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The article presents reflections on the right to education in Brazil, taking into account the results of the research entitled “Rural subjects and the right to education: trajectories, challenges and (im)probable fruits”. To this end, the following research objectives were outlined: 1) present historical aspects related to the right to education for rural subjects in Brazil; 2) map life-education trajectories of rural subjects considering challenges and (im)possibilities; 3) analyze life-training trajectories of rural subjects, highlighting (im)probable futures. From a methodological point of view, this is a qualitative investigation, whose main data collection instrument was the interview. From the collaborators' narratives, it was evident that even with the precarious provision of education to rural subjects, the collaborators were able to access training stages distinct from their families' histories. By highlighting challenges, they also demonstrated their belief in the possibilities of transformation that education promoted in their trajectories, reversing prognoses and inaugurating other possible futures. In this way, this work stresses the need to guarantee access, material conditions, as well as quality in the provision of education for rural people, a right that has been historically denied, which is why several struggles are taking place. And that's why we carried out this study.

This article critically examines how educational practices and spatial dynamics contribute to the (re)production of discourses surrounding the right to education. Through a narrative inquiry involving Indonesian educators working in non-state ‘learning spaces,’ it highlights both the opportunities and challenges that influence rights-oriented assessments of educational landscapes. Adopting a spatial approach to human rights analysis, the article utilises the concept of a ‘learning space’ as an analytical framework. It explores learning spaces in three key dimensions: (1) as a physical or environmental platform that demands adaptation, (2) as an agent for democratising ‘right to education’ discourses, and (3) as a flexible tool that can be managed according to the contextual needs of the educational environment. The article presents three key findings based on a spatial analysis of non-state learning spaces in Indonesia. First, while we concur with previous literature that the physical environment of learning spaces can limit pedagogical approaches and learning outcomes, it can also foster adaptable educational strategies that transform and complement traditional methodologies. Second, these spaces serve as agents of educational policy and practice, engaging with duty-bearers such as the government, civil society, parents, students, and other actors working to fulfil the right to education. Third, learning spaces are malleable tools that can be customised to suit local contexts, providing personalised learning experiences tailored to the needs of diverse student populations. While the findings of this narrative inquiry do not claim to capture all the ways learning spaces influence discourses on the right to education, the socio-spatial analysis offers a deeper understanding of how physical and social contexts shape educational rights. The article suggests directions for further research into rights-oriented educational policies and practices that take into account the flexibility and agency of non-state learning environments.

The present paper aims to investigate prisoners’ rights to use and access the Internet, focusing on the jurisprudence of the European Court of Human Rights (ECtHR). The study’s principal objective is to assess the fundamental rights aspects of Internet access, particularly within the context of relevant EU legislation, and to interpret how the digital divide impacts prisoners. The study primarily relies on a thorough review of pertinent literature and legal materials, and it incorporates case studies from Estonia, Lithuania and Türkiye to contextualize the literature findings within specific legal jurisdictions. The research findings suggest that prisoners’ Internet access should be evaluated in accordance with fundamental rights, including Article 10 of the European Convention on Human Rights. Regarding the digital divide, the study concludes that limiting prisoners’ access to the Internet could exacerbate the already existing societal gap, potentially hindering their reintegration into society. The particular focus on the above three countries stems from the fact that as per the precedent of the ECtHR, only four countries are involved in cases concerning restriction of access to the Internet (Estonia, Lithuania, Türkiye and Russia); however, Russia ceased to be a party of the European Convention on Human Rights, so analyzing the future of the issue of Internet acces there is highly limited. Our research contributes significantly to the literature on the digital divide, particularly in terms of its legal implications. The study’s comprehensive approach, which integrates both theoretical and practical aspects, is beneficial for domestic legal professionals and researchers engaged in interdisciplinary investigations of EU law and fundamental rights.

A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.

The article compares the ways in which the right to education is enshrined in modern constitutions of various countries. The study aims to identify the main trends and patterns, concerning how constitutions provide for the realization of this right in the current conditions. The approaches to these issues vary in different states. Some country peculiarities may also be seen in the judicial protection of the constitutional right to education as well as in the content of the constitutional right to education.

Water, Sanitation and Hygiene (WASH) are crucial to human development. Lack of WASH affects girls’ health and school attendance, particularly after puberty. This has long-term consequences on gender equality and empowerment. Several international efforts (like the World Health Organisation's WASH standards, the United Nations Sustainable Development Goals (4, 5 and 6)) and national initiatives (like The Right of Children to Free and Compulsory Education Act of 2009, the Swachh Bharat Swachh Vidyalaya campaign and guidelines for menstrual hygiene management) are expected to address this issue in schools. There is a need to systematically and regularly collect and disseminate WASH data on school infrastructure facilities and attendance details. This would help assess the achievement of better WASH infrastructure and examine how much it reduces school dropouts. We assess four national-level databases routinely used for studies in human development – the India Human Development Survey, the National Family Health Survey, the National Sample Survey Office and the Unified District Information System in Education. Our study find that there are data limitations for assessing the extent of target achievement. It underscores the need for re-orienting data collection on school attendance and WASH school infrastructure. HIGHLIGHTS Data gaps linking sanitation and dropouts in India.; Comparison of datasets from the India Human Development Survey, the National Family Health Survey, the National Sample Survey Office, and the Unified District Information System in Education for assessing sanitation and dropouts.; Limitations in the monitoring of WASH targets.;

The article focuses attention on the fact that the principles and norms of law are one of the effective components of the constitutional and legal mechanism of ensuring the right to education of children - representatives of indigenous peoples of Ukraine. Attention is focused on the quality of legal norms as a necessary condition for the effectiveness of the constitutional and legal mechanism of ensuring the right to education of children - representatives of indigenous peoples of Ukraine. It has been established that due to the principle of equality and self-determination of peoples enshrined in the UN Charter, the indigenous peoples of Ukraine - Krymchaks, Karaites, Crimean Tatars - are the people of Ukraine, its component; indigenous peoples of Ukraine have the right to carry out their cultural and social development; the right to education of children - representatives of the indigenous peoples of Ukraine - is a guarantee of the realization of the right to cultural and social development of the indigenous peoples of Ukraine and the subjective rights of each child a representative of the indigenous people of Ukraine; the right to self-determination belongs to the Ukrainian people, the indigenous peoples of Ukraine are its component, not a separate and isolated component, but a component that is inseparable from the people of Ukraine; every state of the world must respect the right of the Ukrainian people and its integral component - the indigenous peoples of Ukraine - to realize their economic, social and cultural development. The principles of the state's internal policy in the sphere of education of children - representatives of indigenous peoples of Ukraine are singled out: 1) the principle of state care; 2) the principle of responsibility (paternalism) of the state; 3) the principle of partnership between the state and indigenous peoples. The analysis of the above­mentioned international act made it possible to establish the role of these principles in the formation (planning) and implementation of state policy in the sphere of education of children - representatives of indigenous peoples of Ukraine: the principle of state care and the principle of responsibility (paternalism) of implementation should be combined with the principle of partnership between the state and indigenous peoples. The purpose of the state's activity - it consists in maximally ensuring respect, preservation and development of the identity of the indigenous peoples of Ukraine. The toolkit used for this can also be identified based on the analysis of the Convention of the International Labor Organization on indigenous peoples and peoples leading a tribal way of life in independent countries: 1) correlation of the duties of the state and the rights of the indigenous peoples of Ukraine; 2) stimulation of such an entity as the state by such an entity as the international community to establish partnership forms of interaction with the indigenous peoples of Ukraine; 3) the use of treaties by the international community to stimulate the establishment of partnership forms of interaction with the indigenous peoples of Ukraine; 4) application by the international community of forcing the state to establish partnership forms of interaction with the indigenous peoples of Ukraine in the event that the state violates the rights of the indigenous peoples of Ukraine, or does not establish partnership forms of interaction.

Since the election of the Bharatiya Janata Party (BJP) to power in the federal elections in India in 2014, the country’s performance in key indicators of democratic quality has suffered. Over the course of its two terms in power, the party has sought to subvert key institutions for accountability, enact an ethno-cultural majoritarian electoral agenda, and use federal law enforcement agencies against their political opponents. While there is extensive literature on the erosion of civil-political rights in the past ten years, the effects of the BJP government on social rights like education and healthcare remain under-explored. Therefore, in this post, I explore three striking dimensions of primary educational policy under the BJP government.

Resumen El presente artículo se analiza las políticas educativas emitidas en la provincia de Buenos Aires durante la Pandemia Covid-19 para la garantía del derecho a la educación de Jóvenes, Adultos y Adultos Mayores. En primer lugar, sistematiza, describe y analiza las normativas para la continuidad pedagógica. A partir de ello, organiza 3 períodos (o cortes horizontales y temporales), en función de los discursos que lograron estructurarse en cada uno de ellos, identificando los significantes principales, y la relación entre ellos, que configuran el derecho a la educación del Nivel Secundario de Jóvenes, Adultos y Adultos Mayores durante la pandemia. En segundo lugar, realiza una recapitulación de las políticas educativas y presenta algunas reflexiones sobre la importancia de realizar estudios que profundicen la temática abordada, que analicen la implementación de las políticas educativas y que evalúen el impacto de dichas medidas, considerando a la escuela como espacio social en convivencia con el lugar de la EA y su significado en cada período y la redefinición de los sujetos pedagógicos de la modalidad. Abstract This article presents the main findings of a Bachelor of Science Thesis in Education. It analyzes the educational policies issued in the province of Buenos Aires during the Covid-19 Pandemic to guarantee to the right to education of Youths, Adults and Older Adults. First, it describes, systematizes and analyzes the regulations for pedagogical continuity. As part of the systematization and description of educational policies, it organizes 3 periods (cross horizontal and temporal), depending on the discourses that managed to impose themselves in each of them. To this end, we try to glimpse signifiers, and the relationship between them, that configure the right to education at the Secondary Level of Youth, Adults and Older Adults during the pandemic. Secondly, it makes a recapitulation of educational policies and presents some reflections on the importance of carrying out studies that deepen the subject addressed, that analyze the implementation of educational policies and that evaluate the impact of these measures, considering the school as a social space in coexistence with the place of Adult Education and its meaning in each period and the redefinition of the pedagogical subjects of the modality.

Presentation of the Thematic Dossier "Policies, management and right to Higher Education: times of crisis and projects under debate" which brings together results of investigations carried out within the scope of Rede Universitas/Br, linked to GT-11 – Higher Education Policy, of the Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). The text presents the 12 articles that make up the Dossier organized by the General Coordination of this national network of researchers. The presentation highlights the theoretical and methodological diversity of the articles that address the most pressing issues in the debate on policy, management and the right to higher education in the country. However, it points out that the central issue that permeates almost all articles is the (re)configurations of Brazilian Higher Education today, although some highlight the intricate problems of access, permanence and completion at this level of education, as well as the type of utilitarian “training” provided.

It reflects on the Degree in Rural Education, linked to the socio-historical project of human formation of the working class, constituting a policy that guarantees access to higher education for a wide diversity of rural subjects. However, the advancement of neoliberal policies poses major challenges to their consolidation. Guided by assumptions of dialectical historical materialism, the analysis focused on the challenges that impact access and permanence in Degree in Education of the Rural Population, highlighting structural challenges that involve the relationship with land/territory, under threats from agro-mining-business ventures; socioeconomic, educational, ethnic and gender inequalities; difficulties related to work, which, in a capitalist society, is characterized by high levels of exploitation/instability; weaknesses in policies supporting student retention.

Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years. Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles. Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools. Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.

This study aims to conduct a brief introspection of the current state of Romanian education, in general and of academic education, in particular. The approach is achieved under four coordinates: legislative evolution; a review of constitutional and legal provisions; a critical approach to academic education and possible solutions.

Introduction. Modern consumer legislation is influenced by informatization, sanction pressure, economic and political transformations. There is a need to reform consumer legislation, to exclude ineffective norms from it. The introduction of new mechanisms for the realization of consumer rights, including the right to education, is required. Materials and Methods. The research is based on the analysis of regulatory legal acts, doctrinal approaches and judicial practice in the field of consumer protection. Analysis. The conducted analysis showed insignificant involvement of local self-government bodies, public organizations created for the purpose of consumer rights protection in the implementation of the consumer right to education. The lack of awareness of consumers about the possibility of presenting a number of requirements stipulated by the current legislation significantly narrows the possibilities of their protection. Results. The authors come to the conclusion that consumer legislation is expected to be fundamentally reformed, despite selective changes to which it has been subjected in recent years, up to the adoption of a codified act. It is proposed to legislate the obligation of local self-government bodies to develop and implement municipal consumer protection programs with mandatory inclusion of educational activities in them. It is also recommended to more actively involve public organizations for the protection of consumer rights and volunteers to explain to consumers the rights, the proper realization of which is possible only in the case of active behavior of consumers themselves and their presentation of relevant requirements to their counterparties. In addition, in order to strengthen the degree of protection of the modern consumer, the authors propose to amend paragraph 2 of Article 20, subparagraph 4 in paragraph 1 of Article 21 and paragraph 4 of Article 24 of the Law of the Russian Federation “On Consumer Protection”.

Abstract Based on a human rights and development approach, this article aims to study the influence and impact of structural violence in the Northern Triangle of Central America on children’s right to education. First, it analyses the context of poverty, inequality and generalised violence that plagues the sub-region under study. Secondly, a diagnosis is made of the situation regarding the right to education through indicators of educational completion and efficiency, including critical moments in the transition through the education system, as well as the phenomenon of school dropout. The article then analyses a series of determining factors in the violation of the right to education, insofar as they are linked to the situation of generalised structural violence. Finally, a series of conclusions are offered in order to guide debate and reflection on possible solutions to the problem studied.

The article focuses attention on the fact that the principles and norms of law are one of the effective components of the constitutional and legal mechanism of ensuring the right to education of children - representatives of indigenous peoples of Ukraine. Attention is focused on the quality of legal norms as a necessary condition for the effectiveness of the constitutional and legal mechanism of ensuring the right to education of children - representatives of indigenous peoples of Ukraine. It has been established that due to the principle of equality and self-determination of peoples enshrined in the UN Charter, the indigenous peoples of Ukraine - Krymchaks, Karaites, Crimean Tatars - are the people of Ukraine, its component; indigenous peoples of Ukraine have the right to carry out their cultural and social development; the right to education of children - representatives of the indigenous peoples of Ukraine - is a guarantee of the realization of the right to cultural and social development of the indigenous peoples of Ukraine and the subjective rights of each child - a representative of the indigenous people of Ukraine; the right to self-determination belongs to the Ukrainian people, the indigenous peoples of Ukraine are its component, not a separate and isolated component, but a component that is inseparable from the people of Ukraine; every state of the world must respect the right of the Ukrainian people and its integral component - the indigenous peoples of Ukraine - to realize their economic, social and cultural development. The principles of the state's internal policy in the sphere of education of children - representatives of indigenous peoples of Ukraine are singled out: 1) the principle of state care; 2) the principle of responsibility (paternalism) of the state; 3) the principle of partnership between the state and indigenous peoples. The analysis of the above­mentioned international act made it possible to establish the role of these principles in the formation (planning) and implementation of state policy in the sphere of education of children - representatives of indigenous peoples of Ukraine: the principle of state care and the principle of responsibility (paternalism) of implementation should be combined with the principle of partnership between the state and indigenous peoples . The purpose of the state's activity - it consists in maximally ensuring respect, preservation and development of the identity of the indigenous peoples of Ukraine. The toolkit used for this can also be identified based on the analysis of the Convention of the International Labor Organization on indigenous peoples and peoples leading a tribal way of life in independent countries: 1) correlation of the duties of the state and the rights of the indigenous peoples of Ukraine; 2) stimulation of such an entity as the state by such an entity as the international community to establish partnership forms of interaction with the indigenous peoples of Ukraine; 3) the use of treaties by the international community to stimulate the establishment of partnership forms of interaction with the indigenous peoples of Ukraine; 4) application by the international community of forcing the state to establish partnership forms of interaction with the indigenous peoples of Ukraine in the event that the state violates the rights of the indigenous peoples of Ukraine, or does not establish partnership forms of interaction.

The article examines the scientific contribution of Professor Hersh Lauterpacht to the development of the idea of enshrining in writing the right to education in the Bill, its content and the principle of equality. It is noted that Sir H. Lauterpacht’s scientific views on the right to education are still relevant today. Attention is focused on the fact that everyone’s right to education is sometimes replaced by people’s enlightenment. The issue of ensuring the right to education by the aggressor state in the territories temporarily occupied by it is raised. It is stated that the state violates its international obligations to ensure everyone’s right to education if it replaces people’s education with people’s enlightenment. The issue of the economic development of the state, the economic potential of the state, international and domestic standards of the right to education, and their interrelationship is also raised. It is concluded that the ideas set forth in Professor G. Lauterpacht’s monograph «The International Bill of Human Rights» were progressive in nature, and essentially it was about the need to establish a written catalog of human rights, as well as about the fact that this catalog should be part of the structure of the world. Sir Gersh Lauterpacht in his scientific work applied the approach according to which he proposed to enshrine the state’s obligations in the field of human rights in the Bill. In the Universal Declaration of Human Rights, an approach was applied, according to which human rights were enshrined, and with respect to the duties of the state, a veiled enshrining of them was applied. It is established that Sir G. Lauterpacht: 1) considered the right to education of everyone as a duty of the state, which it must conscientiously fulfill; 2) linked the standard of the right to education with such factors as: 1) the economic potential of the state; 2) economic development of the state. Accordingly, in states that have higher economic development and greater economic potential, the standard of education should be higher, and in states that are less economically developed and have less potential, the minimum standard of the right to education should be ensured; 3) introduced such a criterion for evaluating the fulfillment of the state’s obligation to ensure the right to education as efficiency. If the state is an entity that has the duty to effectively ensure the right to education, then, accordingly, the state must bear responsibility if it does not effectively ensure this right. Professor G. Lauterpacht proposed to enshrine the principle of equality in writing. Regarding the content of this principle, he applied an approach according to which the state is entrusted with the duty to ensure full equality before the law of all and equal treatment of every person of state power. It is established that the idea of the prohibition of discrimination and its content, which Professor Hersh Lauterpacht proposed to enshrine in the Bill, laid the foundation for desegregation in education. The influence of Hersh Lauterpacht’s monograph on the formulation and consolidation of the right to education and the principle of equality in the written act on human rights - the Universal Declaration of Human Rights - has been revealed.

Education not only plays a fundamental role in the development and progress of societies, but it also crucially improves the quality of life for individuals and develops their potential. The lack of education is considered a significant threat to a person's inherent dignity, and as such, access to education is widely regarded as a human right by scholars. National documents around the world reflect the importance of education, and in Iran, the government is obligated to provide free education at all levels and facilitate and expand higher education for all, according to the third clause of the third principle and the thirtieth principle of the Constitution. The results of this study demonstrate that the existence of laws is a crucial factor in guaranteeing rights, and public order is one of the tools that restrict individual freedoms. This study applies a descriptive-analytical method based on library studies that collected and analyzed data to investigate the conditions for implementing the right to education, the restrictions and supports of governments in responding to questions such as: What are the conditions for implementing the right to education? What are the limitations in realizing the right to education? And how will the government support the right to education? Effective solutions for removing obstacles and realizing the right to education for all segments of society have been proposed based on the results of this study, including special attention to primary education, development of schools in rural areas to prevent dropouts due to lack of higher education opportunities, enactment of necessary laws regarding individuals who prevent children from attending school, and adaptation of educational content to the needs of society.

Children, due to vulnerability and specifically their physical weakness and other their disability are considered as one of the groups that are exposed to different types of violence. Furthermore, the right to education as one of the fundamental rights of human being including children, plays a notable role in empowerment, growth and development of the child's human character. In this regard, teaching life skills is one of the requirements of the mentioned points. By using descriptive-analytic method and relying on the library resources, the authors seek to answer this question that what is the relation among the right to education, life skills and reduction of violence against children (VAC)? It seems that there is a direct relationship between the right to education and being equipped with life skills on one side and the reduction of VAC on the other side. In fact, application and enjoyment of the right to education by children raise the possibility of their equipment with life skills and using these skills, through elimination of some psychological and sociological reasons for commitment of VAC, reduces the possibility of VAC. To put it another way, teaching life skills, by empowering children, can prepare them to confront the violence directed against them and the violations of their rights. In this respect, in addition to the state concerned that is the main duty-holder towards child rights, the community as a whole and its members should stand up for protecting children from violence and the violation of their rights. It should be mentioned that children and specifically girls belonging to non-dominant groups such as minorities and indigenous peoples should be deserved special attention and protection both in terms of enjoyment of right to education and consequently learning life skills and in terms of being exposed to more violence because of their double vulnerability.

This article presents key findings of a desktop study on the extent of integration of global citizenship education (GCED) and Southern Africa Liberation History (SALH) education in the secondary schools’ curricula in Angola, Democratic Republic of Congo, Eswatini, Lesotho, Malawi, Mauritius, Mozambique, Namibia, South Africa, Seychelles, United Republic of Tanzania, Zambia and Zimbabwe. The aim of the study was to ascertain how education can be utilised as a tool to create future citizens who can think locally, regionally, and internationally as members of the Southern Africa Development Community (SADC) and as part of the envisioned new world order. As such, the study sought to understand how GCED and SALH principles have been incorporated into the curricula of the selected countries. Desk research indicated that while SALH education is neither adequately integrated into curricula nor is it taught adequately (or particularly) in SADC, GCED is integrated into secondary school curricula in SADC. The study then offered a recommendation for policymakers on how to implement consistent methods for including SALH education and GCED in the curricula of secondary schools in the SADC Region. The recommendation has since led to the adoption of the Roadmap for integrating GCED and SALH in teaching and learning in SADC Member states in 2021–2022.

The article analyzes and singles out a scientific problem related to the constitutional right to education and guarantees of its protection in the context of European integration processes. Based on the standards of national and international legislation, the place of the right to education in the system of human rights and its relationship with the catalog of constitutional rights and freedoms was investigated. A proper definition of the constitutional right to education is proposed. Particular attention in the article was devoted to the issue of the entry of education into the European space. In order to effectively implement the right to education, particularly in the context of globalization and European integration processes, the education system is being reformed and modernized, including the legal sphere, and its adaptation to European standards. The Association Agreement between Ukraine and the European Union is of particular importance for the process of European integration in education. It was found out that the Ministry of Education and Science pays considerable attention to reforms in the field of education and science, including in wartime conditions. The constitutional guarantees that make up the content of the constitutional right to education and its protection are analyzed. In particular, attention is devoted to a special guarantee - the protection of the constitutional right to education. Thus, based on the results of the research of the domestic judicial practice and the professional activity of the European Court of Human Rights, the essence and content of the guarantees of protection of the right to education were clarified. Analyzing the current judicial practice, it was established that the most frequent reasons for appeals are the following: refusal to recognize a document on higher education (including the procedure for recognizing a foreign educational document by Ukrainian authorities); violation of the rights to higher education by normative legal acts of the executive power, local self-government bodies and other authorities; appeal against the decisions of the appeal commission of the Ukrainian Center for the Evaluation of the Quality of Education, regarding the refusal of registration or violations during the conduct and results of the external independent evaluation; availability of external independent assessment and sufficient education of students regarding this process.

This article is devoted to the study of the evolution of education as a constitutional and legal paradigm in the historical context and philosophical discourse. Within the framework of the work, the historical path of education development is considered, starting from primitive and ancient times and ending with the present. Emphasis is placed on the development of the educational paradigm from the point of view of philosophical and cultural changes that had an impact on the perception and regulation of the educational process. In particular, the historical gradation of the development and establishment of education as a constitutional and legal category is proposed to be considered through the prism of the following chronological framework: Stage I: The Age of the Ancient World (Primitive Age and Ancient times); Stage II: The Age of the Middle Ages; III stage: Age of Enlightenment; IV stage: The period of industrial revolution and modernization; Stage V: Modernity. The article examines the role of great philosophers and ancient jurists, such as Aristotle, Democritus, Plato, Seneca, Socrates, Ulpian, Cicero, etc., in shaping the concepts of the right to education. Special attention is paid to how the history of education reflects social and cultural changes. From primitive forms of learning to modern education systems, this article shows how education has always been not only a right, but also an important factor in social evolution. Emphasis is placed on the works of the following famous philosophers, the American - J. Dewey, the Brazilian - P. Freire and the domestic - P. Kulish, who had an impact on the formation and development of the philosophy of modern education. The conclusions of the article emphasize that the right to education is determined not only by legal norms, but also by the social context and philosophical views. They emphasize the importance of understanding the historical development of education for the modern understanding of the constitutional and legal paradigm of education, which reflects the dynamics of society and its needs for education and development

The article examines the scientific contribution of Professor Hersh Lauterpacht to the development of the idea of enshrining in writing the right to education in the Bill, its content and the principle of equality. It is noted that Sir H. Lauterpacht's scientific views on the right to education are still relevant today. Attention is focused on the fact that everyone's right to education is sometimes replaced by people's enlightenment. The issue of ensuring the right to education by the aggressor state in the territories temporarily occupied by it is raised. It is stated that the state violates its international obligations to ensure everyone's right to education if it replaces people's education with people's enlightenment. The issue of the economic development of the state, the economic potential of the state, international and domestic standards of the right to education, and their interrelationship is also raised. It is concluded that the ideas set forth in Professor G. Lauterpacht's monograph «The International Bill of Human Rights» were progressive in nature, and essentially it was about the need to establish a written catalog of human rights, as well as about the fact that this catalog should be part of the structure of the world. Sir Gersh Lauterpacht in his scientific work applied the approach according to which he proposed to enshrine the state's obligations in the field of human rights in the Bill. In the Universal Declaration of Human Rights, an approach was applied, according to which human rights were enshrined, and with respect to the duties of the state, a veiled enshrining of them was applied. It is established that Sir G. Lauterpacht: 1) considered the right to education of everyone as a duty of the state, which it must conscientiously fulfill; 2) linked the standard of the right to education with such factors as: 1) the economic potential of the state; 2) economic development of the state. Accordingly, in states that have higher economic development and greater economic potential, the standard of education should be higher, and in states that are less economically developed and have less potential, the minimum standard of the right to education should be ensured; 3) introduced such a criterion for evaluating the fulfillment of the state's obligation to ensure the right to education as efficiency. If the state is an entity that has the duty to effectively ensure the right to education, then, accordingly, the state must bear responsibility if it does not effectively ensure this right. Professor G. Lauterpacht proposed to enshrine the principle of equality in writing. Regarding the content of this principle, he applied an approach according to which the state is entrusted with the duty to ensure full equality before the law of all and equal treatment of every person of state power. It is established that the idea of the prohibition of discrimination and its content, which Professor Hersh Lauterpacht proposed to enshrine in the Bill, laid the foundation for desegregation in education. The influence of Hersh Lauterpacht's monograph on the formulation and consolidation of the right to education and the principle of equality in the written act on human rights - the Universal Declaration of Human Rights - has been revealed.

Education is the key to the sustainable development of mankind [1; 2]. Observance and protection of the human right to education is an important and urgent issue for the world community, which makes maximum efforts in this area [3]. The right to education is a guarantee of the realization of a number of other subjective legal rights. Currently, a system of basic human rights and freedoms has developed, which are interconnected and in harmony with each other. This contributes to the normal functioning of humanity, the progressive development of society [4; 5]. Everyone's right to education, enshrined in international law, in the course of their implementation in practice should not harm the rights and freedoms of other persons, as well as other legally protected interests of the individual, society and the state. For this purpose, states are forced to limit the right to education under certain conditions with the help of international legal and domestic legal means. In particular, a global threat to humanity has arisen in the modern world - Russia's aggression. The Russian federation is waging a full-scale war on the territory of Ukraine, occupied part of the territory of Ukraine, Moldova, Georgia, tried to start military operations in Kazakhstan, Azerbaijan. And here the issue of reasonable and necessary restriction of the human right to education in the conditions of a state of emergency or war comes to the fore. Attention is focused on the concept of the rule of law, because one of its features is the recognition of the natural nature of human rights and freedoms. The constitutions of Spain, the Netherlands, Germany and other states were analyzed. Three methods of constitutional and legal regulation of the restriction of rights and freedoms in the state of emergency have been identified. It has been established that the constitutions of Spain, the Netherlands, and the Federal Republic of Germany enshrine human rights, which may be restricted under conditions of a state of emergency or a state of defense, but the right to education is not included in this list. The second way of regulating the limitation of rights and freedoms in the state of emergency is that only those rights that cannot be limited in any way are listed (Portugal). The list of rights that can be limited remains open. The right to education is not included in the list of rights that cannot be limited. The third way of regulation of restrictions - the constitution enshrines norms according to which restrictions on human rights are possible during a state of emergency, but does not establish a list of these rights - there is a reference to a special law that develops the provisions of the constitution. It is concluded that the first method is the most consistent with the concept of the rule of law: establishing an exhaustive list of those rights and freedoms that can be limited.

The article reveals the peculiarities of the constitutional and legal consolidation of positive discrimination in the field of education in foreign countries and in Ukraine. It is established that: 1) positive discrimination in the field of higher education is prohibited in the United Kingdom, Germany, Sweden, and Slovakia; 2) positive discrimination based on race in university admissions is prohibited in the USA; 3) positive discrimination is allowed and applied: in Canada to representatives of the indigenous population (indigenous peoples) when entering a university and when receiving special scholarships; in Bulgaria – only for one ethnic community – Gypsies when entering a university, in Hungary – for socially disadvantaged citizens and the ethnic community of Gypsies when entering a university, in Macedonia – for national minorities when entering a university; in Finland for applicants who speak Swedish when entering certain educational programs; in China – to representatives of ethnic minorities, in India – to representatives of classes and castes that, according to the Constitution of India, are disadvantaged; in New Zealand – to representatives of the indigenous Maori people and other Polynesians when entering higher education institutions and providing scholarships, in Sri Lanka – to applicants from areas with poor access to education, in Brazil – to representatives of racial and ethnic communities, people with low incomes and disabled people; 4) in Japan, in accordance with national legislation, it is forbidden to apply positive discrimination on the basis of gender, ethnicity, social origin (but not citizenship) when entering a university, but in practice there is a policy of granting preferential treatment when entering a university to representatives of the Burakumin national minority; 5) The French Constitution of 1958 prohibits discrimination on the basis of race, religion or sex, French legislation that develops provisions of the French Constitution prohibits direct and indirect discrimination in education based on race or ethnic origin, but allows positive discrimination in education that is based on signs of «belonging to a certain district of the city». In Ukraine, positive discrimination in the field of education when entering universities and receiving scholarships for representatives of indigenous peoples of Ukraine is not provided for by national legislation.

The article draws attention to the UN Charter, which proclaims the task of reaffirming faith in basic human rights, in the dignity and value of the human person, in the equality of men and women, and in the equality of rights of large and small nations. Attention is focused on the principle of UN activity - implementation of international cooperation in the promotion and development of respect for human rights and basic freedoms for all, without distinction of race, sex, language and religion. International acts on human rights of a universal nature are characterized, in which for the first time at the international level everyone’s right to education was enshrined: the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights of 1966, the Convention against Discrimination in Education of 1960, the Convention on the rights of the child of 1989. Attention is drawn to the minimum standards of the right to education that the state must ensure. The relationship between the right to education, which was first enshrined at the international level in the Universal Declaration of Human Rights, and human dignity and the value of the human personality is defined. Emphasis is placed on the right to education and criteria for determining the degree of respect and observance of fundamental norms related to this human right throughout the world. The article also raises the question of the influence of international standards of the right to education on the constitutional legislation of the member countries of the Council of Europe - Bulgaria, Poland, Ukraine and other countries.

The article reveals the peculiarities of the constitutional and legal consolidation of positive discrimination in the field of education in foreign countries and in Ukraine. It is established that: 1) positive discrimination in the field of higher education is prohibited in the United Kingdom, Germany, Sweden, and Slovakia; 2) positive discrimination based on race in university admissions is prohibited in the USA; 3) positive discrimination is allowed and applied: in Canada to representatives of the indigenous population (indigenous peoples) when entering a university and when receiving special scholarships; in Bulgaria - only for one ethnic community - Gypsies when entering a university, in Hungary - for socially disadvantaged citizens and the ethnic community of Gypsies when entering a university, in Macedonia - for national minorities when entering a university; in Finland for applicants who speak Swedish when entering certain educational programs; in China - to representatives of ethnic minorities, in India - to representatives of classes and castes that, according to the Constitution of India, are disadvantaged; in New Zealand - to representatives of the indigenous Maori people and other Polynesians when entering higher education institutions and providing scholarships, in Sri Lanka - to applicants from areas with poor access to education, in Brazil - to representatives of racial and ethnic communities, people with low incomes and disabled people; 4) in Japan, in accordance with national legislation, it is forbidden to apply positive discrimination on the basis of gender, ethnicity, social origin (but not citizenship) when entering a university, but in practice there is a policy of granting preferential treatment when entering a university to representatives of the Burakumin national minority; 5) The French Constitution of 1958 prohibits discrimination on the basis of race, religion or sex, French legislation that develops provisions of the French Constitution prohibits direct and indirect discrimination in education based on race or ethnic origin, but allows positive discrimination in education that is based on signs of «belonging to a certain district of the city». In Ukraine, positive discrimination in the field of education when entering universities and receiving scholarships for representatives of indigenous peoples of Ukraine is not provided for by national legislation.

Purpose. The purpose of this article is an in-depth analysis and systematization of the constitutional and legal principles that underlie the regulation of the right to education in modern society. This article is aimed at highlighting the current aspects of the constitutional provision of educational rights, assessing the current state of these principles and considering possible prospects for development in the future. Research methods. The methodological basis of the scientific article is a complex of general scientific and special scientific methods of cognition, the application of which allowed to reveal the essence of the constitutional and legal principles of regulation of the right to education under modern conditions. Results and conclusions. Within the framework of scientific research, attention is focused on the challenges and opportunities facing the paradigm of the constitutional and legal foundations of the regulation of the right to education, namely: globalization of legal systems (active world integration, exchange of ideological and cultural assets), digital revolution (rapid development of the technology market) , geopolitical conflicts (obstacles in access to education, deterioration of the quality of education), demographic changes (the growing population creates a demand for proper provision of high-quality education for citizens) and inclusive education (taking into account the special needs of students in the process of providing educational services). The consequences of the existence of such challenges, which are manifested in the emergence of new standards and approaches in the constitutional and legal regulation of the right to education, are indicated, in particular: quality and accessibility of education, inclusiveness of education, universality of education, flexibility and adaptation in education, digitalization of education, etc.

The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners’ definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.

The present study focuses on human rights theory and multiculturalism. The general objective is to understand how the conception of multiculturalism has repercussions on an effective universalization of human rights that respects cultural differences between peoples. As a methodology, the proposal is to conduct a literature and documental review through legislative documents and selected theoretical framework. The approach will be hypothetical-deductive. The hypothesis that will be tested is that the conception of multiculturalism is fundamental for a universalization of human rights that respects cultural differences between peoples. Finally, it is concluded that the adoption of human rights as multicultural is a necessary means to make them effective and egalitarian in application worldwide, however, it is important to recognize that we are still far from this ideal.

Background. Education is a basic value, and the right to education is one of the basic social rights of the Constitution of the Russian Federation. Servicemen, like other citizens, can enjoy their right to education, but with some restrictions, which are due to the nature of service relations and tasks in the field of defense and state security. Within the framework of the status of a servicemen, educational benefits are provided both for the servicemen themselves and for their family members. The realization of the right to education is a prerequisite for the career growth of a serviceman, as well as for further employment. The relevance of this study is due to the increasing status of the serviceman, the provision of additional benefits to the serviceman and his family members in connection with the socio-economic and political situation in the country and in the world. Materials and methods. The implementation of the tasks was achieved on the basis of an analysis of the normative legal acts of the Russian Federation regulating the procedure for military service, as well as court decisions on the implementation of military personnel under the contract of their right to education. The methodological potential includes a method of comparative legal analysis, which allows you to compare the content and meaning of normative legal acts and court decisions with the actual situation regarding the observance of the right of a serviceman under a contract for education. Results. In the course of the study, the main normative legal acts regulating the issues of military service, as well as court decisions on the issue under study, were analyzed, problems arising during the implementation by military personnel under the contract of their right to education were identified and practical recommendations for solving these problems were given. Conclusions. The study of legal acts on the issue of the implementation of the right to education for servicemen and comparison of the norms of law with the actual situation in the process of military service allow us to conclude that in some aspects of the implementation of the right to education for servicemen, there is insufficient legal regulation. In case of violation of the right for serviceman to education, there are no sanctions for officials. Restriction of the right to education entails restriction of other rights for servicemen.

The number of international students is one of the indicators of the international effectiveness of universities. That is why we are working to improve the intercultural competence of teachers and staff of Kazakhstani universities who work (or will work) with foreign students. The insufficient level of the teachers' ICC complicates the educational process, levels the opportunity to take advantage of the intercultural environment for learning, can lead to a deterioration of group interaction and, as a result, to a decrease in the prestige of education in the eyes of foreign students. The focus on the development of a scientific and methodological base for the expansion of the teachers' MCC, thus, confirms the compliance of our project with the growing need to train teachers of the Kazakh higher school to work with a multilingual (and multicultural) audience of foreign students. The aim of the research is to develop a conceptual, legal and methodological framework for building a sustainable model for expanding the intercultural competence (ICC) of teaching lawyers, with the aim of introducing and improving the ICC for training lawyers-teachers of Kazakhstan higher school to work with a multilingual (and multicultural) audience represented by foreign students. The results of the research will contribute to building more effective models for solving new socio-pedagogical and educational tasks that the expansion of international academic contacts brings, which in the long term will serve to strengthen the competitiveness of higher education in the Republic of Kazakhstan. The article is based on the materials of a scientific project on the topic: Intercultural competence of a university teacher and its impact on improving the competitiveness of higher education in Kazakhstan.

In this era of globalization where the times are increasingly modern and increasingly advanced, especially in Indonesia, which respects human rights very much, to be able to equalize the right to education in Indonesia is not easy because the territory of Indonesia is very wide and has many differences. Technology in various regions also plays an important role in progress in equitable distribution of education considering that in eastern Indonesia technological progress itself is not evenly felt throughout the community. it is the duty of the government to overcome this challenge for the future of the Indonesian nation and to realize Indonesia's goal of educating the nation's life. Not only because of the region, the difference in social status in society can also affect the distribution of education in Indonesia. In writing this article, it is hoped that it will be a correction for all Indonesian people to always uphold the right to education for all levels of Indonesian society indiscriminately in order to realize it in the ideals of the Indonesian nation as expected by the ancestors.

The 1989 Convention on the Rights of the Child guarantees all children the right to an education, and this paper focuses on Roma children and that right. The extent of Serbia’s strategy documents was reviewed, particularly in light of their responsibility for guaranteeing equity, accessibility, and equal educational opportunities for all children. The study’s objective is to assess how content related to the Roma is portrayed in current curricula (N = 16) and textbooks (N = 93) for the 2022–2023 academic year. It was discovered that despite the objectives in each of the analyzed courses (Serbian language, The World around Us, Nature and Society, Music Education, and Civic Education) clearly promote equality, diversity, and mutual appreciation, democratic values, inclusion, and anti-discrimination, none of them explicitly mention the words Roma or the Roma people. Only a few times do the Roma people explicitly appear in textbooks on nature, society, and music, and then only as a numerical representation of the national minority; no mention is made of the positive traits of the Roma people, who have their own identity, tradition, and culture as well as well-known members. The results highlight the need for textbooks to include specific content about the Roma people as fundamental teaching tools. This content should also be included in the curriculum because it would help students of Roma origin feel less excluded and more empowered to participate in school on an equal footing.

The right to mental health is one of the main components of the right to health and one of the main examples of children’s rights. Various factors are influential in threatening or realizing this right of children including the cyberspace. Cyberspace is important as nowadays children spend a lot of time in it while a significant part of this space is not appropriate for the age and mental state of children as well it has a detrimental effect on their psyche. Using descriptive-analytical method, this study intends to answer this question that: How can the right to children's mental health in cyberspace be realized according to the Iranian legal system, Islam and international human rights instruments? To answer this question, different rights of children in cyberspace including the right to education, the right to privacy, the right to security and the right to play and recreation, and their relation with the right to mental health of children have been investigated. The results indicate that in the international human rights system, especially in protection of children’s right, some measures have been considered by the governments. In Islam, the health of people has been highly emphasized in the Quranic verses and hadith. However, in Iranian legal system, some measures have been taken to protect the mental health of children in cyberspace, but in practice, there are much to do to achieve the desired situation.

Based on the analysis of the best educational practices of foreign universities for the development of Russian universities and their achievement of the indicators of leading world-class universities, it is necessary to pay attention to the criteria indicators that exist in international rating systems. Purpose: to determine the measures of state policy in the field of education for achieving global competitiveness by Russian universities. Methods: the author uses empirical methods of comparison, description, interpretation; theoretical methods of formal and dialectical logic. Special scientific methods are used: comparative-legal, legal-dogmatic. Results: the study makes it possible to make the following proposals based on a comparative legal analysis of the main international rating systems and special literature: 1) to improve the quality of education, as a result of which the export of educational programs to the countries of the world will increase, primarily to those regions where Russia continues to be a key player, with their subsequent distribution to other states, including using electronic pedagogy and online education; 2) to determine the nature and effectiveness of the connection of Russian universities with production and business in specially created educational clusters and consortia; 3) to create university endowments (target capital) based on a combination of state, corporate financing, as well as donations from private individuals with a transparent financial reporting system and under the control of state bodies, for which to make appropriate changes to Russian legislation in terms of ensuring the effectiveness of its use and encouraging charitable actions in relation to universities by individuals; 4) to create conditions for internationalization, provided that the traditions of the Russian education system and historical values are preserved, including the use of digital technologies and artificial intelligence technologies, which will be expressed in demand, the readiness of graduates to solve the challenges in the new reality, the competitiveness of Russian universities, provided that national educational sovereignty is ensured.

This article aims to analyse extra-curricular education institutions in the Republic of Moldova in terms of their funding and to make recommendations to improve the financial mechanism so as to respect the right of children and young people to education. The complexity of the financial phenomenon related to the field of extracurricular education is investigated by the use of statistical and mathematical methods. In particular, the analysis of the dynamics and structure of the budgets of extra-curricular education institutions was used. As sources of information for the research, the following are to be mentioned: the legal and regulatory framework governing the activity of extra-curricular education institutions and their budgetary process; the budgets of institutions of extra-curricular education; interviews, discussions at the level of extra-curricular education institutions and their founders.

Background The Ebola virus is known as one of the deadliest pathogens to infect humans. Children represent a minority of Ebola Virus Disease cases globally. Yet, the different Ebola outbreaks in Africa had a wide impact on children’s lives and children’ rights. Objective Review the published literature to date on Children’s rights during Ebola outbreaks. Outcomes shall contribute to get a better understanding of the main limitations or violations of children’s rights, identify potential gaps in the literature and support the promotion and protection of children’s rights for current and future health crisis. Methods A scoping review from PubMed, Medline, Cochrane Library and Web of Science was performed using PRISMA-ScR guidelines. Articles, reports and editorial, published on Ebola Outbreaks between 1976 and 2020 were retrieved. The UNCRC clusters of rights and treaty specific guidelines were used as a framework. Documents were found through a targeted search of websites from international or regional organisations involved in Ebola crises and children’s protection. Results 48 articles and reports were reviewed. Few documents focused solely on children’s rights. Several articles covered the topic of children and Ebola outbreaks. Most of the data are linked to basic health, education, discrimination of orphans and survivors. 31% of the reviewed articles underline the violence against the children (rape, abuse, Female genital mutilations), while 21% focus on the right to education. 23% cover the topic of orphans. Impact on mental health and SRH were amongst the other covered topics. Conclusion A lack of data on children’s rights and their violations during epidemics is observed. Regional and international collaboration is needed to document the situation of children in health emergencies. Health measures and strategies based on children’s opinions and raising awareness of their crucial role in society is key. Child-centred guidelines should be developed based on these elements.

The purpose of the article is research the interaction between human rights and measures to protect public health in the face of new legal challenges posed by COVID-19 through the disclosure of key legal standards to combat pandemic threats; study of the problem of restriction of the constitutional right to peaceful assembly and mass events; to analyze aspects of the implementation of the constitutional right to education in a pandemic crisis and the issue of restriction of freedom of movement. The article examines the interaction between human rights and measures to protect public health in the face of new legal challenges posed by COVID-19 through the disclosure of key legal standards to combat pandemic threats; study of the problem of restriction of the constitutional right to peaceful assembly and mass events; to analyze aspects of the implementation of the constitutional right to education in a pandemic crisis and the issue of restriction of freedom of movement. The author's methodological analysis included a number of philosophical, general scientific and special scientific methods. In particular, the method of comparative jurisprudence was used to analyze the experience of a number of countries in allowing the restriction of human rights. The comparative method contributed to the generalization of knowledge in the field of medicine, law, public administration, psychology, etc. Synergetic aimed at the binary nature of legal reality and uncertainty in a pandemic crisis. The positions of scientists and institutional international bodies on the legitimacy of restrictions on human rights are represented, the position is motivated by a casual dimension. The author reveals the key standards of counteracting pandemic threats, special attention is focused on the problem of restricting the constitutional right to peaceful assembly and mass events. The difficulties of realization of the constitutional right to education in the conditions of pandemic crisis are pointed out and also questions of legality and non-discrimination in the field of freedom of movement are raised. An analysis of the experience of a number of countries has shown that in most countries, the rules of exclusive action allow for restrictions on human rights or certain deviations from the general mechanism of their implementation in times of health threats and/or national emergencies. However, in accordance with international law, as well as constitutional law in democracies, such measures must be necessary, proportionate and reasonably linked to legitimate public aims. It is stated that state anti-epidemiological measures deprive citizens of the opportunity to properly exercise their constitutional rights, including the right to peaceful assembly, mass events, the right to education, and freedom of movement. Please note that the introduction of measures to prevent diseases that threaten public health should be exclusively for this purpose and should be motivated by critical necessity and not by political motives and interests. Restrictions must pursue a legitimate aim, demonstrate the exact nature of the threat and be proportionate according to that aim. This should demonstrate the direct and immediate link between the implication and the threat. The conclusion states that the restrictions imposed by the application must comply with strict proportionality tests. Restrictions should not be too broad, they should be the least intrusive.

The article is devoted to actual problem of today's pedagogical theory: the new functions of educators in the conditions of martial law. Based on a reviewof foreign and native sources, the generalization of experience in Ukraine and beyond, the authors achieve the purpose. The purpose is to define the new functions of educators in the conditions of martial law and to fill in the existing ones with new content. The research is based on competence, activity, environmental, socio-pedagogical, safety approaches. Methodology. The research is based on competence, activity, environmental, socio-pedagogical, safety scientific approaches. Research methods are: theoretical analysis of sources, generalization, observation, conversations, establishment of cause and effect relationships. The materials of the research were domestic and foreign works on education methodology, safety in education, our experience of teaching at teacher training programs. Results. We observe an increase in the functions of educators under martial law. It is logical to add to the traditional functions of the school principal: security function, organization of social support and assistance; social adaptation; personnel management and implementation of a sustainable personnel policy in institution of general secondary education; preventive function, the function of cohesion an dunity of the school team and the population in the community; national-patriotic; organizational; financial management in institution of general secondary education; informative. Teachers in the conditions of martial law were also faced with the need to perform the following new functions: socio-pedagogical (helping children to solve problems of socialization in conditions of martial law, family distance); social adaptation and integration of families with children in the conditions of the host community; social prevention of negative phenomena in the educational environment; information about resources to help in the community; social support and assistance to families with children in the conditions of an educational institution – a temporary shelter for families; pre-medicalcare; promotion of national security through increased attention to national-patriotic education. Conclusions. Our research shows that all teaching staff of educational institutions and their principals in the conditions of martial law begins to perform additional functions and new tasks due to the peculiarities of the martial law in education and new threats to children and all other participants of the educational process, requirements to ensure national security. It requires updating the list and expanding the content of educators’ functions under martial law. That is why these questions should be included in the professional standards of the principal and the teacher of the institution of general secondary education, in educational programs of various levels, which will be the prospects of our further research.

Within the scope of school-based community studies coordinated by Maltepe University Homeless and Working Children Application and Research Center (SOYAC), a program aiming at increasing the resilience of students was implemented in a secondary school with high school dropouts. This international program, briefly known as RESCUR, was implemented for one hour two days a week with the cooperation of the interdisciplinary SOYAC team and classroom teachers with a whole school approach. The program aims to protect the right to education of students who are at risk of dropping out of school, to increase their resilience against the disadvantages they experience, to help them gain social and emotional skills, and to strengthen the teachers. In order to understand the experiences of teachers about the application process and their observations and evaluations about their students, the research is designed as a qualitative study through semi-structured interviews. The analysis of the in-depth interviews was carried out using thematic and interpretive phenomenological analysis methods. The themes determined in the research are 'teachers' experiences regarding the RESCUR implementation,' 'the importance of university-community cooperation,' 'the effect of the implementation on the social and emotional development of the students and school culture,' and 'problems encountered in the implementation process.' The results of the research reveal the importance of school-based studies that consider the needs of teachers and students for the elimination of the problems experienced by students at risk of school dropout, the protection of their right to education, and their social inclusion. The implementation is a successful example of the contribution of universities to society in coordinating and cooperating with relevant institutions and organizations in fields such as education, health, and social services for the best interests of the children.

The article examines a topical scientific problem associated with a comprehensive reconstruction of educational practices that functioned in the Caucasus during the imperial period. Systemic education is studied as the most important mechanism that determines the effective incorporation of the annexed region into the socio-economic, political and cultural space of the Russian Empire. The author's attention is focused on a fundamental issue related to the consistent implementation of the immanent educational rights of an individual. Individual education is considered in a traditional so-cio-cultural context, including social belonging, class dif- ferentiation, prospective self-realization of a particular individual. The involved empirical material, reconstructed from differentiated historical sources and the previous historio-graphic tradition, made it possible to form a consistent system of author's conclusions characterizing the evolutionary development of the Caucasian educational space during the imperial period. The Russian empire initially involved regional elites in systemic education, consistently forming loyal cadres for the local administration. As part of the further development of educational practices, particular importance was attached to primary and secondary schools, focused on the consistent construction of a social majority adapted to the existing system of imperial citizenship. The substantive parameters of the educational process were determined by the central government, taking into account both the basic ideological values and the natural features of the internal mentality of the region in question. The tsarist administration actively used the class, ethnic and confessional differences of local residents, hindering intellectual integration and developing educational practices in isolated enclaves. A significant role in the effective construction of regional education was played by a creative pedagogical cadre, formed both from educated mountaineers and from the teaching community that migrated from the imperial center. In general, it can be stated that during the period under review, the Russian Empire managed to form an integral educational system that made it possible both to exercise personal educational rights and to integrate local societies into the common state space.

The aim of the study is the formation of knowledge about the state and guarantee of the human right to education to develop recommendations for use in the actual integration of educational spaces of the Russian Federation and the Republic of South Ossetia. The legislation on education is constantly striving for improvement. New legal mechanisms to regulate the sphere of education are used. In the recent history of the Russian Federation, a new law on education was adopted in 2012, in South Ossetia, laws were adopted in 2008 and 2017. To some extent, the application of legislative acts should be ad- justed by making changes to them or by adopting acts of subordinate nature. The article presents a comparative analysis of the actual degree of guarantee of the right to education in the Republic of South Ossetia and the North-Caucasus republics of the Russian Federation, whose educational complexes are most closely correlated with the educational complex of South Os-setia. The article summarizes the law enforcement practice on the protection of children's rights to education. Social risks that significantly affect the realization of the human right to education in Russia and South Ossetia are identified. First, the emphasis is placed on the physical realization of the right to education, which depends on the territorial organization of the system of educational institutions. The lack of places in general education institutions entails their overcrowding, violation of sanitary norms and rules of the educational process. The enrollment system requires both regulatory improvement and information transparency. A promising area of availability of pre-school education services is the development of variable forms of work with children who do not attend pre-school educational institutions. To this end, work is needed to encourage and assist citizens in opening private pre-school institutions. Based on the analysis of social factors affecting the realization of the rights and freedoms of the individual, in the future it is possible to formulate legal mechanisms, neutralizing the negative impact of these factors on the degree of actual implementation of human rights, as well as to facilitate the proper adjustment of the existing legislation of Russia and South Ossetia on education.

The Republic of Abkhazia and Republic of South Ossetia currently have a special international legal status of the states unrecognized by most countries of the world. At the same time, Russia recognized the republics as independent states, and took them under its protectorate. The support of South Ossetia by the Russian Federation is actualized in the assistance in the modernizing the education system. The Constitution of the Republic of South Ossetia guarantees every person living in its territory the right to receive preschool, general and higher education regardless of sex, race and nationality. The legislation of the Republic contains a number of guarantees of realisation of this right. However, the actual situation with the right to education is such that its complete implementation is impossible without completion of the reform and modernization process of the entire education system. Since 2012 the Russian Federation has been realizing the reform of education connected with the improvement of the organizational structure of the educational complex. Similar processes were launched in the Republic of South Ossetia which was recognized by Russia in 2008. At the same time, the processes, the problems in education and the ways of their solution are similar in the subjects of the Russian Federation and South Ossetia.

This study, which employs a concurrent nested mixed-methods design, was conducted within the pragmatic paradigm and involved students, parents, and teachers from 11 municipalities of Chihuahua (Mexico) and three levels of education. In the wake of the declaration of the COVID-19 pandemic, non-probability sampling –namely the accidental or snowball sampling method –was favored for this research. A survey was prepared on the Google Docs platform and sent to participants, who were asked to forward it to other participants once they had completed it themselves. Responses were obtained from 219 parents, 61 students, and 132 teachers. It was found that proposals for virtual support elicited mixed reactions, ranging from passive acceptance to an increase in stress levels, and that this support had been hampered by various factors, in particular a lack of digital skills and accessibility issues, while the most widely used resource was WhatsApp. The results highlight the need for a virtual design training program for teachers.

In the general context of social transformations within the international community, the phenomenon of migration holds attention through the special impact it has on all members of the community, regardless of the nationality of those who interact at the social level. The premises of harmony between members of different national communities are represented by the cultural rights that are constantly exercised by them. Whether the right to education is taken into account, whether rights such as the right to participate in cultural life, the right to benefit from the advantages of scientific progress and its application, the right to the protection of moral and material interests resulting from one's own scientific creation are concerned, literary or artistic, the right to respect for the indispensable freedom of scientific research and artistic creation, the right to respect for the adequate standard of living, the authorities of the host states of migrants must ensure that they have the optimal conditions for effective exercise.

The COVID-19 pandemic has brought tremendous difficulties in different fields including education. One of the significant challenges is the closure of educational organizations worldwide aiming to reduce the spread of the coronavirus. As a result, the decision has led to urgently changing the format of education. It is widely accepted that distance learning is an appropriate solution in case of emergency and the pandemic is undoubtedly is one of those cases. Accordingly, the Republic of Kazakhstan's government has taken a step to change its traditional format to distance alongside most states. The academic process at all levels of education has been switched to distance since March 2020. The decision to transition to distance education has not been smooth, what is more, it has been accompanied by many challenges. For example, the issue of the digital divide, the quality of education, the lack of communication and the information security problems. This paper aims to present the situation with the transition to distance education in the Republic of Kazakhstan due to the pandemic. Moreover, it intends to introduce the problems that have occurred during the process.

This article deals with the phenomenon of orphanage tourism in Bali, Indonesia. Context is given based on a recent published report by the Dutch government on the impact of orphanage tourism. Findings are derived from larger-scale qualitative research based on child welfare institutions in Bali, Indonesia (50 children, 16 familial caregivers) between 2015 and 2020. Two axial codes (forced attendance and suspicion) of this research are used in this article. Deductions are based on recent literature, prior research and findings. The conclusion of this article is that children in Bali should not be institutionalised for the sake of poverty or education and that a continuous flow of tourists visiting and donating to child welfare institutions means that children have become commodities for such institutions, causing a plethora of problems for children living in these institutions.

Basically, every country is obliged to ensure quality education without discrimination against every citizen, including Indonesia. Recognition of the right to education is so important that it becomes one of the goals of the state as stated in the Preamble of the 1945 Constitution, namely to educate the nation's life. However, since the COVID-19 pandemic hit the world, the education sector has also been affected. People have no choice, but to implement the Covid-19 prevention habits and protocols. In the case of Indonesia, the government has closed the schools and universities since mid-March 2020 and switched to the online learning system. In this article, the author will explain the Indonesia’s legal policy in fulfilling the community’s right to education during pandemic, at the same time analyzing how government responds to the public demands. This normative legal research is conducted using a conceptual and statutory approach, which will then be analyzed descriptive-qualitatively. The result shows that educational policies during COVID-19 pandemic can be divided into two phases: early pandemic and new normal transition. In the first phase, the government focused on protecting the health and safety to all communities in the education institution areas by implementing certain protocols, closing the schools and switching to distance/online learning. Although public health and safety are top priorities, the policies resulted in disparities among students. While in the new normal transition phase, The government tends to respond to public demands on education problems by loosening its policies a little through schools disclosure and providing the internet support in online learning

ABSTRACT In this text, we try to address several issues that have been long hindering Brazilian Education. Since the promulgation of the so-called Citizen Constitution (BRAZIL, 1988), the Brazilian government hasn’t yet been able to provide free and quality education for all Brazilians, and a big portion of Brazilian citizens are still illiterate, especially those who belong to lower classes and black communities. We will focus on the vicious cycle that is created when, in having education denied, the population is also automatically denied the right to perceive their neglected and violated rights. What consequences may this vicious cycle generate for the Brazilian population? In what ways can we overcome the limits it imposes on us? What Brazil would we have if we could get rid of this cycle? And how does this relate to the daily lives of each of us?