The International Covenant on Economic, Social and Cultural Rights ill. Victims of natural disasters, people living in disaster-prone areas and other specially disadvantaged groups may need special attention and sometimes priority consideration with respect to accessibility of food. A particular vulnerability is that of many indigenous population groups whose access to their ancestral lands may be threatened. In the spirit of article 56 of the Charter of the United Nations, the right to adequate food has been enshrined in articles 11, 2.1, and 23 of the ICESCR and the Rome Declaration of the World Food Summit. It is also recognized in Article 24(2)(c) of the CRC, in Article 54(1) and 54 (2) of the Additional Protocol to the Geneva Convention, and Relating to the Protection of Victims of International and Non-International Armed Conflicts, in Article 25 of the UDHR, in principles 4 and 8 of the Declaration of the Rights of the Child, in the Universal Declaration on the Eradication of Hunger and Malnutrition (1974), in the Declaration on the Protection of Women and Children in Emergency and Armed Conflicts (1974), in the World Employment Conference (1976), in the article 1(7), 1 (14) of the Declaration of Principles of the World Conference on Agrarian Reform and Rural Development (1979), in the Codex Alimentarius Commission of the Code of Ethics for International Trade (1979), in the International Conference on Nutrition (ICN) World Declaration on Nutrition (1992), in article 1 of the Rome Declaration on World Food Security (1996) and in the Plan of Action of the World Food Summit (1996). 1.6 Right to Education Education is an important means of promoting human rights. The enjoyment of many civil and political rights, such as the right to information, right to equal access to public service, freedom of expression, assembly and association, the right to vote and to be elected depends on at least a minimum level of education, including literacy. Similarly, many 22 Right to Education: Full Constitutional Guarantee Albania, Algeria, Argentina, Australia, Austria Azerbaijan, Barbados, Belgium, Belize, Bolivia, Bosnia and Herzegovina, Brazil, Bulgaria, Canada, Cape Verde, Chile, China, Columbia, Congo, Costa Rica, Croatia, Cuba, Denmark, Ecuador, Egypt, Estonia, Finland, France, Gambia, Georgia, Germany, Ghana, Haiti, Honduras, Iceland, Ireland, Italy, Japan, Latvia, Liechtenstein, Lithuania, Madagascar, Malta, Mauritius, Mexico, Netehrlands, Norway, Palau, Panama, Paraguay, Peru, Poland, Portugal, Korea, Moldova, Romania, Russia, Rwanda, Saudi Arabia, South Africa, Spain, Suriname, Sweden, Switzerland, Tajikistan, Thailand, Trinidad and Tobago, Tunisia, Ukraine, UAE, UK, Uruguay, Venezuela, Former Yugoslavia economic, social and cultural rights, such as the right to work, right to form trade unions, to take part in cultural life, to enjoy the benefits of scientific progress and to receive higher education on the basis of capacity, can only be exercised in a meaningful way after acquiring a minimum level of education. So, the right to education is a right in itself as well as an enabling right. It ‘creates the “voice” through which rights can be claimed and protected’, and without education people lack the capacity to ‘achieve valuable functioning as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people in developing the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders. The International Covenant on Economic, Social and Cultural Rights (ICESCR) devotes two articles to the right to education, articles 13 and 14 which set out the detailed formulation of the right to education. Article 13 contains a general statement that everyone has the right to education and that education should contribute to the full development of the human personality and the sense of its dignity. It also specifically stipulates(a) Primary education shall be compulsory and available free to all; (b) Secondary education in its different forms, including technical and vocational secondary education, shall be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of free education; (c) Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education; (d) Fundamental education shall be encouraged or intensified as far as possible for those persons who have not received or completed the whole period of their primary education; (e) The development of a system of schools at all levels shall be actively pursued, an adequate fellowship system shall be established, and the material conditions of teaching staff shall be continuously improved. 23