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Chapter Summary

Representation as one of the key elements in this chapter, as one of the 'four Rs' indicates the necessity of letting human beings be agents of their own life and to take responsibility for what happens to them. This chapter analysis that what actually-beyond the common eloquence about participation is expressed about representation of educationally disadvantaged individuals above primary school age. The analysis is anchored to the instruments that stipulate on the 15+ education from the basics up to the level of the first generally recognised vocational qualification. First, the chapter focuses on how potential requests for group representation in the four 'ladders' of the right to education as basic skills, language skills, vocational skills and cultural skills are acknowledged in international human rights law. Second, the kind of mechanisms for achieving representation based on age, language, gender and ethnicity respectively that are proposed in the international standards are examined.

Keywords: educational rights; international human rights law; representation



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