Métodos de evaluación económica de proyectos

An evolving number of standard-setting instruments recognize the right to education in its international dimension (UNESCO, 2017). One of the first legally binding instruments that were adopted internationally was the UNESCO Convention against Discrimination in Education (1960). It refers to the general principle of equality in education for all children. Another fundamental principle is that of non-discrimination

which is inextricably linked to the principle of equality. It prohibits all forms of discrimination or exclusion “based on race, colour, sex, religion, language, political or other opinion, national or social origin, economic condition or birth” (UNESCO, 1962, p. 4). Although the Convention is a legal binding instrument, it does not interfere with the education system that already exists in individual countries or the quality of the education received.

The Convention of the Rights of the Child (1989) dedicates three articles to education. Article 28 of the Convention focuses on the obligations of governments to respect, protect and fulfill all children’s right to quality education. It places emphasis on the establishment of educational systems and ensuring access to it (Convention On the Rights of the Child, 1989). Individual governments are obliged to see to it that primary education is compulsory and available for free to all children. The development of secondary education is also highlighted and should be available and accessible to all children. Financial assistance needs to be provided in cases of need to ensure that no child is discriminated against due to their socio economic background. Tertiary education should be available and accessible to all based on appropriate means. (Convention On the Rights of the Child, 1989).

Article 29 of the Convention promotes, supports and protects the core value of the Convention, which is human dignity. Human dignity is innate in children and it is their undeniable right. It insists on the need for education to be child-centered, child- friendly and empowering. A child’s right to quality education is not only about access but also about content (Convention On the Rights of the Child, 1989). Education is considered to be of quality if it provides the child with life skills, strengthens their capacity to enjoy the full range of their human rights and fosters values and a culture entrenched by appropriate human rights. Essentially the goal is to empower the child by developing their skills, learning, human dignity, self-esteem and self-confidence (Convention On the Rights of the Child, 1989). Article 29 insists upon a holistic approach to the development of education. This approach ensures that educational opportunities promote and reflect the physical, emotional, mental and spiritual aspects of education, the intellectual, social and practical dimensions. Therefore, if a child is lacking in any of these aspects, his/her access to quality education is already impaired or undermined (Convention On the Rights of the Child, 1989; Pranevičienė & Pūraitė, 2010; September & Dinbabo, 2008).

In terms of the African continent, the African Charter on the Rights and Welfare (1990) which was established in 1999 sets out a very broad and comprehensive right to education. Article 11 of the Charter states that every child shall have a right to education. It incorporates aspects of Article 28 and 29 of the Convention on the Rights of the Child when mentioning its aims of education. The Charter also prescribes various measures that the government should take to ensure that this right is fully realized (African Charter on the Rights and Welfare of the Child, 1990; September & Dinbabo, 2008).

Africa is a continent rich of natural resources and as a result, it became the perfect nesting ground for colonizers. The problems created by colonialism can still be felt in the political, economic and socio-cultural context of Africa (Chiwanza, 2017). Due to this fact, there are provisions in the document to address certain realities faced in Africa, which can only be understood through historical, social and economic context of that region. Part five of Article 11 states that a child who is disciplined while at school shall be treated with humanity and have their dignity respected. Part six of Article 11 states that should a girl become pregnant before successfully completing her education, she shall have the opportunity to continue based on her individual ability. However, unlike other international educational frameworks, this Charter does not oblige governments to introduce free tertiary education, pursue the development of a system of schools at all levels, nor to continuously improve the material conditions of teaching staff continuously improve the material conditions of teaching staff (African Charter on the Rights and Welfare of the Child, 1990).

3.4. Conclusion

This chapter discussed the conceptual and theoretical framework that underpins this research. It introduced the RBA and discussed in detail how it is related to poverty and its overall objectives, which are related to the education of children. The researcher then introduced and explored Rawls theory by highlighting its link to the RBA and exploring the two fundamental principles of Rawl’s theory. Lastly but not the least, the researcher brings awareness to the legal framework when dealing with children’s education. Four distinct and equally important legal instruments were discussed in detail and how they are intended to better the lives of children.

CHAPTER FOUR: OVERVIEW OF THE CASE STUDY 4.1. Introduction

The name Mitchells Plain is synonymous with gansterism, drugs and high crime rates (Hweshe, 2011). Mitchells Plain is a community plagued by its bad reputation and tainted past, such as the murders of the Station Strangler (Serra, 2014). For many residents that live within the community exposure to violence and crime is just an everyday occurrence. However, many of this community’s problems stem from apartheid, such as the forced removals that led to the birth of Mitchells Plain (Krotz, 2013).