The right to modern education has developed along three generations of levels: 1. Teaching gradually became a public right, and everyone was allowed in public schools; 2. Education as a right meant a breakthrough when historically, and step by step, it started to meet the standards of demands aimed at providing quality teaching and recognizing the democratic ideas intrinsic to school life; 3. The right to education will become inalienable once schools acquire curricular standards and political guidelines ensuring some degree of priority inversion, providing services that, by way of distributive justice, include those social groups that have recognizedly the greatest difficulties to participate in this universal subjective right - the right to attend free and compulsory state schools. And policies reserving quotas of places in universities to ethic minorities, for example, play an essential role to reach that aim.
School; Human rights; Democratization of teaching; Education; Philosophy of education