20 octubre, 2011

A New Libya and Human Rights

A New Libya Must Honor Human Rights
Threat to Women Increasing, Government Failing to Protect
by Fred Abrahams
Published in:
The anti-Gadhafi movement, at first peaceful and then with arms, appears on the verge of toppling one of the world's more oppressive rulers, who crushed and controlled Libya for 42 years. Now there's a chance to build a more democratic state based on fundamental rights and the rule of law, which Libyans have lacked for too long.
Other repressive rulers in the Arab world and beyond must be having sleepless nights: Take note President Bashar al-Assad of Syria. The Libya that seemed forever frozen by Col. Moammar Gadhafi's violence and fear has now changed, and whether he falls today or some time soon the Middle East and North Africa won't be the same.
Daunting tasks face the transitional leadership, the National Transitional Council, in the days and weeks ahead, particularly in the area of human rights. How they tackle those challenges will set the tone in Libya for years to come.

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Photo: © 2011 Reuters

Unequal Education in Nepal
Children With Disabilities Often Denied Schooling
Because he has problems walking, Amman rides a tricycle to school. But once there, he has to crawl up the school steps, as there’s no ramp. Teachers won’t help him use the toilet, so he waits until he gets home, or another child fetches his mother.
With funding for education pouring into Nepal, most children are in school. But many of the 329,000 children not in school are children with disabilities, like Amman.
Nepalese and international law require communities to provide education to all children, without discrimination. But many schools are physically inaccessible and teachers are inadequately trained to work with children with disabilities. Many such children are turned away from schools, and many parents don’t know that their children have the right to attend school.
Research shows that including children with disabilities in mainstream classrooms can boost learning for all students and combat harmful stereotypes. However, Nepal’s government relies upon segregated, often inferior, classes or schools for children with disabilities.

The Nepalese education system needs to offer appropriate, quality education to all children. Nepal, together with aid agencies, can do this by revising teacher training materials and teaching methods, and by better monitoring how children with disabilities fare in school.

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