Making Education Accessible for All People - Research Paper Example

?Argumentative Essay The Right to Education Must be Protected at All Times Introduction Education is a universally guaranteed human right. Article 26of the Universal Declaration of Human Rights provides that everyone has the right to education and that it shall aim for the full advancement of human personality and that pursue strengthening of respect for human rights and fundamental freedom (United Nations). It plays a crucial role in realizing other human rights. As a matter of fact, United Nations’ Committee on Economic, Social and Cultural Rights (CESCR) considers education as an empowerment right, “a primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain means to participate fully in their communities” (Committee on Economic, Social and Cultural Rights). Education’s vital role in molding humanity makes it necessarily be accessible for all. All governments of the world are compelled to make education affordable for everyone. It is the obligation of the state to take necessary measures to promote, protect and avail their citizens the right to education. However, despite of the fact that education as a right is acknowledged universally, millions of people throughout the world had yet to enjoy this right. According to Global Issues, nearly a billion people entered the 21st century unable to read a book or even just sign their names. Meanwhile, UNICEF data reveals that there are 121 M children out of education worldwide. In 2005, about 72 million primary school ages, wherein 57 percent were girls, were not able to study. Aside from these problems, education is perceived to become more marginalized in the years to come as governments all over the world tend to reduce if not cut-off their budget to education to cope up with the global economic crisis. Given this situation, this paper will delve on the current situation of the educational system. How far have the governments of the world gone in making education accessible for the people? Or are measures being taken by the governments only aggravate the already serious data of lack of education? Salient Features of Education According to the CESCR, there are four salient features of education namely: availability, accessibility, acceptability and adaptability. For this paper, two major features will be elaborated. Availability means that there should be adequate numbers of educational institutions and programs existing within the jurisdiction of the State. These educational institutions should follow sound technical requirements to function effectively, from sanitation facilities to trained and well-compensated teachers. Another important feature of education is accessibility which means that education must be enjoyed by all without discrimination. Accessibility was further described by the CESCR with three interrelated aspects: non-discrimination which means that education must be served above all to the most vulnerable sectors of the society; physical accessibility which ensures that education is within a safe and well-located; and economic accessibility which ensures that education should be free for all, this also requires the State gradually commence free secondary and higher education (Committee on Economic, Social and Cultural Rights). Education in peril Despite of the numerous international conventions and obligations in securing education’s accessibility to all, state responsibility to education seems to have gradually diminished. Over the years, budget cut on education has been a world-wide phenomenon. In America, public school system is being assaulted with budget cuts. According to the Center for Budget and Policy Priorities, at least 43 states have cut assistance to public colleges and universities which reduced faculty and staff and consequently increased tuition fees. Budget cuts to K-12 education have also been implemented in at least 34 states plus the District of Columbia (Nicholas Johnson). To name a few: In Minnesota, around 9,400 students will lose their entire state financial grants as a result of higher education funding cuts (Nicholas Johnson). Eighty percent of support to the College Affordability Endowment Fund (CAEF) was eliminated in New Mexico affecting 2, 366 students who will not be able to avail the need-based scholarships CAEF provide (Nicholas Johnson). Funding for public universities in New York was cut by 10 percent. In 2009, resident undergraduate tuition already increased by 14 percent. Community colleges aid was also cut and grants awarded by a financial program for students from low and middle income families were also reduced (Nicholas Johnson). In Georgia, the state’s board of education will exempt local school districts from class size requirement due to cut for K-12 education (Nicholas Johnson). School year 2009-10 was abridged by 17 days in Hawaii due to cost-cutting measures; teachers were temporary layoff for those days (Nicholas Johnson). Twenty one percent of funding for a program targeted at small schools in low income areas was deducted by the state in North Carolina with high demand for social workers and nurses. In Rhode Island, school teachers have begun notifying teachers of layoffs (Dillon). European Union also declared that they are cutting back on public funds for their education sector. In UK, a reform of higher education allows universities to increase their tuition due to budget cut on education. According to a news report, UK will cut the higher education budget from ?7.1bn to ?4.2bn by 2014, equivalent to 40 percent. (Vasagar) With the decline of support from the state, the education system goes in peril. Systematic state budget cut have resulted to higher university fees and in effect constricts the universal right to education of the people. Consequently, it also leads to the deterioration of academic standards that malign the very essence of education. Preserving the Right to Education The worldwide financial crisis is said to be at the core of these education budget cut. In as much as it is understandable for governments to take certain measures to relieve them of the effects of the crisis, education must be spared. Systematic budget cut in times of great economic crisis is tantamount to desertion of the state’s responsibility to provide its people the opportunity to survive in the future which education can provide. The very task that specifically falls upon the government as responsible party to human rights is to protect the most vulnerable sectors of the society (Gynther). The most affected of the huge budget cut on education are those people who are in the weakest and most vulnerable position in the social ladder. This will only worsen the already bad situation the poor working class family is experiencing. Already devastated by the glaring possibility of layoff, unemployment and falling social services, the people now have to deal with yet another alarming problem –quality education for their children may no longer be possible. According to CESCR, States parties have pressing obligations in relation to the right to education, such as the "guarantee" that the right "will be exercised without discrimination of any kind. Budget reduction to education is definitely a violation of this obligation for it discriminates people who can’t afford to pay from those who can, this further the gap between the rich and poor instead of education being an instrument for equality. Conclusion Education is very essential to the world’s future and survival. Thus, education must not be treated as a commodity. There should be no law of supply and demand when it comes to education because it is the government’s social commitment to its people. Governments should realize that education is not just a managerial issue or an administrative matter. The global economic crisis will not be resolved by reducing the value of education. On the contrary, long term prospects of combating deficit lies on the ability of every nation to sustain the future by comprehensively assessing all social institutions from political to cultural. Foolhardy to assume that by penny-pinching education would save an economic disaster. This is just like an act of infusing more wound to the already dying patient. Public spending must be seriously reviewed if the governments are sincere in solving the crisis. Military spending, unnecessary building infrastructures, unnecessary funds on maintaining public parks and tourists destinations, and the excessive tax exemptions of the rich people must be put into serious consideration. Not to mention decisive action against corruption in the government that seriously damage the economy. In the midst of crisis, education must be reformed. It must not be done, however in the context of fluctuating public funding but should be based on the overall compelling obligation to empower the future by enhancing human development. Failure to fulfill the right to education as a moral obligation and a social commitment, prohibits the world’s next generation to acquire knowledge, skills, and attitudes required to human beings to survive, develop their full capacities, to completely participate in the development process, to be able to uplift the quality of life, to make intelligent decisions and to live a life with dignity (UNESCO). Reference Committee on Economic, Social and Cultural Rights. "Implementation on the International Covenant on Economic, Social and Cultural Rights; Article 13; Right to Education." General Comment. Geneva: CESCR, UN, 199. Dillon, Sam. "The New York Times." 30 March 2011. The New York Times. 1 April 2011 . Global Issues. 30 March 2011 . Gynther, Paivi. Beyond Systematic Discrimination:Skills Acquisition and the case of Roma. Leiden: Martinus Nijhoff Publishers, 2007. Nicholas Johnson, Phil Oliff, and Erica Williams. "AN UPDATE ON STATE BUDGET CUTS." Center on Budget and Priorities Policy (2011): 1-15. Spring, Joel. The Universal Right to Education. Mawhah: Lawrence Erlbaum Associates, Inc., Publishers, 2000. UNESCO. www.unesco.org. 1990. 30 March 2011 . UNICEF. 30 March 2011 . United Nations. "The Universal Declaration of Human Rights." United Nations Website. 27 March 2011 . Vasagar, Jeevan. guardian.co.uk. 20 October 2010. 31 March 2011 . Read More