How Effective Does The Human Rights Act 1998 Promote...

1.2.1 How Effective Does The Human Rights Act 1998 Promote Substantive Equality This section provides a summary of the main findings of major reviews that have been conducted of the effectiveness of the Human Rights Act by the government, the Joint Committee on Human Rights and the Commission. The reviews indicated that the HRA had largely had a positive impact on public service delivery and the enjoyment of human rights. However there are a number of barriers to the HRA s effectiveness: significant misconceptions about the HRA are held by sections of the media, general public and at times public authorities (including by frontline staff in public authorities on when the HRA is not relevant), a need to improve understanding and application of the HRA by public authorities, and a need for better leadership on human rights issues by the government and the Commission. These issues are also linked to the discussion of the process for developing any Bill of Rights in Chapter 4. Reviews by the government and the Joint Committee on Human Rights There have been two reviews conducted by the government on the effectiveness of the HRA. In July 2006 the Department for Constitutional Affairs (DCA) published a review in response to the Prime Minister’s request to the Lord Chancellor to consider any problems with the implementation of the HRA. In addition, the Home Office conducted a review of the effect of the HRA in the context of a wider review of the criminal justice system toShow MoreRelated2.4. Diversity, Equality and Inclusion3667 Words   |  15 Pagesï » ¿TDA Unit 204 Equality, diversity inclusion in work with children young people [1.1].In your setting, there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The policies must take into account the rights of all individuals and groups within the school as well as considering the ways policies work to ensure equality, inclusion. Policies also pay regards to the values and practice, which are part of all aspect of school life.   United Nation’sRead MoreHow A Weak Or Strong State Can Foster And / Or Undermine A Democratic Media Using Kraidy 2012 Essay3646 Words   |  15 Pages How a weak or strong state can foster and/or undermine a democratic media using Kraidy 2012 Professor Institution Affiliation Date Democracy It is a type of government in which the people of a country have the power to rule indirectly by electing people to represent them or directly. Approaches in defining democracy: I. The Substantive Approach - Schmitter and Karl’s (1993) distinctively characterize democracy at three levels. These levels are the conceptual whichRead MoreRight to Education4758 Words   |  20 Pagesof Contents * INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 * RIGHT TO EDUCATION: A HISTORICAL OVERVIEW †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7-12 * PRE-INDEPENDENCE ERA * SUPREME COURT ON THE RIGHT TO EDUCATION * APPROACH OF VARIOUS COMMISSIONS * INTERNATIONAL TREATY OBLIGATIONS * THE 86TH AMENDMENT ACT * THE RIGHT OF CHILDERNS TO FREE AND COMPULSORY EDUCATION ACT, 2009 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12-15 * HIGHLIGHTS OF THE ACT * CONCLUSION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15-16 * BIBLIOGRAPHYRead MorePorn and Censorship15240 Words   |  61 Pagesdebate o 2.1 Conservative arguments for censorship o 2.2. 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