The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all^[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education^[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.^[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education.^[4]

International legal basis[link]

The right to education is enshrined in Article 26 of the Universal Declaration of Human Rights and Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights.^[5][6][7]

The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.^[8]

In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.^[9] Article 10 of the European Social Charter guarantees the right to vocational training.^{[citation needed]}

National law[link]

The right is recognised in several national constitutions, including the Belgian constitution (former article 17, now article 24), Indian constitution (Under article 21(a)) and the Dutch constitution (article 23).^[10]

Definition[link]

Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: "all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given."^[11]

In a wider sense education may describe "all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist".^[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO's 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.^[12] The article states that education implies:

"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal capabilities, attitudes, aptitudes and knowledge."^[11]

The European Court of Human Rights has defined education in a narrow sense as "teaching or instructions... in particular to the transmission of knowledge and to intellectual development" and in a wider sense as "the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young."^[11]

Assessment of fulfilment[link]

The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.^[13]

The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.^[13]

The 4 As have been further elaborated as follows:^[14]

• Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. ^[15]

• Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. ^[16]

• Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.^[17]

• Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. ^[18]

A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.^{[citation needed]}

Historical development[link]

In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.^[19]

However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states enacted legislation making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.^[20]

In On Liberty John Stuart Mill wrote that an "education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence." Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.^[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.^[22]

The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.^[23] As a political goal, right to education was declared in F. D. Roosevelt's 1944 speech on the Second Bill of Rights.

Implementation[link]

International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.^[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.^[25]

The rights to education are separated into three levels:

• Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years.
• Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible.
• Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university.

Both secondary and higher education shall be made accessible "by every appropriate means, and in particular by the progressive introduction of free education".^[26]

Role of the State[link]

Today education is considered an important public function. The state is seen as the chief provider of education through the allocation of substantial budgetary resources and through educational law and legislation. The preeminent role of the state in fulfilling the right to education is enshrined in the 1966 International Covenant on Economic, Social and Cultural Rights. Traditionally, education has been the duty of a child's parents, however with the rise of public education, the role of parents has diminished.^[27] The World Declaration on Education for All was adopted at the 1990 World Conference on Education for All, stating that "partnerships between government and non-governmental organisations, the private sector, local communities, religious groups, and families" are necessary.^[28]

Compulsory education[link]

The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.^[29][30]

See also[link]

• Economic, social and cultural rights
• Freedom of speech
• Literacy

Lawsuits[link]

• Mills vs. Board of Education of District of Columbia
• Mohini Jain V/s State of Karnataka case (1992 AIR 1858) or (AIR 1992 SC 2100)
• Unni Krishnan v State of Andhra Pradesh (AIR 1993 SC 2178)

References[link]

External links[link]

• Right to Education UNESCO
• UN Special Rapporteur on the right to education
• Right to Education India Website
• Right to Education on Humanium's Children's Rights Portal
• Right to Education Project Website
• The International Covenant on Economic, Social and Cultural Rights
  • CESCR General Comment 11, Plans of action for primary education, 1999
  • CESCR General Comment 13, The right to education, 1999
• The Universal Declaration of Human Rights
• Convention against Discrimination in Education, UNESCO, 1960
• Commentary on Education under the Framework Convention for the Protection of National Minorities, CoE, 2006
• Hague recommendations regarding the education rights of national minorities, OSCE, 1996
• Right to education // Cultural rights in the case-law of the European Court of Human Rights, a report by ECtHR Research Division, 2011 — pp. 16-19

Richard Francis Cottingham is a serial killer from New Jersey operating in New York between 1967 and 1980. He was nicknamed 'the torso killer', due to his habit of dismembering his victims, usually leaving nothing but a torso behind. In one case, he dismembered two prostitutes in a motel room, taking the hands and heads with him before setting the room on fire. He was eventually convicted of murder in 1981 after being caught fleeing an attempted murder.^[1] Several books have been written about him including The Torso Killer and "The Prostitute Murders" (ISBN 1-55817-518-0) both written by Rod Leith, a newspaper writer and local historian who had covered Cottingham's case from the beginning. Officially Cottingham killed six people but he claims between 85 and 100 murders.^[2][3]

References[link]

External links[link]

• Investigating the case of serial killer Richard Cottingham

This United States biographical article related to crime is a stub. You can help Wikipedia by expanding it. v t e

Barack Obama
44th President of the United States
Incumbent
Assumed office January 20, 2009
Vice President	Joe Biden
Preceded by	George W. Bush
United States Senator from Illinois
In office January 3, 2005 – November 16, 2008
Preceded by	Peter Fitzgerald
Succeeded by	Roland Burris
Member of the Illinois Senate from the 13th District
In office January 8, 1997 – November 4, 2004
Preceded by	Alice Palmer
Succeeded by	Kwame Raoul
Personal details
Born	Barack Hussein Obama II (1961-08-04) August 4, 1961 (age 50)[1] Honolulu, Hawaii, U.S.[2]
Political party	Democratic
Spouse(s)	Michelle Robinson (1992–present)
Children	Malia (born 1998) Sasha (born 2001)
Residence	White House (Official) Chicago, Illinois (Private)
Alma mater	Occidental College Columbia University (B.A.) Harvard Law School (J.D.)
Profession	Community organizer Lawyer Constitutional law professor Author
Religion	Christianity[3]
Awards	Nobel Peace Prize
Signature
Website	barackobama.com

	This article is part of a series on Barack Obama
Background Illinois Senate US Senate Political positions Public image Family 2008 primaries Obama–Biden campaign Transition Inauguration Electoral history Presidency Timeline '09 '10 '11 '12 First 100 days Nobel Peace Prize Re-election campaign

Barack Hussein Obama II (ⁱ/bəˈrɑːk huːˈseɪn oʊˈbɑːmə/; born August 4, 1961) is the 44th and current President of the United States. He is the first African American to hold the office. In January 2005, Obama was sworn in as a U.S. Senator in the state of Illinois. He would hold this office until November 2008, when he resigned following his victory in the 2008 presidential election.

Born in Honolulu, Hawaii, Obama is a graduate of Columbia University and Harvard Law School, where he was the president of the Harvard Law Review. He was a community organizer in Chicago before earning his law degree. He worked as a civil rights attorney in Chicago and taught constitutional law at the University of Chicago Law School from 1992 to 2004. He served three terms representing the 13th District in the Illinois Senate from 1997 to 2004.

Following an unsuccessful bid against the Democratic incumbent for a seat in the United States House of Representatives in 2000, Obama ran for the United States Senate in 2004. Several events brought him to national attention during the campaign, including his victory in the March 2004 Illinois Democratic primary for the Senate election and his keynote address at the Democratic National Convention in July 2004. He won election to the U.S. Senate in Illinois in November 2004. His presidential campaign began in February 2007, and after a close campaign in the 2008 Democratic Party presidential primaries against Hillary Rodham Clinton, he won his party's nomination. In the 2008 presidential election, he defeated Republican nominee John McCain, and was inaugurated as president on January 20, 2009. Nine months later, Obama was named the 2009 Nobel Peace Prize laureate. In April 2011, he announced that he would be running for re-election in 2012.

As president, Obama signed economic stimulus legislation in the form of the American Recovery and Reinvestment Act of 2009 and the Tax Relief, Unemployment Insurance Reauthorization, and Job Creation Act of 2010. Other domestic policy initiatives include the Patient Protection and Affordable Care Act, the Dodd–Frank Wall Street Reform and Consumer Protection Act, the Don't Ask, Don't Tell Repeal Act of 2010, and the Budget Control Act of 2011. In May 2012, he became the first sitting U.S. president to openly support legalizing same-sex marriage. In foreign policy, he ended the war in Iraq, increased troop levels in Afghanistan, signed the New START arms control treaty with Russia, ordered U.S. involvement in the 2011 Libya military intervention, and ordered the military operation that resulted in the death of Osama bin Laden.

Early life and career[link]

Obama was born on August 4, 1961, at Kapiʻolani Maternity & Gynecological Hospital (now Kapiʻolani Medical Center for Women and Children) in Honolulu, Hawaii,^[2][4][5] and is the first President to have been born in Hawaii.^[6] His mother, Stanley Ann Dunham, was born in Wichita, Kansas, and was of mostly English ancestry,^[7] along with Scottish, Irish, German, and Swiss.^{[8][9][10][11][12]} His father, Barack Obama, Sr., was a Luo from Nyang’oma Kogelo, Nyanza Province, Kenya. Obama's parents met in 1960 in a Russian class at the University of Hawaiʻi at Mānoa, where his father was a foreign student on scholarship.^[13][14] The couple married on February 2, 1961,^[15] separated when Obama Sr. went to Harvard University on scholarship, and divorced in 1964.^[13] Obama Sr. remarried and returned to Kenya, visiting Barack in Hawaii only once, in 1971. He died in an automobile accident in 1982.^[16]

After her divorce, Dunham married Indonesian Lolo Soetoro, who was attending college in Hawaii. When Suharto, a military leader in Soetoro's home country, came to power in 1967, all Indonesian students studying abroad were recalled, and the family moved to the Menteng neighborhood of Jakarta.^[4][17] From ages six to ten, Obama attended local schools in Jakarta, including Besuki Public School and St. Francis of Assisi School.^[18]

In 1971, Obama returned to Honolulu to live with his maternal grandparents, Madelyn and Stanley Armour Dunham, and with the aid of a scholarship attended Punahou School, a private college preparatory school, from fifth grade until his graduation from high school in 1979.^[19] Obama's mother returned to Hawaii in 1972, remaining there until 1977 when she went back to Indonesia to work as an anthropological field worker. She finally returned to Hawaii in 1994 and lived there for one year before dying of ovarian cancer.^[15][20]

Of his early childhood, Obama recalled, "That my father looked nothing like the people around me—that he was black as pitch, my mother white as milk—barely registered in my mind."^[14] He described his struggles as a young adult to reconcile social perceptions of his multiracial heritage.^[21] Reflecting later on his years in Honolulu, Obama wrote: "The opportunity that Hawaii offered—to experience a variety of cultures in a climate of mutual respect—became an integral part of my world view, and a basis for the values that I hold most dear."^[22] Obama has also written and talked about using alcohol, marijuana, and cocaine during his teenage years to "push questions of who I was out of my mind."^[23] At the 2008 Civil Forum on the Presidency, Obama described his high-school drug use as a great moral failure.^[24]

Following high school, Obama moved to Los Angeles in 1979 to attend Occidental College. In February 1981, he made his first public speech, calling for Occidental to divest from South Africa in response to its policy of apartheid.^[25] In mid-1981, Obama traveled to Indonesia to visit his mother and sister Maya, and visited the families of college friends in Pakistan and India for three weeks.^[25] Later in 1981, he transferred to Columbia University in New York City, where he majored in political science with a specialty in international relations^[26] and graduated with a Bachelor of Arts in 1983. He worked for a year at the Business International Corporation,^[27] then at the New York Public Interest Research Group.^[28][29]

Chicago community organizer and Harvard Law School[link]

Two years after graduating, Obama was hired in Chicago as director of the Developing Communities Project (DCP), a church-based community organization originally comprising eight Catholic parishes in Roseland, West Pullman, and Riverdale on Chicago's South Side. He worked there as a community organizer from June 1985 to May 1988.^[29][30] He helped set up a job training program, a college preparatory tutoring program, and a tenants' rights organization in Altgeld Gardens.^[31] Obama also worked as a consultant and instructor for the Gamaliel Foundation, a community organizing institute.^[32] In mid-1988, he traveled for the first time in Europe for three weeks and then for five weeks in Kenya, where he met many of his paternal relatives for the first time.^[33] He returned to Kenya in August 2006 for a visit to his father's birthplace, a village near Kisumu in rural western Kenya.^[34]