Continuity of the Educational Process When a Preschool Teacher Is Not AppointedContinuidad del proceso educativo ante falta de nombramiento docente en preescolar

II.- On the law. This Chamber has indicated on multiple occasions that the educational process has a continuous nature, that is, that the institutions engaged in providing such service must ensure that students have the necessary facilities to complete the different cycles in which it is organized; therefore, any center, whether public or private in nature, that provides this public service must fully comply with this principle. Thus, the Constitutional Court understands that educational centers are obligated to guarantee the concatenation and prolongation of the different stages that constitute an integral educational formation. By way of further elaboration, at this moment it is more than opportune to clarify what the Chamber has understood the principle of continuity of the educational process to mean, in order to avoid indeterminacies or vagueness in this regard; under this premise, in judgment 2006-11474 of 16:34 on August 8, 2006, the Court held:

“On repeated occasions, this Constitutional Court has defined the content and scope of the fundamental right to education. Thus, in judgment number 2001-04339 of 10:26 on May 24, 2001, it established the following:

“The right to education is a fundamental right recognized in Articles 77 and 78 of the Political Constitution, and it is based on these constitutional provisions that the State has the duty to recognize it as such in favor of the administered, under equal conditions and free from any type of discrimination. In its jurisprudence, this Chamber has been tasked with indicating the provisions of International Law and domestic law that recognize education as a fundamental right, and accordingly, it has held:

“The right to education, due to its importance and what it represents, is a right of a fundamental nature (Article 26 of the Universal Declaration of Human Rights, 13 of the Protocol of San Salvador in relation to 19 of the American Convention on Human Rights, 28 of the Convention on the Rights of the Child), constitutional (Articles 77 and 78 of the Political Constitution), and legal (Articles 56 and 59 of the Children and Adolescents Code). It consists of that prerogative held by human beings, by their very condition, to be able to develop intellectually, culturally, and spiritually through the acquisition of knowledge, and the correlative duty of the State to provide them with all necessary assistance to achieve those ends.

Thus, our Political Charter, in its Article 77, establishes this mandate when it states:

“Public education shall be organized as an integral process correlated in its various cycles, from preschool to university.” Therefore, public education not only is and must be a continuous or successive process in its various stages, but also its provision by the State to the administered is obligatory for the State, according to Article 78 of the Constitution, which in its first paragraph indicates:

“Preschool education and basic general education are obligatory. These and diversified education in the public system are free and funded by the nation.” Furthermore, the same provision, in its second paragraph, provides that six percent of the nation's gross domestic product must be allocated to education. In this way, it is ensured that the State cannot evade the mandate to provide education to people, even from the preschool level. (Judgment number 2001-04339 of ten hours and twenty-six minutes on the twenty-fourth of May of two thousand one).

Based on the foregoing, it is important to highlight how this Constitutional Court has dedicated itself to recognizing the right to education as a fundamental right without any discrimination, and that this right must be pursued in a continuous manner from the preschool stages through university, just as Article 77 of the Political Constitution mandates. Indeed, our Political Constitution enshrines the right of all minors to receive an integrated education, as well as the State's obligation to provide, guarantee, and promote that educational process. Based on this norm, the intent is that once the educational process begins, its continuity shall be the constant, so that public authorities may not abruptly halt it to the detriment of students, but only due to circumstances that imply a genuine setback for their development. Thus, educational authorities may not impose sanctions on students for facts alien to them; that is, they are prohibited from excluding them from the schooling process, especially if they have fulfilled the academic obligations imposed on them throughout their academic life (In the same sense, see judgment number 2001-07200 of fifteen hours and thirty-nine minutes on the twenty-fourth of July of two thousand one). In accordance with the foregoing, the educational process must be understood as a process that must be continuous and evolutionary, which implies that if a student enters and satisfactorily completes one of its cycles, they may enter the next immediate cycle, which implies, correlatively, that the State must seek to respect and guarantee that integral process correlated in its various cycles, from preschool to university. […]” (The emphasis corresponds to the cited judgment).

V. Now then, for pertinent purposes, Article 77 of our Political Constitution provides

“Article 77.- Public education shall be organized as an integral process correlated in its various cycles, from preschool to university.” However, this norm, like any other that constitutionally guarantees fundamental rights, can never be interpreted restrictively, and even less so when, through International Human Rights Law Instruments, the State has consented to progressively broaden its content, in order to expand the scope of application and coverage of those norms that provide—to persons—fundamental guarantees against public powers. In accordance with this exposition, it is more than opportune and necessary to bring up what is provided by various norms of International Human Rights Law, through which the country has committed to guaranteeing an integral and continuous educational formation for all persons; to this end, we have that the Universal Declaration of Human Rights provides in its Article 26:

“Article 26 1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.” (Emphasis supplied).

Continuing in the same vein is Article 13 of the Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights, “Protocol of San Salvador”:

“Article 13.- Right to Education 1- Everyone has the right to education.

2- The States Parties to this Protocol agree that education should be directed towards the full development of the human personality and the sense of its dignity and should strengthen respect for human rights, ideological pluralism, fundamental freedoms, justice, and peace. They further agree that education should enable all persons to participate effectively in a democratic and pluralistic society, to achieve a decent subsistence, to foster understanding, tolerance, and friendship among all nations and all racial, ethnic, or religious groups, and to promote activities in favor of the maintenance of peace.

3- The States Parties to this Protocol recognize that, in order to achieve the full exercise of the right to education:

• a)Primary education should be compulsory and accessible to all free of charge; b) Secondary education in its different forms, including technical and vocational secondary education, should 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 should be made equally accessible to all, on the basis of individual capacity, by every appropriate means, and in particular by the progressive introduction of free education; d) Basic education should be encouraged or intensified as far as possible for those persons who have not received or completed the entire cycle of primary instruction; e) Special education programs should be established for the disabled, in order to provide special instruction and training to persons with physical disabilities or mental deficiencies.” (Emphasis supplied).

Article 28 of the Convention on the Rights of the Child expands upon this:

“Article 28 1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:

• a)Make primary education compulsory and available free to all.
• b)Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need.
• c)Make higher education accessible to all on the basis of capacity by every appropriate means.
• d)Make educational and vocational information and guidance available and accessible to all children.
• e)Take measures to encourage regular attendance at schools and the reduction of drop-out rates.

2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.

3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.” Finally, in our Domestic Law, Articles 56 and 59 of the Children and Adolescents Code specify:

“Article 56.- Right to the development of potentialities Minors shall have the right to receive education oriented towards the development of their potentialities. The preparation offered to them shall be directed towards the full exercise of citizenship and shall instill in them respect for human rights, their own cultural values, and the care of the natural environment, within a framework of peace and solidarity.

Article 59.- Right to free and compulsory education Preschool education, basic general education, and diversified education shall be free, compulsory, and funded by the State.

Access to compulsory and free education shall be a fundamental right. The lack of governmental actions to facilitate and guarantee it shall constitute a violation of this Right and shall entail the liability of the competent authority.” Thus, based on the transcribed norms and the cited jurisprudence, it is necessary to carry out an interpretation of Article 77 of the Political Constitution in accordance with its true spirit, in light of International Human Rights Law—which forms part of the Law of the Constitution—and the criteria of the Constitutional Court, in order to ensure that the principle extracted from that Article of the Political Charter, that of the continuity of the educational formation process, is fully applicable to state educational centers, understanding that they provide a public service. The foregoing obliges them to make every effort to guarantee persons enrolled and who have been regular students of the Educational Institutions the possibility of completing all necessary stages until finishing basic general education. (See in this sense judgment number 2008-9759). In this case, the Budgetary authorities of the Ministry of Public Education indicate that at the Eloy Morúa Carrillo School, the educational center where the petitioner (amparado) intends to begin his studies, a matriculation of three students in preschool education was reported, for which they voided the additional teaching assignment (recargo) due to lack of matriculation in that modality. However, the School Principal informed this Court that the institution has the necessary facilities to provide the service, that last year it received the donation of a classroom from the Municipality of Golfito; in addition, it has the work materials used in prior years and the students necessary to open the preschool group (see folio 58). Therefore, an objective justification to prevent the start of the preschool course is not accredited, violating the constitutional principle of continuity that supports it. The foregoing is reinforced by the fact that the respondent authorities contradict each other; while the Regional Director, the Academic Vice Minister, and the Head of Budget Formulation indicate that they do not have the necessary matriculation to appoint a teacher, the Principal of the Eloy Morúa School stated that not only do they have the number of children, but the facilities are adequate to teach the course. Under this scenario, and in protection of the petitioner's right to education, the granting of the recourse is required.” In accordance with the foregoing, the educational process must be understood as a process that should be continuous and evolutionary, <u>which implies that if a student enters and satisfactorily completes one of its cycles, that student may enter the immediately following cycle, which correlatively implies that the State must seek to respect and guarantee that integral, correlated process in its various cycles, from preschool to university.</u> […]” (Emphasis corresponds to the cited judgment).

V. Now then, for the pertinent purposes, Article 77 of our Political Constitution provides

"***Article 77.-*** *Public education shall be organized as an integral process correlated in its various cycles, from pre-school to university.*" However, that norm, like any other that constitutionally guarantees fundamental rights, can never be interpreted restrictively, and even less so when, through International Human Rights Law Instruments, the State has consented to progressively broaden its content, in order to expand the scope of application and coverage of those norms that provide—to persons—fundamental guarantees against public authorities. In accordance with such exposition, it is more than opportune and necessary to bring up what is provided by various norms of International Human Rights Law, through which the country has committed to guaranteeing a comprehensive and continuous educational formation for all persons. For this, we have that the Universal Declaration of Human Rights provides in its Article 26:

"***Article 26*** *1. **<u>Everyone has the right to education.</u>** Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available; higher education shall be equally accessible to all on the basis of merit.* *2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms; it shall promote understanding, tolerance and friendship among all nations and all ethnic or religious groups; and shall further the activities of the United Nations for the maintenance of peace.* *3. Parents shall have a prior right to choose the kind of education that shall be given to their children.*" (The highlighting is supplied).

Continuing in the same vein, Article 13 of the Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights "Protocol of San Salvador":

"***Article 13.- Right to education*** *1- Everyone has the right to education.* *2- The States Parties to this Protocol agree that education shall be directed toward the full development of the human personality and the sense of its dignity and shall strengthen respect for human rights, ideological pluralism, fundamental freedoms, justice and peace. They likewise agree that education should enable all persons to participate effectively in a democratic and pluralistic society, achieve a decent livelihood, foster understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups and promote activities in favor of the maintenance of peace.* *3- The States Parties to this Protocol recognize that, in order to achieve full exercise of the right to education:* ***<u>a) Primary education must be compulsory and available free to all;</u>*** ***<u>b) Secondary education in its different forms, including technical and vocational secondary education, must be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of free education;</u>*** ***<u>c) Higher education must be made equally accessible to all, on the basis of individual capacity, by every appropriate means, and in particular by the progressive introduction of free education;</u>*** ***<u>d) Basic education shall be encouraged or intensified as far as possible for those persons who have not received or completed the entire cycle of primary instruction;</u>*** *e) Special education programs shall be established for the handicapped in order to provide special instruction and training to persons with physical impediments or mental deficiencies.*" (The highlighting is supplied).

Article 28 of the American Convention on the Rights of the Child expands upon this:

"***Article 28*** *1. States Parties recognize the right of the child to education and, with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:* *a) Make primary education compulsory and available free to all.* *b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need.* *c) Make higher education accessible to all on the basis of capacity by every appropriate means.* *d) Make educational and vocational information and guidance available and accessible.* *e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.* *2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.* *3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.*" Finally, in our Domestic Law, Articles 56 and 59 of the Code of Childhood and Adolescence (Código de la Niñez y la Adolescencia) specify:

"***Article 56.- Right to the development of potentialities*** *Minors shall have the right to receive education oriented toward the development of their potentialities. The preparation offered to them shall be directed toward the full exercise of citizenship and shall instill in them respect for human rights, their own cultural values, and care for the natural environment, within a framework of peace and solidarity.* ***Article 59.- Right to free and compulsory education*** *Preschool education, basic general education, and diversified education shall be free, compulsory, and funded by the State.* *Access to compulsory and free education shall be a fundamental right. The lack of governmental actions to facilitate and guarantee it shall constitute a violation of the Right and shall entail the responsibility of the competent authority.*" In that way, based on the transcribed norms and the cited jurisprudence, it is imperative to carry out an interpretation of Article 77 of the Political Constitution (Constitución Política) in accordance with its true spirit, in light of International Human Rights Law—which forms part of the Law of the Constitution—and the criteria of the Constitutional Court (Tribunal Constitucional), this with the aim of ensuring that the principle extracted from that numeral of the Political Charter (Carta Política), that of the continuity of the educational formation process, is of full application to state educational centers, understanding that these provide a public service. The foregoing obligates them to make every effort to guarantee to persons enrolled, who have been regular students of the Educational Institutions, the possibility of completing all the necessary stages until concluding basic general education. (See in this regard judgment number 2008-9759). In this case, the Budgetary authorities of the Ministry of Public Education (Ministerio de Educación Pública) indicate that at the Eloy Morúa Carrillo School (Escuela Eloy Morúa Carrillo), the educational center where the protected party intends to begin his studies, an enrollment of three students was reported in preschool education, which led them to void the additional assignment for lack of enrollment in that modality. However, the Director of the School (Escuela) informed this Court that the institution has the necessary facilities to provide the service, that last year it received the donation of a classroom from the Municipality of Golfito (Municipalidad de Golfito); moreover, it has the work materials used in previous years and the students necessary to open the preschool group (see folio 58). Consequently, an objective justification to impede the start of the preschool course is not accredited, thus violating the constitutional principle of continuity that supports it. The foregoing is reinforced by the fact that the respondent authorities contradict themselves; while the Regional Director (Directora Regional) and the Academic Vice-Minister (Viceministra Académica) and the Chief of Budget Formulation indicate that they do not have the necessary enrollment to appoint a teacher, the Director of the Eloy Morúa School (Escuela Eloy Morúa) stated that they not only have the number of children, but also that the facilities are adequate to teach the course.

Under this scenario, and in protection of the appellant's right to education, the granting of the appeal is mandated.

Amends Article 28 of the American Convention on the Rights of the Child:

"***Article 28*** *1. States Parties recognize the right of the child to education and, with a view to achieving this right progressively and on the basis of equal opportunity, shall in particular:* *a) Make primary education compulsory and available free to all.* *b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need.* *c) Make higher education accessible to all on the basis of capacity by every appropriate means.* *d) Make educational and vocational information and guidance available and accessible to all.* *e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.* *2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.* *3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.*” Finally, in our Domestic Law, Articles 56 and 59 of the Childhood and Adolescence Code specify:

"***Article 56.- Right to the development of potential*** *Minors shall have the right to receive education oriented toward the development of their potential. The preparation offered to them shall be directed at the full exercise of citizenship and shall instill in them respect for human rights, their own cultural values, and care for the natural environment, within a framework of peace and solidarity.* ***Article 59.- Right to free and compulsory education*** *Preschool education, basic general education, and diversified education shall be free, compulsory, and funded by the State.* *Access to compulsory and free education shall be a fundamental right. The lack of governmental actions to facilitate and guarantee it shall constitute a violation of the Right and shall entail liability of the competent authority.*” In this way, based on the transcribed norms and the cited jurisprudence, it is necessary to interpret Article 77 of the Political Constitution according to its true spirit, in light of the International Law of Human Rights—which forms part of the Law of the Constitution—and the criteria of the Constitutional Court, in order to ensure that the principle extracted from that numeral of the Political Charter, that of the continuity of the educational formation process, is fully applicable to state educational centers, understanding that these provide a public service. The foregoing obliges them to make every effort to guarantee that persons enrolled and who have been regular students of the Educational Institutions have the possibility of completing all the necessary stages to finish basic general education. (See in this regard judgment number 2008-9759). In this case, the Budgetary authorities of the Ministry of Public Education state that at the Eloy Morúa Carrillo School, the educational center where the petitioner seeks to begin his studies, an enrollment of three students in preschool education was reported, and therefore they annulled the additional assignment due to lack of enrollment in that modality. However, the Director of the School informed this Court that the institution has the necessary facilities to provide the service, that last year it received the donation of a classroom from the Municipality of Golfito; furthermore, it has the work materials used in previous years and the necessary students to open the preschool group (see folio 58). Thus, no objective justification is proven for preventing the start of the preschool course, violating the constitutional principle of continuity that supports it. The foregoing is reinforced by the fact that the respondent authorities contradict themselves: while the Regional Director and the Academic Vice Minister and the Head of Budget Formulation state that they do not have the necessary enrollment to appoint a teacher, the Director of the Eloy Morúa School stated that they not only have the number of children, but also that the facilities are adequate to teach the course. Under this panorama, and in protection of the petitioner's right to education, the granting of the amparo is imperative.”

“II.- Sobre el derecho. La Sala en múltiples ocasiones ha indicado que el proceso educativo tiene una naturaleza continua, es decir, que las instituciones que se dedican a brindar tal servicio deben velar porque los estudiantes cuenten con las facilidades necesarias para concluir los distintos ciclos en que aquél se encuentra organizado, de esa forma cualquier centro, sea de naturaleza pública o privada, que preste ese servicio público debe cumplir cabalmente tal principio. Así el Tribunal Constitucional entiende que los centros educativos se encuentran en la obligación de garantizar la concatenación y prolongación de los distintos estadios que constituyen una formación educativa integral. A mayor abundamiento, en este momento resulta más que oportuno aclarar lo que en su momento la Sala ha entendido que significa el principio de continuidad del proceso educativo, esto en aras de evitar indeterminaciones o vaguedades en éste, bajo tal premisa, en sentencia 2006-11474 de las 16:34 horas del 8 de agosto de 2006, el Tribunal estimó:

“En reiteradas oportunidades, este Tribunal Constitucional ha definido el contenido y alcance del derecho fundamental a la educación. Así en la sentencia número 2001-04339 de las 10:26 horas del 24 de mayo del 2001, estableció lo siguiente:

“El derecho a la educación es un derecho fundamental reconocido en los artículos 77 y 78 de la Constitución Política, y es a partir de dichas disposiciones constitucionales, que el Estado tiene el deber de reconocerlo como tal a favor del administrado, en igualdad de condiciones y fuera de todo tipo de discriminación. En su jurisprudencia, esta Sala se ha ocupado de indicar las disposiciones de Derecho Internacional y del Ordenamiento interno, que reconocen a la educación como un derecho fundamental, y en lo conducente se ha dispuesto:

“El derecho a la educación, por su importancia y por lo que representa, es un derecho de naturaleza fundamental (artículo 26 de la Declaración Universal de Derechos Humanos, 13 del Protocolo de San Salvador en relación con el 19 de la Convención Americana de Derechos Humanos, 28 de la Convención sobre los Derechos del Niño) constitucional (artículos 77 y 78 Constitución Política) y legal (artículos 56 y 59 del Código de la Niñez y la Adolescencia). Consiste en aquella prerrogativa que tiene el ser humano, por su condición de tal, de poder desarrollarse a nivel intelectual, cultural y espiritual por medio de la adquisición de conocimientos, y el correlativo deber del Estado de brindarle toda la ayuda necesaria para alcanzar esos fines.

Así las cosas, nuestra Carta Política en su numeral 77 establece dicho cometido al señalar:

“La educación pública será organizada como un proceso integral correlacionado en sus diversos ciclos, desde la preescolar hasta la universitaria” De manera que la educación pública, no solo es y debe ser un proceso continuado o sucesivo en sus diversos estadios, sino que también, su dación por parte del Estado hacia los administrados es obligatoria para él, según el artículo 78 constitucional, el cual en su párrafo primero indica:

“La educación preescolar y la general básica son obligatorias. Estas y la educación diversificada en el sistema público son gratuitas y costeadas por la nación.” Más aún, la misma norma, en su párrafo segundo, dispone que el seis por ciento del producto interno bruto de la nación debe ser destinado a la educación. De esa forma se asegura que el Estado no pueda evadir el mandato de dar educación a las personas, inclusive desde el nivel preescolar. (Sentencia número 2001-04339 de las diez horas con veintiséis minutos del veinticuatro de mayo del dos mil uno).

A partir de lo dispuesto, lo importante es resaltar cómo este Tribunal Constitucional se ha avocado a reconocer el derecho a la educación como un derecho fundamental sin discriminación alguna, y que este derecho debe ser procurado de una manera continuada desde las etapas preescolares hasta la universitaria, tal y como lo ordena el artículo 77 de la Constitución Política. En efecto, nuestra Constitución Política consagra el derecho que tienen todos los menores de edad de recibir una educación integrada, así como la obligación del Estado de proveer, garantizar y fomentar ese proceso educativo. A partir de dicha norma, se pretende que una vez iniciado el proceso educativo, la continuidad del mismo sea la constante, con el fin de que las autoridades públicas no puedan detenerlo abruptamente en perjuicio de los educandos, sino solamente por circunstancias que impliquen un verdadero traspié para su desarrollo. De manera que las autoridades educativas no pueden imponerle a los educandos sanciones por hechos ajenos a ellos, es decir, les está vedada la posibilidad de excluirlos del proceso de escolarización, sobre todo si ellos han cumplido con las obligaciones académicas que se le imponen a lo largo de su vida académica (En el mismo sentido se puede consultar la sentencia número 2001-07200 de las quince horas con treinta y nueve minutos del veinticuatro de julio del dos mil uno). De conformidad con lo anterior, el proceso educativo ha de entenderse como un proceso que debe ser continuo y evolutivo, lo cual implica que si un estudiante ingresa y concluye en forma satisfactoria uno de sus ciclos, éste puede ingresar al ciclo inmediato siguiente, lo cual implica, de manera correlativa, que el Estado debe procurar respetar y garantizar ese proceso integral correlacionado en sus diversos ciclos, desde la preescolar hasta la universitaria. […]” (El énfasis corresponde a la sentencia citada).

V. Ahora bien, a los efectos pertinentes el numeral 77 de nuestra Constitución Política dispone

“Artículo 77.- La educación pública será organizada como un proceso integral correlacionado en sus diversos ciclos, desde la pre-escolar hasta la universitaria.” Sin embargo, esa norma, como cualquier otra que garantice constitucionalmente derechos fundamentales, nunca puede ser interpretada restrictivamente y menos aún cuando, a través de Instrumentos del Derecho Internacional de los Derechos Humanos, el Estado ha consentido ir ampliando su contenido, esto para expandir el ámbito de aplicación y cobertura de esas normas que brindan -a las personas- garantías fundamentales frente a los poderes públicos. De acuerdo con tal por diversas normas del Derecho Internacional de los Derechos Humanos, a través de las cuales el país se ha comprometido a garantizar una formación educativa integral y continua para todas las personas, para ello tenemos que la Declaración Universal de Derechos Humanos dispone en su artículo 26:

“Artículo 26 1. Toda persona tiene derecho a la educación. La educación debe ser gratuita, al menos en lo concerniente a la instrucción elemental y fundamental. La instrucción elemental será obligatoria. La instrucción técnica y profesional habrá de ser generalizada; el acceso a los estudios superiores será igual para todos, en función de los méritos respectivos.

2. La educación tendrá por objeto el pleno desarrollo de la personalidad humana y el fortalecimiento del respeto a los derechos humanos y a las libertades fundamentales; favorecerá la comprensión, la tolerancia y la amistad entre todas las naciones y todos los grupos étnicos o religiosos; y promoverá el desarrollo de las actividades de las Naciones Unidas para el mantenimiento de la paz.

3. Los padres tendrán derecho preferente a escoger el tipo de educación que habrá de darse a sus hijos.” (El destacado se suple).

Continúa en el mismo sentido el artículo 13 del Protocolo Adicional a la Convención Americana Sobre Derechos Humanos en Materia de Derechos Económicos, Sociales y Culturales “Protocolo De San Salvador”:

“Artículo 13.- Derecho a la educación 1- Toda persona tiene derecho a la educación.

2- Los Estados Partes en el presente Protocolo convienen que la educación deberá orientarse hacia el pleno desarrollo de la personalidad humana y del sentido de su dignidad y deberá fortalecer el respeto por los derechos humanos, el pluralismo ideológico, las libertades fundamentales, la justicia y la paz. Convienen, asimismo, en que la educación debe capacitar a todas las personas para participar efectivamente en una sociedad democrática y pluralista, lograr una subsistencia digna, favorecer la comprensión, la tolerancia y la amistad entre todas las naciones y todos los grupos raciales, étnicos o religiosos y promover las actividades en favor del mantenimiento de la paz.

3- Los Estados Partes en el presente Protocolo reconocen que, con objeto de lograr el pleno ejercicio del derecho a la educación:

• a)La enseñanza primaria debe ser obligatoria y asequible a todos gratuitamente; b) La enseñanza secundaria en sus diferentes formas, incluso la enseñanza secundaria técnica y profesional, debe ser generalizada y hacerse accesible a todos, por cuantos medios sean apropiados, y en particular por la implantación progresiva de la enseñanza gratuita; c) La enseñanza superior debe hacerse igualmente accesible a todos, sobre la base de la capacidad de cada uno, por cuantos medios sean apropiados, y en particular, por la implantación progresiva de la enseñanza gratuita; d) Se deberá fomentar o intensificar, en la medida de lo posible, la educación básica para aquellas personas que no hayan recibido o terminado el ciclo completo de instrucción primaria; e) Se deberán establecer programas de enseñanza diferenciada para los minusválidos a fin de proporcionar una especial instrucción y formación a personas con impedimentos físicos o deficiencias mentales.” (El destacado es suplido).

Amplía el artículo 28 de la Convención Americana sobre Derechos del Niño:

“Artículo 28 1. Los Estados Partes reconocen el derecho del niño a la educación y, con objeto de conseguir progresivamente y en condiciones de igualdad de oportunidades ese derecho, deberán en particular:

• a)Implantar la enseñanza primaria obligatoria y gratuita para todos.
• b)Fomentar el desarrollo, en sus distintas formas, de la enseñanza secundaria, incluida la enseñanza general y profesional, hacer que dispongan de ella y tengan acceso a ella todos los niños y adoptar medidas apropiadas tales como la implantación de la enseñanza gratuita y la concesión de asistencia financiera en caso de necesidad.
• c)Hacer la enseñanza superior accesible a todos, sobre la base de la capacidad, por cuantos medios sean apropiados.
• d)Hacer disponibles y accesibles a la información y orientación en cuestiones educacionales y profesionales.
• e)Adoptar medidas para fomentar la asistencia regular a las escuelas y reducir las tasas de deserción escolar.

2. Los Estados Partes adoptarán cuantas medidas sean adecuadas para velar porque la disciplina escolar se administre de modo compatible con la dignidad humana del niño y de conformidad con la presente Convención.

3. Los Estados Partes fomentarán y alentarán la cooperación internacional en cuestiones de educación, en particular a fin de contribuir a eliminar la ignorancia y el analfabetismo en todo el mundo y de facilitar el acceso a los conocimientos técnicos y a los métodos modernos de enseñanza. A este respecto, se tendrán especialmente en cuenta las necesidades de los países en desarrollo.” Finalmente, en nuestro Derecho Interno, puntualizan los artículos 56 y 59 del Código de la Niñez y la Adolescencia:

“Artículo 56.- Derecho al desarrollo de potencialidades Las personas menores de edad tendrán el derecho de recibir educación orientada hacia el desarrollo de sus potencialidades. La preparación que se le ofrezca se dirigirá el ejercicio pleno de la ciudadanía y le inculcará el respecto por los derechos humanos, los valores culturales propios y el cuidado del ambiente natural, en un marco de paz y solidaridad.

Artículo 59.- Derecho a la enseñanza gratuita y obligatoria La educación preescolar, la educación general básica y la educación diversificada serán gratuitas, obligatorias y costeadas por el Estado.

El acceso a la enseñanza obligatoria y gratuita será un derecho fundamental. La falta de acciones gubernamentales para facilitarlo y garantizarlo constituirá una violación del Derecho e importará responsabilidad de la autoridad competente.” De esa forma, a partir de las normas transcritas y la jurisprudencia citada, se impone realizar una interpretación del artículo 77 de la Constitución Política de acuerdo con su real espíritu, a la luz del Derecho Internacional de los Derechos Humanos -que forma parte del Derecho de la Constitución- y de los criterios del Tribunal Constitucional, esto con el fin de asegurar que el principio que se extrae de ese numeral de la Carta Política, el de la continuidad del proceso de formación educativa, resulte de plena aplicación a los centros educativos estatales entendiendo que éstos brindan un servicio público. Lo anterior las obliga a realizar todos los esfuerzos para garantizar a las personas matriculadas y que han sido estudiantes regulares de las Instituciones Educativas la posibilidad de cumplir todos los estadios necesarios hasta concluir la educación general básica. (Véase en ese sentido la sentencia número 2008-9759). En este caso, las autoridades Presupuestaria del Ministerio de Educación Pública señalan que en la Escuela Eloy Morúa Carrillo, centro educativo en el que el amparado pretende iniciar sus estudios, se reportó una matrícula de tres estudiantes en educación preescolar, por lo que dejaron sin efecto el recargo por falta de matrícula en esa modalidad. Sin embargo, el Director de la Escuela informó a este Tribunal que la institución cuenta con las instalaciones necesarias para brindar el servicio, que el año pasado recibió la donación de un aula por parte de la Municipalidad de Golfito; además, cuenta con los materiales de trabajo utilizados en años anteriores y los estudiantes necesarios para abrir el grupo de preescolar (ver folio 58). De manera, que no se acredita una justificación objetiva para impedir el inicio del curso en preescolar, violentando el principio constitucional de continuidad que lo respalda. Lo anterior se refuerza en el hecho que las autoridades recurridas se contradicen, mientras la Directora Regional y la Viceministra Académica y el Jefe de Formulación Presupuestaria señalan que no cuentan con la matricula necesaria para nombrar un docente, el Director de la Escuela Eloy Morúa manifestó que no solo tienen el número de niños, sino que las instalaciones están adecuadas para impartir el curso. Bajo este panorama, y en protección del derecho a la educación del recurrente, se impone la estimatoria del recurso.”