Basic Skills Provision for the Have-Nots: A Rights Hoax? Re-Examining International Standards on the Right to Education

Autor/in	Gynther, Paivi
Titel	Basic Skills Provision for the Have-Nots: A Rights Hoax? Re-Examining International Standards on the Right to Education
Quelle	In: International Journal of Inclusive Education, 15 (2011) 8, S.851-864 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603110903452333
Schlagwörter	Educationally Disadvantaged; Foreign Countries; Civil Rights; Basic Skills; Standard Setting; International Organizations; Politics of Education; Social Theories; Position Papers; Content Analysis; Synthesis; Change Strategies; Access to Education; Educational Legislation + Suchen Sie Ihr Suchwort? Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Basic skill; Grundfertigkeit; Standardisierung; International organisation; International organisations; International organization; Internationale Organisation; Educational policy; Bildungspolitik; Gesellschaftstheorie; Positionspapier; Inhaltsanalyse; Lösungsstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz
Abstract	In the present era of accelerating globalisation of the labour market and education, access to knowledge of value has become increasingly complicated. This study enquired into the rights to post-compulsory basic education by analysing the contemporary standard-setting instruments of the United Nations, the Council of Europe and the European Community. An analytical scheme was developed that suggested four interconnected areas of education legislation, disregard of which cumulatively maintains exclusion of educationally disadvantaged individuals from knowledge and skills with proper value in the job market. The four thematic aspects identified were rights, recognition, resources and representation. Findings indicate that the international regimes examined are not unequivocal and thereby leave room for manoeuvre. The study concluded that legal strategies for the abolishment of skills deficiency traps should be rethought. Instead of relying on rights-talk, we should increasingly move to the recognition of functional skills deficiency and its reduction. (Contains 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10