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It provides, for example, for equal access to career and vocational guidance and to studies at all educational levels; access to the same curricula and examinations; elimination of stereotyping in the roles of women and men; and the same opportunities to benefit from academic scholarships.
Article 13 contains a general statement that everyone has the right to education and that education should contribute to the full development of the human personality.
It also specifically stipulates: Primary education shall be compulsory and available free to all.
Instead, the tendency is to rationalize the inequities of the schooling system in various ways. Poor parents, for instance, are held responsible for not sending their children to school, overlooking all the difficulties they face.
Below are other real life examples of statements of this kind, heard in middle-class circles in the course of our research: 'So many schools, how can you talk of a shortage of schools? We should get something in return.' 'If a man can pay for his beedis (cigarette), if a man can buy daru (liquor), then in my opinion he should be able to pay for his child's education.' 'Waste of resources. Just enough to catch a bus.' 'The government has reduced funding for higher education to promote primary education-yet it is a fact that many of these people cannot learn.' The perception of schooling as a filtering process has a strong influence on educational planning.
In addition, it recognizes parents right to freely choose their childrens educational institutions and to ensure the religious and moral education of their children in conformity with their own convictions.
Article 10 of CEDAW also contains provisions dealing with the right to education. Education has been regarded in all societies and throughout human history both as an end in itself and as a means for the individual and society to grow.Its recognition as a human right is derived from the indispensability of education to the preservation and enhancement of the inherent dignity of the human person. Several international, regional and national legal instruments recog-nize the right to education. The liberty of parents or guardians to choose for their children schools other than those established by the public authorities which conform to minimum educational standards shall be respected.In addition, article 13 recognizes the liberty of parents or guardians to ensure the religious and moral education of their children in conformity with their own convictions. of compulsory primary education free of charge for all. Articles 28 and 29 of the CRC deal with the right of the child to education. Fundamental education shall be intensified for those persons who have not received or completed the whole period of their primary education. Systems of schools shall be established and the material condition of teaching staff shall be continuously improved.Article 14 requires each state party that has not been able to secure compulsory primary education free of charge, to undertake, "within two years, to work out and adopt a detailed plan of action for the progressive implementation . Article 28 is similar to the provisions contained in ICESCR.In addition, it states that school discipline should be administered in a manner consistent with a childs human dignity.If too many children get on board, the prospects of those who currently enjoy the privilege of good schooling facilities will be threatened.Of course, these feelings are seldom expressed openly.