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1. Extraterritorial human rights obligations to "civilize" intellectual property law: Access to textbooks in Africa, copyright, and the right to education.

Author

Beiter, Klaus D.

Subjects
RIGHT to education, INTELLECTUAL property, HUMAN rights, TEXTBOOKS, ELECTRONIC textbooks, ELECTRONIC publications, DUTY
Abstract

Printed textbooks remain crucial for education, particularly in developing countries. However, in many of these countries, textbooks are unavailable, too expensive, or not accessible in local languages. Cheaply (translating and) reproducing textbooks would be a strategy. However, reprography is highly regulated under copyright law. Copyright also adds to the cost of textbooks. The availability, accessibility, and acceptability of learning materials constitute elements of the right to education under international human rights law (IHRL). Extraterritorial state obligations (ETOs) under IHRL—obligations of states, in appropriate circumstances, to observe the human rights of those beyond their borders—could assume a key function in "civilizing" intellectual property (IP) law. This Article demonstrates the significance of ETOs for IP law by focusing on the issue of how ETOs under the right to education of IHRL prescribe requirements that international copyright law must comply with to facilitate access to textbooks in schools and universities. Drawing on the expert Maastricht Principles on Extraterritorial Obligations of States in the Area of Economic, Social and Cultural Rights of 2011, and applying the well‐known typology of state obligations to respect, protect, and fulfill human rights, the ETOs concept is introduced and 20 typical ETOs relevant in this context are identified. The discussion relates to the situation in developing countries more generally, focuses, however, on Africa. [ABSTRACT FROM AUTHOR]

Published
2020
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2. Enhancing access to reading materials in academic libraries with low budgets using a book bank system: Makerere university library experience.

Author

Byamugisha, Helen M.

Subjects
*COLLEGE textbooks, *LIBRARIES & students, *ACADEMIC libraries, *SERVICES for college students, *ACADEMIC library finance, *ACCESS to information, *ELECTRONIC textbooks
Abstract

Most universities are enrolling large numbers of students amidst dwindling budgets. This leads to reduced book- to student ratios. Makerere University started a Book Bank system to ensure availability of basic text books to students. The aim of this paper was to assess whether the Book Bank system was a viable strategy for enhancing access to reading materials in academic libraries with low budgets. Findings revealed that the Book Bank system was appreciated and 92% of the students used Book Banks. Concludes that the Book Bank is a possible strategy for enhancing access to reading materials in academic libraries with low budgets. [ABSTRACT FROM AUTHOR]

Published
2018
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3. Extraterritorial human rights obligations to 'civilize' intellectual property law: Access to textbooks in Africa, copyright, and the right to education

Author

Klaus-Dieter Beiter

Subjects
right to education, media_common.quotation_subject, Context (language use), Intellectual property, 050601 international relations, State (polity), Political science, access to textbooks, Function (engineering), extraterritorial state obligations, intellectual property rights, 0505 law, media_common, Law and economics, 050502 law, Human rights, 05 social sciences, copyright, Reprography, developing countries, 0506 political science, International human rights law, ddc:340, Africa, Cultural rights, Law
Abstract

Printed textbooks remain crucial for education, particularly in developing countries. However, in many of these countries, textbooks are unavailable, too expensive, or not accessible in local languages. Cheaply (translating and) reproducing textbooks would be a strategy. However, reprography is highly regulated under copyright law. Copyright also adds to the cost of textbooks. The availability, accessibility, and acceptability of learning materials constitute elements of the right to education under international human rights law (IHRL). Extraterritorial state obligations (ETOs) under IHRL?obligations of states, in appropriate circumstances, to observe the human rights of those beyond their borders?could assume a key function in ?civilizing? intellectual property (IP) law. This Article demonstrates the significance of ETOs for IP law by focusing on the issue of how ETOs under the right to education of IHRL prescribe requirements that international copyright law must comply with to facilitate access to textbooks in schools and universities. Drawing on the expert Maastricht Principles on Extraterritorial Obligations of States in the Area of Economic, Social and Cultural Rights of 2011, and applying the well-known typology of state obligations to respect, protect, and fulfill human rights, the ETOs concept is introduced and 20 typical ETOs relevant in this context are identified. The discussion relates to the situation in developing countries more generally, focuses, however, on Africa.

Published
2020

4. Zanzibar School Feeding : SABER Country Report 2015

Author

World Bank Group

Subjects
SECONDARYEDUCATION, EDUCATION SECTOR, SCHOOL CHILDREN, EDUCATION SYSTEMS, SCHOOL FEEDING, FOOD SHORTAGES, SCHOOLͲCHILDREN, SCHOOLLEVEL, PRIMARY SCHOOL CHILDREN, INDEPENDENCE, VALUES, SCHOOLCHILDREN, FOOD BASKET, MINISTRIES, FOOD INSECURITY, EDUCATION, JOBS, MALNUTRITION, ENROLMENT RATES, CURRICULUM, HIV/AIDS, GROWTH, FORMALEDUCATION, SCHOOLLEADERS, ACCESS, UNIVERSALPRIMARYCOMPLETION, TEACHERS, NUTRITION STATUS, PRIMARY EDUCATION, SCHOOL PROGRAM, SCHOOL FEEDING PROGRAMS, STUDENTS, BASIC EDUCATION, CHILD DEVELOPMENT, ELEMENTARY SCHOOL, LANGUAGEOFINSTRUCTION, EDUCATIONALPERFORMANCE, SCHOOLS, MALARIA, FOOD, SECONDARY EDUCATION, SCHOOL BREAKFAST, FOOD SAFETY, SCHOOLFEEDINGPROGRAMS, CHILD FEEDING, SCHOOL FEEDINGPROGRAMS, HEALTHEDUCATION, GIRLS’ENROLLMENT, UNDERͲFIVE MORTALITY RATE, FEEDINGPROGRAMS, FOOD PRODUCTION, HIGHEREDUCATION, LEARNING ACHIEVEMENT, EDUCATIONSYSTEM, AUTONOMY, FOODBASKET, WORLD FOOD PROGRAMME, FEES, FOOD PROCESSING, COMMUNITY PARTICIPATION, NATIONALSCHOOL, ENROLMENTRATES, TEXTBOOKS, PRIMARYCOMPLETION, NATIONAL SCHOOL, AID, FEEDING PROGRAMS, FOODSUPPLY, SERVICETRAINING, CHILDMALNUTRITION, FORMALEDUCATIONSYSTEM, EDUCATIONSYSTEMS, PRIMARYEDUCATION, COMMUNITY, EDUCATIONIMPROVEMENT, SCHOOLͲAGED CHILDREN, EDUCATION SYSTEM, SAFETY, SKILLS, NUTRITION, SCHOOL DAY, MICRONUTRIENT DEFICIENCIES, SECONDARY SCHOOL, EFFECTIVE EDUCATION, COGNITIVEDEVELOPMENT, TRAINING, INFANT MORTALITY RATE, PARTICIPATION, INSTRUCTION, FOODPOLICY, FEEDING, LEARNING, SCHOOL LEVEL, SCHOOLFEEDING, FOOD AID, STUDENT LEARNING, ELEMENTARY SCHOOLS, CHILDDEVELOPMENT, BASICEDUCATION, VULNERABLE CHILDREN, COMMUNITYPARTICIPATION, KNOWLEDGE, SCHOOLͲFEEDING, PRIMARY SCHOOL, QUALITY EDUCATION, ACCESS TO TEXTBOOKS, WORLDFOODPROGRAMME, SCHOOL HEALTH, EDUCATION POLICY, SCHOOL LEVELS, HIV, COGNITIVE DEVELOPMENT, GROSSENROLMENT, EDUCATION FOR ALL, SCHOOLLEVELS, EDUCATION FORALL, SCHOOL MEAL, SCHOOLHEALTH, SCHOOL ATTENDANCE, SCHOOL, COMMUNITIES, GROSSENROLMENTRATES, SCHOOL MANAGEMENT
Abstract

This report presents an assessment of school feeding policies and institutions that affect young children in Zanzibar. The analysis is based on a World Bank tool developed as part of the systems approach for better education results (SABER) initiative that aims to systematically assess education systems against evidence based global standards and good practice to assist countries reform their education systems for proper learning for all. SABER school feeding collects, analyzes, and disseminates comprehensive information on school feeding policies around the world. The overall objective of the initiative is to help countries design effective policies to improve their education systems facilitate comparative policy analysis, identify key areas to focus investment, and assist in disseminating good practice.

Published
2015

5. Guinea School Finance : SABER Country Report 2013

Author

World Bank Group

Subjects
NATIONAL ASSESSMENT, LEARNING OUTCOMES, EDUCATION BUDGET, EDUCATION FINANCE, SCHOOL FINANCE, PRIMARYSCHOOL, EDUCATION SYSTEMS, EDUCATIONAL INPUTS, GRADE REPETITION, AVAILABILITY OF TEXTBOOKS, HIGHͲQUALITY EDUCATION, LEARNING MATERIALS, QUALITY OF EDUCATION, PUBLICSCHOOLS, SCHOOLLEVEL, EDUCATION AUTHORITIES, EDUCATIONALPLANNING, SCHOOLCOMPLETION, TEACHER RATIOS, EDUCATION, RESOURCES FOR EDUCATION, ENROLLMENT RATES, PRIMARYSCHOOLCOMPLETION, CURRICULUM, SEASONAL WORK, TEACHER ABSENTEEISM, SCHOOL CONSTRUCTION, TEACHERS, TUITION, SCHOOLFINANCE, SCHOOLIMPROVEMENT, STUDENTS, BASIC EDUCATION, EDUCATION STATISTICS, SCHOOLS, PRIMARY SCHOOL TEACHERS, TEXTBOOK, TEACHER, TEXTBOOK COSTS, SECONDARY EDUCATION, EDUCATIONALINPUTS, COGNITIVESKILLS, EDUCATIONFINANCE, TEACHER CANDIDATES, CLASSROOMS, LEARNING OPPORTUNITIES, TEXTBOOK PROVISION, SCHOOL DAYS, SCHOOLͲLEVEL, TUITION FEES, STUDENTLEARNING, HIGHEREDUCATION, SCHOOL TEACHER, EDUCATIONSYSTEM, SCHOOL PERFORMANCE, EDUCATIONEXPENDITURES, LEARNING RESOURCES, SCHOOL YEAR, STUDENT ASSESSMENT, SCHOOL FACILITIES, DISADVANTAGED STUDENTS, INSTRUCTIONAL MATERIALS, FEES, SCHOOLYEAR, RESEARCH, TEXTBOOKS, FIRSTGRADE, EDUCATION EXPENDITURE, STUDENTPERFORMANCE, ACHIEVEMENT DATA, EDUCATIONPOLICY, RESOURCESFOREDUCATION, SCHOOLADMINISTRATORS, SCHOOLDAYS, PRIMARY LEVEL, STUDENT ACHIEVEMENT, EDUCATIONEXPENDITURE, SCHOOL STUDENTS, QUALIFIED TEACHERS, STUDENT, SCHOOL OFFICIALS, SCHOOL TEACHERS, EDUCATION SYSTEM, SKILLS, SECONDARYSCHOOL, RESEARCHERS, SECONDARY SCHOOL, SCHOOL FEES, SCHOOL LEVEL, LEARNING, EDUCATION POLICIES, STUDENT LEARNING, PRIMARY SCHOOL STUDENTS, LEARNINGOUTCOMES, EDUCATION EXPENDITURES, PUBLIC SCHOOLS, KNOWLEDGE, BASIC EDUCATION POLICY, QUALITY EDUCATION, PRIMARY SCHOOL, ACCESS TO TEXTBOOKS, SCHOOL PROJECT, SCHOOL FUNDING, EDUCATION POLICY, SCHOOL SUPPLIES, STUDENT OUTCOMES, LIBRARIES, SCHOOL INSPECTIONS, SCHOOL, PUBLIC EXPENDITURE, GIRLS’ EDUCATION, SCHOOLING
Abstract

Systems approach for better education results (SABER) school finance collects, analyzes, synthesizes, and disseminates comprehensive information on school finance policies in primary and secondary education across a range of different education systems. The goal is to enable policymakers to learn about how other countries address the same policy challenges related to school finance and thus how to make well informed policy choices that will lead to improved learning outcomes. SABER school finance is a framework that guides the collection of standardized data to characterize and assess school finance systems around the world. The project primarily examines education finance policies, relying on key informants and official document review to map out the policy landscape. To describe the essential functions of an education finance system, SABER school finance collects information in five data collection areas: (i) school conditions and resources; (ii) allocation mechanisms; (iii) revenue sources; (iv) education spending; and (v) fiscal control and capacity. After identifying how a particular education finance system functions, SABER school finance determines the extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. This country report uses this framework to characterize and assess the education finance system in Guinea.

Published
2013

6. Jamaica School Finance : SABER Country Report 2012

Author

World Bank

Subjects
NATIONAL ASSESSMENT, HIGHER LEARNING, LEARNING OUTCOMES, EDUCATION BUDGET, EDUCATION FINANCE, STUDENT ATTENDANCE, SCHOOL FINANCE, EDUCATION SYSTEMS, EDUCATIONAL INPUTS, GRADE REPETITION, AVAILABILITY OF TEXTBOOKS, TEACHER SALARIES, LEARNING MATERIALS, QUALITY OF EDUCATION, SECONDARY STUDENTS, LEARNING PROCESS, SCHOOL BUILDINGS, TEACHER RATIOS, RESOURCES FOR EDUCATION, ANNUAL SCHOOL CENSUS, CURRICULUM, LEARNING POLICIES, PRIMARY GRADES, GIRLS, EDUCATION SPENDING, SCHOOL CONSTRUCTION, NATIONAL ASSESSMENTS, READING, SECONDARY SCHOOLS, SCHOOL IMPROVEMENT, LEARNING TIME, STUDENT PERFORMANCE, PRIMARY EDUCATION, SCHOOL ADMINISTRATORS, MINISTRY OF EDUCATION, TUITION, BASIC EDUCATION, SPECIAL EDUCATION, NATIONAL EXAMINATIONS, ECONOMICS OF EDUCATION, EDUCATION STATISTICS, NATIONAL EDUCATION AUTHORITIES, PRIMARY ENROLMENT, NUMBER OF STUDENTS, TEXTBOOK, COGNITIVE SKILLS, TEACHER, SECONDARY EDUCATION, PRIMARY STUDENTS, FREE BASIC EDUCATION, STUDENT TEACHER RATIOS, STUDENTS IN MATHEMATICS, SCHOOL FACTORS, CLASSROOMS, LEARNING OPPORTUNITIES, PROFICIENCY, SCHOOL DAYS, TUITION FEES, NET ENROLMENT RATES, INFORMED DECISION MAKING, SCHOOL TEACHER, TERTIARY EDUCATION, SCHOOL PERFORMANCE, LEARNING RESOURCES, SCHOOL YEAR, SCHOOL FACILITIES, STUDENT ASSESSMENT, LITERATURE, DISADVANTAGED STUDENTS, ABSENTEEISM, INSTRUCTIONAL MATERIALS, EDUCATIONAL PLANNING, INCLUSIVE EDUCATION, EDUCATION MANAGEMENT, EDUCATION EXPENDITURE, TEXTBOOKS, STUDENT GROUPS, ComputingMilieux_COMPUTERSANDEDUCATION, LEARNING LEVELS, QUALIFIED STUDENTS, PUBLIC FUNDS, HUMAN DEVELOPMENT, ACADEMIC YEAR, ACCESS TO EDUCATION, PAPERS, PRIMARY LEVEL, SPECIAL NEEDS, STUDENT ACHIEVEMENT, QUALIFIED TEACHERS, DECENTRALIZATION, EDUCATION PLANNING, MINISTRIES OF EDUCATION, YOUTH, EDUCATION SYSTEM, SPECIAL SCHOOLS, RESEARCHERS, UNIVERSAL ENROLMENT, SECONDARY SCHOOL, LEARNING GOALS, SCHOOL FEES, ENROLMENTS, HUMAN RESOURCES, INSTRUCTION, NET ENROLMENT, LEARNING, SCHOOL LEVEL, PRIMARY SCHOOLS, EDUCATION POLICIES, STUDENT LEARNING, NUMBER OF SCHOOLS, PRIMARY SCHOOL STUDENTS, EDUCATION EXPENDITURES, MAINSTREAM SCHOOLS, PUBLIC SCHOOLS, DISABLED CHILDREN, ENROLMENT BY GENDER, BASIC EDUCATION POLICY, PRIMARY SCHOOL, QUALITY EDUCATION, ACCESS TO TEXTBOOKS, YOUTH POPULATION, SCHOOL DIRECTORS, SCHOOL FUNDING, FUTURE EDUCATION, HIGH QUALITY EDUCATION, LEARNING ENVIRONMENT, LIBRARIES, NATIONAL EDUCATION, EDUCATIONAL RESOURCES, SCHOOL INSPECTIONS, AVAILABILITY OF TEACHERS, PUBLIC EXPENDITURE, SCHOOL ATTENDANCE, SECONDARY SCHOOL STUDENTS, SCHOOLING, PUBLIC EXPENDITURE ON EDUCATION
Abstract

Although the availability of financial resources does not guarantee quality education, it is impossible to achieve this goal without adequate resources which often come from public sources. Understanding how to use resources for education wisely should thus be a top priority for education policymakers. Systems approach for better education results (SABER) school finance informs this conversation with a focus on the policies that drive performance in a school finance system. SABER school finance collects, analyzes, synthesizes, and disseminates comprehensive information on school finance policies in primary and secondary education across a range of different education systems. To describe the essential functions of an education finance system, SABER school finance collects information in five data collection areas: (i) school conditions and resources; (ii) allocation mechanisms; (iii) revenue sources; (iv) education spending; and (v) fiscal control and capacity. SABER school finance determines the extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. This country report uses this framework to characterize and assess the education finance system in Jamaica.

Published
2012

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