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Human Rights and Equality in EducationComparative Perspectives on the Right to Education for Minorities and Disadvantaged Groups$
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Sandra Fredman, Meghan Campbell, and Helen Taylor

Print publication date: 2018

Print ISBN-13: 9781447337638

Published to Policy Press Scholarship Online: January 2019

DOI: 10.1332/policypress/9781447337638.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 21 October 2020

Human rights and equality in education: Conclusion

Human rights and equality in education: Conclusion

Chapter:
(p.169) Ten Human rights and equality in education: Conclusion
Source:
Human Rights and Equality in Education
Author(s):

Sandra Fredman

Meghan Campbell

Helen Taylor

Publisher:
Policy Press
DOI:10.1332/policypress/9781447337638.003.0011

This concluding chapter argues that a human rights-based approach to education offers a promising framework for identifying and addressing the obstacles that stand in the way of minorities and disadvantaged groups enjoying equal rights to quality education. It should serve as a blueprint for laws, policies, and programmes geared towards achieving Sustainable Development Goal 4 — universal access to quality education. The diversity of perspectives featured in this book consider these obstacles from a variety of viewpoints, illuminating more fully the complexities that need to be considered in order to successfully overcome them. These conversations need to continue across countries in a way that brings together all the actors and stakeholders in the education system to work in partnership towards a rights-oriented vision of quality education for all children.

Keywords:   human rights, education, quality education, education equality, Sustainable Development Goal 4, minorities, disadvantaged groups, education system

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