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Abstrak :
Setiap manusia berhak mendapatkan pendidikan sebagaimana sesuai dengan Pasal 26 Deklarasi Universal Hak Asasi Manusia. Pelaksanaan pendidikan sangat lekat dengan yang dinamakan literasi, sehingga akses literasi bagi setiap individu merupakan hal yang penting guna untuk mendapatkan informasi. Aksesibilitas literasi merupakan suatu hambatan bagi penyandang disabilitas netra, gangguan penglihatan, dan disabilitas dalam membaca karya cetak sehingga mengakibatkan adanya ancaman paceklik buku. Hambatan terjadi dikarenakan adanya proses hukum dalam hal hak cipta untuk memproduksi, mendistribusikan, melakukan pertukaran antar negara terhadap ciptaan literasi. Lahirnya Traktat Marrakesh bertujuan untuk mengatasi paceklik buku dengan mengatur pembatasan dan pengecualian hak cipta terhadap fasilitasi akses literasi sehingga penyandang disabilitas netra, gangguan penglihatan, dan disabilitas dalam membaca karya cetak dapat mendapatkan akses literasi dalam format yang dapat diakses tanpa melanggar hak cipta. Traktat Marrakesh diadopsi pada tanggal 27 Juni 2013 dan mulai berlaku 30 September 2016. Indonesia merupakan salah satu negara penandatangan dari Traktat Marrakesh, namun baru meratifikasi pada tahun 2020 melalui Peraturan Presiden Nomor 1 Tahun 2020. Tepat satu tahun sebelum Indonesia meratifikasi Traktat Marrakesh, Thailand telah mengaksesi Traktat Marrakesh dengan melakukan amandemen terhadap Copyright Act BE 2537 (1994) melalui Copyright Act (No. 4) B.E. 2561 (2018). Sebagai negara anggota ASEAN, ratifikasi dan aksesi Indonesia dan Thailand terhadap Traktat Marrakesh merupakan salah satu bentuk pengimplementasian dari Deklarasi Hak Asasi Manusia ASEAN. Penelitian ini menemukan bahwa dalam pengaturan dan implementasi Traktat Marrakesh terdapat perbedaan yang cukup signifikan. Dalam segi perbandingan pengaturannya, Indonesia lebih unggul dalam menetapkan pihak-pihak yang terlibat dalam hal fasilitasi akses literasi dibanding dengan Thailand. Akan tetapi, dalam segi perbandingan implementasi, Thailand lebih unggul dalam hal pertukaran akses literasi lintas batas dibanding dengan Indonesia. ......Every human being has the right to education in accordance with Article 26 of the Universal Declaration of Human Rights. Education is closely related to what is called literacy, so access to literacy for each individual is important in order to obtain information. Literacy accessibility is an obstacle for people with visual impairments, resulting in the threat of book famine. Barriers occur due to the legal process in terms of copyright to produce, distribute, exchange between countries for literacy works. Marrakesh Treaty aims to overcome book famine by regulating copyright restrictions and exceptions to facilitate access to literacy so that people with visual impairments can get access to literacy in accessible formats without violating copyright. Marrakesh Treaty was adopted on June 27, 2013 and entered into force on September 30, 2016. Indonesia is one of the signatory countries of the Marrakesh Treaty, but only ratified it in 2020 through Presidential Regulation Number 1 of 2020. Exactly one year before Indonesia ratified the Marrakesh Treaty, Thailand had acceded to the Marrakesh Treaty by amending the Copyright Act BE 2537 (1994) through Copyright Act (No. 4) B.E. 2561 (2018). As ASEAN member countries, the ratification and accession of Indonesia and Thailand to Marrakesh Treaty is a form of implementation of ASEAN Declaration of Human Rights. This study found that there are significant differences in the regulation and implementation of the Marrakesh Treaty. In terms of regulatory comparison, Indonesia is superior in determining the parties involved in facilitating access to literacy compared to Thailand. However, in terms of implementation comparison, Thailand is superior in terms of cross-border literacy access exchange compared to Indonesia.

Abstrak :
Skripsi ini menjelaskan gagasan hak untuk menerima pendidikan di lingkungan pendidikan yang aman di Indonesia sebagai isu hak asasi manusia yang penting. Contoh yang digunakan dalam skripsi ini adalah studi kasus di Indonesia yang berkaitan dengan SMA Pangudi Luhur dan Jakarta Intercultural Sekolah (JIS), sedangkan terjadinya kasus mengenai pelecehan hak anak dan pelanggaran cukup tinggi. Melalui metode yuridis normatif, skripsi ini menganalisis masalah, yang bisa mempengaruhi hak seseorang untuk menerima pendidikan yang aman dan sehat. Kurangnya penegakan hukum, kegagalan menegakkan efek jera bagi pelanggar yang berkaitan dengan perlindungan hak-hak Anak, orang-orang dewasa dilingkungan belajar mengajar yang kurang perhatian dan pendekatan pemerintah mengenai isu pelanggaran hak asasi anak - yang semuanya menghasilkan efek-efek yang tidak diinginkan untuk pelaksanaan perlindungan hak anak dalam menerima pendidikan. Skripsi ini menetapkan bahwa sementara kerangka hak anak di Indonesia bersama dengan kerangka Konvensi Hak Hak Anak yang sudah sangat komprehensif, tetapi kurang mampunya pengimplementasian dan penerapan dalam praktek di Indonesia.

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The thesis describes the idea of right to receive education in a safe educational environment in Indonesia as an important human rights issue. The example used in this thesis are case studies in Indonesia pertaining SMA Pangudi Luhur and Jakarta Intercultural School (JIS) , whereas the occurrence of cases regarding child?s right abuse and violation is quite high. Through the juridical-normative method, this thesis analyses the concerns, which hopefully affect one?s right to receive education safe and sound. The lack of law enforcement, the failure of enforcing deterrent effect to the violator related to the protection of Child?s rights, the proliferation of intolerant adults within the educational environment and the government?s approach to the issue of child?s rights violation - all of which have an undesirable effect to the implementation of child?s right protection in receiving education. This thesis stipulates that while the child?s rights framework in Indonesia as well as the framework by the Convention of the Rights of the Child are comprehensive, to that of the lack of implementation and manifestation in practice in Indonesia.

Abstrak :
Global Health Disparities: Closing the Gap Through Good Governance provides graduate-level health and international relations students with a comprehensive exploration of worldwide conditions and government responsibility in health care. -- Rooted in human rights, this essential reference defines "good governance" in health by universal access to primary health care, primary education, and clean water/​sanitation. It explores the geography of health---including social, political, economic, and cultural disparities---dividing the globe into four categories of development: developed, developing, least developed, and a new level,"most developed," reserved for those countries with maximum life expectancy. -- The first book of its kind, Global Health Disparities: Closing the Gap Through Good Governance ranks 192 countries based on life expectancy and other key demographic indicators, and it positions the United States within the World community as 50 countries in one, a unique outlier. Millions of people around the world struggle daily with the devastation of communicable diseases that can be prevented, treated, or cured. Global Health Disparities: Closing the Gap Through Good Governance calls for partnership across governments, NGOs, citizens, and the private sector to close the world's health gaps. --Book Jacket.

Abstrak :
The central message of this book can be summarized in one sentence: It is still important to create adequate demand for education, especially from certain sections of society, along with improvements in the supply or provision of schooling, if we want to address the known problems in this regard in India. This is evident from the fact that certain socio-economic factors act as significant determinants of not only-non-enrolment, dropouts, irregular attendance-but also inadequate learning in Indian schools. It is also noted that mere growth in income or expansion of economic opportunities need not encourage all sections of parents to use schooling for their children. Hence, demand-side interventions (which may include social interventions beyond the provision of monetary incentives) continue to be important in Indian context. Conventional demand-side interventions like midday meal seem to be ineffective in the current context when unskilled wage rates have increased and a meal at school may not be a serious attraction to send kids to school. Though the Right to Education (RTE) Act can be interpreted as a demand-side intervention since denying education to a child is reckoned as an unconstitutional act there, it may also be not that effective in ensuring quality schooling for all. It does not have an enforcement machinery to see that all children attend school on a regular basis. The book also examines different social interventions attempted in different parts of the world which enabled the creation generation of demand for schooling and draws a few practical lessons.

Abstrak :
On educational policy and right to free education in Indonesia.