MECHANISM IN SCHOOLS FOR THE PROTECTION OF HUMAN RIGHTS: NGOS, PRESS AND MEDIA

Education has been specified as one on the fundamental human rights vide article 26 of the ‘Universal Declaration of Human Rights’ follows: Article 26 (i) “Everyone has the right to Education shall be free, at least in the elementary and fundamental stage. Technical and professional education shall be equally accessible to all on the basis of merit.” (ii) “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” “It shall promote understanding, tolerance and friendship among all nation, racial or religious groups and shall further the activities of the United Nations for the maintenance of peace.” (iii) “Parents have a prior right to choose the kind of education that shall be given to their children.” There is a close correlation between poverty among families, communities and entire countries, and low levels of education among children, and identifying financial obstacles to universal primary education is the crucial first step towards their elimination. This tis mandated by universal human rights standards that assert primary education should be free and compulsory. International human rights law asserts the public responsibility for ensuring free and compulsory primary education. Key provisions included in the treaties are summarized below reflecting changes in international human rights law over the last few decades. These changes have reaffirmed that compulsory education should remain free. The key principle in the Convention on the Rights of the Child (1989) which asserts that education must be designed and implements with the best interests of each child in mind, necessitates identifying and eliminating factors that impede the child’s learning. These include: 1. Curriculum which is ill-conceived to the age of the child i.e., is not according to 3A’s ? Age, Ability and Aptitude of the student. 2. Methodology of instruction which does not promote learning to learn. 3. School organization which is authoritarian and rigid. 4. School discipline which is based on ‘do’s’. 5. Discriminatory admission process. 6. Discriminatory treatment to the students by the teachers. 7. Textbooks which do not promote open-mindedness, include material which is not conducive to democratic values. 8. Neglect of 4A scheme of education i.e., (1) availability, (2) accessibility, (3) acceptability and (4) adaptability 9. Defective language policy which does not protect the language right of the child. 10. Lack of equal opportunities for education.