Abstract
Whilst education is a fundamental human right and essential for the exercise of all other human rights, other human rights have to be guaranteed to be able to make use of the right to education.
Education is a necessary, even if not the only, prerequisite that economically and socially marginalized adults and children lift themselves out of poverty and participate fully as citizens. Education is on the other hand a necessary, even if not the only, instrument for creating and maintaining democratic, just and peaceful societies. Moreover, education is the cornerstone of a strategy towards a culture of peace.
Normative instruments of the United Nations lay down international legal obligations for the right to education. These instruments promote and develop the right of every person to enjoy access to education of good quality, without discrimination or exclusion. On the basis of a discussion of these UN documents, from Education for All to Education for a Culture of Peace, this chapter discusses contradictions and oppositions in education policies in order to find out how a culture of peace and lawfulness as a new educational standard can be best conceived and projected.
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Notes
- 1.
United Nations, General Assembly resolution 217 A (III), 1948.
- 2.
General Assembly resolution 2200A (XXI) of 16 December 1966, entry into force 3 January 1976, in accordance with article 27.
- 3.
- 4.
General Assembly resolution 34/180, A/RES/34/180, 18 December 1979, http://www.un.org/womenwatch/daw/cedaw/cedaw.htm.
- 5.
- 6.
Numbers from 2011.
- 7.
- 8.
- 9.
- 10.
GCPEA has also published a parallel report in 2014b, Protecting Education Personnel from Targeted Attack in Conflict-Affected Countries, as well as the so called Draft Lucens Guidelines to prevent violations of school personnel, students and damages on buildings. (http://www.protectingeducation.org/sites/default/files/documents/draft_lucens_guidelines.pdf).
- 11.
Programme for International Student Assessment (PISA); a worldwide study of 15-year-old school pupils’ scholastic performance on mathematics, science, and reading, since 2000.
- 12.
Progress in International Reading Literacy Study (PIRLS); measures trends in reading comprehension at the fourth grade, since 2001.
- 13.
Trends in International Mathematics and Science Study (TIMSS); tests students in the fourth and eighth grades, since 1995.
- 14.
As Spring (1998) shows, this concept dates back to post-war Europe and the Marshall Plan which eventually led to the foundation of the OECD.
- 15.
Document 28 C/4, http://unesdoc.unesco.org/images/0010/001025/102501E.pdf.
- 16.
General Assembly resolution A/RES/53/243 (1998), http://www.un-documents.net/a53r25.htm.
- 17.
For a critical review of both documents in the framework of peace education, see Wintersteiner 1999.
- 18.
- 19.
- 20.
This paragraph follows in the wording not UN 1999, but UNESCO 2002, a pamphlet that introduces into the Culture of Peace programme. In fact, many changes of the formulation occurred between the initial concepts of UNESCO and the final adoption by the UN General Assembly, as David Adams reports (http://www.culture-of-peace.info/copoj/definition.html).
- 21.
In the Dakar Declaration, a culture of peace is mentioned two times: Once as a specific task of African governments, as if all other governments did not need it (UNESCO 2000, p. 32), and once as the task not of the whole educational strategies, but of schools: Their educational programmes “should be sensitive to cultural and linguistic identities, and respectful of diversity and reinforce a culture of peace (UNESCO 2000, p. 19). This is a very restricted understanding of the transformative idea of Culture of Peace.
- 22.
- 23.
For more information, see the regular bulletins, edited by David Adams, at http://cpnn-world.org/index.php (2001–2010) and http://cpnn-world.org/bulletin/bulletins.html (from 2011 to date).
- 24.
However, also the authors of this document felt the need to reconcile global solidarity with global competition. They try simultaneously to promote global solidarity and individual competitiveness.
- 25.
- 26.
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Wintersteiner, W. (2016). International Strategies for Building a Culture of Peace through Access to Good Education. In: Kury, H., Redo, S., Shea, E. (eds) Women and Children as Victims and Offenders: Background, Prevention, Reintegration. Springer, Cham. https://doi.org/10.1007/978-3-319-08398-8_4
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