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reading, 'riting and 'rithmetic - realising the right to primary education in practice. A case study of Tanzania.

Welam, Emilie (2001)
Department of Law
Abstract
This thesis addresses the right to education and its implementation. It briefly assesses the right to education while focussing on the right to primary education. The implementation of human rights as stated in international instruments can meet with hindrance in the form of cultural relativist arguments as well as resistance on pragmatic grounds. The case study carried out in Tanzania aims at assessing relationships between international standards, national regulations and the actual situation. Since girls are more often discriminated against than boys, a gender focus is used. Notwithstanding Tanzania's ratification of the major human rights instruments, rights fail to be turned into reality. The right to primary education is far from... (More)
This thesis addresses the right to education and its implementation. It briefly assesses the right to education while focussing on the right to primary education. The implementation of human rights as stated in international instruments can meet with hindrance in the form of cultural relativist arguments as well as resistance on pragmatic grounds. The case study carried out in Tanzania aims at assessing relationships between international standards, national regulations and the actual situation. Since girls are more often discriminated against than boys, a gender focus is used. Notwithstanding Tanzania's ratification of the major human rights instruments, rights fail to be turned into reality. The right to primary education is far from being implemented, despite seemingly strong official commitments and efforts. The non-realisation has been judged to be a result of several contributing causes&semic lack of financial resources, lack of strong political will, and lack of administrative skills and follow-up throughout the implementation process. Keywords: The Right to Education. Primary Education. Tanzania. Gender. Implementation of International Human Rights Instruments. (Less)
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author
Welam, Emilie
supervisor
organization
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Folkrätt
language
English
id
1562911
date added to LUP
2010-03-08 15:55:30
date last changed
2010-03-08 15:55:30
@misc{1562911,
  abstract     = {This thesis addresses the right to education and its implementation. It briefly assesses the right to education while focussing on the right to primary education. The implementation of human rights as stated in international instruments can meet with hindrance in the form of cultural relativist arguments as well as resistance on pragmatic grounds. The case study carried out in Tanzania aims at assessing relationships between international standards, national regulations and the actual situation. Since girls are more often discriminated against than boys, a gender focus is used. Notwithstanding Tanzania's ratification of the major human rights instruments, rights fail to be turned into reality. The right to primary education is far from being implemented, despite seemingly strong official commitments and efforts. The non-realisation has been judged to be a result of several contributing causes&semic lack of financial resources, lack of strong political will, and lack of administrative skills and follow-up throughout the implementation process. Keywords: The Right to Education. Primary Education. Tanzania. Gender. Implementation of International Human Rights Instruments.},
  author       = {Welam, Emilie},
  keyword      = {Folkrätt},
  language     = {eng},
  note         = {Student Paper},
  title        = {reading, 'riting and 'rithmetic - realising the right to primary education in practice. A case study of Tanzania.},
  year         = {2001},
}