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O?x O?< ?0'~~??~??? ?  ?ALJ?ǃ??? ?? ?8???|?? ??>?p?~s???a?|?<?>>??????????????~?<? >?>>??`>~?????C????O?>?<???x@?<`?p<p?<|?|~|???x???<?x?x??>????~???????????????@?  aC#XXXX-IXX  UKUS.,  _% $# I&mage <=8C HKKKK(3aC$ !+}XXXX-IXX  UKUS.,   U d)!dxdx( $ Figure  1  Level 1Level 2Level 3Level 4Level 5<( 9Z &Courier RegularF1F2F3(3aC$ !+}XXXX-IXX  UKUS.,   F4<( 9Z &Courier RegularP Pd&0 d d&P d d !+}XXXX-IXX  UKUS.,   _R}+7TRX<6&A4X3' Letter 6&A43'T  Q*"ddd Xdd Xdd X$$,h , +  "RR "-I33UNITED R NATIONS#t#XmX#XXXXmU#XHXXXA")F{ dEF{ A 0&O  0#XXXH#X#R ,#  RE#R  !# R#X#XHXX7-+R3 0  7u ?/+p|057 ` ED7p u i$i$$$*x"ddh h "i$i$x,dd ,d , dd +  "  " ststsGsG stststst stststst stststst sGsGstst 8.) z   8#XXXH#  X# t   d#    tEconomicandSocial `  Council# t   #    t#X  h#XHXX +!   +#XXXXH ##-IXX] #33Distr. `  % ) GENERAL%)*  &   % * E/C.12/1998/15%*e   ` % + 24September1998%+ "US   x & Original:% - ENGLISH%-  9/)  9  O   1""" a 1!HX-I +!O """ +  O  #-IX!H # 1"""" a   1!HX-I+!O   """" +#-IX!Hu #A;) QxdCEQP A+ 7%  _COMMITTER_ԀONECONOMIC,SOCIAL   ANDCULTURALRIGHTS O Nineteenthsession g Geneva,16NovemberM4December1998 - Item7oftheprovisionalagenda    DAYOFGENERALDISCUSSION:RIGHTTOEDUCATION(ARTICLES13 E AND14OFTHECOVENANT)   Monday,30November1998 E  Therighttoeducation #" BackgroundpapersubmittedbyWorldUniversityService(_WUS_) ]$   GE.98M18154(E) /y,>  Q  }R     Introduction  1.  Thediscussionontherighttoeducationseemstohaveconcerneditself  largelywithdefiningthisright:Isitasocialright,aneconomicrightor, HR evenworse,aculturalright?AcrossMsectoral,interdisciplinaryright?An  empowermentright?Irrespectiveofwhatlabelisattachedtoit,the  interpretationandstocktakingoftherighttoeducationdeservestheplaceit   hasreceivedonvariousUnitedNationsagendasrecently.Wethinkthat ` j allinterpretationsshouldkeepinmindthespiritoftheInternational & 0 CovenantonEconomic,SocialandCulturalRights:thepartiestothetreaty,    i.e.Statesshouldprovideforschoolsandteachers.    2.  StockMtakingofthelegal_enforceability_Ԁoftherighttoeducationhas >H  _focused_Ԁonagenerallackofcaselaw,particularlywithrespecttoStates   parties' positiveobligations.Thosewhochoosetoattachvaluetothe   UnitedNationshumanrightssystemmayshareouropinionthatinternational   law,asenshrinedinUnitedNationstreaties,takesprecedenceoverregional V`  and/ornationallegislation. &  3.  TheCommitteeonEconomic,SocialandCulturalRightsisthe  internationalbodymonitoringtherighttoeducationasitisdefinedinthe nx Covenant,andalthoughtheStatesparties'reportsaretheonlymeans 4> currentlyatitsdisposalfordoingso,thereisnoreasonwhyitsmonitoring  capacitiescouldnotbestrengthened.Also,inviewofthepossibleadoption  ofanoptionalprotocoltotheCovenant(establishinganindividualcomplaints  procedure),itishopedthateconomic,socialandculturalrightswillacquire LV thesamestatusascivilandpoliticalrightsandthattheCommitteewill  receivethejudicialpowersthattheprotectionoftheserightsrequires.  4.  Fromthepointofviewof_WUS_,beinganinternational_NGO_Ԁcampaigning dn fortherighttoeducation,withapresenceonallcontinents,anydiscussion *4 oftherighttoeducationshouldbeconcernedinthefirstplace,ifnot  exclusively,withthesituationthatwewanttoremedy:thefactthat   millionsofchildrenaredeprivedoftheirbasicrightofaccesstoeducation, |! themajorityofthembeinggirls.Itisourobjectivetocontributetowards BL" bettermonitoringoftheimplementationoftherighttoeducationandacademic  # freedom.Wearethereforeverypleasedtobeabletocontributetothe  $ Committee'sDayofGeneralDiscussionontherighttoeducation. !%  _Monitorability_oftherighttoeducation  #*' 5.  Someaspectsoftherighttoeducationcanbeviewedasbeingmoreor $) lessequivalenttocivilandpoliticalrights(e.g.nonMdiscrimination, r%| * freedomofparentalchoice,libertytoestablisheducationalinstitutions)and 8&B!+ areconsequentlyeasiertomonitor.Thereisnotmuchroomfordifferent &", interpretations.Otheraspectsmightbeeasiertomonitorforotherreasons '"- (e.g.thedegreeofconsistencybetweennationallegislationandthe (#. Covenant),butcouldbeincludedmoreexplicitlyintheCommittee'sguidelines P)Z$/ forStatesparties'reports. * %0 6.  Inprinciple,thepossibilityoffilingindividualcomplaintscould +&2 provideabasisforstrengtheningthemonitoringofthe _monitorable_aspects h,r'3 oftherighttoeducation(freedomandnonMdiscrimination).Besides,wehave .-8(4 _noticedthattheCommitteewelcomesreportsfromNGOsandthatitdoes  incorporateissueswhichfallintheaboveMmentionedcategorybothinits  questionsandinitsconcludingobservations,alineofactionwhichis  acknowledgedandappreciatedbyWUS. HR MonitoringpositiveStateaction  7.  Thatleavesuswiththoseaspectsoftherighttoeducationthatcould ` j becharacterizedasthe coreaspectsintermsofeconomic,socialand & 0 culturalrights.Theseaspectsarereferredtoinexistingliteratureas     positiveStateobligations(FonsCoomans, CoreContentsoftheRightto    Education,AcademicFreedomIV,WorldUniversityService,London/Amsterdam, x   1996,p.4).ThequestionastowhethertheStateisfulfillingits >H  obligationsto themaximumofitsavailableresources(art.2(1)ofthe   Covenant)is,ofcourse,themostdifficultone.Whichindicatorsaretobe   chosen?Thisiswherethediscussiononmonitoringtherighttoeducation   seemstohavecometoahaltsomeyearsago,andwheresomeNGOs,WUSamong V`  them,wouldliketopickitupagain.Inthisregard,werecallCommissionon &  HumanRightsresolution1995/15concerning,interalia,theholdingof   seminarsonindicatorstomeasureachievementsintheprogressiverealization  ofeconomic,socialandculturalrights. nx 8.  Thereareavarietyofinternationalinstrumentsavailablethatmaybe  helpfulintheselectionofindicators,notablyUNESCOrecommendationsandILO  conventions,someofwhicharealreadyreferredtointheCommittee's  guidelines;othersmightbeconsideredforinclusionaswell.See,for LV example,EducationInternational'sBarometeronEducation(Brussels,1998),in  whichaselectionofindicatorshasbeenemployed.UNESCO'sInternational  CommissiononEducationfortheTwentyMfirstCentury(EditionsOdileJacob,  Paris,1996)recommendedthatStatesearmarkatleast6percentoftheirGNP dn foreducation.ItseemslegitimatefortheCommitteeonEconomic,Socialand *4 CulturalRightstomakeareferencetothisUNESCOindicatorandbenchmarkin  itsguidelines.   9.  Althoughtheissueofacademicfreedomisonlyslightlytoucheduponin BL" theCovenant(art.15,para.3),wethinkthatafreeacademicclimateis  # importantfortheoverallqualityoftheeducationalsectorandjustifiesa  $ referencetoUNESCO'srecommendationconcerningthestatusofhigherMeducation !% teachingpersonnel(1997).Thisrecommendationdoesaddressacademicfreedom Z"d& andinstitutionalautonomy,andproclaimsmemberStates'obligationtoprotect  #*' highereducationinstitutionsfromthreatstotheirautonomycomingfromany #( source. $) 10.  Someveryconcretequestionsmightbeincorporatedintheguidelines, 8&B!+ servingtospecifyStatesparties'obligationtoensurecompulsoryprimary &", education,freeofcharge: '"-   (a) HastheGovernmenteliminatedalldirectandindirectcharges P)Z$/ (likecompulsoryuniforms)forprimaryschool? * %0   (b) Haveparentsbeeninformedthatitiscompulsorytosendtheir +&2 childrentoschool? h,r'3 _ .-8(4   (c) Havemeasuresbeentakentoencourageregularattendance?  (referringtotheConventionontheRightsoftheChild,art.28(_1e_.)).  11.  Inadditiontotheexamplesmentionedabove,theCommitteecouldadopt HR some coreindicatorswhichshouldallowforcomparisonbetweencountriesand  overtime.Literatureonthisissuesuggeststhatthesheeramountof  statisticaldatarequiredwillmakethemonitoringprocessvirtually   impossible(RobertE.Robertson, MeasuringStatecompliancewiththe ` j obligationtodevotethe'maximumavailableresources'torealizingeconomic, & 0 socialandculturalrights,HumanRightsQuarterly,vol.16,November1994,    p.694);therefore,thenumberofindicatorsshouldbeverylimited.No    country,includingthosewithbudgetdeficits,shouldescapecriticismfor x   decreasingthepercentageofexpendituredevotedtoeducation.Theindicators >H  couldbelinkedtospecificphrasingintheConvention(e.g. thefull   realizationofthisrightmeansthatthenetenrolmentrateshouldbe   100percent.Thiswouldentailamuchmorespecificrequestforcertain   statisticaldatafromStatesparties.Tobeabletointerpretthefigures, V`  theyshouldberelatedtopopulationstatistics,whichshouldbeprovidedas &  well.   Monitoringthequalityofeducation nx 12.  Therelationshipbetweenfinancialresourcesandqualityisnot  necessarilystraightforward:theamountofmoneyspentoneducationdoesnot  alwaysreflectthequalityoftheeducation.Especiallyinaffluent  countries,financialcutbacksineducationbudgetssometimesseemtohave LV servedasanincentivetocreativityintheeducationalsectorandbetter  performance,althoughthelongMtermeffectsremaintobeseen.Thereis,  however,anundeniablerelationshipbetweenthequalityofeducationandthe  workingconditionsoftheteachers.Forchildren,qualityeducationmeans: dn   (a) Theteachershouldrespectthementalandphysicalintegrityof  thechildrenandbeopentotheirconcerns;     (b) Theteachershouldbecapableofmaintainingdisciplinebygaining BL" therespectofthechildren;  #   (c) Theteachershouldinspirethechildrentoseekknowledgeand !% wisdom. Z"d& TeacherswiththeaboveMmentionedqualitiesshouldbegrantedthehighest #( respectandcooperation.Theachievementofthesegoalsisnotdirectly $) linkedtomaterialvisibleresources.Whatisneededmostofallistimeto r%| * payattentiontoeverychild.Thepupil/teacherratioisthebestindicator 8&B!+ ofqualitythatcanbemeasured. &", 13.  Thevalidityoftheteacher/pupilratioasanindicatorofeducational (#. qualityis,however,beingquestionedbysomeexperts.Researchresultscan P)Z$/ befoundtosustaintheoppositeposition.Afteryearsofgrowingclasssizes * %0 intheNetherlandseducationalpolicymakersandteachersandparentsfound *%1 themselvesatoppositepolesinthedebate,butintheendtheteachers' +&2 protestscouldnotbeignored.Itmaybepossibletoteach40,50or60 h,r'3 childreninoneclass,butateachercanneverguaranteethesamequalityand .-8(4 personalattentionascanbegivenbyateacherteaching30children.  Educationshouldbedirectedtothefulldevelopmentofthehumanpersonality  andthesenseofitsdignity(article13(1)oftheCovenant).Itshouldnot  beanexerciseindiscipline. HR 14.  Statesparties'reportsshouldindicatewhethertheteachingofhuman  rightsisincorporatedincurriculaand,ifyes,atwhichlevel(s)?   Somecommentsonthefreedomofeducation & 0 15.  ThecrucialdistinctionbetweenpublicandnonMpublicschoolsisthe    freedomofthelattertoselecttheirpupils.Parentalcontroloverthe x   educationalpoliciesoftheschoolshouldnotincludeanauthorizationtodeny >H  accesstocertainpupils.IntheNetherlandstherehasbeenasystemof   StateMfunded specialschools(establishedandrunbyparents,mostly   ProtestantsandCatholics)sincethebeginningofthiscentury.An   increasinglyhighdegreeofsecularizationintheNetherlandsledatfirstto V`  empty specialschools,especiallyinurbanareas,untilparentsnoticedthat &  thepupil/teacherratiosinthoseschoolswasmuchlower.Theycontinueto   exist,althoughtheironlydistinctivefeatureistheirpowertocontrolclass  sizes. nx 16.  NonMpublicschoolsare,however,anescapemechanismforthosewhoonly  paylipMservicetothenotionofequalopportunities.Ifequalopportunities  aretobeguaranteedandasegregatedsocietyistobeprevented,private  schoolsshouldnotbeallowedtorefuseaccesstoanypupil,justlikepublic LV schools.Forpurposesofcreatingmutualtolerance,itwouldbepreferable  tohaveparentsparticipateinthegoverningbodiesofpublicschoolsand  toenjoytheirrighttochooseaneducationfortheirchildreninthat  way.Parentsofdifferentreligiouspersuasions,differentcultures, dn ethnicities,etc.,wouldbeforcedtosetanexamplefortheirchildrenby *4 cooperatinginaconstructivemanner,thuslearningtolivetogether.    MMMMM