• Juhee Rai
• Dr. Alka Rani

[Education has a multiplying effect ; where the right to education is effectively guaranteed it enhances the enjoyment of all other rights and freedoms, while when the right to education is denied it precludes the enjoyment of many, if not all, other human rights. In 1948, when education was recognized as a human right (UN Declaration of Human rights), only a minority of the world’s children had access to any formal education; now a majority of them go to school, and participation in formal education beyond the elementary stages has increased. The goal of a human rights-based approach to education is simple: to assure every child a quality education that respects and promotes her or his right to dignity and optimum development. Achieving this goal is, however, enormously more complex. This recognition is exemplified in the international goals, strategies and targets that have been set in post 1990s period. The Education for All goals were established at Jomtien (Thailand) in 1990 and reaffirmed at the 2000 World Education Forum in Dakar (Senegal). In the Millennium Development Goals, established in 2000, the world’s governments committed to achieve universal access to free, quality and compulsory primary education by 2015. In ‘A World Fit for Children’, the outcome document from the United Nations General Assembly Special Session on Children in 2002, governments reaffirmed these commitments and agreed to a range of strategies and actions to achieve them. This paper throw light on application of human rights based approaches in education . It attempts to explain concept of right-holders and duty-bearer under the aegis of rights-based approach to education. It also explores effect of this approach on regional cooperation on education under the aegis of SAARC integrated programme of Action. Data is mainly drawn from the Reports of UN commissions, Ministries of Education of the respective Member States, documents from SAARC Secretariat, UNICEF and UNESCO publications for south and West Asia and UNESCO-EFA report ]

RBA, EFA, Duty bearers under RBA, 4’A’ Scheme

"RIGHT BASED APPROACH TO EDUCATION FOR ALL IN SOUTH ASIA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 5, page no.310-320, May-2018, Available :http://www.jetir.org/papers/JETIR1805474.pdf

"RIGHT BASED APPROACH TO EDUCATION FOR ALL IN SOUTH ASIA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 5, page no. pp310-320, May-2018, Available at : http://www.jetir.org/papers/JETIR1805474.pdf