Education Law (Education)

This article argues that current iterations of solutions for preventing school segregation are constrained by an overreliance on particular representations of justice, in which the other is perceived as the responsible other. Studying the grounds for a decision to close a suburb school in Sweden, this article engages partly in an analysis on what implicit conception of justice that manifests itself, partly in exploring a conception of justice open towards a multiple and open-ended spatiality. It is argued that in order to imagine and construct such a spatiality, a majoritarian approach to justice must be abandoned in favour of a minoritarian one. Doing so, justice further needs to abandon a distribution of blame and responsibility and instead seek to pluralize forces flowing through different spatialities. A minoritarian approach to justice, I argue, can be envisioned by applying the concept of segmentarity as developed by Gilles Deleuze and Félix Guattari.

One of the most important elements of education, in both the public and private sector, is school liability. After a short law review of school liability, I focus on school nurses and the legalities of administrating medication in school. I than follow up with a case in point combined with a legal discussion on the issue of drug administration

Both authors contributed equally to this work. Abstract The study examined Israeli teachers' knowledge and perceptions of student's rights, and their reports on their actions in rights-related cases. Semi-structured interviews with teachers revealed that although teachers encounter frequent legal questions, most of them were only minimally knowledgeable, expressed reluctance to seek out information, and perceived themselves as lacking the capacity to do so. Moreover, due to legal myths that purportedly limit teachers' autonomy, teachers reported feeling helpless and acknowledged violating rules that in actuality do not exist. The conclusions discuss the interface of legal literacy, Israeli teachers' low social status, and their perceptions of teachers' professionalism.

Cambridge University Press, 2011.

The worlds of law and religion increasingly collide in Parliament and the courtroom. Religious courts, the wearing of religious symbols and faith schools have given rise to increased legislation and litigation. This is the first student textbook to set out the fundamental principles and issues of law and religion in England and Wales. Offering a succinct exposition and critical analysis of the field, it explores how English law regulates the practice of religion. The textbook surveys law and religion from various perspectives, such as human rights and discrimination law, as well as considering the legal status of both religion and religious groups. Controversial and provocative questions are explored, promoting full engagement with the key debates. The book's explanatory approach and detailed references ensure understanding and encourage independent study. Students can track key developments on the book's updating website. This innovative text is essential reading for all students in the field.

- This "Introductory Textbook On Law And Rights For Students In Teacher Training And Educational Sciences” has been written with students from non-EU countries in mind. It aims to guide students from non-EU countries through the features of education systems and education law as they approach this subject for the first time. Law is placed within an educational context, and students are provided with an accessible treatment of all key areas of rights in education and the legal framework regulating education from a comparative perspective.
- Ky “Tekst Udhëzues Për Legjislacionin Dhe Të Drejtat Për Studentët E Mësuesisë Dhe Shkencave Të Edukimit” është përgatitur duke patur në vëmendje studentët e vendeve jo-anëtare të BE-së. Synimi i këtij teksti është t’i udhëzojë këta studentë për një lëndë të cilën ata e zhvillojnë për herë të parë, përmes pasqyrimit të veçorive të sistemeve arsimore dhe legjislacionit në arsim. Ligji është vendosur brenda një konteksti arsimor dhe studentët pajisen me njohuri për fushat kryesore të të drejtave në arsim si dhe kornizën ligjore që rregullon arsimin nga një këndvështrim krahasues.

Complex issues in education today require research approaches that would contribute to new understandings of how education law can contribute to the realisation of educational rights and aspirations.1 Examples of such problems include issues of gender inequality, ethnic and
religious discrimination, managing learner behaviour and making education more inclusive, to mention a few. This highlights a need to identify the kind of approaches that would take understanding of the field of education law forward. The aim of this article is to explore the essence
of education law research. In doing so it attempts to
grapple with and move beyond the apparent tension between legal and educational approaches towards collaborations and approaches that will address the current issues in education more holistically. In comparing South African with international approaches this article will contribute towards discourses about education law
epistemologies and methodologies.

La gratuité de l’enseignement est une question cruciale. Elle révèle la place qu’une société entend accorder à son système scolaire autant qu’à ses services publics. Mais l’école en Communauté française n’est pas gratuite, et cette situation est plutôt récente. Pour le premier numéro de son nouveau trimestriel, le Forum bruxellois de lutte contre la pauvreté revient sur cet enjeu de la gratuité de l’enseignement. C’est un véritable plaidoyer en la matière que nous livre ici Mathias El Berhoumi, professeur invité à l’Université Saint-Louis – Bruxelles. Pour ce spécialiste de l’école, le constat est clair : « A l’époque où se succèdent les politiques scolaires affichant l’objectif d’une plus grande égalité, la gratuité reste une promesse non tenue, voire oubliée ».

The 2015 edition of this book contains new chapters on learner discipline and school safety, in addition to chapters on the Constitution, Labor Relations and educator professionalism, common law etc.  A new chapter explaining the legal system as it is relevant to education has also been added.  I hope this book will be helpful to educators, school principals, school governing bodies and officials of the Department of Basic Education.

RÉSUMÉ. Cet article explore les liens qui s’articulent entre le rapport que les élèves développent aux règles scolaires comme cadre proto-légal faisant partie du curriculum caché et la formation citoyenne. La robustesse du concept de rapport au droit (legal consciouness), défini selon le modèle de Ewick et Silbey (1998), ainsi que la typologie de citoyenneté de Westheimer et Kahne (2004) pour décrire ces liens est évaluée dans une étude de deux cas où les élèves sont appelés à résoudre une situation relative au droit. Les résultats de l’analyse portent à conclure que le dernier niveau du modèle de Ewick et Silbey ne permet pas de distinguer entre une contestation légitime des lois (ou des règles) et un rejet anomique de la loi et qu’il importe de distinguer le droit des droits. ABSTRACT. This article explores the relationship between how students conceive school rules and codes as a proto-legal framework of the hidden curriculum and citizenship education. The robustness of Ewick and Silbey’s legal consciouness model, as well as Westheimer and Kahne’s citizenship typology in describing this relationship is evaluated through the study of two cases where high school students must resolve a legal situation. The results of the analysis lead to conclude that the third level of Ewick and Silbey’s model does not allow for a distinction between legitimately contesting a law and an anomic rejection of the law. It further highlights the importance of distinguishing legal education from rights education.

In May 2000, the Lafayette Parish School Board, in southwest Louisiana, wasfound in violation of a 1967 federal court order to desegregate, was ordered to close two predominantly African American elementary schools, and bus those children to five predominately White schools on the other side of this city of 100,000. Additionally, the judge ordered the transfer of 12 principals based on race and the construction of a new magnet school. The present study examines questionnaire responses from middle to upper middle-class African Americans at three different times: (a) just after the court decision, (b) 1-2 months after the decision was implemented, and (c) 5 months after the court order. This study also explores the gradual shift in the responses from Lafayette's African American community.

From the perspective of alternative education philosophies, compulsory schooling seems ridiculous. Firstly there are the human and children's rights issues. The lack of care for the dignity of the person, the physical violence, the potential abuse because of power structures and so on. A perspective on compulsory schooling which performs like this is connected to schools as a social function in ways that emerge from within the failing aspects of the centre of the schooling enterprise. They are its shadow side but also perhaps its source of most hope. Secondly there is the law. In many countries schooling is not compulsory in any way. The UK and America are two countries where this reality has taken on a power and a life that begins - because of the growing numbers of home educators - to challenge the possibility of an assumption that education is schooling and to challenge also the philosophy that goes with it. Education alone is fairly compulsory these days. The mechanism by which that truth bears itself out varies and can vary. In countries where this “truth” is not the case and it is schooling that is indeed compulsory, interesting factors contribute to that situation: in Germany the compulsory nature of schooling was enshrined in law by Adolf Hitler and has not been changed since. In Sweden where home education becomes close to impossible, complaints of the rise of the political far right temporally tally with complaints from parents who find their choice about educating their children diminishes to the point where the state is the educator of the child. And so we are back to human rights, but this time of parents. This chapter will examine the very idea of compulsory schooling from the point of view of an alternative world of education, where different rules apply. This will highlight the role of educational philosophy from and in an alternative education perspective.

This chapter examines the issue of the professional autonomy of teachers. It begins by introducing the idea of professional autonomy. The sociological criteria of professionalism are used to explain why societies accord a significant degree of autonomy to professionals and how these criteria help make sense of the rights and ethical obligations associated with professional autonomy. Next, the question of whether and to what extent teaching constitutes a profession is addressed and we will review the various ways that “teacher professionalism” has been used to promote the cause of teacher autonomy. The chapter then turns its attention to legal issues. To illustrate the scope and limits of teacher autonomy in Canada, the provisions of Quebec’s Education Act around teacher autonomy are discussed. The details are unique to Quebec but the basic regulatory patterns can be found elsewhere: teacher autonomy is highly circumscribed by a complex and sometimes contradictory regulatory system which delegates the rights and responsibilities of educating children through various institutions and actors, from the ministries of education to school boards to individual teachers. The chapter concludes by distinguishing between the legal question of teacher autonomy (i.e., “How much professional autonomy do teachers have by law?”) and the ethical question (i.e., “How much professional autonomy is in students’ best educational interest?”) and by pointing out how the ethical perspective on teacher autonomy can be an important tool for identifying the limitations of a regulatory system, which in fact grants teachers very little professional autonomy.

La finalidad de este trabajo es indagar cuál es el rol de Estado en la educación dentro de la política educativa del gobierno actual. Tomamos como elemento central de la misma la Ley Nacional de Educación. Nuestra pregunta es si la nueva ley representa un avance o un retroceso en la centralidad del Estado en la educación con respecto a la ley derogada. La estrategia que utilizamos es, por un lado el análisis del articulado, y por otro la indagación empírica a docentes de escuelas medias y primarias, mayormente del Gran Buenos Aires. El trabajo se centra en una primera parte que recapitula el rol del Estado en la educación durante los 90 y en una segunda parte donde se compara la Ley Federal de Educación con la nueva Ley Nacional. Luego se sintetizan las opiniones sobre las dos leyes, de la situación actual, proceso de consulta y perspectivas de los docentes, para finalmente esgrimir un comentario final.

The study is based on an examination of faculty admission papers and analyses of the regional composition of the student body at the Faculty of Law in the period from the establishment of the modern university in Zagreb in 1874 until the end of World War I. By applying quantitative analysis, the author considers whether the University of Zagreb, specifically the Faculty of Law, accomplished the goals set forth by its founders to play a significant role in connecting the long-separated parts of the Croatian lands and become a centre of enlightenment for all South Slavic peoples. Another issue discussed in the paper is the question of student circulation. It examines student mobility and provides insight into the extent to which law students in Zagreb combined their legal with academic education at universities abroad, especially in the major university centres of the Habsburg Monarchy. With regard to the political context and Austrian legislation stipulating the reciprocity of diplomas, the correlations between these two categories, student regional background, and student circulation can be underscored.

La tutela del diritto all’istruzione delle persone con disabilità è al centro dell’attenzione da parte delle istituzioni nazionali ed internazionali ormai da parecchi decenni, almeno a partire dalla Dichiarazione dei diritti delle persone con disabilità approvata dall’Assemblea Generale dell’ONU il 9 dicembre 1975. Anche nel nostro Paese, così come in numerosi stati membri dell’Unione Europea, l’evoluzione normativa dell’integrazione scolastica degli studenti con disabilità ha subito negli ultimi anni importanti interventi da parte del legislatore, del Ministero dell’Istruzione. Su tutte, rimangono norme primarie di riferimento la legge n. 104 del 1992 sulla disabilità, la legge n. 170 del 2010 e le successive integrazioni per gli alunni con Disturbi Specifici di Apprendimento (DSA) e la legge n. 53 del 2003 sul tema della personalizzazione. Accanto a numerosi provvedimenti normativi, la stessa giurisprudenza costituzionale e amministrativa sono intervenute più volte per meglio definire e declinare la singola portata delle norme in questione.
Il testo, dopo aver ripercorso le principali tappe dell’evoluzione storica della normativa e delle politiche riguardanti l’integrazione scolastica delle persone con disabilità, offre un quadro aggiornato (compresi i recenti decreti attuativi della legge n. 107/2015) della materia approfondendo – anche grazie alle più importanti e recenti pronunce giurisprudenziali – il tema dell’integrazione scolastica delle persone con disabilità, dell’inclusione delle persone con Disturbi Specifici dell’Apprendimento (DSA), con Bisogni Educativi Speciali (BES) e degli alunni stranieri. Non mancano, inoltre, cenni comparati utili ad allargare lo sguardo sugli altri paesi europei.

http://www.edizionistudium.it/libri/dallintegrazione-allinclusione

https://www.amazon.it/Dallintegrazione-allinclusione-profilo-docente-sostegno/dp/8838245835/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=

A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act (SA, 1996b, section 8) and the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (SA, 1998) recognise the authority of educators to control learner behaviour in order to maintain safe and orderly learning environments. On the other hand, in a culture that arguably places too much emphasis on the rights of learners (Rossouw, 2004:50; Carstens, 2007:17), the same South African Constitution (SA,1996a) and national laws (National Education Policy Act, 1996c; South African Schools Act, 1996b) confer a variety of rights on learners. In light of this simmering conflict, this article is divided into four sections. The first section examines the rights of learners while the second part reviews the powers and duties of educators and governing bodies to maintain safe and orderly learning environments. The third section reviews the boundaries of permissible discipline. The fourth and final substantive section offers practical guidelines for educators and governing bodies.

La última reforma educativa en España (LOMCE) recoge una disposición con implicaciones urbanísticas. Las administraciones educativas podrán convocar concursos públicos para la construcción y gestión de centros concertados sobre suelo público dotacional. Se analiza los precedentes de esta innovación en las CCAA, su alcance y límites, tales como los títulos competenciales estales implicados, administraciones concedentes, títulos administrativos válidos para ceder el uso privativo del patrimonio público. Se concluye con una valoración de esta nueva política pública de tutela de la libertad de enseñanza (art. 27 CE) en relación con el estado promocional (art. 9.2 CE).

The latest reforms of Spain’s educational law (LOMCE) have an impact in town planning. The public administration can award public plot to build it a charters schools. I analyze the precedents of this innovation in the regional governments in Spain, and the implications of that reform: with the exclusive powers of the central state, public administrations what awards the use of his properties or that finality. I conclude with a final assessment of this new public policy of protection of Freedom of education.

The rights to both free speech and participation present two normative frameworks for analyzing children's expressions in school. This Article examines the differences between these normative frameworks, to explore how they apply in different situations, and to assist in shaping just and educative policies for coping with children's controversial expressions in school. The data sources are 56 American cases concerning school children's free speech. The analysis highlights the distinctions between participatory and non-participatory expressions in educational environments. The right to participation captures only expressions that have a dialogic character, which are also supported by stronger justifications. The Article assists in identifying those expressions that are invaluable for democracy, and thus deserving of greater protection.

Ever since the journalistic and academic furore which surrounded the High Court and Supreme Court decisions in Sinnott v Minister for Education, the law relating to special educational needs has become an extremely high-profile issue. The decision in Sinnott has been followed by a number of similarly significant decisions and the enactment of new legislation, which in turn has generated even further comment and debate. The latest event in what is rapidly becoming a legal saga was the decision of the High Court in O’Carolan v Minister for Education, which concerned the educational provision to be made for a 14-year-old profoundly autistic boy. At the time, the decision was denounced by Kathy Sinnott MEP as “a black day” for persons with special educational needs as a whole, and the outcome of the case was met with an equally hostile reaction from other disability support groups. On first reading, it might seem that this portrayal of the decision as a further restriction of the constitutional right to education was misleading, since the case had seemed to turn on a mere conflict of evidence (and indeed this was undoubtedly the main point at issue between the parties). However, closer examination reveals that there are perhaps grounds on which one of the more legalistic points of constitutional interpretation involved might be called into question.

Through evidence embedded in legal determinants and empirical research, this paper explores the interpretation and application of dignity, equality and freedom with reference to diversity, pluralism and inclusivity. Empirical evidence will indicate that student-teachers understand human rights and have undergone an attitude change towards enhancing a human rights culture and inclusion. Evidence, however, also indicates that 20 years after the adoption of the new Constitution of South Africa, this knowledge is at times superficial while uncertainties about the praxis still exist. Nevertheless, student-teachers seemingly have internalised human rights to such an extent that they are able to critique the current school system and evidently appreciate the role of teachers as change agents in this regard.

In the UK, with its constitutional tradition of parliamentary sovereignty, the question of how rights are best protected has long been a topic of heated discussion. By contrast, in Ireland, the presence since 1937 of a written Constitution containing an extensive justiciable Bill of Rights has created a more settled notion in that jurisdiction of how rights should be protected. However, recent difficulties arising from the enforcement of one of those justiciable rights – the right to education – have led to some debate amongst judicial and academic members of the legal community regarding the exact role to be played by a written constitution in the protection of rights, and of the position to be occupied within such a document by a resource-dependent right such as the right to education. The purpose of this paper is to consider the role of constitutional provisions and of legislation in the protection of the right to education, focusing on the context in which that right is most frequently breached – children with special educational needs. In considering this topic, reference will be made to the contrasting experience of the UK and Ireland, whereby in the UK, there is no positive entrenched constitutional right to education, but there has long been a detailed legislative framework for special educational needs, while in Ireland there is a well established and highly developed justiciable constitutional right to education, but detailed legislation was not enacted in this field in mid-2004. Through this, it is hoped that conclusions can be drawn as to the relative significance of a constitutional right and of a legislative framework in making adequate legal provision for the protection of the right to education of children with special educational needs.

Par les principes sur lesquels il repose, le système scolaire belge se montre particulièrement soucieux de garantir le respect des convictions philosophiques ou religieuses des parents. Ceux-ci bénéficient de la liberté de choisir pour leurs enfants l'enseignement qui est le plus proche de leurs conceptions. Ce libre choix de l'école assigne un double devoir à la communauté : d'une part, subventionner les établissements dont la spécificité réside dans une conception religieuse, philosophique ou pédagogique déterminée et d'autre part, organiser un enseignement neutre. Selon l'article 24 de la Constitution, tel que révisé en 1988, « la neutralité implique notamment le respect des conceptions philosophiques, idéologiques ou religieuses des parents et des élèves ». Il s'agit de la seule occurrence de cette notion dans la Constitution. Elle n'en demeure pas moins relativement floue, en tout cas suffisamment pour faire l'objet d'interprétations divergentes quant aux obligations qu'elle comporte s'agissant des prestataires du service public d'enseignement.

מחקר זה בוחן את סוגיית לימודי הליבה בבתי ספר חרדיים לבנים באמצעות שני סוגים של עדשות מחקריות. האחת, עדשה נורמטיבית הבוחנת איזון בין זכויות ילדים, זכויות הורים ואינטרסים חברתיים. השנייה, עדשה חברתית-משפטית הבוחנת את דרכה הארוכה של חקיקת החינוך אל בתי הספר, את הממשקים בינה לבין השדות החברתיים שבהם היא עוברת ואת המפגשים עם הסוכנים אשר מפעילים אותה בתחנות השונות. הניתוח החברתי-משפטי מבוסס על בחינת הפערים בין הסדרת החינוך החרדי לבין יישומה בארבע מדינות: ישראל, ניו יורק, אנגליה והקהילה הפלמית בבלגיה. מקרים אלו נבחרו משום שבכל ארבע המדינות הללו ישנן קהילות חרדיות גדולות המשפיעות על המרחב הציבורי והפוליטי, ורווח בהן אידאל המקדש את לימוד התורה לבנים ומעודד את הבנות לשלב בין לימודי קודש לבין לימודי חול. עם זאת, בכל אחת מהמדינות קיימים קשרים שונים בין האידאל לבין המבנה החברתי והחינוכי המשרת אותו. קשרים אלו מושפעים מהגיוון האידיאולוגי הקיים בתוך קהילות חרדיות ומהאופנים שבהם מאפשרת המדינה לגיוון זה לבוא לידי ביטוי באמצעות מערכת החינוך.
לטענת המחברת, איזון נורמטיבי בין זכויות ובין אינטרסים אינו מספיק כדי לנתח את סוגיית ההסדרה של לימודי הליבה בבתי הספר החרדיים לבנים. על עיצוב החקיקה המסדירה את החינוך החרדי להתבסס על הבנה מעמיקה של הדרך אותה היא עוברת במסע אל בתי הספר. מהמקרים המוצגים במאמר עולה כי מדיניות חינוך המעודדת בתי ספר חרדיים לאמץ תוכניות לימודי ליבה באמצעות התניות מימון, עשויה להביא לכך שיותר ילדים חרדים ילמדו לימודי חול וירחיבו את אפשרויות הבחירה העומדות בפניהם בהמשך חייהם, מאשר מדיניות הכופה לימודי ליבה אך אינה מיושמת בפועל. עוד עולה מהמקרים כי על התניות המימון לייצר אפשרויות בחירה באמצעות הבחנה תקציבית משמעותית בין בתי ספר אשר בוחרים לשלב לימודי חול ברמה ראויה לבין בתי ספר אשר נמנעים מכך. לאור האמור לעיל, דומה כי לעיתים עדיף לוותר על טקסט משפטי המשקף איזון ערכי ראוי בין זכויות שונות לאינטרסים חברתיים לטובת תוצאות מעשיות, אשר מרחיבות את היקף הילדים החרדים אשר מממשים את זכותם לחינוך, על כל יסודותיה.
באשר למדיניות המסדירה את החינוך החרדי בישראל, מוצע להתמקד בחיזוק החינוך הממלכתי החרדי והישיבות החרדיות התיכוניות. מוצע גם ליישם התניות מימון הדרגתיות אשר תאפשרנה למוסדות חינוך ממלכתיים חרדיים ולישיבות חרדיות תיכוניות חדשים להתבסס ותפחתנה באופן משמעותי את תשלומי ההורים באותם בתי ספר. מדיניות כזו תשקף את השינויים המהותיים שחלו ברצונות ובשאיפות של חלקים מהציבור החרדי, אשר המדינה נכשלה לתת להם מענה הולם בבתי הספר.

ในปัจจุบันประเทศไทยไม่มีบทบัญญัติแห่งกฎหมายที่ชัดเจนเกี่ยวกับการใช้อำนาจลงโทษนักเรียนของครูอาจารย์ต่อนักเรียน ทำให้ปัญหาดังกล่าวจึงอาจเข้าข่ายเป็นการละเมิดสิทธิเสรีภาพต่อนักเรียนนักศึกษาได้ ผู้เขียนจึงได้เสนอความเห็นทางกฎหมายในการรองรับอำนาจในการลงโทษครูอาจารย์ให้มีความชอบด้วยกฎหมาย
In the Present day in Thailand there are not the law that accept the right of teacher to punishing they student but only appears in the form of tradition. With this fact it's risk that the punishment of teacher will become the wrongful act.

Cet article explore les liens qui s'articulent entre le rapport que les élèves développent aux règles scolaires comme cadre proto-légal faisant partie du curriculum caché et la formation citoyenne. La robustesse du concept de rapport au droit (legal consciouness), défini selon le modèle de Ewick et Silbey (1998), ainsi que la typologie de citoyenneté de Westheimer et Kahne (2004) pour décrire ces liens est évaluée dans une étude de deux cas où les élèves sont appelés à résoudre une situation relative au droit. Les résultats de l'analyse portent à conclure que le dernier niveau du modèle de Ewick et Silbey ne permet pas de distinguer entre une contestation légitime des lois (ou des règles) et un rejet anomique de la loi et qu'il importe de distinguer le droit des droits. ABSTRACT. This article explores the relationship between how students conceive school rules and codes as a protolegal framework of the hidden curriculum and citizenship education. The robustness of Ewick and Silbey's legal consciouness model, as well as Westheimer and Kahne's citizenship typology in describing this relationship is evaluated through the study of two cases where high school students must resolve a legal situation. The results of the analysis lead to conclude that the third level of Ewick and Silbey's model does not allow for a distinction between legitimately contesting a law and an anomic rejection of the law. It further highlights the importance of distinguishing legal education from rights education. MOTS-CLÉS. éducation à la citoyenneté, éducation au droit, socialisation politique, école secondaire, rapport au droit, curriculum caché.

Tytuł:
„Odpowiedzialność karna dyrektora i nauczyciela w zakresie naruszenia przepisów BHP w szkole”.
Abstrakt:
Monografia jest poświęcona odpowiedzialności karnej, jaka ciąży na dyrektorze szkoły i nauczycielu za naruszenia przepisów BHP. Zagadnienie to, jest ważne przede wszystkim ze względu na dość wysoki poziom wypadkowości w szkole, jak też rosnącą świadomość prawną obywateli. Według najnowszych danych liczba ciężkich wypadków w polskiej szkole przewyższa liczbę nieszczęśliwych zdarzeń w takich dziedzinach jak budownictwo, górnictwo, czy przetwórstwo przemysłowe. Natomiast rosnąca świadomość prawna obywateli powoduje, że rodzice zaniepokojeni stanem bezpieczeństwa swoich dzieci w szkole o swoich zastrzeżeniach w tym zakresie informują, już nie tylko dyrektora szkoły, czy policję, ale również prokuraturę i media. Szczególnie sytuacje takie mają miejsce, gdy naruszenie zasad bezpieczeństwa w szkole kończy się doznaniem obrażeń przez dziecko. Stąd też, coraz częściej dyrektorzy szkół czy nauczyciele pociągani są za naruszenie przepisów z zakresu bezpieczeństwa i higieny nie tylko do odpowiedzialności dyscyplinarnej, cywilnoprawnej, ale i karnej. Informacje o takich sytuacjach pojawiają się coraz częściej w mediach.
Opracowanie  opisuje podstawowe pojęcia z dziedziny BHP, a następnie przedstawia obowiązki jakie ciążą na dyrektorze i nauczycielu.  Rozgraniczenie dyrektora i nauczyciela spowodowane jest innym statusem prawnym obydwu stanowisk. Dyrektor w myśl polskiego prawa jest funkcjonariuszem publicznym, a nauczyciel tylko korzysta z uprawnień funkcjonariusza publicznego. Nadto dyrektor w polskim systemie oświaty pełni funkcję pracodawcy, co skutkuje dodatkową odpowiedzialnością. W pracy przedstawiono w miarę możliwości stan faktyczny, jaki powinien być tzw. stan wzorcowy - odnosząc się do poszczególnych przepisów wynikających z ustaw, rozporządzeń. Przedstawiono orzecznictwo sądów polskich odnoszące się do powyższych kwestii. Nadto przedstawiono zalecenia wynikające z zasad pracy w szkole wypracowanych na przestrzeni wielu lat, które umożliwiają bezpieczną prace nauczycieli i bezpieczny pobyt uczniów w placówce. Zaprezentowano możliwe niebezpieczeństwa i zagrożenia, jakie wynikają z nierespektowania przepisów w zakresie bhp, a następnie przedstawiono możliwe sankcje karne wynikające z norm prawa polskiego.
Monografia stanowi zbiór informacji przydatnych wszystkim dyrektorom i nauczycielom, niezależnie od typu i profilu szkoły i ma na celu przynajmniej w jakimś stopniu, uchronić wymienione osoby przed popełnieniem błędów skutkujących ponoszeniem odpowiedzialności karnej. Zapoznać się z uwagami w niej zawartymi powinni, także studenci studiów pedagogicznych, którzy w przyszłości będą wykonywać zawód nauczyciela, czy pełnić funkcję dyrektora szkoły. Tylko znając możliwe zagrożenia, można właściwie ocenić ryzyko w danej sytuacji, a co za tym idzie świadomie podjąć lub zaniechać podjęcia określonych działań. Jednakże należy mieć na uwadze możliwość grożących nam sankcji, także w określonych przypadkach odpowiedzialności karnej za niewłaściwe, błędne wybory. Prócz odpowiedzialności karnej, cywilnej oraz służbowej pamiętać należy, także o następstwach psychicznych, moralnych, jakie nierzadko dotykają osobę odpowiedzialną za wypadek z udziałem dziecka.
Charakterystyka tego szczególnego miejsca, jakim jest szkoła powoduje, że nie można zlikwidować całkowicie możliwości powstania zagrożeń - wynika to z obecności czynnika losowego w wypadkowości uczniów i pracowników, dzieci oraz dorosłych. Właściwie dobrani ludzie pełniący odpowiedzialne funkcje nauczyciela oraz dyrektora pozwolą znacząco ograniczyć ryzyko zaistnienia niebezpiecznych zdarzeń. Przestrzeganie przepisów i zasad BHP przez  nauczyciela oraz dyrektora z pewnością w wielkim stopniu wpływa na zmniejszenie liczby wypadków. Świadomość tego faktu oraz odpowiedzialność za bezpieczeństwo uczniów przebywających pod opieką placówki, powinna motywować wszystkich pracowników do nieustannej jego analizy oraz podejmowania czynności w celu poprawy, a działania dyrektora jako funkcjonariusza publicznego oraz pracodawcy w szczególności powinny nosić znamiona nieprzerwanego procesu ukierunkowanego na ciągłe dążenie do poprawy bezpieczeństwa.

Słowa kluczowe:
prawo oświatowe, bezpieczeństwo uczniów, bezpieczeństwo w szkole, bezpieczeństwo dzieci, odpowiedzialność karna, odpowiedzialność nauczyciela, odpowiedzialność dyrektora, odpowiedzialność szkoły, wypadki w szkole, wypadki uczniów, wypadki dzieci, opieka szkoły, opieka nauczyciela, bezpieczna szkoła, bezpieczne zajęcia, przemoc w szkole, przestępstwa w szkole, bhp, bezpieczeństwo i higiena pracy, bezpieczeństwo i higiena pracy w szkole, ryzyko zawodowe, wypadek ucznia w szkole, przemoc w szkole.

Title:
'Legal liability of principals and teachers as regards violation of health and safety regulations at schools'.

Abstract:
The thesis is a monograph devoted to legal liability of school principals and teachers as regards violations of health and safety regulations. The issue is particularly important due to relatively high number of school accidents, but also to the rising legal consciousness of citizens. According to the most recent data, the number of serious accidents at Polish schools exceeds the number of accidents in construction, mining, and industrial processing industries. On the other hand, the growing legal knowledge of the Poles leads to situations, in which parents worrying about the safety and security of their children at school, inform about their reservations not only the school principal or the police, but also the prosecutors and the media. Such situations occur in particular when the violation of safety regulations at school results in a child suffering injuries. Therefore, more and more often school principals and teachers are brought to justice for violation of health and safety principles on the basis of disciplinary, civil and even penal liability. The media report with increasing frequency about such events. Due to the specific rules of media coverage of certain topic, more often than not the honest and complete presentation of the facts is only in the background. Many incidents are described incompletely and in a distorted manner, and may mislead the readers who are not fully equipped with knowledge in the matter.
This work defines the basic notions of health and safety domain, and then presents the duties of principals and teachers.  The differentiation between the two stems from the different status of the two positions. A principal is in the light of the Polish law a public official, and the teacher only exercises a public official's rights. Moreover, in the Polish educational system, the principal is at the same time performing the function of an employer, which results in additional responsibility. In the thesis, the factual state is presented, as well as the so-called the model state - or what the situation should be like according to particular regulations included in acts and other legal documents. The judicature of Polish courts concerning the abovementioned matters is presented. Furthermore, several recommendations are proposed that are based on rules developed in many years of working at schools - they allow for safe performance of job duties by the teacher, as well as for the safe stay of children at school. Possible dangers and threats resulting from violation of health and safety regulations are enumerated, followed by potential penal sanction according to Polish legal norms. 
The monograph is a gathering of data useful to all principals and teachers regardless of the type and profile of their schools. It aims at - up to a certain extent, at least - protecting these readers from committing mistakes which result in penal responsibility.

Table of Contents
Introduction - 5
Chapter I. Health and safety at school – a definition - 9
1. Duties of the school principal as regards securing
health and safety at school - 12
2. Duties of the teacher as regards securing health and
safety at school - 29
3. Duties of the teacher during the lessons, presented
on the example of teachers of physical education,
chemistry and design technology - 38
4. Duties of the teacher at the organisation of a school
trip or other events - 45
Chapter II. Accidents at schools - 49
1. Legal regulations and conditions for an accident
to be considered a student’s accident at school - 49
2. Procedures, documentation and duties of the principal
as regards accidents -  54
3. The most often encountered reasons of accidents
at schools -  60
4. Statistics of students’ accidents, based on data from
Wielkopolskie region - 64
Chapter III. Penal law regulations versus health
and safety regulations at schools -  79
1. Potentiality of misdemeanors - 79
2. A student’s accident and the legal liability of directors
and teachers – a practical approach -  97
Conclusion -  109
Figures -  111
References -  113
List of important legal acts - 117
List of court rulings  - 118
„Odpowiedzialność karna dyrektora i nauczyciela
w zakresie naruszenia przepisów BHP w szkole”  - 119
‘Legal liability of principals and teachers as regards
violation of health and safety regulations at schools’ - 123
Die Strafverantwortung von Schuldirektoren und
Schullehrern im Fall der Verletzung der Arbeitshygieneund
Arbeitsschutzvorschriften -  127
«La responsabilité pénale du directeur et de l’enseignant
sous l’angle de la violation des règles de santé
et de sécurité à l’école» - 131
Table of Contens  - 135
Inhaltsverzeichniss - 137
Sommaire - 139
Spis treści - 141
keywords: school legislation, pupils  safety, school safety, Legal liability, Legal liability of  teachers, legal liability of principals, school accidents, pupils accidents, children accidents, OSHA (Poland), health and safety regulations, health and safety regulations at schools, violence at school.

La tutela del diritto all’istruzione delle persone con disabilità è al centro dell’attenzione da parte delle istituzioni nazionali ed internazionali ormai da parecchi decenni, a partire dalla dichiarazione dei diritti delle persone con disabilità approvata dall’assemblea generale dell’ONU il 9 dicembre 1975.
Anche nel nostro Paese, così come in numerosi membri dell’Unione europea, l’evoluzione normativa dell’integrazione scolastica degli studenti con disabilità ha subito negli ultimi anni importanti interventi da parte del legislatore e del Ministero dell’istruzione. Su tutte, rimangono norme primarie di riferimento la legge n. 104 del 1992 sulla disabilità, la legge n. 170 del 2010 e successive integrazioni per gli alunni con disturbi Specifici di apprendimento (DSA) e la legge n. 53 del 2003 sul tema della personalizzazione. Accanto a numerosi provvedimenti normativi, la stessa giurisprudenza costituzionale e amministrativa sono intervenute più volte per meglio definire e declinare la singola portata delle norme in questione.

The defense of the right to education for disabled persons is one of the major focus of national and international institutions from several decades, since the adoption of the Declaration on the Rights of Disabled Persons by the UN General Assembly on 9 December 1975. In the last few years the regulatory evolution of inclusive education of students with disabilities has suffered essential interventions by the policy-maker and the Minister of Education in our country as well as in many European Member States. The most important rules remain Law No. 104/1992 on disability, Law No. 170/2010 and subsequent modifications for students with Specific Learning Disability (SLD) and Law No. 53/2003 on the issue of personalization. In addition to many legislative measures, the constitutional and administrative laws have intervened several times in order to better define the single scope of the rules at issue.

Si les premiers mots de l'article 24 de la Constitution (« L'enseignement est libre ») ont traversé près de deux siècles sans jamais être modifiés, le principe de liberté d'enseignement qu'ils consacrent a connu une évolution remarquable. Les polémiques autour de la règlementation des inscriptions qui, de 2007 à 2010, ont rythmé la vie politique de la Communauté française, sont particulièrement révélatrices des tensions qui entourent ce principe constitutionnel et qui en ont entraîné la mutation. Entre la liberté de choix des parents et la mixité sociale, deux conceptions de l'école s'opposent et un principe juridique est remis en question. C'est à l'occasion de ces polémiques qu'a germé l'idée de la recherche. L'ouvrage s'ouvre sur une histoire de la liberté d'enseignement. L'étude de la construction de cette liberté par l'analyse des différentes législations qui se sont succédé depuis la création de l'État belge jusqu'à la communautarisation de la matière en 1988 révèle le changement de nature de ce principe, d'une liberté-franchise à un droit-créance, parallèlement à la montée en puissance du libre choix au détriment de la liberté organisationnelle. L'ouvrage se poursuit par la description systématique des règles qui, depuis le milieu de la décennie 1990, ont infléchi la portée de la liberté d'enseignement. Ce travail doctrinal met en lumière les restrictions, aussi nombreuses qu'importantes, dont la liberté d'enseignement a fait l'objet. L'analyse juridique, éclairée par la recherche en sociologie et en sciences politiques, permet d'élaborer une hypothèse explicative, celle d'un changement de politique publique. Les réformes entreprises dans la lignée du décret « missions » du 24 juillet 1997 traduisent une politique visant l'égalité entre les élèves et l'efficacité du système éducatif. Tant par ses objectifs que par ses instruments, cette politique scolaire entre en tension avec la liberté, ce qui a pour conséquence un amenuisement de celle-ci. La recherche s'achève sur une évaluation des restrictions de la liberté d'enseignement. Malgré l'ampleur de celles-ci, la liberté d'enseignement demeure l'une des pierres angulaires du système scolaire et représente un obstacle, contestable, à l'aboutissement de la politique scolaire actuelle. Dans le cadre des réflexions sur le rôle du phénomène juridique dans les changements sociaux, cette évaluation se conclut par des suggestions de révision de la règle constitutionnelle qui proclame la liberté d'enseignement.

La società contemporanea sta subendo un notevole cambiamento, sia nei suoi tratti più tipici che nelle sue manifestazioni più moderne. Questo processo pas- sa, inevitabilmente, per un mutamento quasi sinergico del sistema educativo che, attraverso l’ingresso di nuove generazioni, riceve un impulso verso l’adeguamento a rinnovate esigenze formative. In tal senso, assume particolare rilievo, interessando da decenni gli studiosi, la lenta ma progressiva connotazione multietnica degli stu- denti. A partire dall’istruzione primaria, questo fattore viene concepito come ambi- valente, sia come testimone di quel multiculturalismo che riveste e caratterizza le società europee, sia quale variabile capace di condizionare l’azione dello Stato, troppo spesso orientata verso una rivisitazione di quella “benigna noncuranza” 1 di stampo liberale.

Education is since the inception of the world regarded as the formal process by which society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide.

South African learners are often subjected to harassment, bullying and other forms of victimisation and abuse in schools. A duty rests of educators, schools and the Department of Basic Education to provide and maintain safe school environments that are free from harassment, bullying and other forms of victimisation and abuse. Having a clear understanding of the concepts that describe different forms of bullying and harassing behaviour can be regarded as one of the key-measures for preventing and addressing harassment, bullying and other forms of victimisation and abuse in schools is. Without a clear understanding of each of the concepts as well as what behaviour constitutes each form of misconduct, educators will be unable to identify and act on harassment and bullying when it occurs. However, a great variety of definitions and conceptualisations exist for bullying and harassment. Moreover, the Protection from Harassment Act came into effect in 2013, highlighting the need for a clear conceptualisation of harassment and related concepts within the school setting. This article analysed legal documents as well as theoretical conceptualisations of harassment, sexual harassment and bullying in an attempt to provide a clear conceptualisation that will aid schools to identify behaviour that amounts to harassment or bullying. Differences between the respective concepts as well as differences between permitted and prohibited behaviour received particular attention with a view to aid educators and schools in understanding which behaviour constitutes bullying and which behaviour constitutes harassment, including sexual harassment. The article concludes with guidelines for handling harassment and bullying in the school environment

Hay muchos más estudios jurídicos sobre las libertades en la enseñanza que sobre el derecho a la educación; quizá más por intereses políticos o corporativos del profesorado que por una verdadera preocupación social o jurídica. Y los estudios sobre el derecho a la educación tienden más a lo político, histórico o filosófico que a lo propiamente jurídico constitucional. Y ya en este ámbito, por lo general se han centrado en aspectos competenciales o polémicas recientes como la «Educación para la ciudadanía». Pues bien, el presente libro pretende ser el más amplio y profundo análisis constitucional del derecho a la educación y los múltiples derechos subjetivos y contenidos que implica. Tras los antecedentes de este derecho y su recepción constitucional, se observa su concepto y fundamento, así como el particular objeto e ideario educativos y su trascendencia constitucional. Se analiza también la naturaleza, estructura, exigibilidad del derecho subjetivo y su alcance en las diferentes enseñanzas y niveles. Se centra luego el estudio en la dimensión más prestacional –habitualmente olvidada y menospreciada por la doctrina y jurisprudencia– sobre estructura internacional de las «cuatro A» (asequibilidad, accesibilidad, aceptabilidad y adaptabilidad). Se examinan también otros contenidos del derecho, sus titulares y la comunidad educativa y las restricciones al derecho. Finalmente, se dedica un amplio capítulo a la protección y garantías jurídicas.

L’articolo parte dall’analisi del contesto costituzionale nell’ambito dell’istruzione e della scuola, incentrandosi in particolare sul rapporto tra funzione scolastica, centralità della persona e ruolo dei pubblici poteri. Su tale base, verrà proposta
la qualificazione della scuola come comunità, intesa quale formazione sociale attraverso la quale si forma e svolge la personalità degli individui. Il quadro teorico proposto verrà quindi messo alla prova attraverso l’analisi di due ambiti specifici del settore scolastico, all’interno dei quali la tenuta della rete costituzionale costituita dagli articoli 33 e 34 e 2 e 3 Cost. raggiunge il livello di “rottura” più elevato. I casi analizzati sono la disciplina dell’accesso all’istruzione degli studenti
disabili e degli studenti stranieri. In sede di conclusioni, il quadro normativo verrà riconsiderato sulla base dell’analisi dei due casi di studio, inserendo la variabile, decisiva nel determinare il livello di corrispondenza tra quadro costituzionale e quadro normativo di attuazione, del finanziamento del “diritto allo studio”, la cui effettiva realizzazione risulta condizionata dagli investimenti finanziari garantiti in tale ambito dall’intervento pubblico, anche alla luce della giurisprudenza costituzionale (ed europea) in termini di natura economicamente condizionata del diritto all’istruzione.

In recent years, in particular due to increasing access to internet-able devices such as tablets and smartphones, bullying, harassment and peer victimisation by means of technology or the internet has become a wide-spread problem.
Protecting learners from the harm caused by cyberbullying however poses a particular challenge to school principals and educators since it does not always take place within the physical space of the school, online behaviour of learners cannot always be monitored or observed by educators and online bullying and harassment is often done anonymously.
This paper addresses cyber-bullying and harassment, and explores some of the remedies made available by the recently enacted Protection form Harassment Act in order to provide schools and educators with recommendations for preventing and dealing cyber-harassment.

What started as town by town independent schools and school systems developed by 1820 into statewide systems and “Today, all states have constitutional provisions related to free public education” (Odden and Picus, p. 9). This gradual transition shifted educational responsibility from churches and individuals to the state governments and local school boards were established to prevent a centralized state controlled education system (Odden and Picus).