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Journal of Supranational Policies of Education. Número 02. 2014

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/667122

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    La influencia (¿insuficiente?) del derecho internacional en el derecho de la educación: una mirada de las condiciones de gratuidad y laicidad
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Ronconi, Liliana M.
    In this paper we propose to analyze the principles of free and secular basic education taking into account the concept of equality as non-domination. After a brief exam of the recognition of these two principles in the international human rights treaties we will attempt to show through the analysis of some judicial decisions the insufficient influence of international law for resolving particular cases. Moreover we will suggest some questions related to the "strong" application of these principles, in particular about the right of parents to choose the education of their children
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    Corrientes internacionales, desarrollos estructurales, preferencias nacionales y la implementación de políticas educativas: Hallazgos en El Salvador durante el periodo 1990-2005
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Edwards Jr., Brent; Victoria Libreros, Julián Antonio; Martin, Pauline
    We analyze how international trends and changing structural limitations intersect with political, institutional, and technical aspects of education policy. Our purpose is to better understand how these issues variously combine to encourage or impede policy implementation. The research for this study focused on three cases of education policy from El Salvador during the period 1990-2005. These policies related to the Education with Community Participation (EDUCO) program, gender equality in education, and the teaching of values. Our findings show that it is not only actors, ideas, and constraints from the international realm that impact national-level political and institutional dynamics, but rather also that national-level political preferences and other local-level constraints can facilitate or impede the selection and implementation of a policy’s technical elements. Our case studies provide multiple examples of how these elements combine, and with various consequences for implementation
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    El derecho a la educación en Centroamérica: un análisis a partir de la disponibilidad y la accesibilidad de la Gramática de la Educación
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Méndez Coto, Marco Vinicio
    The article analyzes the current situation of the right to education in Central America, emphasizing the Availability and Accessibility variables which comes from the conceptual framework prepared by Katarina Tomasevski and the Committee on Economic, Social and Cultural Rights of the United Nations. In that sense, provides trends and obstacles that threaten compulsory, free and universal education. The Central American region is characterized by assuming important legal commitments in education, particularly at the regional and universal system of promotion and protection of human rights. Alongside this formal process, thousands of children and adolescents does not found state responses in educational terms, that challenges the life conditions in a socio-economic context marked by social-exclusion and the undermining of social rights. To that extent, there is a need to reclaim education as a public good and a human right, against the privatization thesis which tend to replace the principles of social equality by economic criteria in educational access
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    El derecho a la educación y la educación para la diversidad: el caso de las escuelas y aulas hospitalarias en Europa
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) García Álvarez, Antonio
    The historical development of educational systems has been intertwined with debates and international agreements regarding education as a human right with high social impact. After several reform policies, it is relevant to inquire into issues such as government and academic structure in order to measure the range of right to education. This article focuses on preliminary result of a research in which is hospital education is analyzed as a special track of education system. Through this analysis we try to point out the meaning and characteristics of this educational track. Thus, we introduce the topic and its normative regulation from an international point of view, focusing mainly in European countries
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    Los derechos de la infancia en el discurso de las políticas de educación y atención de la primera infancia
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Ancheta Arrabal, Ana
    An increasing number of investigations are highlighting the vital importance of the early years of life for subsequent educational development and social integration, as well as in relation to the recognition of the rights of children and the economic performance for the individual and for society to invest in these years. There is no doubt that are aspects many that need to be addressed concerning this issue, but what is presented here lies in the proposal to open up new questions in the comprehensive policy aimed at early childhood education with a view to contribute to the fulfillment of children's rights; most especially the right to early childhood education and care, which are provided for in existing national and international regulations
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    El derecho a la educación de las personas migrantes y refugiadas
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Muñoz Villalobos, Vernor
    The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and life long learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, non-governmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text
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    El derecho a la educación como derecho fundamental y sus alcances en el derecho internacional de los derechos humanos
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Scioscioli, Sebastián
    Education in general has traditionally been studied from various perspectives from the field of politics, economics, sociology and science education, among others. However, in those areas are not many jobs that seek an approach to education as a fundamental right and provide an analytical framework to reflect and argue about the defense, validity and enforceability of the legal positions and the basic contents present on the right to education. The following pages provide an analytical framework to guide the reader in the development of this thesis. Firstly, we analyze a conceptualization of education as a fundamental right and then its structure will be discussed in terms of contents, from the international law of human rights, resulting in concrete obligations on States. In this task, we analyze in particular the obligational framework under the scheme of "4 A". Finally, we work over some ideas related to the importance of these contents, in terms of obligations of immediate and progressive development, so as to build the "basic floor" of the right to education as a fundamental right
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    Item type: Publication ,
    Introducción al número 2. El derecho a la educación: discursos supranacionales versus materializaciones supranacionales
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2014-06) Cardinaux, Nancy