[Proposed] Elementary Education as a Fundamental right

[Lareine Alpine]

Category: Education/Strong

Per the feedback received for vagueness in the terms used, the proposal was therefore withdrawn. Looking forward to strengthing this proposal with positive feedback.
Elementary Education as a Fundamental Right

The World Assembly,

Recognising that,
education is one of the pillars of societal development and civilizational progress as well as vital to social and economic mobility,

Acknowledging that,
socio-economic disparity is a persistent issue of minorities in every nation,

Noting that,
income disparities and marginalization of minority groups leads to inequality in education,

Noting that,
equal and equitable access to education therefore remains a significant challenge for children from disadvantaged minority groups,

Hereby, within any limits set by earlier resolutions,

Defines minors as children classified as per the legal definitions established by member states within their respective constitutions.

Defines disability or disabilities as a physical or mental impairment impeding an individual to function with the same capacities or capabilities as a person without impairments

Defines impairments as medically certified chronic conditions that limits functioning of an individual from any gainful activities,

Declares that,
i. Elementary education is a universal fundamental right.

Mandates that,
i. Elementary or Primary education be made compulsory for all minors

ii. Primary public and private schools implements only those disciplines established under national educational framework
ii.a Public and private schools reserve the right to implement optional disciplines subject to
approval from relevant authority

iii. Minors with disabilities be provided free special education services and assistive technologies.

Recommends that,

a. Complimentary balanced diet meals be provided at all primary public and private schools

b. Curriculum constitutes Science, Arts and Sports

c. Yearly free of cost excursions be incorporated to promote
c.i Experiential learning
c.ii Cultural understanding and respect for diversity

d. Inclusive learning environment be created to promote respect, support of individual differences and collaboration between specially abled and non-specially abled children for an inclusive society

[Desmosthenes and Burke]

The ambassador may wish to peruse the past resolutions. The WA librarian has the tomes permanently available on the circulation desk. (OOC: The Passed Resolutions Sticky).

We might particularly draw the ambassador's attention to

Good: GA#80, GA#474, GA#475
Bad: GA#4, GA#493, GA#103, GA#369
Ugly: GA#514, GA#603

There are probably others that we have forgotten, but the WA has already mandated the main thrust of your proposal, already meddles far to much with education, and what little is not covered should not be used to further undermine the sovereignty and societal norms, mores, and customs of member states.

[The Ice States]

The ambassador may wish to peruse the past resolutions. The WA librarian has the tomes permanently available on the circulation desk. (OOC: The Passed Resolutions Sticky).

We might particularly draw the ambassador's attention to

Good: GA#80, GA#474, GA#475
Bad: GA#4, GA#493, GA#103, GA#369
Ugly: GA#514, GA#603

There are probably others that we have forgotten, but the WA has already mandated the main thrust of your proposal, already meddles far to much with education, and what little is not covered should not be used to further undermine the sovereignty and societal norms, mores, and customs of member states.

"GA #603 was repealed several months ago via GA #639. However, we would otherwise agree that much of this draft is redundant, although we oppose your Natsov arguments, such as that nations should have the sovereign power to segregate schools or allow child labour."

~Alexander Nicholas Saverchenko-Colleti,
World Assembly Ambassador,
The Communal Union of the Ice States.

[Desmosthenes and Burke]

"GA #603 was repealed several months ago via GA #639.

We apologize for the oversight. The gnomes maintaining the RexisQuexis Categories data have updated of late.

We do note, we do not see that repeal as an excuse to pursue further meddling by this body.

[Lareine Alpine]

The ambassador may wish to peruse the past resolutions. The WA librarian has the tomes permanently available on the circulation desk. (OOC: The Passed Resolutions Sticky).

We might particularly draw the ambassador's attention to

Good: GA#80, GA#474, GA#475
Bad: GA#4, GA#493, GA#103, GA#369
Ugly: GA#514, GA#603

There are probably others that we have forgotten, but the WA has already mandated the main thrust of your proposal, already meddles far to much with education, and what little is not covered should not be used to further undermine the sovereignty and societal norms, mores, and customs of member states.

We thank the ambassador for bringing our attention into these existing resolutions. While we do agree that few elements proposed in this draft might seem to have a certain redundancy vis-à-vis the passed resolutions, we regret to know that the ambassador's views differ with regards to further legislation of these basic universal rights.
The resolution intends to only strengthen the fundamental right to education and recognise that today's children are tomorrow's leaders and therefore equal and equitable access to education be made mandatory during their formative years to remove any remaining disadvantages that could arise from socio-economic norms of member states. Thus this resolution is not to be seen as undermining sovereign authority of any nation, rather a boon to ensure societal progress and in doing so, economic progress.
The above being said, on closer study of the aforementioned resolutions, we note that:
GA#80 is a resolution for "Promotion of Basic Education" which do not mandate member state to recognise basic education as a fundamental universal right
GA#474 is a resolution for promoting "Financial and Economic Education" idem as above, there is no recognition of primary education as a fundamental universal right
GA#475 is a resolution for "Promoting Natural Sciences in Schools" idem as above, mandates schools to offer "classes in multiple branches of the natural sciences" but do not recognise primary education as a fundamental universal right
GA#4 is a resolution to put "Restrictions on Child Labor" noting that child labour is tolerated and therefore require urgent attention of the member states to amend/repeal this resolution.
GA#493 is a resolution to "Language and Education Rights for Deaf Individuals" to improve rights of specially abled children but do not recognise their primary education as a fundamental universal right
GA#103 is a resolution of "International Drug Education" for safety and efficacy with regards to drug therapy hence falling under the jurisdiction of health education and do not concern the issue of child's right at present.
GA#369 is a resolution of "Reproductive Education Act" that mandates reproductive education courses in schools and do not recognise primary education as a fundamental universal right
GA#514 is a resolution for "Ending School Segregation" that recognises exclusion of minorities in schools and requires member nations to ensuring equality in schools but do not recognise primary education as a fundamental universal right

In view of the above resolutions, we re-assert that a resolution recognising primary education as a fundamental universal right requires urgent attention and that forced child labour be permanently outlawed.
We thus cordially invite your expertise to improve the draft resolution and recognise primary education as a fundamental right.

[Lareine Alpine]

The ambassador may wish to peruse the past resolutions. The WA librarian has the tomes permanently available on the circulation desk. (OOC: The Passed Resolutions Sticky).

We might particularly draw the ambassador's attention to

Good: GA#80, GA#474, GA#475
Bad: GA#4, GA#493, GA#103, GA#369
Ugly: GA#514, GA#603

There are probably others that we have forgotten, but the WA has already mandated the main thrust of your proposal, already meddles far to much with education, and what little is not covered should not be used to further undermine the sovereignty and societal norms, mores, and customs of member states.

"GA #603 was repealed several months ago via GA #639. However, we would otherwise agree that much of this draft is redundant, although we oppose your Natsov arguments, such as that nations should have the sovereign power to segregate schools or allow child labour."

~Alexander Nicholas Saverchenko-Colleti,
World Assembly Ambassador,
The Communal Union of the Ice States.

We thank the ambassador for their input and in response we have looked into the possible redundancies with respect to existing resolutions and we note that there do not exist a resolution that considers primary education as a fundamental right. We have elaborated in detail regarding these issues in our previous response and we encourage the ambassador to review them to have your valuable inputs in order to improve the current draft.

[Juansonia]

"General Assembly resolution no.299 bans WA resolutions from imposing a specific number as an age restriction, and leaves that matter to member states in all cases. Specifying a specific age in units would be absurd, as a year could easily be shorter than this sentence or longer than I have lived so far. Not all WA members use the same calendar, and many, due to biological reasons, age at very different rates."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

---

--snip--
GA#4 is a resolution to put "Restrictions on Child Labor" noting that child labour is tolerated and therefore require urgent attention of the member states to amend/repeal this resolution.

In view of the above resolutions, we re-assert that a resolution recognising primary education as a fundamental universal right requires urgent attention and that forced child labour be permanently outlawed.
We thus cordially invite your expertise to improve the draft resolution and recognise primary education as a fundamental right.

"GA#23, one of the most notable resolutions which this Assembly has passed, has imposed a wholesale ban on slavery and forced labor subject to exceptions which do not encompass most forms of child labor. The term 'child' contains those who are close to adulthood; they should have a right to voluntarily work for fair compensation." - Maria-Fernanda Novo, Ambassador

[Lareine Alpine]

"General Assembly resolution no.299 bans WA resolutions from imposing a specific number as an age restriction, and leaves that matter to member states in all cases. Specifying a specific age in units would be absurd, as a year could easily be shorter than this sentence or longer than I have lived so far. Not all WA members use the same calendar, and many, due to biological reasons, age at very different rates."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

---

--snip--
GA#4 is a resolution to put "Restrictions on Child Labor" noting that child labour is tolerated and therefore require urgent attention of the member states to amend/repeal this resolution.

In view of the above resolutions, we re-assert that a resolution recognising primary education as a fundamental universal right requires urgent attention and that forced child labour be permanently outlawed.
We thus cordially invite your expertise to improve the draft resolution and recognise primary education as a fundamental right.

"GA#23, one of the most notable resolutions which this Assembly has passed, has imposed a wholesale ban on slavery and forced labor subject to exceptions which do not encompass most forms of child labor. The term 'child' contains those who are close to adulthood; they should have a right to voluntarily work for fair compensation." - Maria-Fernanda Novo, Ambassador

We thank the ambassador of the Armed Republic of Juansonia for their valuable input and bringing into light the resolutions GA#299 and GA#23.
With respect to the interpretation of GA#299, under this resolution, specific age limits is under the purview of each member states.
However this non-universal definition of age opens up a plethora of cases of misuse. The implication of this for children is that it jeopardises recognition of their fundamental primary education rights since, in the present form GA#299 legalises child labour in member states based on arbitrary definition of age.
Thus, we recognise the need for an immediate amendment to this resolution to protect child rights universally.

In light of GA#23, we agree with the ambassador about the redundancy of the legislation concerning forced child labour and further draft modifications will be performed taking GA#23 into consideration.

[Juansonia]

"General Assembly resolution no.299 bans WA resolutions from imposing a specific number as an age restriction, and leaves that matter to member states in all cases. Specifying a specific age in units would be absurd, as a year could easily be shorter than this sentence or longer than I have lived so far. Not all WA members use the same calendar, and many, due to biological reasons, age at very different rates."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

---

"GA#23, one of the most notable resolutions which this Assembly has passed, has imposed a wholesale ban on slavery and forced labor subject to exceptions which do not encompass most forms of child labor. The term 'child' contains those who are close to adulthood; they should have a right to voluntarily work for fair compensation." - Maria-Fernanda Novo, Ambassador

We thank the ambassador of the Armed Republic of Juansonia for their valuable input and bringing into light the resolutions GA#299 and GA#23.
With respect to the interpretation of GA#299, under this resolution, specific age limits is under the purview of each member states.
However this non-universal definition of age opens up a plethora of cases of misuse. The implication of this for children is that it jeopardises recognition of their fundamental primary education rights since, in the present form GA#299 legalises child labour in member states based on arbitrary definition of age.

"I believe that you are mistaken. GA#299 doesn't legalise child labor based on arbitrary definitions of age. Rather, it reserves to member states the right to define the boundary between childhood and adulthood. Having age limits set by the World Assembly would be a fool's errand, as any number chosen arbitrarily by proposal-writers would be wrong in at least 13% of member states. After all, one of the delegates to this assembly is a sapient potted plant." - Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

Thus, we recognise the need for an immediate amendment to this resolution to protect child rights universally.

OOC: Stop right fucking there. GA resolutions cannot be amended - that isn't how the game's code works. Resolutions must be repealed in their entirety or left as-is.

[Lareine Alpine]

Category: Education/Strong

Per the feedback received for vagueness in the terms used, the proposal was therefore withdrawn. Looking forward to strengthing this proposal with positive feedback.

Elementary Education as a Fundamental Right

The World Assembly,

Recognising that,
education is one of the pillars of societal development and civilizational progress as well as vital to social and economic mobility,

Acknowledging that,
socio-economic disparity is a persistent issue of minorities in every nation,

Noting that,
income disparities and marginalization of minority groups leads to inequality in education,

Noting that,
equal and equitable access to education therefore remains a significant challenge for children from disadvantaged minority groups,

Hereby, within any limits set by earlier resolutions,

Defines minors as children classified as per the legal definitions established by member states within their respective constitutions.

Defines disability or disabilities as a physical or mental impairment impeding an individual to function with the same capacities or capabilities as a person without impairments

Defines impairments as medically certified chronic conditions that limits functioning of an individual from any gainful activities,

Declares that,
i. Elementary education is a universal fundamental right.

Mandates that,
i. Elementary or Primary education be made compulsory for all minors

ii. Primary public and private schools implements only those disciplines established under national educational framework
ii.a Public and private schools reserve the right to implement optional disciplines subject to
approval from relevant authority

iii. Minors with disabilities be provided free special education services and assistive technologies.[/list]

Recommends that,

a. Complimentary balanced diet meals be provided at all primary public and private schools

b. Curriculum constitutes Science, Arts and Sports

c. Yearly free of cost excursions be incorporated to promote
c.i Experiential learning
c.ii Cultural understanding and respect for diversity

d. Inclusive learning environment be created to promote respect, support of individual differences and collaboration between specially abled and non-specially abled children for an inclusive society

[Cappedore]

Agreed in principle, but this wouldn't make it through quorum let alone be voted in. Individual member states would rather legislate how their education system works themselves.

[Lareine Alpine]

Agreed in principle, but this wouldn't make it through quorum let alone be voted in. Individual member states would rather legislate how their education system works themselves.

Crux of this resolution is to make sure primary education is made available to every minor and be seen as a fundamental right.
However, it doesn't legislate secondary or college level education where the education system becomes more branched out for example in the case of engineering, medicine, law etc and thus in that case I would agree that it is best to be left its regulation to individual member states.

That said, thank you for voicing your agreement to this draft.

[Wallenburg]

GA#80 is a resolution for "Promotion of Basic Education" which do not mandate member state to recognise basic education as a fundamental universal right

Really? Because

1. Declares that all citizens have the right to be educated, and thus be provided with the following capabilities through some sort of variation of edification:
• Comprehensive literacy skills and fluency in the official or popular language(s) of their nation;
• An understanding of basic arithmetical operations, geometrics and fundamental mathematics;
• Cognizance of financial mathematics and concepts, currency and economics that is appropriate to the economy of their nation;
• A familiarity with their nation’s governmental policies, processes, civics, rights and freedoms;
• A fair and impartial recollection of historical national and international events, politics and society;
• An accurate understanding of ecological life, nature and the environment;
• A fair and impartial familiarity to common cultural customs, beliefs and ideologies in their nation of residence and abroad;
• Knowledge of the geographical and/or astrographical characteristics of their surrounding environment, including natural, political and demographical characteristics;

2. Further requires that member nations attempt to provide citizens of a nation the aforementioned education in the fullest possible form for any citizen that is mentally incapable, neurologically undeveloped, or otherwise incapable of learning or retaining within reason the fundamental aspects to a basic education;

certainly looks like mandating member states recognize basic education as a fundamental universal right.

[Lareine Alpine]

GA#80 is a resolution for "Promotion of Basic Education" which do not mandate member state to recognise basic education as a fundamental universal right

Really? Because

1. Declares that all citizens have the right to be educated, and thus be provided with the following capabilities through some sort of variation of edification:
• Comprehensive literacy skills and fluency in the official or popular language(s) of their nation;
• An understanding of basic arithmetical operations, geometrics and fundamental mathematics;
• Cognizance of financial mathematics and concepts, currency and economics that is appropriate to the economy of their nation;
• A familiarity with their nation’s governmental policies, processes, civics, rights and freedoms;
• A fair and impartial recollection of historical national and international events, politics and society;
• An accurate understanding of ecological life, nature and the environment;
• A fair and impartial familiarity to common cultural customs, beliefs and ideologies in their nation of residence and abroad;
• Knowledge of the geographical and/or astrographical characteristics of their surrounding environment, including natural, political and demographical characteristics;

2. Further requires that member nations attempt to provide citizens of a nation the aforementioned education in the fullest possible form for any citizen that is mentally incapable, neurologically undeveloped, or otherwise incapable of learning or retaining within reason the fundamental aspects to a basic education;

certainly looks like mandating member states recognize basic education as a fundamental universal right.

Not denying that it looks like recognizing basic education as a right.
However, have the right to be educated is not the same as declaring basic education as a fundamental right . The former phrase refers ]entitlement of individuals to receive education, while the later is about giving legal recognition and protection of education as a fundamental right for all minors.

[Juansonia]

Really? Because

1. Declares that all citizens have the right to be educated, and thus be provided with the following capabilities through some sort of variation of edification:
• Comprehensive literacy skills and fluency in the official or popular language(s) of their nation;
• An understanding of basic arithmetical operations, geometrics and fundamental mathematics;
• Cognizance of financial mathematics and concepts, currency and economics that is appropriate to the economy of their nation;
• A familiarity with their nation’s governmental policies, processes, civics, rights and freedoms;
• A fair and impartial recollection of historical national and international events, politics and society;
• An accurate understanding of ecological life, nature and the environment;
• A fair and impartial familiarity to common cultural customs, beliefs and ideologies in their nation of residence and abroad;
• Knowledge of the geographical and/or astrographical characteristics of their surrounding environment, including natural, political and demographical characteristics;

2. Further requires that member nations attempt to provide citizens of a nation the aforementioned education in the fullest possible form for any citizen that is mentally incapable, neurologically undeveloped, or otherwise incapable of learning or retaining within reason the fundamental aspects to a basic education;

certainly looks like mandating member states recognize basic education as a fundamental universal right.

Not denying that it looks like recognizing basic education as a right.
However, have the right to be educated is not the same as declaring basic education as a fundamental right . The former phrase refers ]entitlement of individuals to receive education, while the later is about giving legal recognition and protection of education as a fundamental right for all minors.

"If the right is provided and protected, what difference does it make whether the law calls a spade a spade?" - Maria-Fernanda Novo, Ambassador.

[Lareine Alpine]

Not denying that it looks like recognizing basic education as a right.
However, have the right to be educated is not the same as declaring basic education as a fundamental right . The former phrase refers ]entitlement of individuals to receive education, while the later is about giving legal recognition and protection of education as a fundamental right for all minors.

"If the right is provided and protected, what difference does it make whether the law calls a spade a spade?" - Maria-Fernanda Novo, Ambassador.

Simply because explicitly defining something as a fundamental right attaches a higher significance and legal recognition hence an an obligation to uphold and to ensure the right is being respected.
Furthermore, in the cited resolution, it does not explicitly state that the right is provided or protected.
It only 'declares that citizens have the right to be educated'.. it doesn't say 'education is a right'

[Juansonia]

"If the right is provided and protected, what difference does it make whether the law calls a spade a spade?" - Maria-Fernanda Novo, Ambassador.

Simply because explicitly defining something as a fundamental right attaches a higher significance and legal recognition hence an an obligation to uphold and to ensure the right is being respected.

"Not really. In fact, one could argue that it's less effective than directly obliging member states to act as they are intended to, since the terms 'fundamental right' leave a lot of room for interpretation, especially in terms of positive and negative rights."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

Furthermore, in the cited resolution, it does not explicitly state that the right is provided or protected.
It only 'declares that citizens have the right to be educated'.. it doesn't say 'education is a right'

"With the exception of noncitizen rights, the phrase 'It's six of one and half a dozen of the other' is an applicable analogy to this situation." - Maria-Fernanda Novo, Ambassador

[Imperium Anglorum]

"GA #603 was repealed several months ago via GA #639.

We apologize for the oversight. The gnomes maintaining the RexisQuexis Categories data have updated of late. We do note, we do not see that repeal as an excuse to pursue further meddling by this body.

OOC. Yes, my apologies there. https://ifly6.no-ip.org/passed-resolutions/ga/ for automatically updated full text.

[Wallenburg]

Really? Because

1. Declares that all citizens have the right to be educated, and thus be provided with the following capabilities through some sort of variation of edification:
• Comprehensive literacy skills and fluency in the official or popular language(s) of their nation;
• An understanding of basic arithmetical operations, geometrics and fundamental mathematics;
• Cognizance of financial mathematics and concepts, currency and economics that is appropriate to the economy of their nation;
• A familiarity with their nation’s governmental policies, processes, civics, rights and freedoms;
• A fair and impartial recollection of historical national and international events, politics and society;
• An accurate understanding of ecological life, nature and the environment;
• A fair and impartial familiarity to common cultural customs, beliefs and ideologies in their nation of residence and abroad;
• Knowledge of the geographical and/or astrographical characteristics of their surrounding environment, including natural, political and demographical characteristics;

2. Further requires that member nations attempt to provide citizens of a nation the aforementioned education in the fullest possible form for any citizen that is mentally incapable, neurologically undeveloped, or otherwise incapable of learning or retaining within reason the fundamental aspects to a basic education;

certainly looks like mandating member states recognize basic education as a fundamental universal right.

Not denying that it looks like recognizing basic education as a right.
However, have the right to be educated is not the same as declaring basic education as a fundamental right . The former phrase refers ]entitlement of individuals to receive education, while the later is about giving legal recognition and protection of education as a fundamental right for all minors.

GAR #80 recognizes the legal right to education and protects that right through mandates. You have decent room for argument on the matter of non-citizen education, but there is no question whether the right to education is already recognized for citizens.

[Lareine Alpine]

Simply because explicitly defining something as a fundamental right attaches a higher significance and legal recognition hence an an obligation to uphold and to ensure the right is being respected.

"Not really. In fact, one could argue that it's less effective than directly obliging member states to act as they are intended to, since the terms 'fundamental right' leave a lot of room for interpretation, especially in terms of positive and negative rights."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia

Furthermore, in the cited resolution, it does not explicitly state that the right is provided or protected.
It only 'declares that citizens have the right to be educated'.. it doesn't say 'education is a right'

"With the exception of noncitizen rights, the phrase 'It's six of one and half a dozen of the other' is an applicable analogy to this situation." - Maria-Fernanda Novo, Ambassador

I would like to respectfully disagree on this, fundamental right does not leave room for interpretation simply because it is recognised as a right and therefore it has to be respected.
For example, right to freedom of speech, right to privacy etc is not mandated rather by recognizing it as a fundamental right, they enjoy the highest protection and legal recognition.
Member states can further add clauses to make sure it is not 'absolute' and has limits to avoid infringement upon rights of others. In the case of basic education for minors, by proposing it is a fundamental right, it does not infringe upon rights of others and hence I fail to see how it leaves rooms for interpretation other than to simply consider elementary education as a right.

[Lareine Alpine]

Not denying that it looks like recognizing basic education as a right.
However, have the right to be educated is not the same as declaring basic education as a fundamental right . The former phrase refers ]entitlement of individuals to receive education, while the later is about giving legal recognition and protection of education as a fundamental right for all minors.

GAR #80 recognizes the legal right to education and protects that right through mandates. You have decent room for argument on the matter of non-citizen education, but there is no question whether the right to education is already recognized for citizens.

I didn't initially see it that way but yes if citizens have right to be educated, so does minors or non-citizens. Thank you

[Juansonia]

OOC: these quotes are from Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia.

IC:

"Not really. In fact, one could argue that it's less effective than directly obliging member states to act as they are intended to, since the terms 'fundamental right' leave a lot of room for interpretation, especially in terms of positive and negative rights."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia
"With the exception of noncitizen rights, the phrase 'It's six of one and half a dozen of the other' is an applicable analogy to this situation." - Maria-Fernanda Novo, Ambassador

I would like to respectfully disagree on this, fundamental right does not leave room for interpretation simply because it is recognised as a right and therefore it has to be respected.

"Do you even understand how rights work? Calling something a right does not say anything about who is entitled to it or what standard of protection is sufficent. Furthermore, the difference between positive and negative rights is so massive that, unless clarified, simply declaring something a 'fundamental right' would be absurd."

For example, right to freedom of speech, right to privacy etc is not mandated rather by recognizing it as a fundamental right, they enjoy the highest protection and legal recognition.

"That isn't how it works. At least within the World Assembly, the right to free speech is protected by GA#436, and the right to privacy is protected by GA#213 and GA#383. GA#383 only mentions the concept of rights in the preamble - all protections are through the form of mandating that member states refrain from certain courses of action. GA#436 does not declare that a right to free expression exists, but only that member states cannot hinder said right beyond exceptions in World Assembly law. While GA#213 declares that every person has a right to privacy, it only works because the next clause expressly prohibits member states from infringing upon said right. Across the entirety of WA precedent, there hasn't been a single instance where simply declaring something a right carries with it the full force of legislative protection."

Member states can further add clauses to make sure it is not 'absolute' and has limits to avoid infringement upon rights of others.

"That is not how the law of the General Assembly works. If GA law prohibits or requires something, no leeway can be implied."

In the case of basic education for minors, by proposing it is a fundamental right, it does not infringe upon rights of others and hence I fail to see how it leaves rooms for interpretation other than to simply consider elementary education as a right.

"That's the problem. You don't care about whether those children have an education or the opportunity, as long as the words 'education' and 'fundamental universal right' are next to each other in World Assembly legislation. I, however, am concerned with the practical effects of World Assembly law. Specifically, what, if anything, would that right's codification oblige or prohibit member states to do?"

[Lareine Alpine]

OOC: these quotes are from Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia.

IC:

I would like to respectfully disagree on this, fundamental right does not leave room for interpretation simply because it is recognised as a right and therefore it has to be respected.

"Do you even understand how rights work? Calling something a right does not say anything about who is entitled to it or what standard of protection is sufficent. Furthermore, the difference between positive and negative rights is so massive that, unless clarified, simply declaring something a 'fundamental right' would be absurd."

Respectfully, the draft makes it clear who is entitled to this right. The standard of protection is implicitly considered when calling something a fundamental right.
In WA it might be different to which case I cannot debate about it since I am novice.
In the real world, leaving out the pedantry, legal recognition is implicit when calling something a fundamental right. I considered that WA mechanism is analogous to real world, in most cases atleast it is the case as far as I have seen.

That's the problem. You don't care about whether those children have an education or the opportunity, as long as the words 'education' and 'fundamental universal right' are next to each other in World Assembly legislation. I, however, am concerned with the practical effects of World Assembly law. Specifically, what, if anything, would that right's codification oblige or prohibit member states to do?"

Respectfully, again, the obligation or prohibition from considering this as a fundamental right is mentioned in the proposal.
I invite the ambassador to clarify the concerns, the draft can only be improved with a constructive feedback.

[Juansonia]

OOC: these quotes are from Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia.

IC:"Do you even understand how rights work? Calling something a right does not say anything about who is entitled to it or what standard of protection is sufficent. Furthermore, the difference between positive and negative rights is so massive that, unless clarified, simply declaring something a 'fundamental right' would be absurd."

Respectfully, the draft makes it clear who is entitled to this right.

"It does no such thing. It simply declares it a universal fundamental right, and it then proceeds to make it compulsory for all minors. "

The standard of protection is implicitly considered when calling something a fundamental right.

"That isn't how it works. Even if it was clear that all children have said right, that would say nothing about whether (and to what extent) member states would be obligated to provide education or to safeguard access to it."

In WA it might be different to which case I cannot debate about it since I am novice.

OOC: You have a lot of reading up to do. By the way, RL norms often don't mean a thing.

That's the problem. You don't care about whether those children have an education or the opportunity, as long as the words 'education' and 'fundamental universal right' are next to each other in World Assembly legislation. I, however, am concerned with the practical effects of World Assembly law. Specifically, what, if anything, would that right's codification oblige or prohibit member states to do?"

Respectfully, again, the obligation or prohibition from considering this as a fundamental right is mentioned in the proposal.

"No, it isn't."

I invite the ambassador to clarify the concerns, the draft can only be improved with a constructive feedback.

"Maybe if you addressed the points that I mentioned, I would know which parts need clarification. However, here are two points that I am confident that you can understand. First, that a right to something must be waivable, which is contradicted by primary education being compulsory. Second, the fact that 'minor' includes everything from infants to those mere seconds from adulthood, and that a large amount of that range is either too young to be educated or too old to benefit from repetition of primary-level education."
- Maria-Fernanda Novo, WA Ambassador for the Armed Republic of Juansonia.

[Lareine Alpine]

Elementary Education as a Fundamental Right

The World Assembly,

Recognising that,
education is one of the pillars of societal development and civilizational progress as well as vital to social and economic mobility,

Acknowledging that,
socio-economic disparity is a persistent issue of minorities in every nation,

Noting that,
income disparities and marginalization of minority groups leads to inequality in education,

Noting that,
equal and equitable access to education therefore remains a significant challenge for children from disadvantaged minority groups,

Hereby, within any limits set by earlier resolutions,

Defines minors as children who have not reached the legal age of adulthood as per the legal definitions established by member states within their respective constitutions.

Defines disability or disabilities as a physical or mental impairment impeding an individual to function with the same capacities or capabilities as a person without impairments

Defines impairments as medically certified chronic conditions that limits functioning of an individual from any gainful activities,

Declares that,
i. Elementary education is a universal fundamental right.

Mandates that,
i. Elementary or Primary education be made compulsory for all minors subject to specific circumstances outlined herein.
i.a Health-conditions:
In the event of severe health conditions or disabilities restricting a minor's ability to engage in regular educational activities, this mandate maybe waived.
i.b Cultural or Religious norms:
Provisions maybe made to this mandate subject to review by relevant national authority in order to accommodate cultural or religious norms or practices that may influence a minor's education

ii. Primary public and private schools implements only those disciplines established under national educational framework
ii.a Public and private schools reserve the right to implement optional disciplines subject to
approval from relevant authority

iii. Minors with disabilities be provided free special education services and assistive technologies.[/list]

Recommends that,

a. Complimentary balanced diet meals be provided at all primary public and private schools

b. Curriculum constitutes Science, Arts and Sports

c. Yearly free of cost excursions be incorporated to promote
c.i Experiential learning
c.ii Cultural understanding and respect for diversity

d. Inclusive learning environment be created to promote respect, support of individual differences and collaboration between disabled and non-disabled children for an inclusive society