监测基础教育权的实现:南非法理学和结构-过程-结果指标

IF 0.1 Q4 LAW
S. Kamga
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引用次数: 0

摘要

根据国际法,受教育权应该是可获得的、可获得的、可接受的和可适应的——或者符合四个a。《南非宪法》和许多政策都规定了这项权利。然而,对成千上万的南非人来说,这仍然是一种幻想。在此背景下,本文试图澄清监测这项权利执行情况的指标。为此,本报告揭示了南非关于基础教育权的判例,并依靠结构-过程-结果指标模型揭示了为确保切实享有基础教育权需要做些什么。根据这一方法,它发现基础教育权是多方面的,其构成要素包括立即和不受歧视地进入校舍;基础设施;教师和非教育人员的权利;享有宗教、语言和文化的权利;以及为住得离学校远的学生提供免费交通。最后,根据南非的判例,结构-过程-结果指标解释了实施四个a的有效预期。从这种方法中收集的经验教训将使南非和非洲其他地区的所有利益攸关方能够推进基础教育权。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Monitoring the Realisation of the Right to Basic Education: The South African Jurisprudence and Structural-Process-Outcome Indicators
Under international law, the right to education should be available, accessible, acceptable, and adaptable—or comply with the four As. This right is provided for by the South African Constitution and numerous policies. Yet it remains illusory for thousands of South Africans. Against this backdrop, this article seeks to clarify indicators to monitor the implementation of this right. To this end, unpacking the South African jurisprudence on the right to basic education, it relies on the structural-process-outcome indicators model to unveil what needs to be done to secure a tangible enjoyment of the right to basic education. Based on this approach, it finds that the right to basic education is multidimensional and that its constitutive elements include immediate and non-discriminatory access to school buildings; infrastructure; the right to teachers and non-educational staff; the right to enjoy religion, language, and culture; as well as free transport for learners living far from the school. Ultimately, in light of the South African jurisprudence, the structural-process-outcome indicators explain what is effectively expected to operationalise the four As. Lessons gleaned from this approach will enable all stakeholders in South Africa and other parts of Africa to advance the right to basic education.
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