مطالعه‌ی تطبیقی همگانی بودن و آزادی آموزش در قانون اساسی ایران و اسناد بین المللی، با تاکید بر راهکارهای حل تعارض

نوع مقاله : علمی پژوهشی

نویسندگان

1 مدرس مدعو گروه حقوق جزا و جرم‌شناسی، دانشکده علوم انسانی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 استادیار گروه حقوق عمومی، دانشکده علوم انسانی، دانشگاه محقق اردبیلی، اردبیل، ایران.

3 استادیار گروه حقوق خصوصی، دانشکده علوم انسانی، دانشگاه محقق اردبیلی، اردبیل ، ایران.

چکیده

حق بر آموزش، یکی از اساسی‌ترین حقوق بشر بوده که در قالب نسل دوم حقوق بشر در اعلامیه‌ی جهانی حقوق بشر و میثاق بین‌المللی حقوق اقتصادی، اجتماعی و فرهنگی به رسمیت شناخته شده است. دولت جمهوری اسلامی ایران، به عنوان دولتی که این اسناد بین المللی را پذیرفته، ملزم به رعایت مقررات اسناد بین‌المللی و توجه به ارکان و اصول پذیرفته شده‌ی این حق در این اسناد می‌باشد. قانون اساسی ایران به عنوان قانون مادر، مهم‌ترین منبع و مبنای حق بر آموزش به شمار می‌رود؛ بنابراین شناسایی حق بر آموزش و پذیرش اصول آن در قانون اساسی برای حمایت از این حق بایسته است. از مهم‌ترین و چالش برانگیزترین اصول حق بر آموزش، همگانی بودن و آزادی آموزش است که در مواردی مورد بی‌توجهی دولت ایران قرار گرفته و با واکنش‌هایی مبنی بر نقض حقوق بشر و اسناد بین‌المللی همراه بوده است. هدف این پژوهش بررسی اصل همگانی بودن و آزادی آموزش در قانون اساسی ایران است تا مشخص شود که این اصول، در چه مواردی با این اسناد در تعارض است؟ و راهکارهای حل این تعارض چیست؟ در این راستا، به مقررات آموزش کشور فرانسه نیز به عنوان نمونه‌ای از قوانین خارجی استناد می شود. این پژوهش، کتابخانه‌ای و اسنادی، با بهره‌گیری از کتب، مقالات، مقررات داخلی، اسناد بین‌المللی و قانون اساسی فرانسه، به روش استدلالی و تحلیلی-توصیفی بوده و پژوهشی کاربردی است که می‌تواند راهگشای قانون‌گذار در شناسایی حق بر آموزش باشد. یافته‌ها بیان‌گر این است که گرچه این اصول در قانون اساسی مورد حمایت قرار گرفته اما این حمایت، همه‌جانبه و کارا نبوده و در موارد متعددی با اسناد بین ‎الملی در تعارض و مستلزم بازنگری توسط قانون‎گذار است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A Comparative Study of the Universality publicity and Freedom of Education in Iranian constitutional Law and International Documents with Emphasis on Conflict Resolution Methods

نویسندگان [English]

  • Roghayeh Sadeghiram 1
  • Rouholla Moazeni 2
  • Seyede Zahra Pourrashid 3
1 PhD in Criminal Law and Criminology, Lecturer in Law, Faculty of Humanities, Mohaghegh Ardabili University, Ardabil, Iran.
2 PhD in Public Law, Assistant Professor, Department of Law, Faculty of Humanities, Mohaghegh Ardabili University, Ardabil, Iran,
3 Assistant Professor, Department of Private Law, Faculty of Humanities, Mohaghegh Ardabili University, Ardabil, Iran.
چکیده [English]

The right of education is one of the most fundamental human rights recognized in the form of the second generation of human rights in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. The Government of the Islamic Republic of Iran, as the state that has accepted these documents, is obliged to observe the provisions of international documents and to pay attention to the accepted principles and principles of this right in these documents. The Constitution of Iran, as the mother law, is the most important source and basis of the right of education; therefore, recognizing the right of education and accepting its principles in the constitution is necessary to protect this right. One of the most important and challenging principles of the right of education is Publicity and freedom of education, which in some cases has been ignored by the Iranian government and has been accompanied by reactions to human rights violations and international instruments.

The purpose of this study is to examine the principles of Publicity and freedom of education in the Iranian constitution to determine in what cases these principles are in conflict with these documents? And what are the solutions to this conflict? In this regard, French education regulations are also cited as an example of foreign law.

This research is a library and documents, using books, articles, internal regulations, international documents and the French Constitution, in an argumentative and analytical-descriptive manner and is a practical research that can be a way for the legislator to identify the right to education.

The findings indicate that although these principles are enshrined in the Constitution, they are not comprehensive and effective, and in many cases conflict with international instruments and require review by the legislature.

کلیدواژه‌ها [English]

  • right of education
  • educational freedom
  • public education
  • conflict of laws
  • positive rights

مراجع

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Rules, Documents and Reports:

Basic Principles and Guidelines on the Right to a Remedy and Reparation for Victims of Gross Violations of International Humanitarian Law, 2006.
Center for Civil and Political rights (CCPR), General Comment, no.22, “Article 18 (freedom of Thought, Conscience or Religion)”, 1993.
Code de l'éducation, Edition: 16/07/2021 available at http://codes.droit.org/PDF/Code%20de%20l'%C3%A9ducation.pdf
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Human Rights Council, (2015), UNDOC/A/HRC/28/70, available at www.ohchr.org.
Human Rights Council, (2017), UNDOC/A/HRC/34/40, available at www.ohchr.org.
Human Rights Council, (2019), UNDOC/A/HRC/40/24, available at www.ohchr.org.
International Covenant on Economic, Social and Cultural Rights, 1966.
UNESCO Country Programming Document for the Islamic Republic of Iran, 2010-2013.
Universal Declaration on Human Rights, 1948.
Vienna Convention on the Law of Treaties, 1969.
 

WebSites:

https://www.radiofarda.com/a/f4_afghan_education_iran_un/27201552.html.

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سابقه مقاله

  • تاریخ دریافت: 26 مرداد 1399
  • تاریخ بازنگری: 22 مهر 1399
  • تاریخ پذیرش: 25 دی 1399

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