خلاصة:
The Child’s right to education is enshrined in various international human rights instruments such as ICCPR, ICESCR and CRC. The state obligations in the realization of the right to education and the rights andobligations of parents to the child on on this right, is discussed in these instruments and the relevant interpretations. This right is regarded as a transversal right having many individual, social and collective dimensions. Children, their parents and educational institutions are holders of this rightand the state, parents and international community as a whole are respective duty-bearers. These complicated aspects of the right have madeit very controversial both in theory and in practice. This paper, investigates international standards governing the right and the challenges to it. For this purpose, we firstly study the definition and legal nature of the right to education as a human right. Then, the content of the right and respective roles of the state, parents and teachers in determining its content, and finally, performance of the right and relative principles and parent involvement in the school governance are discussed.
ملخص الجهاز:
/ The Committee on the Rights of the Child, in its interpretation of "basic skills," has stated that this term includes not only counting and arithmetic, but also life skills such as making balanced decisions, resolving conflicts in non-violent ways, choosing a healthy lifestyle, good social communication and responsibility, critical thinking, creativity, and other abilities that provide the necessary tools for children to pursue their life choices (CRC Committee, 2001, para.
The Committee on the Rights of the Child, in the interpretations it has provided for paragraph 1 of Article 28 and paragraph 1 of Article 29, has accepted this broad meaning; pursuant to paragraph 1 of Article 28, education includes the process of developing the child's personality, their talents, and their physical and psychological abilities, instilling respect for human rights in the child, fundamental freedoms, and the maintenance of peace and friendship, respect for themselves and their parents, the national values of the country in which they live and the values of other civilizations, nurturing the child's abilities to participate in a free society based on a spirit of mutual tolerance, and creating respect in the child for other civilizations, cultures, religions, genders, and the natural environment (Verheyde, 2006, p.
Ambiguity in the Nature of the Right The right to education, as anticipated in the international human rights system, is on one hand a right of the child that must be exercised while taking into account certain rights of the parents (individual aspect); on the other hand, to ensure the interests of society, the state is obliged to make children's education free and compulsory up to the primary level (social aspect), and other states and international authorities must also cooperate with needy states to achieve this goal (collective dimension).
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