In this decision, the Court found that the right to education of a disabled child had been violated when the educational institution did not award an official certificate of completion for his secondary education, even after the student had met all the requirements of his personalised education project (proyecto pedagógico individual or PPI) because his PPI did not comply with the minimum requirements under local regulations.
Adopted on 26 August 2016, the Committee on the Rights of Persons with Disabilities clarifies and interprets the right to inclusive education as laid out in article 24 of the Convention on the Rights of Persons with Disabilities.
A mother in Manguzi in northern KwaZulu Natal told SECTION27 of her 17 year old son, Siyabonga Dlamini who has never been to school because he is deaf and has never had the opportunity to learn sign language. The child was put on a waiting list for a special school when he was 8 years old but at 12 he was rejected for being too old.
The new SUHAKAM report aims to increase the number of children with learning disabilities receiving inclusive and quality primary education by raising awareness of the challenges they experience in this regard, and identifying the gaps in information about education for these children. It is also designed to help build connections between government agencies and civil society to promote more participatory, transparent and accountable education policy.
Have you ever heard children telling you they want their education to stop when they reach the end of primary school?
I have interviewed hundreds of children in many countries and not a single one of them has ever said ‘enough!’
This 94-page report found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrolment decisions. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities.
The Education World Forum, one of the most important and decisive global meetings on education, is taking place in South Korea this week, 15 years after the first global framework of action on six 'Education for All' goals was agreed to in Dakar.
Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.
The South African Department of Basic Education has indicated that as many as 489 036 children with disabilities of a school going age are not attending any school at all. The 2013 General Household Survey indicates that of the children with disabilities who do not attend school, 67% report severe disabilities and would therefore require placement in special schools.