International Law and Jurisprudence

... 4 Yet, not one of these individuals was 1. Lewis Carroll, Alice's Adventures in Wonderland & Through the Looking-Glass 85 (Bantam Books 1981 ... Mengistu Haile Mariam remains ensconced in Hill, a suburb of Harare, Zimbabwe, where he has lived since fleeing Addis Ababa in ...

Page 1. International Criminal Courts and Fair Trials: Difficulties and Prospects Jacob Katz Cogan* I. Introduction 112 П. Fair Trial Standards 116 Ш. the Cooperation Regime 119 IV. ... Crm. L. REV. 223, 251-56 (1999) (comments of Christopher L. Blakesley). 18. See, eg. ...

... include genocide;31 widespread or systematic persecutions on racial, ethnic, religious, or politicalgrounds;32 murder ... with the explicit disapproval of mass violence against civilians as a political instrument and ... at the way they had treated him and asked his forgiveness, but he ...

Using Nigeria as the main case study, this paper explores domestic commitment towards realising AU’s Agenda 2063. AU’s Agenda 2063 seeks to accelerate the building of a prosperous and united Africa based on shared values and equality of opportunity. This paper considers the achievement of universal primary education as critical goal needed to be engaged with in guiding plans and programmes of domestic jurisdictions towards national and global development in the long run. Given that one of the pillars of Agenda 2063 is on expanding and facilitating quality education within the African continent, enabling equal educational opportunity for every learner is considered significant. In this regard, the problem arises as to how educational resources can be organised in order to ensure equal educational opportunity among learners with diverse background. Examining the extent to which existing framework in Nigeria meets the criterion of equal educational opportunity becomes pertinent.

Using Nigeria, Ghana and Sierra Leone as the main case study, this commentary discusses developments on inclusive education in the West African Region. It evaluates the extent to which domestic legislation and policy framework in the three West African countries complies with the normative standards set in article 24 of Convention on Rights of Persons with Disabilities (CRPD) the commentary observes that none of the legislative and policy frameworks in the three West African States completely meets the standards set in article 24 of the CRPD or the newly adopted Protocol to the African Charter on Human Peoples’ Rights on the Rights of Persons with Disabilities.

This discourse focuses on the use of text or talk within a socio-political context to highlight the importance of early childhood care and education to issues of inclusion and the necessity of adopting a multi-disciplinary approach. Usually there is not one-size fits all instruction best suited for all children, including children with disabilities. It is true that some children benefit immensely from formal pre-school. This may not be the best educational setting for other children. In some cases, children benefit most by receiving educational instructions from their parents or individual network of support in order to help them draw on their natural communities to create networks of capacity and support. It becomes necessary for the general education system to evaluate a child’s unique personality before determining which program is best suited for a child since not all programs benefit children the same way.