Nigeria’s National Conference: The right to have it right in the education sector
Posted: 21 October, 2013 Filed under: Olaniyi Olayinka | Tags: Academic Staff Union of Universities, Boko Haram, constitution, education, National Conference, Nigeria, Regionalism 2 Comments
Author: Olaniyi Olayinka
Principal Assistant Registrar (Legal Matters) at The Polytechnic, Ibadan (Nigeria)
Calls for an all-inclusive National Conference to fashion out Nigeria’s national focus dates back to before 1922 – the Clifford Constitution – which until recently was never held. President Goodluck Jonathan in his 2013 Independence Day broadcast appointed a committee to facilitate the realisation of the conference. Author Uzodinma Nwaogbe has identified disunity, lack of faith and trust amongst citizens of Nigeria as some of the issues the conference should tackle and has given his support for the conference. The conference, according to Nwaogbe, is a platform for Nigerians to talk about issues that will help develop the country irrespective of religious, political and ethnic difference.
The Nigerian constitution, per Section 18(1), clarifies educational objectives of the government and provides that:
“Government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels.”
This article will determine the adequacy of funding for education in Nigeria and how the conference can pave the way for an improvement.
Education is under the purview of both the federal and state governments, and being less generous about funding education is plausible because they both draw from the same purse.
Realisation of inclusive education for persons with disabilities at rural universities in South Africa
Posted: 10 September, 2013 Filed under: Adrian Jjuuko | Tags: apartheid, constitution, Convention on the Rights of Persons with Disabilities, economic accessibility, education, human rights, inclusive education, non-discrimination, persons with disabilities, physical accessibility, rural universities, South Africa, University of Venda Leave a comment
Author: Adrian Jjuuko
Executive Director of Human Rights Awareness and Promotion Forum (HRAPF); LLM (Human Rights and Democratisation in Africa) candidate, Centre for Human Rights, University of Pretoria, South Africa
South Africa’s efforts to implement inclusive education started before the Convention on the Rights of Persons with Disabilities (CRPD) – to which South Africa is a state party- came into force. This was owing to its legacy of apartheid, a policy of exclusion. It created different universities for both the white and black communities. White universities were comprehensive universities that prepared students for professional careers, while black or rural universities were meant to produce semi-skilled menial workers.
With the fall of apartheid, the new regime adopted a policy of inclusive education, including higher education. Higher education was recognised as a right in terms of Article 26 of the 1996 Constitution. A single system of higher education was created and White Paper 6 of 2001 was adopted as the benchmark of inclusive education at all levels. It goes beyond disabilities, race, gender and other grounds of discrimination. It is an obligation for every educational institution to implement inclusive education, and physical accessibility for persons with disabilities (PWDs) is mandatory.
However, there is a need to give special focus to rural universities on account of their history if South Africa is to fulfil its obligations under Article 24 of the CRPD. This article seeks to highlight the implementation of inclusive education for PWDs at one of the rural universities – the University of Venda.
Realising inclusive education for children with disabilities in Lesotho
Posted: 15 July, 2013 Filed under: Precious Eriamiatoe | Tags: Africa, braille, capacity building, Child Protection and Welfare Act of 2011, children, Children with disabilities, constitution, disability, disability equality training, education, Education Act of 2010, inclusive education, Lesotho, primary education, United Nations Convention on the Rights of Persons with Disabilities 13 Comments
Author: Precious Eriamiatoe
LLM (Human Rights and Democratisation in Africa) candidate, Centre for Human Rights, University of Pretoria, South Africa
Inclusive education advocates for educational systems with an approach that serves the needs of all learners while identifying and overcoming barriers that prevent persons with disabilities from being included in the educational system. Lesotho has a high literacy rate of 87%. In spite of this commendable figure, about 40% of children with disabilities (CWDs) between the ages of 5 and 10 do not attend primary school while 23% of children with disabilities between ages 10 and 20 do not attend high school. These figures are significantly higher when compared to children without disabilities in the same age groups.
The Constitution of Lesotho recognises education as a directive principle of state policy under Chapter 3 of the Constitution and not as a justiciable right. However, the Child Protection and Welfare Act of 2011 and the Education Act of 2010 expressly affirm the right of children with disabilities to education. In addition, Section 4(2)(b) of the Education Act imposes an obligation on duty bearers to ensure that children with disabilities are included in the educational system. The right to education is also protected under Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This provision also places an obligation on state parties not to exclude children with disabilities from free and compulsory primary education, and that the inclusion is complemented by accessibility, reasonable accommodation, and effective individualised support aimed at maximising academic and social development. Lesotho ratified the CRPD in 2008 and adopted a free universal primary education in 2001 as a means of achieving education for all. Lesotho has a National Disability Policy of 2011, the Education Sector Strategic Plan 2005-2015, and the Special Education Unit all geared towards achieving inclusive education for people with disabilities. The legal implication of these laws and policies is that the government of Lesotho has obligations under international and domestic law to ensure that children with disabilities are not excluded from the general educational system and that children with disabilities can learn on an equal basis with abled children. However, children with disabilities still do not attend primary school. There is a huge gap between the legal framework and the practical implementation of inclusive education in Lesotho.
The State’s ineptitude or indisposition to deal with Eastern Cape education is a continuous violation of children’s rights
Posted: 16 May, 2013 Filed under: Akho Ntanjana | Tags: ACERWC, children's rights, constitution, Constitutional Court, CRC, Eastern Cape, education, empowerment, human rights, ICESRC, Kenya, Nubian children, President Zuma, right to education, schools, Section 100, Section 26, South Africa, UNICEF, United Nations, women 1 Comment
Author: Akho Ntanjana
Legal intern, Institute for Human Rights and Development in Africa (IHRDA), Banjul, The Gambia
Without citing any empirical evidence, it is known that the quality of school facilities has an indirect effect on learning and ultimately on its output. For instance, in a study carried out in India (1996), out of 59 schools in a region, only 49 had structures. Of these 49 schools, 25 had a toilet, 20 had electricity, 10 had a school library and four had a television set. In this study, the quality of the learning environment was strongly correlated with pupils’ achievement in Hindi and mathematics.
Further, a research study was conducted in Latin America that included 50 000 students in grades 3 and 4, it was found that learners whose schools lacked classroom materials and had inadequate libraries were significantly more likely to show lower test scores and higher grade repetition than those whose schools were well equipped (see the United Nations Children’s Fund’s paper ‘Defining Quality Education’). There are many other studies done even in Africa, for example in Botswana, Nigeria and Papua New Guinea, indicating similar outcomes.
There seem to be a correlation between good school infrastructures, other quality dimensions (inter alia the quality of content, psychological aspects, quality processes involved) and the achievement of higher grades by learners. In this opinion piece, I examine the state of education in the Eastern Cape, and the failure by the South Africa government to meet its constitutional and international obligations to provide basic education.
Education for all, even for children with disabilities in Kenya
Posted: 5 April, 2013 Filed under: William Aseka | Tags: African Charter on Human and Peoples' Rights, African Charter on the Rights and Welfare of the Child, Children with disabilities, Committee on Economic Social and Cultural Rights, Constitution of Kenya, Convention on Rights of People with Disabilities, education, human rights, international human rights, Kenya, United Nation Convention on the Rights of the Child, Universal Declaration of Human Rights 4 Comments
Author: William Aseka
Program Assistant (Human Rights Advocacy for Children with Disabilities), Governance Consulting
There is no outright definition of what education means, however commentators such as Milter has defined it as, an act, process or experience that systematically promotes learning, knowledge and development. By the same token, writers such as Mialeret have defined education from a much narrower view than the above stated, to mean formal instruction of knowledge within recognised and well-structured system of institutions and programmes. This definition by Mialeret is also seen in the 1997 International Standard Classification of Education. Therefore, having known what education means, then the question that comes next is: what is the right to education?
General Comment No. 13 of the Committee on Economic Social and Cultural Right (CESR) defines education as both a human right itself and an indispensable means of realising other human rights. The committee goes further to state that as an empowerment right, education is the primary vehicle by which economically and socially marginalised adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. These economically and socially marginalised groups include children with disabilities in Kenya and all over the world. This essentially means that children with disabilities are well protected and are entitled to education and it is not a favour that any government would be doing to these groups.
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