You searched for: the teachers took the pen from desk (Engelska - Arabiska)

and the teachers took them home...
أنا أكرهك

what if a ghost took the pen?
ما إذا كان شبح قد أخذ القلم ؟

don't stop the pen from moving.
لا توقف القلم عن التحريك ... ؟

i could tell when he took the pen.
أدركت ذلك عندما اخذ القلم

if i took the pen, i'd say so.
إذا كنت أخذت القلم كنت ساعترف بذلك

not like, uh, stealing the pen from the bank?
ام هو مثل سرقة القلم من المصرف؟

we will all close our eyes, and will the one who took the pen, please return it.
سنغلق أعيننا والشخص الذي أخذ القلم رجاءً أن يعيده

the teacher took me to the corner shop and mr. kang said that
الانسة أخذتني الى المتجر و السيد كانغ قال

is it me, or has it become really obvious that jeff took the pen
أو أنه أصبح من الواضح أن (جيف) هو من أخذ القلم

the teachers unions took the decision to court which upheld the reduction, a decision which was however stayed by the court of appeal.
وأحالت نقابات المعلمين هذا القرار إلى المحكمة التي أيّدت عملية تقليص العدد، لكن محكمة الاستئناف أوقفت تنفيذ القرار.

and then he reached and he took the pen and he signed, passed it to her and she signed.
ثم جاء وأخذ القلم ووقع على العقد ومرر العقد لها ووقعت هى الأخرى

i took the rucksack off, and then unzipped the top pocket with one hand, and got the pen knife out.
خلعت حقيبة الظهر و فتحت الجزء الأعلى بيد واحدة و أخرجت السكين الرفيع خارجا

you always took the teacher's side. and you too, ma.
دائما تأخذ جانب المعلم وانت ايضا يأمي

what bothers me is that, right away, she took the teacher's side.
مايزعجني هو انها على الفور اخذت جانب المعلم

unfortunately, that same death snatched the pen from his hand, and he was unable to further elaborate on the idea of the death wish and the discontent in civilization.
ومن سوء الطالع أن ذلك الموت ذاته اختطف القلم من يده ولم يتمكن من زيادة توضيح فكرة الرغبة في الموت وقلق الحضارة.

on another level, it should be remembered that a flip of the pen from the security council could have saved lives in rwanda simply by changing the mandate of the united nations mission in rwanda and/or by reinforcing the troops and arming them through the same heavy carriers that landed in kigali to evacuate those who were supposed to save lives.
وعلى مستوى آخر ينبغي أن نتذكر أن مجلس الأمن كان في إمكانه بجرة قلم أن ينقذ الأرواح في رواندا وذلك بتغيير ولاية بعثة الأمم المتحدة في رواندا أو بتعزيز القوات وتسليحها بواسطة الطائرات الثقيلة نفسها التي هبطت في كيغالي لإجلاء الأفراد الذين كان يفترض بهم أن ينقذوا الأرواح.

sixtieth session item 10 of the provisional agenda economic, social and cultural rights the right to education report submitted by the special rappoteur, katarina tomaševski, addendum mission to china* *the summary is being circulated in all languages. the full report, annexed to the summary, is being circulated in the language of submission and chinese only. the end notes are circulated as received summary this report highlights key issues which have emerged from examining education in china through the human rights lens. using the international legal framework as the yardstick, the special rapporteur's mission and this report have focused on the role of the central government as it is responsible for ensuring that china's international human rights obligations are complied with. china's law does not yet conform to the international legal framework defining the right to education. its constitution defines education as an individual duty, adding a “right to receive education”. freedom to impart education is not recognized, nor is teachers' freedom of association, and religious education remains prohibited. therefore, the special rapporteur recommends that china's law be reviewed using the yardstick of its international human rights obligations so that human and minority rights can be integrated in education policy, law and practice. she also recommends extensive public education, as has been done for the implementation of china's obligations stemming from its membership in the world trade organization. moreover, an analysis should be made of the human rights impact of the coexistence of private and public education, and of the private and public law that regulate them. china's international obligations include ensuring free education for all school-age children through the elimination of all financial obstacles. however, the private cost of public education precludes access to school and is the most important reason for non-attendance and school abandonment. also, schoolchildren perform manual work at school and the special rapporteur recommends the immediate prohibition and urgent elimination of this practice. the special rapporteur recommends that the government affirm, formally and explicitly, that all children have the right to free education, and invite all school-age children to enrol. this will reveal the exact number of schoolchildren, as nobody knows how many children there may be, especially migrant or out-of-plan children. she recommends that the budgetary allocation for education be increased to the internationally recommended minimum of 6 per cent of gross domestic product (gdp), that is, doubled from 3 to 6 per cent. the special rapporteur recommends that specific government institutions be made responsible and accountable for the implementation and enforcement of laws dealing with women and people with disabilities. sustained public education is necessary for the elimination of gender discrimination and discrimination against people with disabilities. she also recommends a clarification of the rights of young unmarried people to sex education and family-planning services relating to their right to found a family and to self-protection against sexually transmitted diseases and hiv/aids. the special rapporteur recommends a review of the strong emphasis on ideology in education and the adoption of a cross-sectoral strategy based on the indivisibility of human rights, with a view to adapting education to ongoing changes stemming from the introduction of the free market. annex report of the special rapporteur on the right to education on her mission to china, 10-19 september 2003 contents paragraphs page introduction 1 - 2 a. post-sars, pre-olympics 3 - 5 human rights with chinese characteristics? a. budgetary allocations 15 - 16 private costs of public schooling 17 - 18 c. free market in education 19 - 21 gender 22 - 26 migration 27 - 28 c. disability 29 - 30 the future of teaching history 37 - 39 visions of the present: in-school and out-of-school education 40 introduction the government of china invited the special rapporteur of the commission on human rights on the right to education to visit the country by its the letter of 14 november 2002. unusually, that letter originated from the human rights dialogue between the european union and china and was forwarded to the special rapporteur by the danish eu presidency. her visit had originally been scheduled for june 2003 but was postponed to september 2003 due to severe acute respiratory syndrome (sars). she would like to record her gratitude for the interpretation services provided by the united nations office at geneva and for the logistical support by the beijing office of the united nations development programme (undp). as is customary, the special rapporteur's official programme included meetings with officials of the ministry for foreign affairs, the ministry of education and the ministry of justice, visits to educational institutions, meetings with representatives of mass organizations and discussions with chinese scholars about human rights research and ongoing litigation. a part of her mission was left for her to arrange meetings herself, so that she could meet with international organizations working on education and human rights and, alone, have additional meetings and respond to specific human rights issues brought to her attention. given the rapid and profound changes in china, the controversy surrounding human rights, china's vastness and differences within it, this is not meant to be a comprehensive report. the maximum length of documents - 10,700 words - prevents this in any case. moreover, the extremely limited budget restricted the duration of her mission to 10 working days and the special rapporteur had to confine her visit to beijing. the special rapporteur's hope is that this report will encourage an examination of the human rights dimensions of education. using the international legal framework as the yardstick, her mission - and this report - focused on the role of the central government, as it is responsible for ensuring that china's international human rights obligations are complied with. these ought to be highlighted because the widespread perception that any education automatically equals the right to education hinders adjustment of domestic law, policy and practice to china's international human rights obligations. this report summarizes key issues that emerge from examining education through the human rights lens. notes are provided only where absolutely necessary; recommendations are integrated in the text in bold-face type. a. post-sars, pre-olympics during the summer of 2003, sars seemed to have been consigned to history with a sense of relief that its spread had halted. the effects of sars on public health education - in and out of school - were not visible; very few posters were left in beijing. fears of another outbreak of sars or a sars-like epidemic arose during the special rapporteur's mission and led to the re-emergence of masks. the special rapporteur's concern that public security would, again, prevail over public health has been reinforced by her finding that health services are available only against payment, which precludes access for the many who simply cannot afford the cost. although accounts of poverty are routinely confined to rural china, the contrast between wealth and poverty is visible in beijing. street hawkers and beggars crowd around shiny shopping malls that gleam with overpriced consumer goods imported from all over the world. the fabulous wealth, ostentatiously displayed, is protected by extensive public and private security. cars have replaced bicycles, and beijing promises to become a permanent traffic jam. old parts of beijing are shrinking, erased, as developers rush to build new hotels, shopping malls and office blocks. anonymous modern architecture defies the very notion of cultural identity, otherwise a source of so much pride. “the traditional community neighbourhood has been relentlessly destroyed” and evictions lead to frequent protests. those who are evicted rarely have access to justice and fear the future, not being able to afford to purchase new housing and pay the costs of education and health care. just a week before the special rapporteur's mission, on 1 september 2003, a set of gold keys symbolically “opened the gates to the most important market in the world” for the 2008 olympic games and, it was hoped, to $1.6 billion in corporate sponsorship. during the special rapporteur's visit, $4.87 billion in new investment were sought for infrastructure projects (including the subway and a new expressway). this will lead to additional evictions and to an even greater need for manual labour. construction workers, many of whom are internal migrants, are seen as “labour” rather than people. nobody knows how many are in beijing; a guesstimate is 3 million. their access to education and health care is even more costly than for the residents. human rights with chinese characteristics? the special rapporteur applies her 4-a scheme as analytical framework, structuring government obligations stemming from the right to education in terms of making education available, accessible, acceptable and adaptable. however, china's law does not yet conform to the international legal framework defining the right to education. china has not ratified the international covenant on civil and political rights. although analogous provisions regarding parental freedom to choose education for their children form part of the convention on the rights of the child, this is not recognized in domestic law. also, china's reservation to the international covenant on economic, social and cultural rights regarding freedom of association denies trade union freedoms. likewise, international labour organization (ilo) convention no. 87 concerning freedom of association and protection of the right to organize has not been ratified, although numerous cases before the ilo committee on freedom of association demonstrate the necessity of legal reform. moreover, the ilo declaration on fundamental principles and rights at work includes freedom of association. hence, it should be respected by china as well as fully integrated in international cooperation. thus, there are gaps in domestic law regarding key parts of the right to education. furthermore, misconceptions are widespread. although the term “the right to education” is used abundantly, china's constitution and legislation define education as an individual duty, adding a “right to receive education”. freedom to impart education is not recognized and demands for its affirmation have emerged: a mother has demanded to educate her child herself, and a child's book describing his abandonment of school to educate himself has become a best-seller. the legalization of private education has introduced parental freedom of choice, but only for those with purchasing power. contrary to china's international human rights obligations, religious education remains prohibited in both public and private educational institutions. although the first words of china's initial report under the convention on the rights of the child describe it as “a consistent respecter and defender of children's rights,” children's rights in education have yet to be recognized. the special rapporteur recommends a review of chinese law using the yardstick of international human rights law with a view to initiating adjustments with respect to international requirements. education imposed upon minorities, enforcing their children's obligation to receive compulsory education, violates human rights when it denies their religious or linguistic identity. this came as a complete surprise to most of the special rapporteur's interlocutors. the prevalent view seems to hold, erroneously, that any schooling equals the right to education. moreover, the right to education is not affirmed as the right of every child, as the convention on the rights of the child requires. the denial of migrant children's right to education because they do not possess the required permits openly conflicts with the convention. thus, the special rapporteur carried out a great deal of impromptu human rights education during her mission. although foreign-funded human rights programmes have been many, their contents and target audiences have apparently been outward-orientated. indeed, the only part of the government bearing “human rights” in its name is found within the ministry for foreign affairs. the special rapporteur recommends that the extensive public education relating to the implementation of china's obligations stemming from its membership in the world trade organization (wto) be replicated for international human rights law. 8 furthermore, the formal enactment of legal guarantees is routinely mistaken for the end rather than merely a means of human rights protection. thus, the formal prohibition of corporal punishment is perceived to have solved the problem although, to take just one example, the research by the beijing academy of educational sciences has revealed that half of the teachers in and around beijing use corporal punishment. the first court cases, initiated by parents, secured compensation after their children had been badly harmed, sometimes disabled, by teachers. the prohibition of corporal punishment is only one step towards its elimination. it requires effective implementation and enforcement, and extensive public education to become internalized and accepted by all. another illustration came from a meeting on prisoners during the special rapporteur's mission, which concluded: “legal experts said china had always taken good care of prisoners. of the 78 articles of the prison law, 33 safeguard prisoners' rights.” the provisions of these articles may not conform to universal human rights guarantees, or they may not be applied in practice. the special rapporteur's visit to the beijing juvenile delinquency school confirmed her fear that human rights safeguards were not in place. she was informed that no sex education was provided to the staff or inmates although the institution has “school” in its name. a corridor with four cells, each sleeping 16 boys, is locked between metal grilles at both sides for the night. her question as to how the prison administration prevented sexual abuse, which is inevitable under such conditions, was met with an assurance that it never happened because it was prohibited. her dismay that no sex education was provided to the boys and no protection against abuse while they were in the custody of the state was met with silence. the responsibility of the state for people in its custody - especially children - may be tackled in the aftermath of the draft guidelines by the supreme people's court on personal injury, issued during her visit. if hotels or schools are responsible for ensuring “proper care” in order to prevent personal injury, so should prisons be. the special rapporteur recommends that public education be initiated on differences between formally adopted laws and actual rules of conduct of all persons acting in the name of the state. that will constitute the foundation for translating human rights safeguards into rules of conduct for all public officials. the creation of “a well-off society” and the officially set goal of quadrupling the size of china's economy by 2020 creates a constant pressure for statistical victories. the political project of sustaining an economic miracle emphasizes “legitimacy through prosperity”. there is an endless stream of statistics that illustrate improvements in education. figures are, as is well known, interpretations rather than facts. the thirst for documenting success, with deflection of criticism the reverse side of the coin, requires figures. the generation of statistics from the school to the local administration, and all the way to the central government, indeed depicts successes. for example, although the official target is to attain nine years of education for all, the education for all (efa) monitoring report has noted the reduction of primary schooling by one year (from ages 6-11 to 7-11), and the decrease of net enrolment ratio from 97 per cent in 1990 to 93 per cent in 2000. the chain of accountability goes upwards, documenting that the targets set from the top have been met. there is little research examining the huge quantities of statistics, although differences amongst the figures indicate that this should be done. figures are apparently published as reported, without independent verification. inaccurate statistics rarely gain public attention and the case of sars was an exception. the official silence during the first months of the epidemics was followed by the reporting of low figures that were subsequently revised upwards, and led to an unprecedented official apology. the term “the right to know” is becoming increasingly mentioned. china had set for itself the goals of eliminating illiteracy and attaining nine years of compulsory education by the end of the ninth five-year plan (1996-2000), but neither was accomplished. the latter objective has been postponed to 2007. on 20 september 2003, the state council reiterated the pledges that should have been implemented in the 1990s, namely to extend the coverage of compulsory education to 85 per cent in the poorest parts of the country. regarding the former, one has to acknowledge that literacy in china requires the mastery of at least 1,500 characters for the rural and 2,000 for the urban population. such openly different - discriminatory - criteria dividing the population into urban and rural pervade education policy. the 1986 compulsory education law stipulates that ”the state shall subsidize the areas unable to introduce compulsory education because of financial difficulties.” in the 1990s, 40 per cent of children of compulsory school age in the poorest provinces could not attend school. the lowest levels of government, county and township, shoulder the biggest burden by providing 87per cent of public expenditure for education. the problem, as diagnosed by the world bank, is “decentralized financing of basic education without adequate equalization transfers.” these remain inadequate, “under-funded since their inception, rising in 1998 to only just under a meagre level of 2 per cent of total transfers.” the goals and methods for achieving education for all are thus at odds with each other, leading to adverse selectivity. those the least able to finance education - the poorest - can afford the least schooling although they need free education the most. furthermore, government's policy of aiming for nine years of compulsory education is, in the case of the poorest parts of the country, reduced to six, thus diminishing rather than increasing the urgency of equalization transfers. the special rapporteur recommends an immediate affirmation of china's international obligation to ensure free education for all children by eliminating all financial obstacles. countrywide statistical monitoring is confined to school enrolments. the education statistics are “collected at the beginning of the year and do not reflect attendance.” the nine years of compulsory education consist of six years of primary and three years of junior secondary; thus, all children aged 6-15 should be at school. many are not, but it is not known how many and why. cheng xiaoling has claimed that the increasing costs of education have created “new illiterates”, which was confirmed by the official statistics that placed the number of illiterates in 2001 at 85 million. rising costs most affect girls, who are estimated to form the majority of the “new illiterates”. one of china's proudest accomplishments used to be providing elementary education free of charge but,
لجنة حقوق الإنسان الدورة الستون البند 10 من جدول الأعمال المؤقت الحقوق الاقتصادية والاجتماعية والثقافية الحق في التعليم تقرير مقدم من المقررة الخاصة السيدة كاتارينا توماشيفسكي، إضافة البعثة المضطلع بها إلى الصين* ـــــــــــ * يعمَّم هذا الموجز التنفيذي بجميع اللغات. ويعمَّم التقرير الكامل، المرفق بهذا الموجز التنفيذي، باللغة التي قُدم بها وبالصينية فقط. وتُعمم الحواشي الموضوعة في نهاية النص كما وردت. موجز يسلط هذا التقرير الأضواء على القضايا الرئيسية التي ظهرت من فحص نظام التعليم في الصين باستخدام عدسات حقوق الإنسان. وقد ركزت المقررة الخاصة وهذا التقرير، باستخدام الإطار القانوني الدولي كمعيار في هذا الصدد، على دور الحكومة المركزية بوصفها مسؤولة عن ضمان الامتثال للالتزامات الدولية الواقعة على الصين في مجال حقوق الإنسان. ولم تتوافق قوانين الصين بعد مع الإطار القانوني الدولي الذي يُعرف الحق في التعليم. ويُعرِّف دستور الصين التعليم باعتباره واجباً فردياً، مضيفاً عبارة "الحق في تلقي التعليم". ولا يُعترف بحرية تقديم التعليم ولا بحرية المدرسين في تكوين جمعيات، كما ما زال التعليم الديني محظوراً. ولذلك، توصي المقررة الخاصة بأن يجري إعادة النظر في قوانين الصين باستخدام المعيار المتمثل في التزاماتها الدولية في مجال حقوق الإنسان لكي يمكن دمج حقوق الإنسان وحقوق الأقليات في السياسة والقوانين والممارسة العملية المتعلقة بالتعليم. وهي توصي أيضاً بالتوعية العامة على نطاق واسع، على النحو الذي تم القيام به بخصوص التزامات الصين الناشئة عن عضويتها في منظمة التجارة العالمية. وعلاوة على ذلك، فإنه ينبغي إجراء تحليل للتأثير الذي يلحق بحقوق الإنسان نتيجةً لوجود التعليم العام والتعليم الخاص معاً ونتيجةً لوجود القانون الخاص والقانون العام اللذين ينظمهما. وتشمل الالتزامات الدولية للصين ضمان وصول جميع الأطفال الذين هم في سن الدراسة إلى التعليم عن طريق إزالة جميع العقبات المالية التي تعترض ذلك. بيد أن التكلفة الخاصة للتعليم العام تحول دون الالتحاق بالمدارس وهي أهم سبب لعدم الحضور ولهجر المدارس. كما يؤدي أطفال المدارس أعمالاً يدوية في المدارس، ولذلك توصي المقررة الخاصة بالقيام حالاً بحظر هذه الممارسة والقضاء عليها بصورة عاجلة. وتوصي المقررة الخاصة بأن تؤكد الحكومة، رسمياً وصراحةً، أن لجميع الأطفال الحق في التعليم المجاني، وبأن تدعو جميع الأطفال الذين هم في سن الدراسة إلى الالتحاق بالمدارس. وسيؤدي ذلك إلى الكشف عن عدد أطفال المدارس على وجه الدقة، بالنظر إلى أن أحداً لا يعرف كم عدد أطفال المدارس، ولا سيما أطفال المهاجرين أو الأطفال غير المشمولين بالخطة. وهي توصي بزيادة المخصصات المرصودة في الميزانية للتعليم لكي تصل إلى الحد الأدنى الموصى به دولياً وهو 6 في المائة من الناتج المحلي الإجمالي، أي بمضاعفة هذه المخصصات من 3 إلى 6 في المائة. وتوصي المقررة الخاصة بجعل المؤسسات الحكومية المحددة في هذا الشأن مسؤولة ومحاسَبة عن تطبيق وإنفاذ القوانين التي تتناول وضع النساء والأشخاص المعانين من العجز. ومن الضروري توفير التعليم العام المستمر من أجل القضاء على التمييز بين الجنسين والتمييز ضد الأشخاص المعانين من العجز. كذلك، فإنها توصي بتوضيح حق الشباب غير المتزوجين في التعليم الجنسي وفي خدمات تنظيم الأسرة المتعلقة بحقهم في تأسيس أسرة وفي حماية أنفسهم من الأمراض المنقولة جنسياً ومن فيروس نقص المناعة البشرية/متلازمة نقص المناعة المكتسب (الإيدز). وتوصي المقررة الخاصة بإجراء استعراض لمسألة التشديد القوي على الأيديولوجية في التعليم واعتماد استراتيجية متعددة القطاعات ترتكز على عدم قابلية حقوق الإنسان للتجزئة، بقصد تكييف التعليم تبعاً للتغيرات المستمرة الناجمة عن الأخذ بالسوق الحرة. e/cn.4/2004/45/add.1 الأمم المتحدة e distr. e/cn.4/2004/45/add.1 21 november 2003 original: english