Le système de la Cour pénale internationale (CPI), dont la mission est d’assurer la justice internationale, repose sur un lien étroit avec le Conseil de sécurité. Il convient donc de s’interroger sur le rôle du Conseil dans le fonctionnement de la justice pénale internationale. Cette question est fondamentale, car l'intervention d'un organe politique dans l’activité d’un organe judiciaire remet en cause les missions de chacune de ces institutions. L’intrusion du Conseil dans l’activité de la CPI, basée sur sa mission de maintien de la paix, est en fait établie au nom d’un ordre international voulu par le Conseil lui-même. Ce rôle affecte le fonctionnement, l’indépendance et même l’impartialité de la Cour. Les pouvoirs que le Statut de Rome confère au Conseil, lui permettent en effet de saisir la CPI, d’imposer aux Etats de coopérer avec la Cour, de suspendre son activité ou encore de qualifier un acte, de crime d’agression. Cependant, les rapports entre le Conseil et la CPI ne devraient pas être subordonnés, mais entretenus dans le respect mutuel, ainsi une véritable crainte existe concernant le respect du Conseil envers le Statut de Rome. L’étude met en évidence le conflit entre justice et politique et révèle les enjeux actuels en termes de justice pénale internationale. / The international criminal Court system (ICC) whose mission is to ensure international justice, is based on a close relationship with the security Council. So it is proper to wonder about the Council’s role in the functioning of international criminal justice. Such a questionning is fundamental, for the intervention of a political body into the functioning of a judicial body calls into question the missions of both institutions. The Council’s interference in the activity of the ICC, based on its mission of maintaining international peace, is actually carried out on behalf of an international order intended by the Council itself. This role affects the functioning, the independence and even the impartiality of the ICC. The powers the Rome Statute gives to the Council allow it to refer to the ICC, to impose for the States to cooperate with the Court, to suspend its activity or also to qualify an act as a crime of aggression. However the relations between the Council and the ICC should not be subordinated, but maintained in mutual respect. Thus there is a real concern regarding the observance of the Rome Statute by the Council. The study highlights the conflict between justice and politics and reveals the current issues in terms of international criminal justice.

No description available.

L’ « éducation tout au long de la vie », y compris dès la petite enfance, le primaire, le secondaire, la formation professionnelle, l’éducation supérieure et des adultes est devenue une priorité pour l’ONU (ODD 2030 numéro 4) et pour l’UE (moteur de la Stratégie 2020). La Commission envisage un Espace Européen d´Éducation, auprès le succès de l´Espace Européen d´Éducation Supérieur et l´Espace Européen de la Recherche. L´UE a fait de la mobilité son objectif et le programme Erasmus +, après trente ans, a bénéficié à plus de 9 millions de personnes. Pour autant, quels sont les droits dans le domaine de l’éducation des étudiants, parents, apprentis, directeurs d’établissements éducatifs publics et privés, professeurs, et des autres parties prenantes de la société civile (associations, fondations, entreprises) ? D’un point de vue juridique, les États de l’UE doivent suivre les obligations découlant de la DUDH, des Pactes, CDE, l’UNESCO, l’OIT, OMC, UNICEF, entre autres. Les États doivent répondre à ces obligations parmi les Examens Périodiques Universels, et suivre les recommandations du rapporteur spécial sur le droit à l’éducation. « L’acquis communautaire » a modelé le droit à l’éducation. Parmi les droits analysés se trouvent : le droit à la libre circulation des personnes, le droit à la libre prestation des services et d’établissement, des travailleurs, le principe de non-discrimination en raison de la nationalité, de l’égalité des genres, entre autres. Au regard de l’analyse de l’aspect international, de l’aspect européen et de l’aspect des droits de l’homme (application de la Charte des droits de l´homme et de la CEDH et sa jurisprudence), les citoyens de l’UE ont un droit à l’éducation au sein de l’UE comme droit de l’homme « sui generis » original et spécifique de l’UE. / Lifelong learning including early childhood, primary, secondary, vocational training, higher education and adult education has become a priority for the UN (ODD 2030, number 4) and for the EU (the driving force behind the 2020 Strategy). The Commission is considering a European Area of Education, with the success of the European Higher Education Area and the European Research Area. The EU has made mobility its goal and the Erasmus + program for thirty years has benefited more than 9 million people. However, what are the rights in the field of education for: students, parents, trainees, and directors of public and private educational institutions, teachers, and other stakeholders of civil society (associations, foundations, companies)? From a legal point of view, EU States must follow the obligations following from the UDHR, the Covenants, the CRC, UNESCO, ILO, WTO, UNICEF, among others. States must meet these obligations among the Universal Periodic Review, and follow the recommendations of the Special Rapporteur on the Right to Education. The « acquis communautaire » is shaping the right to education. Among the rights analyzed we find: rights of free movement of persons, services and establishment, workers, non-discrimination on grounds of nationality, and gender equality among others. After the analysis of the international aspect, the European aspect and the human rights aspect (application of the EU Charter of fundamental rights and the ECHR and its jurisprudence), EU citizens have a right to education in the EU as human right «sui generis» .

O objeto desta tese se constitui do estudo comparativo da Carta dos Direitos Fundamentais da União Europeia e da Declaração Sociolaboral do Mercosul, com o propósito de analisar o processo de participação dos governos, dos patrões e dos trabalhadores na definição das Cartas que regulamentam a livre circulação dos trabalhadores em ambos os blocos. O estudo comparativo das Cartas Sociais possibilitou compreender os processos de elaboração das legislações sociais ocorridos em dois blocos de países, com fundamentos históricos singulares, em fases distintas de integração e com experiências diferentes de regulamentação do livre trânsito da força de trabalho. A comparação das Cartas da União Europeia e do Mercosul permitiu assim desenvolver um estudo mais aprofundado sobre as diferenças e as similitudes existentes entre ambas as Cartas, apesar de as datas de sua elaboração serem bastante distanciadas. A pesquisa das assimetrias entre as Cartas visou, pois, identificar e analisar tanto as origens em sua forma quanto em seu conteúdo, considerando que sua concepção e elaboração nasceram de realidades muito diversas, vigentes tanto nos dois blocos, quanto nos países que os compõem, em face de suas peculiaridades históricas, sociais, econômicas, legislativas e geográficas. A análise das Cartas da União Europeia e do MERCOSUL, e sua relação com as novas exigências da política neoliberal, buscou ainda estabelecer os nexos entre elas e a imobilidade do trabalho em ambos os blocos, uma vez que as Cartas não tiveram grande influência quanto ao número de trabalhadores exercendo suas atividades fora de seus respectivos países de origem, evidenciando a mobilidade do capital, das mercadorias e dos serviços em detrimento da mobilidade do trabalho. Esses aspectos vêm corroborar o fato de que a globalização econômica, a própria resistência dos Estados membros, bem como do empresariado, não permitiram ou inviabilizaram a criação de verdadeiras Cartas sociais. / The object of this research is to present a comparative study of the Charter of Fundamental Rights of European Union and Mercosul Sociolaboral Declaration. Our concern was to analyze the participation process of Governments, of bosses and workers about the definition of the Charter regulating the free circulation of workers between the two Blocks. The comparative study of the Social Charters allowed understanding the elaboration processes of the social legislations that happened into the two Communities Blocks, with their particular foundations, with different integration periods and having different experiences on regulation about the free transition of the work force. Comparing the Charter of European Union and Mercosul Sociolaboral Declaration it was possible to develop a deeper study about the differences and the likenesses between the two agreements, in spite of being their elaboration dates very distant in time. The asymmetric research between the Charters aimed to identify and to analyze either the origins in their shape, either in their content, considering that their conception and elaboration were born from very different realities in vigor either in the two Blocks, either in the communities that compose them, because of their historical, social, economic, legislative and geographic peculiarities. The analytic study of European Union as well as Mercosul Charters and their relation with the new demands of neoliberal politics tried to establish the links between them and the immobilization of work into the two Blocks, because the agreement did not have a great influence on the amount of workers doing their activities out of their original countries, showing, that way, the capital, goods and services mobility in detriment of work. Those aspects corroborate the fact that economic globalization, resistance of the Members States and of the managers as a whole did not allow or made nonviable the creation of true Social Charters.

This article describes the political process of the OAS Dialogue Table in 2000 Peru. This space, though singular and hardly replicable, was a successful experience to boost the political transition from Alberto Fujimori´s government to the transition government of Valetin Paniagua and the dismantlement of Fujimori´s legal support that affected the horizontal accountability in the country. The achieved success resulted from four factors: 1) The shortfall of internal and external legitimacy of the third government of Alberto Fujimori; 2) the international acknowl- edgement of the Dialogue Table as a space to carry out political transition and democratiza- tion; 3) the union and strengthening of the opposition; and 4) the division and weakening of parliament governing party. Likewise, this political experience, that took place in Peru, became the boost and justification for the birth of the Inter-American Democratic Charter in 2001. / En el presente artículo se describe el proceso político de la Mesa de Diálogo de la OEA del año 2000 en el Perú. Este espacio fue una experiencia exitosa, aunque singular y difícilmente repetible, de impulso a la transición política del gobierno de Alberto Fujimori al gobierno de transición de Valentín Paniagua y de desmantelamiento del soporte jurídico fujimorista que afectaba la accountability horizontal en el país. Dicho éxito se debió a cuatro factores:1) El déficit de legitimidad interna y externa del tercer gobierno de Alberto Fujimori; 2) el reconocimiento internacional de la Mesa de Diálogo como el espacio para llevar adelante la transición política y la democratización; 3) la unión y fortalecimiento de la oposición, y 4) la división y debilitamiento del oficialismo parlamentario. Asimismo, esta experiencia política sucedida en el Perú fue el impulso y la justificación para el nacimiento de la Carta Democrática Interamericana en el año 2001. / No presente artigo descrevese o processo político da Mesa do Diálogo da OEA do ano 200no Peru. Neste espaço foi uma experiência com muito sucesso, mas excêntrica e de difícil repe- tição, de ímpeto á transição política do governo de Alberto Fujimori ao governo de transição de Valentin Paniagua e de desmontagem do apoio jurídico fujimorista que afetavam a accoun- tability horizontal no país. Esse sucesso se deve a quatro fatores: 1) O déficit de legitimidade interna e externa do terceiro governo do Alberto Fujimori; 2) O reconhecimento internacional da Mesa de dialogo como o espaço para levar adiante a transição política e a democratização;3) A união e fortalecimento da oposição; e 4) A divisão e o enfraquecimento do governo parlamentariam. Também, essa experiência política que aconteceu no Peru foi o impulso e ajustificação para o nascimento da Carta Democrática Interamericana do ano 2001.

O objeto desta tese se constitui do estudo comparativo da Carta dos Direitos Fundamentais da União Europeia e da Declaração Sociolaboral do Mercosul, com o propósito de analisar o processo de participação dos governos, dos patrões e dos trabalhadores na definição das Cartas que regulamentam a livre circulação dos trabalhadores em ambos os blocos. O estudo comparativo das Cartas Sociais possibilitou compreender os processos de elaboração das legislações sociais ocorridos em dois blocos de países, com fundamentos históricos singulares, em fases distintas de integração e com experiências diferentes de regulamentação do livre trânsito da força de trabalho. A comparação das Cartas da União Europeia e do Mercosul permitiu assim desenvolver um estudo mais aprofundado sobre as diferenças e as similitudes existentes entre ambas as Cartas, apesar de as datas de sua elaboração serem bastante distanciadas. A pesquisa das assimetrias entre as Cartas visou, pois, identificar e analisar tanto as origens em sua forma quanto em seu conteúdo, considerando que sua concepção e elaboração nasceram de realidades muito diversas, vigentes tanto nos dois blocos, quanto nos países que os compõem, em face de suas peculiaridades históricas, sociais, econômicas, legislativas e geográficas. A análise das Cartas da União Europeia e do MERCOSUL, e sua relação com as novas exigências da política neoliberal, buscou ainda estabelecer os nexos entre elas e a imobilidade do trabalho em ambos os blocos, uma vez que as Cartas não tiveram grande influência quanto ao número de trabalhadores exercendo suas atividades fora de seus respectivos países de origem, evidenciando a mobilidade do capital, das mercadorias e dos serviços em detrimento da mobilidade do trabalho. Esses aspectos vêm corroborar o fato de que a globalização econômica, a própria resistência dos Estados membros, bem como do empresariado, não permitiram ou inviabilizaram a criação de verdadeiras Cartas sociais. / The object of this research is to present a comparative study of the Charter of Fundamental Rights of European Union and Mercosul Sociolaboral Declaration. Our concern was to analyze the participation process of Governments, of bosses and workers about the definition of the Charter regulating the free circulation of workers between the two Blocks. The comparative study of the Social Charters allowed understanding the elaboration processes of the social legislations that happened into the two Communities Blocks, with their particular foundations, with different integration periods and having different experiences on regulation about the free transition of the work force. Comparing the Charter of European Union and Mercosul Sociolaboral Declaration it was possible to develop a deeper study about the differences and the likenesses between the two agreements, in spite of being their elaboration dates very distant in time. The asymmetric research between the Charters aimed to identify and to analyze either the origins in their shape, either in their content, considering that their conception and elaboration were born from very different realities in vigor either in the two Blocks, either in the communities that compose them, because of their historical, social, economic, legislative and geographic peculiarities. The analytic study of European Union as well as Mercosul Charters and their relation with the new demands of neoliberal politics tried to establish the links between them and the immobilization of work into the two Blocks, because the agreement did not have a great influence on the amount of workers doing their activities out of their original countries, showing, that way, the capital, goods and services mobility in detriment of work. Those aspects corroborate the fact that economic globalization, resistance of the Members States and of the managers as a whole did not allow or made nonviable the creation of true Social Charters.

Sammanfattning Yttrandefriheten utgör en av grundbultarna i en demokratisk rättsstat. I svensk rätt är den grundlagsskyddade yttrandefriheten, reglerad i TF och YGL, starkt förankrad. De inskränkningar som får göras i denna bygger på noggranna överväganden. Att utpeka annan fysisk person såsom brottslig, klandervärd i sitt levnadssätt eller eljest lämna uppgift som är ägnad att utsätta denna för andras missaktning utgör förtal. Förtal är såväl ett yttrandefrihetsbrott enligt 7 kap. 4 § p. 14 TF, som ett brott mot person enligt 5 kap. 1–2 §§ BrB. Det som den svenska förtalsregleringen syftar till att skydda är den objektiva äran: anseendet, det goda namnet och ryktet hos det potentiella offret.   I svensk rätt har intagits en ståndpunkt om att juridiska personer inte är berättigade till ett rättsligt skydd vid förtal, eftersom förtalet inte anses angripa någons anseende. Införandet av ett straffrättsligt ansvar vid förtal mot juridisk person har föreslagits, men avfärdats med motiveringen att det skulle utgöra en omotiverad inskränkning i yttrandefriheten. I vissa utländska rättssystem, vilka upprätthåller en stark yttrandefrihet, åtnjuter juridiska personer dock ett rättsligt skydd mot förtal genom straffrättslig eller civilrättslig lagstiftning. Juridiska personer åtnjuter därtill flertalet grundläggande ekonomiska och personliga fri- och rättigheter inom unions- och konventionsrätten. Av nämnda fri- och rättigheter är rätten till effektiva rättsmedel av särskild betydelse. Därtill är medlemsstater i Europeiska unionen (EU) skyldiga att tillhandahålla effektiva rättsmedel till enskilda för att säkra ett effektivt domstolsskydd. Det har ännu inte prövats huruvida en särskild civilrättslig skadeståndsreglering vid förtal mot juridisk person bör införas i svensk rätt, i syfte att skapa ett effektivt rättsmedel som är mindre benäget att inskränka yttrandefriheten.   I förevarande framställning konstateras att juridiska personer åtnjuter ett kommersiellt anseende och ett rykte som kan bli föremål för kränkningar genom förtal. Skadeverkningarna av förtal är i huvudsak ekonomiska. Svensk rätt, avseende bristen på rättsmedel vid förtal mot juridisk person, är oförenlig med unions- och konventionsrätten, eftersom den riskerar att direkt kränka juridiska personers grundläggande fri- och rättigheter. I svensk rätt existerar en möjlighet att reglera förtal mot juridisk person i skadeståndslagen (1972:207). Direkta ingrepp i den grundlagsskyddade yttrandefriheten undviks därigenom. Det särskilda civilrättsliga skyddet som i förevarande framställning föreslås, bör omfatta ogrundade uppgifter som utgör anklagelser om brott vilka har begåtts inom den juridiska personens verksamhet eller i dennas namn, eller eljest ogrundade uppgifter om specifik omständighet. Det nämnda skyddet mot förtal bör kunna göras effektivt genom införandet av en särskild skadeståndsregel.

Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups. The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.

La responsabilité de protéger a été élaborée en 2001 par la Commission internationale de l’intervention et de la souveraineté des États. Le concept se voulait une réponse aux controverses suscitées par les interventions armées à des fins humanitaires menées dans les années 1990. Il cherchait à concilier l’intervention à des fins humanitaires et le principe de souveraineté afin d’assurer la protection universelle des populations civiles, notamment par les actions du Conseil de sécurité, tout en respectant les principes qui constituent les fondements de la société internationale basée sur la Charte des Nations Unies. Avec son entérinement par les 191 États membres des Nations Unies lors du Sommet mondial de 2005, la responsabilité de protéger est devenue un sujet incontournable du discours international. En 2011, la mise en œuvre de la responsabilité de protéger par le Conseil de sécurité durant la guerre civile en Libye et la crise postélectorale en Côte d’Ivoire a mis le concept au premier plan de l’actualité internationale. Notre mémoire cherche à déterminer les répercussions juridiques qu’a eues la responsabilité de protéger sur le principe de la souveraineté étatique et sur le fonctionnement institutionnel du Conseil de sécurité. / The Responsibility to Protect was elaborated in 2001 by the International Commission on Intervention and State Sovereignty following the controversies surrounding humanitarian interventions lead during the 1990s. The Responsibility to Protect aimed at reconciling intervention for human protection purposes and sovereignty in order to ensure the universal protection of civilian populations, notably through the Security Council, while respecting the principles constituting the foundation of the international society based on the Charter of the United Nations. Since its acceptance by the 191 Member States of the United Nations during the 2005 World Summit, the concept has become a subject of first importance at the international stage. The implementation of the Responsibility to Protect by the Security Council in 2011 during the Civil War in Libya and the post-electoral crisis in Ivory Coast has put the concept on the headlines of the international news. Our thesis aims at determining the juridical repercussions that the Responsibility to Protect had on the State Sovereignty principle and on the institutional functioning of the Security Council.

Magister Philosophiae - MPhil / It is an unfortunate and cruel reality that both government and armed groups used child soldiers during armed conflict. Child soldiers have become an integral part of government forces as well as insurgent groups in Africa and elsewhere. Most of them are being exploited as combatants, while others perform functions, such as porters, spies who are able to enter small spaces, cooks, messengers, lookouts, and even suicide bombers. Some of the most disturbing aspects of child soldiering are that some of them are being forced to kill or are themselves killed, sexually abused and are exposed to drugs. The use of child soldiers in conflicts is not a recent phenomenon and has indeed become a common practice that characterises modern conflicts. Recruitment is usually carried out forcefully or voluntarily by both government and rebel forces. The difference between these two types of recruitment is not always clear since their decision to join is always influenced by external factors. Examples of such reasons for voluntary recruitment include the desire to revenge, adventure, peer pressure, and need for belonging and survival. Concerning the reason for survival, some argue that, the children do not actually choose freely to become combatants, but are rather forced by circumstances. There are numerous reasons for the continuous targeting of children by armed forces and armed groups. These include shortage of combatants, the fact that children are easy to train physically and psychologically, and also that children are obedient and are readily available. The recruited children are compelled to take part in brutal induction ceremonies, where they are threatened and forced to kill or witness the killing of someone they know. / South Africa