Right to Education and Sustainable Development

Currently, a significant portion of the Old Boys' generous contributions is channeled into organizing and participating in annual football leagues. While sports play a vital role in holistic development, we must critically assess if this model maximizes our collective impact.
Consider the following:
• Significant Expenditure: A single team, for instance, might contribute UGX 3.5 million for the league, with an additional UGX 1 million requested for the finals. Cumulatively, for the final event alone, contributions could reach UGX 44.9 million.
• Ephemeral Returns: Much of this substantial sum is consumed within a single day on expenses such as referee fees, tent rentals, ball procurement among others.
• The Question of Priority: As responsible Old Boys, we must ask ourselves: Are we truly optimizing our resources for the long-term benefit of our school and its students? When we later lament the lack of funding for essential school needs, are we overlooking our own direct financial allocations?

The neglect of education and human resource development in India during postcolonial era has not only resulted in severe social problem of ‗exclusion', but also has created hurdles for an upcoming economy like India to reap the benefits of liberalization and globalization, initiated since 1991, for its masses. Despite the strong pro-education rhetoric in the Indian national movement, the expansion of school education has been remarkably slow in India-much slower than in many East Asian countries. Although the liberalization agenda does not address this failure, it cannot turn a blind eye to this issue either. Any attempt to globalize ourselves requires that our levels of education and skill formation are brought to a level where we can be internationally competitive. A handful of highly qualified people cannot make a vast population internationally competitive in terms of skills and training. Unless we invest enough in human beings, productivity increases may not follow. The Right of Children to Free and Compulsory Education Act, 2009 is, therefore, to be better seen as complementary to our globalization agenda. But the provision of this right to the masses in a befitting manner is not going to be easy. We need to address deficiencies in the existing system of school education such as limitation of coverage, poor standards of education, unhealthy teacher-student ratio, lack of accountability of teachers, poor amenities in school, etc. But this exercise would require huge fund support, which is unlikely to be met by budgetary allocations. Private sector's participation is, therefore, necessary. This paper discusses various issues and challenges associated with the provisioning of this right in a market based decentralized system with growing participation of the private sector.

Un decreto reciente en Irán eliminó una barrera legal para los niños refugiados indocumentados que asisten a la escuela, pero permanecen otras barreras. Una organización no gubernamental aborda los éxitos y los retos de adoptar un enfoque intersectorial para derribar estas barreras

Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities, it helps them to function accurately in the classroom and the society at large. For a sustainable and vibrant inclusive education, there is a need to look into the types of assistive technologies needed and their problems and possible solution to the problems. This paper is to look at the concept of assistive technologies, inclusive education, types of assistive technologies, their problems and the possible solution that will make inclusive education more sustainable.

The contribution deals with topic 1 « sustainable development and regional identities », specifically the first debate concerning worldwide crisis 2008-2009, the new deal of sustainable development in territories: change in problematic or contextual hiccup. ensuite, vue à partir des pratiques de développement durable, ici les opérations d'écomobilité dans le contexte de crise mondiale 2008-2009, ramène l'analyse au niveau individuel, en terme de comportements face au développement durable, mais aussi en terme de positionnement discursif des acteurs dans la représentation du développement durable et des territoires.

La Ley para la educación en India: estandarización y contextualización tienen que ir de la mano  En la lucha internacional por el acceso universal y equitativo a la educación de calidad, varios países le han apostado a políticas de estandarización para acotar intereses de grupo y garantizar mínimos educativos para todos los niños.