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Efforts to tackle discrimination in access to basic services have shown mixed results in different country settings. This study examines the positive and negative outcomes attributed to anti-discrimination measures adopted in different country contexts and analyses the factors contributing to these outcomes, with a specific focus on anti-discrimination measures in education. An analysis of trends in inequalities in human development is used to identify three countries that have seen positive change in reducing inequalities and three countries that have seen negative change. This is followed by a literature review exploring the factors that have contributed to the changes observed in these six cases. We find that reductions in inequalities have been achieved in those countries where targeted measures have gone alongside universal measures, where the constitution is used to generate an equity-focused political discourse, and where evidence on exclusion from education has been taken up politically.

The present analysis is intended as to help shift human rights more into the focus of discussions on education and educational justice, particularly with respect to protection against discrimination. Protection against discrimination, as a structural principle of human rights, is integral to all of them. All human beings are equally entitled to human rights on the basis of their humanity, and human rights are not guaranteed unless everyone can exercise them without encountering discrimination. Thus education, as a human right, entails the recognition of equal rights for all. The publication is a slightly revised excerpt from the German publication "Das Menschenrecht auf Bildung im deutschen Schulsystem: Was zum Abbau von Diskriminierung notwendig ist".

This paper contains an examination of the effectiveness of a positive discrimination policy operated by a major English local authority. A longitudinal study of pupil/teacher ratios in local primary education reveals the increasing salience of the policy over time. Further examination shows the structural factors underlying changing provision.

"While Islamophobia was present in our society before 9/11, it has become more pervasive in recent years. This is evidenced by the current social and political climate, hate speech and hate crimes directed at Muslims, and the Supreme Court's upholding of Presidential Proclamation 645 that effectively bans Muslim immigration from coming to the U.S. What does this mean for Muslim students in college, and indeed for institutions of higher education as they navigate law and policy on the one hand and adhere to their mission of achieving inclusive and equitable educational environments on the other?"--

Education is one of the most potential variables and relates to different indicators of socio-economic development. Going beyond the campaign for universal literacy, which is otherwise supported by constitutional and statutory provisions, the article seeks to explore the presence as well as the dominance of Scheduled Castes (SC) in Higher Education and gets into the paradoxes of social and bureaucratic structures that facilitate or impede SC entry to and continue with higher education. At this juncture, it seems to be imperative to search for an alignment between constitutional mandates on one hand and social and bureaucratic constraints on the other. Moreover, the relevant methodological framework has been adopted to put facts and figures into perspective, to identify the reason for their slow progress in higher education and to locate the reasons why the reservation policy failed to assist them as per the expectations of the founding fathers of the constitution.