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Discuss Equality In Education
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INTRODUCTION
The right to equality is the most fundamental right a man has. This is the right that occupies its place in almost every constitution. It is the right to equality from which all liberties are guaranteed. Reservation is one of the many tools that are used to preserve and promote the essence of equality, so that disadvantaged groups can be brought to the forefront of civil life. It is the duty of the State to promote positive measures to remove barriers of inequality and enable diverse communities to enjoy the freedoms and share the benefits guaranteed by the Constitution . But can the state extend this duty and obligation to the private sector? Therefore the question broadly is whether the horizontal application of the acts extending to private unaided educational institutions violates the Basic Structure of the Constitution?
This question is in with regard to the 86th and 93rd amendment acts. The 86th Amendment inserted Article 21A which provided for free and compulsory education to all children between the age of 6 and 14 years. The right of children to free and compulsory education act of 2009 was enacted to enforce the right under article 21A. The act provided for horizontal affirmative action by reserving 25% seats in all schools (i.e. State run, State funded or Privately run) in favor of Scheduled Castes, Scheduled Tribes and Socially and Educationally Backward Classes. It further provided that the private schools cannot charge any fee, tuition or otherwise to those admitted against this 25% quota. Instead the State would reimburse the private schools for these 25% students. The 93rd Amendment inserted Article 15(5) which provided a right to the state to make laws for the advancement of any socially and ed...
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...obstacle in achieving socio-economic rights by the way of constitutional amendment. Justice Radhakrishnan held that clause (5) was inserted in article 15 to get over the obstacle that the state cannot impose reservation in private unaided professional educational institutions, the rule laid down in Pai Foundation as well as in Inamdar. Hence holding that the reservation provision constitutionally valid. The standard of review used by justice Radhakrishnan was that article 19(1) (g) was not a facet to the basic structure of the constitution and hence abrogation of article 19(1) (g) does not change the basic structure of the constitution and therefore is not unconstitutional.
The question whether the Reservation Provision is constitutionally valid when it horizontally imposes reservation of seats on a private unaided school remains unanswered in both the cases.
“…When you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters…” –Martin Luther King Jr., Letter from a Birmingham Jail. Over the years, many groups of people have been denied basic human rights just based on simple things such as gender or race. These acts go against the UDHR, or the Universal Declaration of Human Rights. The UDHR is a document of the equal and inalienable rights/freedoms all people are born with. One statement from the UDHR that was disregarded is the right to an equal education. An example from not too long ago is the story of Malala Yousafzai who was shot for trying to get an education because she is a girl. Article 26 of the UDHR states: “Everyone has the right to an education…”
Throughout American and World history we can see that dozens of cultures and people have gone through the process of deculturalization. Deculturalization is defined as the stripping away of one’s culture. Culture is defined by a group of people from a particular area with alike social behaviors. The process of deculturalization is to make it where a person’s lifestyle doesn’t involve their culture, beliefs, values, and norms of their well-known society. Deculturalization removes one culture from a group of people and gives them another culture.
...an choose to pick certain students just because of their ethnicity. In the constitution it clearly states that everyone is equal and if they can have the same rights as us. Then it should be agreed that colleges and universities should be able to pick the students who are best fitted for their school. Now it is perfectly clear that schools do in fact have a greater ability to affect the first amendment rights of public school students than the government does.
In the Abbeville et al. versus the state of South Carolina case, Abbeville demanded more funding from the state for the school districts that were not being provided with extra money through their property taxes. Abbeville argued for more state funding by proposing that their students were not acquiring an adequate education compared to that of students in wealthier districts (Abbeville 4). Abbeville et al. claimed the state violated “the South Carolina Constitution's education clause (art. XI, § 3), the state and federal equal protection clauses, and a violation of the Education Finance Act (EFA)” (Abbevi...
Democracy stresses the equality of all individuals and insists that all men are created equal. Democracy does not persist on an equality of condition for all people or argue that all persons have a right to an equal share of worldly goods. Rather, its concept of equality insists that all are entitled to equality of opportunity and equality before the law. The democratic concept of equality holds that no person should be held back for any such arbitrary reasons as those based on race, color, religion, or gender. This concept of equality holds that each person must be free to develop himself or herself as fully as he or she can or cares to and that each person should be treated as the equal of all other persons by the law. We have come a great distance toward reaching the goal of equality for all in this country, but however close we are we are still at a considerable distance from a genuine universally recognized and respected equality for all. I will go into more details giving more information and making it clear to understand equality and civil rights for all and it affects everyone.
The issue of equality in education is not a new problem. In 1787, our federal government required all territories petitioning for statehood to provide free education for all citizens. As part of this requirement, every state constitution included, “an education clause, which typically called for a “thorough and efficient” or “uniform” system of public schools” (School Funding 6). Despite this requirement, a “uniform” system of schools has yet to be achieved in this country for a variety of reasons, many of which I will discuss later on. During the early part of th...
The article focuses on one of the biggest issues in U.S., which is not just limited to the educational system. Social justice and equity is an issue that we can simply address it at any level in the society. The lack of social justice can especially be seen within marginal groups. Baske (2012) focuses on a solution to transform the culture of the schools by designing a program that facilitates social justice and equity through school leadership in U.S. public schools. He uses “art-based principles” to address the issue to the public and make changes towards it by identifying the issue and presenting it to the public trough art in order to create awareness and solve the issue.
and 21 of the Constitution. Article 14, of the same,guarantees equality before law and equal protection of laws. Further, article 15 prescribes that no law can discriminate only on the grounds of sex, caste, etc. Article 21 bestows upon the citizens the fundamental right of life and personal liberty. It has been well established that the Constitution is the most supreme document and is above all laws and persons. Thus any personal law which discriminates against women would, by its very nature, be unconstitutional and violative of Articles 14 and 15 of the Constitution and the expanded meaning of right to life and personal liberty under Article 21. Over the years, the Supreme Court has taken different views in different judgments while dealing with personal laws. In a number of cases it has held that personal laws of parties are not susceptible to Part III of the Constitution dealing with fundamental rights. Therefore they cannot be challenged as being in violation of fundamental rights especially those guaranteed under Articles 14, 15 and 21 of the Constitution of India. On the othe...
The budget cuts within educational services are affecting students, teachers and the schools in general in countless ways. First, students are at a heightened disadvantage when there are fewer funds within the field of education. As the amount of money per student continues to decrease in many states, students’ education is being compromised in unfavorable ways (Emeagwali). It is true that when budget cuts force education services to reduce many opportunities for pupils, their learning is often hurt. For example, when a student from a low income family enters a school that is suffering from receiving a high budget allowance, that student, who most likely needs increased attention within the school, is not able to be provided with the education needed to grow to a level equivalent with others of his age because of the removal of extra programs within that school along with overcrowded classrooms forced upon teachers. As a result, the student’s learning is hindered, and they now have to work harder in years later just to try and be at an average level (Feldman). It is not simply a student with a certain background who is being affected by lack of funds within educational services either. Students everywhere are faced with a paucity of opportunities for a sound basic education which damages their constitutional rights, according to Rebell (Rebell, “Safeguarding the Right” 1855). Scarcity of sound basic education for children leads to poor learning habits and needs; therefore, a child’s ability to learn becomes insufficient, which causes difficulties for him in later years of his life (Rebell, “Safeguarding the Right” 1860-61). Despite legislatures claims that fiscal pressure “in no way lessens the constitutional duties [for...
The prime vital issue of the nation's education has from the birth of the country been the last on the lists of priorities of all our governments. The majority of the ministers who have been given the education and science and technology portfolios have not only been unconnected with either the field of education or of science and technology but have largely been uneducated men, the word uneducated' being here used in the profound sense of the word. For instance, in the last two governments, the second for both Benazir and Nawaz, Benazir's federal education minister was one Khurshid Shah, building contractor by profession, and Nawaz's, of all people, the proven corrupt and uncouth Ghous Ali Shah. And this in a land where the world's first university was established in 700 BC at Taxila, the ruins of which still stand at a few miles distance from the capital city.
Better jobs will go to the more educated people. But as the lower castes begin to realize that the better jobs are in the private sector rather than in the government, they will turn, one hopes, to education rather than reservations. This may already be happening. States of Rajasthan and Madhya Pradesh suggests that a new political leadership, defined by education and skills rather than caste, may be emerging in these rural areas. Twenty-six percent of the new leaders are SCs, though the group only makes up 22 percent of the population (Das, 2001). As Das concedes, the private sector is still influenced by the affinities of kin and caste connection but the spirit of capitalist competition has also driven many businesses to recruit for skills and talent, not caste.
Whether the education system should be under public or private ownership has been a conversation piece across the world. This is particularly significant with the growing value of education in a country’s progress economically, socially, politically as well as its overall well-being. In my opinion, the education system should function as a public entity for the best interests of the nation’s future since private ownership takes a profitability approach which may compromise the quality of this social service.
... thus one such law brought up by the government in order to give proper wages and proper protection to the labour class of the society. It is a right enjoyed by them as the right to labourers is also recognized in the Constitution of India under Article 16.
Education Law is the area of law that relates to schools, teachers, and the rights of Americans to a public education, as well as standards for those students who attend private schools. S Woolman & H Botha ‘Limitations’ in S Woolman et al (eds) Constitutional law of South Africa (2 edition, OS, July 2006) chap 34. That said, Enver Motala and Jon Pampallis do stop to note the varying political axes around which education law and policy turn: ‘Law and policy are unequivocal regarding the need to address both the ‘humanistic’ elements of reconstruction and issues which are more narrowly concerned with economic development. Concerns for democracy, redressing historical injustice, ensuring a human rights culture, providing an environment for participation and accountability are matched with concerns for economic regeneration, human resource development, in the international economy’. 1996 (Constitution) provides for the right to education. Of particular importance is that section 29 (1) (a)4 provides a benchmark of education called basic education, an unqualified human right that everyone is entitled to.5 Of particular note is that the term basic education in section 29 (1) (a) is similar to that which was defined by the World Declaration.
Section of Ulema and politicians belonging to the community also view the move as government intervention that will dilute the essentially theological nature of the Madrassa. Again, the administrators of Madrassa think that through modernisation and accepting the government grants their autonomy will be finished because, “Right from their inception in medieval period, all big and small Madrassas have enjoyed full autonomy in all aspects of their functioning. They have been independent in framing their own curricula, using their own modes of teaching and training and examining their students internally in their own ways. Even in the medieval period when many of them received grants and endowments from the rulers and nobles they were never brought under the control of a common regulating or examining body.” (Siddiqui, M.Akhtar,