Inter-relatedness of human rights creates overlap between different components of the right to education but it also facilitates mapping out the conceptual framework of the right to education, presented in Box 1. The framework demonstrates this inter-relatedness of individual components of the right to education, relates them to the type of governmental human rights obligations which are their counterparts, and adds examples of issues that figure prominently in translating the right to education from requirement into reality. • Access is defined differently for different levels of education. The government is obliged to secure access to education for all children in the compulsory education age-range, but not for secondary and higher education. Moreover, compulsory education ought to be free of charge while post-compulsory education may entail the payment of tuition and other charges5 and could thus be subsumed under ‘affordability.’ The increasing trend of charging fees at post-compulsory education, contrary to the spirit of international human rights law, will be addressed in Primer 7, which is devoted to university education. • One important facet of the acceptability of education has been highlighted by the addition of ‘quality’ before education in policy documents as of the 1990s, thus urging governments to ensure that education which is available and accessible is of good quality. The minimal standards of health and safety, or professional requirements for teachers, thus have to be set and enforced by the government. The scope of acceptability has been considerably broadened through the development of international human rights law. Censorship of school textbooks is no different from any other censorship, except that is it exposed as a human 4-A scheme in a nutshell A consequence of the symmetry of law is that there could be no right to education without corresponding obligations for governments. The basic framework of governmental obligations is outlined through a series of explicit guarantees of the right to education in international human rights treaties, national constitutions, and domestic laws. These obligations can be easily structured into the 4-A scheme, as sketched in Box 2: governments have to make education available, accessible, acceptable and adaptable. • Availability embodies two different governmental obligations: the right to education as a civil and political right requires the government to permit the establishment of educational institutions by non-state actors, while the right to education as a social and economic right requires the government to establish them, or fund them, or use a combination of these and other means so as to ensure that education is available. 5 There is difference in the explicit provisions of international human rights treaties, with the 1966 International Covenant on Economic, Social and Cultural Rights requiring the broadening of free-of-charge education upwards to the highest levels and the 1989 Convention on the Rights of the Child reiterating that primary education should be free of charge but implicitly endorsing the charging of fees in secondary and higher education. Right to Education Primers No. 3 13