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Das Recht auf tertiäre kostenfreie Bildung aus dem UN-Sozialpakt wurde in Deutschland von den Gerichten nicht angewendet. Dieses Phänomen zeigt sich auch bei anderen sozialen Menschenrechten in anderen Jurisdiktionen. Grund hierfür ist vor allem das Rechtsinstitut der unmittelbaren Anwendbarkeit. Dieses besagt, dass es Rechtnormen gibt, die, obwohl sie geltendes Recht sind, von Gerichten nicht angewendet werden können oder dürfen. Das Buch erarbeitet eine genaue Definition dieses Instituts und zeigt dann, dass es in sich widersprüchlich ist. Es argumentiert, dass das Institut zudem nicht notwendig ist, da die von ihm behandelten Probleme mittels genauer Bestimmung von Inhalt der Norm, ihrer Geltung in einem konkreten Rechtssystem und den durch sie Berechtigten und Verpflichteten aufgelöst werden können. Beispiel für die Diskussion bildet das Recht auf tertiäre Bildung nach dem UN-Sozialpakt in Deutschland und Chile.

Since 1948 when the United Nations adopted the Universal Declaration of Human Rights, all students have been declared the right to education. The rights of disabled students have not been explicitly addressed, however, and each country has developed their own rules and regulations. Although similarities exist among the different countries, differences are evident, especially in both the extent and acknowledgment of these rights. The Legal Rights of Students with Disabilities: International Perspectives examines the rights of disabled students in ten diverse countries on six continents. Written by leading experts in education law, this volume provides comparative insights to help meet the educational needs of disabled students. The book also offers strategies to manage the legal and educational complexities associated with special education.

This coherent and pragmatically relevant monograph examines the soundness of the legal framework in education. Deriving from the disadvantage doctrine, it presents an analytical scheme for diagnosing whether or not domestic education law is in harmony with international human rights and minority rights law. The book examines law as a system and focuses on the reported perpetuation of educational disadvantage among Roma all over Europe. This focus suggests that minority individuals falling into several partly overlapping categories may become subjected to educational discrimination even by states that appear to fulfil relevant international standards. A functional approach to skills acquisition is suggested as a constructive way forward towards sustainable and inclusive education systems.

A trend has emerged of not defining education as a “human right” anymore, but of rather calling it a “human need”. This has paved the way for an ever increasing commercialisation of education, excluding the poor from access to education. A problem at a different level is that states often do not know what is expected of them when realising the right to education as protected by international law. This relates to the complex nature of this right, which is simultaneously a civil and political and an economic, social and cultural right. This book seeks to affirm education as a “human right” and to describe the various state duties flowing from the right to education. It refers to the provisions on the right to education found in instruments of international law and systematically analyses article 13 of the International Covenant on Economic, Social and Cultural Rights. The book is of interest to students, teachers, researchers, legal practitioners and state and international officials dealing with international human rights law.

This volume constitutes a commentary on Article 28 of the United Nations Convention on the Rights of the Child. It is part of the series, A Commentary on the United Nations Convention on the Rights of the Child, which provides an article by article analysis of all substantive, organizational and procedural provisions of the CRC and its two Optional Protocols. For every article, a comparison with related human rights provisions is made, followed by an in-depth exploration of the nature and scope of State obligations deriving from that article. The series constitutes an essential tool for actors in the field of children's rights, including academics, students, judges, grassroots workers, governmental, non- governmental and international officers. The series is sponsored by the Belgian Federal Science Policy Office.