WUS - Publikationen

AUSZEIT 36, Heft 3+4, 1998, DIN A5, 92 Seiten, dt.

Dieses Heft der Auszeit beschäftig sich mit dem "Herder Club", Begegnungszentrum für ausländische Absolventen von Bildungseinrichtungen der DDR. In Form von Artikeln, Interviews, Meinungen, Briefen, entsteht ein authentisches Bild.

WUS, 1996, DIN A5, 168 Seiten, engl.

Universities are often the first institutions which have to fear state repression. But especially the educational sector needs academic freedom to ensure that the people have the possibility to develop and discuss criteria of the society and political connections. In several parts of the world, structural adjustment programmes go hand in hand with stricter government control (including censorship) of universities and other educational institutions. In some countries, the control of education by religious groups has also emerged as a challenge to universal education, affecting not only the quality of education but also the level of tolerance in society. Other reports show why two factors, the existence of highly educated refugees and the globalization of the world economy, demand a much wider international recognition of educational qualifications.
This volume offers case studies about e. g. Nigeria, Sambia, China, Pakistan, Guatemala, Colombia, Brasil and Armenia as well as an insight into the human rights situation and the human right to education.

AUSZEIT 33, Heft 3/4, 1995, 159 Seiten, dt.

Die sehr verschiedenen Beiträge in diesem Heft setzen sich im wesentlichen mit Studienbegleitmaßnahmen auseinander und mit den konkreten Erfahrungen von ZHR und stellen sie als notwendige Ergänzungen des Studienangebots für Auslander dar. Teilweise stellen sie aber auch die längst fällige Überlegung an, unter welchen materiellen Voraussetzungen, besser: Zumutungen, "Ausländerstudium" in der Bundesrepublik überhaupt noch sinnvoll sein kann, eine Überlegung, die auch angesichts zurückgehender Zahlen von ausländischen Studienbewerber/-innen möglichst rasch möglichst intensiv öffentlich diskutiert werden sollte.

WUS, 1995, 127 Seiten, engl.

The reports in this book give a picture of educational systems from a human rights perspective. The fundamental right to education is generally regarded as being a cultural right, one of a group that includes the rights to take part in cultural life, the freedom to engage in scientific research, the right to creative activity and the right to intellectual property. In international legal practice the right to education contains three elements: the right to teach, the right to receive education, and the freedom of choice of education. With respect to higher education, international instruments point out that it shall be ‘equally accessible to all on the basis of merit’.

Initiatives by organizations of academics, particularly in the South, to conceptualize academic freedom have placed it among educational rights and have thus stressed the socio-economic context. Increasingly, a link is being made between the introduction of structural adjustment policies imposed by the International Monetary Fund and World Bank and the availability, accessibility and quality of education. Cuts in national education budgets and privatization of educational institutions provoked in several parts of the world a call to guarantee academic freedom and university autonomy.