Open AccessTHE IMPLEMENTATION OF THE RIGHT TO EDUCATION IN SOUTH AFRICA AND NIGERIA (PART 1)
Author(s) -
E. A. Taiwo,
Avinash Govindjee
Publication year - 2021
Publication title -
obiter (port elizabeth. online)/obiter (port elizabeth)
Language(s) - English
Resource type - Journals
eISSN - 2709-555X
pISSN - 1682-5853
DOI - 10.17159/obiter.v33i1.12183
Subject(s) - legislature , human rights , right to education , political science , empowerment , meaning (existential) , human rights education , basic education , international law , public administration , law , economic growth , economics , psychology , psychotherapist
This is the first of the two articles dealing with the implementation of the right to education in South Africa and Nigeria. The article examines the meaning and the process of implementation of the right to education as well as the general nature of states’ obligations under the international human rights instruments regarding the right to education. The article examines the measures put in place at the international level towards realizing the right to education. While this first article examines legislative measures, the follow-up article examines the non-legislative measures, that is, administrative measures as well as other measures put in place to ensure theimplementation of the right to education. The right to education is an empowerment right which is given wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. The article argues that in terms of the international human rights instruments, states are obliged to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It posits that by having ratified those international agreements in which the right to education is guaranteed, both South Africa and Nigeria assumed obligations under international law enjoining themto realize the right to education and to respect freedoms in education in their respective territories. It submits that, despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries.