Often times there is a disconnect between theory and practice in the lives of peoples, including this paradox through which it can be understood that there are inherent human rights and have been approved by international charters and treaties, including the Universal Declaration of Human Rights, which states in one of its articles the right to education, in exchange for the lived reality The use of this inherent right is far from being used, especially in light of brutal capitalism, whose main motive is profit.
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Anwar Ismail There is no consensus on this point, as the high costs of education worldwide do not allow a person to obtain his right to education.
This is a never ending arguments in favor and against on this debate of so called human rights. Firstly, one has to define the need for education is it a private good or a public? If it's former then there is none to be blamed except the priorities set by the individuals themselves keeping in mind that one has to find his/her own resources to fulfill this basic human need of education, like food, drinks and cloths. However, if its the public good then public funding is supposedly to not to discriminate between individuals as this will be everyone's right and we can accept critics of the system.....
Difficult to evaluate. But for the State costs should be affordable.
Estimado colega, coincidimos en que si la educación es un derecho humano, debe ser financiado por el conjunto de la sociedad. El riesgo es que se cobre impuestos a los más pobres (especialmente impuesto al valor agregado) para financiar la educación universitaria de la clase media.
Para aproximarnos a una mayor justicia, necesitaríamos que la educación primaria y secundaria sean universales y gratuitas y que los graduados de la escuela secundaria estén en condiciones de cursar estudios de nivel universitario. Habitualmente, sólo los colegios secundarios de élite dan esa posibilidad.
Es decir, aún en los países de Universidad pública y gratuita, los pobres van a colegios secundarios para pobres, donde no adquieren los conocimientos necesarios para el acceso a la Universidad. Simplemente los aplazan en los exámenes de ingreso. El resultado es que sólo ingresan a la Universidad los hijos de profesionales universitarios. Esto es frecuente en Colombia, por ejemplo.
Una alternativa posible es el sistema de la Universidad de Buenos Aires (estatal y gratuita). No tenemos examen de ingreso sino un curso anual (llamado Ciclo Básico Común) con seis asignaturas introductorias. Esto permite en muchos casos corregir las deficiencias de la educación secundaria y posibilitar que más alumnos de bajos ingresos puedan cursar la Universidad. Cursar esas asignaturas es para ellos más sencillo que rendir un examen único. Hemos tenido varios miles de estudiantes que fueron los primeros universitarios de sus familias y lograron terminar sus carreras.
Bien Dicho Antonio! Some nations such as Costa Rica, Singapore, and perhaps Canada feel cost effective education is the actual commitment to even high costs in education. Otherwise declarations and constitutions, as often explained by Dr. Condoleeza Rice, mean nothing in an institutional sense if the policies are not actually practiced and enforced.
To address the “cost of education”, the man-made rights listed in the Universal Declaration of Human Rights should have the ability to evolve relative to the physical constructal law. Presentation on “The Science of Rights” at the Thermodynamics 2.0 conference:
https://www.youtube.com/watch?v=ZvD4DHMq1Y4
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