KPML: Karapatan sa Edukasyon

KARAPATAN SA EDUKASYON

Inilathala ng programang SPN (Social Protection, Now!)

ng Kongreso ng Pagkakaisa ng mga Maralita ng Lungsod (KPML)

Pambungad

Ang edukasyon ang isa sa mga batayang karapatan ng bawat tao. Kailangan ng edukasyon upang matuto ang tao na bumasa at sumulat, malaman ang kanyang kapaligiran, mapag-aralan ang lipunan, at makipagtalastasan sa iba.

Mahalaga ang edukasyon tulad ng kahalagahan ng pagkain at tahanan, na mga pangunahing sangkap sa buhay. Kung ang pagkain ang kailangan para sa kalusugan at tahanan para sa katawan, ang edukasyon ay kinakailangan para sa isipan. Pinauunlad ng edukasyon ang kaalaman, at ayon nga sa isang kasabihan: ang kaalaman ay kapangyarihan (knowledge is power). Gayunpaman, ang kapangyarihang taglay ng isang tao'y nakasalalay kung paano niya ito ginagamit. Ang edukasyon ang isa sa mahalagang patakaran ng isang estado o pamahalaan na dapat isulong, dahil ang edukasyon ang tanging paraan upang maunawaan ng mamamayan ang kanyang kasaysayan, kalinangan o kultura. Pinag-iisa ng edukasyon ang isang bansa.

BAKIT NATIN KAILANGAN NG EDUKASYON?

Ang katanungang "Bakit kailangan pa ng edukasyon, pwede bang magtrabaho na lang?" ay karaniwang tanong ng mga estudyante. Ngunit para sa mga magulang, pinag-aaral nila at iginagapang sa pag-aaral ang kanilang mga anak dahil nauuwaan nila ang kahalagahan ng edukasyon sa kinabukasan ng kanilang mga anak. Kaya minsan ay nasasabi ng magulang, lalo na kung mahihirap, sa kanilang mga anak, “Mahirap lang tayo, mga anak. Wala kaming maipapamana sa inyo kundi ang edukasyon, kaya mag-aral kayong mabuti.”

Kaya kinakailangang maunawaan ng bawat isa ang kahalagahan ng edukasyon upang mapukaw ang interes ng mga estudyante sa pag-aaral. Kailangan ang edukasyon para sa pag-unlad ng bawat tao, na mahalaga sa lipunan. Para sa indibidwal at sa bansa, ang edukasyon ang susi sa pagkamalikhain, pagsasagawa at pagpapakalat ng kaalaman, na siyang magreresulta sa pag-unlad ng isang lipunan, bansa o sistema.

Bata pa lang tayo'y pinangangaralan na tayo ng ating mga magulang na pagbutihin ang ating pag-aaral. Mapalad tayo dahil pinapag-aral tayo ng ating mga magulang, ngunit ang ibang kabataan ay hindi mapag-aral dahil sa kakapusan ng salapi kaya pinagtatrabaho sa murang edad upang makatulong sa pamilya.

Kailangang mag-aral mabuti dahil ang isang mahusay na edukasyon ay maaaring humantong sa isang magandang trabaho, at ang isang magandang trabaho ay nag-aalok ng isang mataas na pamantayan ng pamumuhay sa isang tao at sa kanyang pamilya.

Kahit mayaman ka pa, o anak ng isang sikat na pulitiko o artista, kailangan mo pa rin ng edukasyon para magkaroon ka ng kapasidad na magtrabaho nang di nakaasa sa iyong mana o kasikatan.

Masarap man ang tumambay o maglakwatsa na lamang, ngunit nasa huli ang pagsisisi kung kaya naman silang pag-aralin ay di sila nag-aral noon pa.

Pinalalawak ng edukasyon ang ating pananaw sa buhay at nagbibigay ito sa atin ng mahusay na pag-unawa sa iyong kapaligiran at sa mundong ating ginagalawan, at kung paano ba gumagana ang mga bagay-bagay.

Pinaliliit ng edukasyon ang panlipunan at pang-ekonomyang pagkakaiba ng mga tao. At malaki ang nagagawa ng edukasyon sa pagsulong o pag-abante sa bawat larangan, tulad ng agham at teknolohiya na di susulong kung hindi dahil sa edukasyon. Dagdag pa rito, at isa sa mga importante, tumataas ang pagpapahalaga sa sarili ng mga taong nakapag-aral.

May TATLONG OBLIGASYON ang bawat gobyerno hinggil sa karapatan para sa sapat na Edukasyon:

1. To respect - PAGGALANG - dapat respetuhin o igalang ng sinumang estado, gobyerno, o pamahalaan na ang bawat mamamayan ay may karapatan sa edukasyon

2. To protect - PAGPROTEKTA - dapat protektahan ng sinumang estado, gobyerno, o pamahalaan ang karapatan ng bawat isa sa isang malaya at di-mapanupil na edukasyon;

3. To fulfill - PAGGAMPAN - dapat magsagawa ang sinumang estado, gobyerno o pamahalaan ng mga mekanismo upang matiyak na ang karapatan sa edukasyon ay matamasa ng lahat ng mamamayan; pagkat ang illiteracy o kakulangan sa edukasyon ay paglabag sa karapatan ng mamamayan sa edukasyon

ANU-ANO ANG MGA BATAYAN NG ATING KARAPATAN SA EDUKASYON?

Artikulo 26 ng Pangkalahatang Pahayag sa Karapatang Pantao

Article 26 of the Universal Declaration of Human Rights (UDHR)

1. Ang bawat tao'y may karapatan sa edukasyon. Ang edukasyon ay walang bayad o libre, doon man lamang sa elementarya at sa batayang antas. Ang edukasyong pang-elementarya ay obligado o sapilitan. Ang edukasyong teknikal at propesyunal ay dapat gawing kayang maabot ng sinuman at ang mataas na edukasyon ay pantay na maabot ng lahat batay sa merito.

2. Ang edukasyon ay dapat tumungo sa ganap na pag-unlad ng pagkatao at sa pagpapatatag ng paggalang sa karapatang pantao at sa batayang mga karapatan. Itataguyod nito ang pang-unawa, pagpapaubaya at pagkakaibigan sa pagitan ng mga bansa, lahi o relihiyon, at dapat palawakin ang mga gawain ng mga Bansang Nagkakaisa para sa pagpapanatili ng kapayapaan.

3. Ang mga magulang ang may pangunahing karapatang pumili ng klase ng edukasyong ipagkakaloob sa kanilang mga anak.

Artikulo 13 at 14 ng the International Covenant on Economic, Social and Cultural Rights (ICESCR) o Pandaigdigang Kasunduan sa Karapatang Pangkabuhayan, Panlipunan at Pangkalinangan.

Artikulo 13

1. Kinikilala ng mga Partido ng Estado sa kasalukuyang Kasunduan ang karapatan ng bawat tao sa edukasyon. Sinasang-ayunan nila na ang edukasyon ay dapat patungo sa ganap na pagpapaunlad ng pagpapakatao at ang kahulugan ng kanyang dangal, at ang pagpapatatag ng paggalang sa karapatang pantao at batayang kalayaan. Dagdag pa'y sinasang-ayunan nila na sa pamamagitan ng edukasyon ay inahihimok ang lahat ng tao na epektibong makalok sa malayang lipunan, itaguyod ang pag-uunawaan, pagpapaubaya at pagkakaibigan sa lahat ng bansa at lahat ng lahi, etniko at relihiyosong grupo, at palawakin ang mga gawain ng mga Bansang Nagkakaisa para sa pagpapanatili ng kapayapaan.

2. Kinikilala ng mga Partido ng Estado sa kasalukuyang Kasunduan, nang may pananaw na maisakatuparan ang mga karapatang ito:

(a) Ang edukasyong primarya ay dapat obligado at libre para sa lahat;

(b) Nasa iba’t ibang anyo ang sekundaryong edukasyon, kasama na ang teknikal at bukasyunal na sekundaryong edukasyon, na dapat kayang tamasahin at abutin ng lahat, sa pamamagitan ng mga angkop na pamamaraan, at sa partikular, sa pamamagitan ng progesibong introduksyon sa libreng edukasyon;

(c) Ang mataas na edukasyon ay dapat pantay na maabot ng lahat, sa batayan ng kakayanan, a pamamagitan ng mga angkop na pamamaraan, at sa partikular, sa pamamagitan ng progesibong introduksyon sa libreng edukasyon;

(d) Ang batayang edukasyon ay dapat ihikayat at patindihan hangga’t kakayanin para sa mga taong hindi nakatanggap o hindi nakakumpleto ng buong panahon ng kanilang edukasyong primarya;

(e) Ang pa-unlad ng isang sistema sa mga paaralan sa lahat ng antas na aktibong itaguyod, isang sapat na sistema ng pagsasamahan ay dapat na itatag, na kondisyon ng mga kawani ng pagtuturo ay patuloy na pinauunlad.

3. Isinasagawa ng mga Partido ng Estado sa kasalukuyang Kasunduan upang magkaroon ng respeto sa kalayaan ng magulang, at, kung aplikable, ang mga legal na tagagabay para pumili ng eskwelahan para sa kanilang mga anak, maliban doon sa mga naitatag na ng mga pampublikong awtoridad, na sumasang-ayon sa tulad na minimum na pamantayang edukasyunal na maibababa o maaaprubahan ng Estado at matiyak ang relihiyoso at moral na edukasyon ng kanilang mga anak ayon sa kanilang sariling pagpapasiya.

4. Walang bahagi ng artikulong ito ang bibigyang kahulugan na makakagambala sa kalayaan ng mga indibidwal o lupon na magtatatag ng at magdidirekta sa mga institusyong edukasyunal, na laging tumatalima sa pag-obserba sa mga prinsipyong nakalatag sa talata 1 ng artikulong ito at sa mga rekisitos na ibinibigay ng edukasyon sa nasabing institusyon na umaayon sa nasabing minimum na pamantayan na maaaring ilatag ng Estado.

Artikulo 14

Ang bawat Partido ng Estado sa kasalukuyang Kasunduan na kung saan, sa oras ng pagiging isang Partido, ay hindi tiyak sa kanyang taal na teritoryo (metropolitan territory) o sa iba pang mga teritoryong nasa ilalim ng hurisdiksyon nito ang kompulsaryong batayang edukasyon, nang walang bayad, na gagawin sa loob ng dalawang taon, upang gumana ang at magpatibay ng isang detalyadong plano ng pagkilos para sa isang progresibong pagpapatupad ng maayos na plano, sa loob ng isang makatwirang bilang ng mga taon, ng prinsipyo ng kompulsaryong libreng edukasyon para sa lahat.

Bilang bahagi ng United Nations Literacy Decade (2003-2012), hinikayat ng Commission on Human Rights ang mga kasaping estado:

"(a) Upang ganap na mabigyang bisa sa karapatang sa edukasyon at matiyak na ang karapatang ito ay kinikilala at nagagampanan ng walang anumang klase ng diskriminasyon;

(b) Magsagawa ng naaangkop na pamamaraan upang mapawi ang mga balakid na naglilimita upang epektibong makakuha ng edukasyon, lalo na ng mga kababaihan, kasama na ang mga buntos, mga batang naninirahan sa mga kanayunan, mga batang mula sa grupong minorya, mga batang lumad o katutubo, mga anak ng migrante, mga anak ng refugee, mga batang napalayo sa sariling tahanan, mga batang apektado ng digmaan, mga batang may kapansanan, mga batang may human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) at mga batang tinggagalan ng karapatan." (Resolution 2002/23)

Ang edukasyon hinggil sa karapatang pantao ay kaugnay ng karapatan sa edukasyon. Ipinagdiinan sa mga pandaigdigan at pangrehiyong karapatang pantaong nakatala sa iba’t ibang dokumento (deklarasyon, resolusyon, at mga kumbensyon) na ang kaalaman sa karapatang pantao ay dapat inuuna o prayoridad sa mga patakaran sa edukasyon.

Ilan pang mga dokumentong gumagarantiya sa karapatan sa edukasyon:

Article 28, The Convention on the Rights of the Child

1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:

(a) Make primary education compulsory and available free to all;

(b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;

(d) Make educational and vocational information and guidance available and accessible to all children;

(e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.

2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.

3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.

Article 29, The Convention on the Rights of the Child

1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

(c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

(d) 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, ethnic, national and religious groups and persons of indigenous origin;

(e) The development of respect for the natural environment.

2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

Article 45, The International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families

1. Members of the families of migrant workers shall, in the State of employment, enjoy equality of treatment with nationals of that State in relation to:

(a) Access to educational institutions and services, subject to the admission requirements and other regulations of the institutions and services concerned;

(b) Access to vocational guidance and training institutions and services, provided that requirements for participation are met;

(c) Access to social and health services, provided that requirements for participation in the respective schemes are met;

(d) Access to and participation in cultural life.

2. States of employment shall pursue a policy, where appropriate in collaboration with the States of origin, aimed at facilitating the integration of children of migrant workers in the local school system, particularly in respect of teaching them the local language.

3. States of employment shall endeavour to facilitate for the children of migrant workers the teaching of their mother tongue and culture and, in this regard, States of origin shall collaborate whenever appropriate.

4. States of employment may provide special schemes of education in the mother tongue of children of migrant workers, if necessary in collaboration with the States of origin.

Article 10, Convention on the Elimination of All Forms of Discrimination against Women

States Parties shall take all appropriate measures to eliminate discrimination against women in order to ensure to them equal rights with men in the field of education and in particular to ensure, on a basis of equality of men and women:

(a) The same conditions for career and vocational guidance, for access to studies and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas; this equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training;

(b) Access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality;

(c) The elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education by encouraging coeducation and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programmes and the adaptation of teaching methods;

(d) The same opportunities to benefit from scholarships and other study grants;

(e) The same opportunities for access to programmes of continuing education, including adult and functional literacy programmes, particulary those aimed at reducing, at the earliest possible time, any gap in education existing between men and women;

(f) The reduction of female student drop- out rates and the organization of programmes for girls and women who have left school prematurely;

(g) The same Opportunities to participate actively in sports and physical education;

(h) Access to specific educational information to help to ensure the health and well- being of families, including information and advice on family planning.

Article 24, The Convention on the Rights of Persons with Disabilities

1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:

(a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

(b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

2. In realizing this right, States Parties shall ensure that:

(a) Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;

(b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;

(d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

(e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.

3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:

(a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

(b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

(c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.

5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.

Assessment of fulfilment: The 4As Framework

The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.

The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.

The 4 As have been further elaborated as follows:

Availability (PAGKAMAYROON) – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school.

Accessibility (ABOTKAYA) – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs.

Acceptability (PAGTANGGAP) – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.

Adaptability (PAG-ANGKOP) – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities.

A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.