Since the 1940s, there has been growing movement for the promotion of education. There is now an obligation in the international community to ensure that every child has the resources to exercise his or her right to education. Two problems have emerged from this obligation. First, international agreements define the right ambiguously but requires countries to adhere to strict and unrealistic deadlines. This has burdened developing countries. Second, there has been an increase in violent opposition groups targeting children to protest the promotion of education. To combat these problems, states should incorporate Gandhi's philosophy. Gandhi advocated that education should be free but self-reliant, emphasize learning by doing and be based on indigenous culture. Tanzania implemented policies that were similar to Gandhi's proposals and has been successful and ensuring access to education. This comment argues that the Tanzanian model may be a new approach to promoting the right to education.
Indigenous Interpretations of the Right to Education Incorporating Gandhi's Visionary Philosophy to Educational Reform,
Emory L. J.
Available at: https://scholarlycommons.law.emory.edu/eilr/vol30/iss3/5