focal point at both the national and international levels. The government has implemented various measures as a commitment to minimizing gender disparities. Women, being a vital part of human resources, must optimize their abilities, intelligence, and their role as mothers. Therefore, the issue of gender equality must be intertwined in the development process. Consequently, increasing women’s responsibilities has a positive impact on economic growth in Indonesia. The Gender Empowerment Index (IPG) reveals a substantial gap between provinces in Indonesia, especially in the eastern regions. The cultural system in Papua, which adheres to a patriarchal system, results in the confinement and neglect of women’s voting rights. This research adopts a critical or transformative paradigm processed from the intersection of criticism regarding assumptions made by previous researchers. A critical perspective typically utilizes information gaps for analysis, followed by reconstructing a new narrative without gaps. This allows for the development of a new, feasible concept, enabling researchers to design a new approach. This qualitative study aims to describe and explain the suppression of voting rights experienced by indigenous Papuan women in Yoboi Village, Sentani District, Jayapura Regency, Papua. The results indicate that Papuan women face numerous obstacles in exercising their voting rights in education, economy, culture, and religion. However, there are several ways to address these challenges, such as creating a discussion forum to explore the potential of Papuan women and providing opportunities for them to contribute their opinions. Additionally, the roles of tribal chiefs and customary leaders are crucial in providing space for Papuan women to actively participate in the development of their villages. Keywords: patriarchal culture, indigenous Papuan women

To What Extent can Parental Rights be Limited by “Minimum Educational Standards as may be Laid Down or Approved by the State”?

ABSTRACT The Universal Declaration of Human Rights (1948) affirms parental rights in education through a simple statement: “Parents have a prior right to choose the kind of education that shall be given to their children.” However, in subsequent international treaties, this right is framed with greater complexity. Notably, the International Covenant on Economic, Social, and Cultural Rights (ICESCR), the UNESCO Convention against Discrimination in Education (CADE), and the Convention on the Rights of the Child (CRCh) introduce the requirement that this freedom must align with “minimum educational standards” set by the State. In contemporary discussions, the State’s role in regulating and limiting parental rights is increasingly seen as central to the right to education. This raises critical questions about how far such standards can go in restricting parental choice for broader political goals, such as promoting social cohesion. This paper aims to examine the concept of “minimum educational standards” and the extent to which they can be used to curtail parental rights, analyzing key human rights mechanisms and their interpretations. It seeks to clarify the balance between parental freedom in education and State-imposed regulations within the framework of international human rights law.

Unlocking Access: How Gauteng Province's Online Admission System is upholding the Right to Basic Education in South Africa: A Human Rights Perspective

Access to basic education is a fundamental human entitlement enshrined within the framework of the Constitution of South Africa, playing a crucial role in promoting societal equity and national progress. In the dynamic context of Gauteng Province, characterised by rapid urbanisation, demographic diversity, and socio-economic disparities, achieving this constitutional mandate faces significant challenges. This research meticulously examines the implementation and consequences of the online admission system, designed to enhance access to basic education in Gauteng. The study delves into the constitutional framework of education rights and the socio-economic context of Gauteng Province, stressing the importance of innovative solutions like the online admission system to address educational disparities. It scrutinises the legal basis of education rights and the functioning of the online admission system, with a focus on legislative frameworks such as the South African Schools Act. The research extensively examines the implementation and impact of the online admission system in Gauteng, highlighting its role in enhancing access to preferred schools and rectifying historical inequalities. It also assesses challenges like the digital divide and administrative complexities, proposing strategies to enhance fairness and inclusivity in education delivery. Lastly, the study examines the impact of Gauteng's online admission system on educational access, using empirical evidence to assess outcomes and implications. By offering a detailed analysis spanning legal, socio-economic, and practical aspects, the research contributes to discussions on education rights and policy implementation in South Africa. Overall, it suggests that the online admission system has significant potential to advance societal equity and human development. Keywords: Access; Basic Education; Gauteng Province; Human Rights; Online Admission System

PERTANGGUNG JAWABAN ORANGTUA TERHADAP ANAK YANG BEKERJA UNTUK MEMBANTU PEREKONOMIAN KELUARGA PERSPEKTIF MAQASHID SYARIAH DAN UU NO 35 TAHUN 2014 PERUBAHAN ATAS UU NO 2002 TENTANG PERLINDUNGAN ANAK (Studi Kasus di Kecamatan Seteluk Kabupaten Sumbawa Barat)

This research was motivated by researchers' attention to the phenomenon of minors working as the backbone of the family in Seteluk District, West Sumbawa Regency. The type of method used is a qualitative method with a juridical-empirical research approach. The data collection methods used were observation and interviews. The researcher explains the form of parental coverage for children who work to help the family's economy in Seteluk District, West Sumbawa Regency, and uses children, parents, and village and sub-district governments as primary data sources. Data collection techniques in this thesis are observation and interviews. The data that has been collected is then analyzed and conclusions are drawn. The results of this research are the first form of parental coverage for children who work to help the family economy in Seteluk District, West Sumbawa Regency, namely providing a living and good nutrition, giving education rights to some working children, and giving children the right to participate.