By Dr. Kariuki Muigua, PhD (Leading Environmental Law Scholar, Policy Advisor, Natural Resources Lawyer and Dispute Resolution Expert from Kenya), Winner of Kenya’s ADR Practitioner of the Year 2021, ADR Publisher of the Year 2021 and CIArb (Kenya) Lifetime Achievement Award 2021*
According to the United Nations’ Committee on Economic, Social and Cultural Rights (CESCR), the right to education “epitomizes the indivisibility and interdependence of all human rights”. Education has been formally recognized as a human right since the adoption of the Universal Declaration of Human Rights in 1948. To be specific, the Universal Declaration of Human Rights guarantees that everyone has the right to education by providing that education shall be free, at least in the elementary and fundamental stages.
Elementary education should also be compulsory. Besides, technical and professional education should be made generally available and higher education shall be equally accessible to all based on merit. It also provides that education shall be directed to the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance, and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
It has been argued that quality education should provide children and young people with the necessary skills and knowledge, attitudes, and behaviour to lead positive and productive lives, and it should include not only literacy and numeracy but also wider life skills that empower them to be leaders and change-makers. In other words, quality and inclusive education is an agent of empowerment. In this regard, empowerment is defined as the process by which people’s capabilities to demand and use their human rights grow. They are empowered to claim their rights rather than simply wait for policies, legislation, or the provision of services, where initiatives should be focused on building the capacities of individuals and communities to hold those responsible to account. The goal is to give people the power and capabilities to change their own lives, improve their communities, and influence their destinies.
The General Comment No. 13 on the Right to Education states that education is both a human right in itself and an indispensable means of realizing other human rights. The publication by the UN Committee on Economic, Social, and Cultural Rights elaborates the right to receive an education and states that: While the precise and appropriate application of the terms will depend upon the conditions prevailing in a particular State party, education in all its forms and at all levels shall exhibit the following interrelated and essential features:
(a) Availability: Functioning educational institutions and programmes have to be available in sufficient quantity within the jurisdiction of the State party. What they require to function depends upon numerous factors, including the developmental context within which they operate; for example, all institutions and programmes are likely to require buildings or other protection from the elements, sanitation facilities for both sexes, safe drinking water, trained teachers receiving domestically competitive salaries, teaching materials, and so on; while some will also require facilities such as a library, computer facilities, and information technology.
(b) Accessibility: Educational institutions and programmes have to be accessible to everyone, without discrimination, within the jurisdiction of the State party. Accessibility has three overlapping dimensions: Non-discrimination, that is the requirement that education must be accessible to all, especially the most vulnerable groups, in law and fact, without discrimination on any of the prohibited grounds (see paras. 31-37 on nondiscrimination). Physical accessibility implies that education has to be within safe physical reach, either by attendance at some reasonably convenient geographic location (e.g. a neighbourhood school) or via modern technology (e.g. access to a “distance learning” programme). Economic accessibility is the requirement that education has to be affordable to all. This dimension of accessibility is subject to the differential wording of article 13 (2) in relation to primary, secondary, and higher education: whereas primary education shall be available “free to all”, States parties are required to progressively introduce free secondary and higher education.
(c) Acceptability: The form and substance of education, including curricula and teaching methods, have to be acceptable (e.g. relevant, culturally appropriate and of good quality) to students and, in appropriate cases, parents; this is subject to the educational objectives required by article 13 (1) and such minimum educational standards as may be approved by the State. (d) Adaptability: Education has to be flexible so it can adapt to the needs of changing societies and communities and respond to the needs of students within their diverse social and cultural settings. Thus, for any education to be considered quality, it should satisfy the above features.
Inclusive education has been defined as follows: Inclusive education refers to securing and guaranteeing the right of all children to access, presence, participation, and success in their local regular school. Inclusive education calls upon neighbourhood schools to build their capacity to eliminate barriers to access, presence, participation, and achievement to be able to provide excellent educational experiences and outcomes for all children and young people. Notably, inclusive education is secured by principles and actions of fairness, justice, and equity. It is considered to be a political aspiration and an educational methodology.
*This article is an extract from the Article: “Towards Inclusive and Quality Education as a Tool for Empowerment in Kenya,” (2021) Journal of Conflict Management and Sustainable Development Volume 6(1), p. 83 by Dr. Kariuki Muigua, PhD, Kenya’s ADR Practitioner of the Year 2021 (Nairobi Legal Awards), ADR Publisher of the Year 2021 and ADR Lifetime Achievement Award 2021 (CIArb Kenya). Dr. Kariuki Muigua is a foremost Environmental Law and Natural Resources Lawyer and Scholar, Sustainable Development Advocate and Conflict Management Expert in Kenya. Dr. Kariuki Muigua is a Senior Lecturer of Environmental Law and Dispute resolution at the University of Nairobi School of Law and The Center for Advanced Studies in Environmental Law and Policy (CASELAP). He has published numerous books and articles on Environmental Law, Environmental Justice Conflict Management, Alternative Dispute Resolution and Sustainable Development. Dr. Muigua is also a Chartered Arbitrator, an Accredited Mediator, the Africa Trustee of the Chartered Institute of Arbitrators and the Managing Partner of Kariuki Muigua & Co. Advocates. Dr. Muigua is recognized among the top 5 leading lawyers and dispute resolution experts in Kenya by the Chambers Global Guide 2022.
References
Global Partnership for Education, ‘Why Africa Needs to Ensure Inclusive and Equitable Quality Education and Lifelong Learning for All,’ https://www.globalpartnership.org/blog/why-africa-needs-ensure-inclusive-and-equitable-quality-education-and-lifelong-learning-all (accessed 7 December 2020).
Plan International, ‘The Right to Inclusive, Quality Education’ (Plan International) https://plan-international.org/education/right-inclusive-quality-education (accessed 7 December 2020).
Roger Slee, Defining the Scope of Inclusive Education Think Piece Prepared for the 2020 Global Education Monitoring Report Inclusion and Education 2 (2019).
UNICEF and UNESCO (eds), A Human Rights-Based Approach to Education for All (UNICEF 2007), 7 < https://unesdoc.unesco.org/ark:/48223/pf0000154861> (accessed 6 December 2020)
UN Committee on Economic, Social and Cultural Rights (CESCR), General Comment No. 13: The Right to Education (Art. 13 of the Covenant), 8 December 1999, E/C.12/1999/10.