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Sustainable Development Goal (SDG) One aims to eradicate poverty in all its manifestations across the world. The key study question to be theoretically explored is "how can the South African government's commitment to the UN Post-2015 Agenda and the National Development Plan (NDP): Vision 2030 be realised to accomplish Sustainable Development Goal One?". The research method used in the article is qualitative. The data were gathered through literature and document reviews, and conceptual analysis was employed to analyze the data. The findings show that the government has put in place a variety of legal frameworks, including the NDP, as well as social protection actions, to address SDG One implementation. However, for poverty reduction programmes to be successfully executed, problems like the high unemployment rate, job losses brought on by COVID-19, corruption straining taxpayers' finances, and other difficulties need to be addressed. The article presents recommendations in a country-specific context based on the findings to eliminate poverty and achieve SDG One.

Education is widely acknowledged as a fundamental socio-economic right that can transform lives, alleviate poverty, and drive social mobility. This paper explores education’s dual role as a process with defined aims and benefits and as a mechanism for achieving broader human rights. It highlights how education equips individuals with skills and knowledge that enhance employability, increase earning potential, and improve overall quality of life. Education’s contribution to national development is underscored through its role in building a skilled workforce, fostering innovation, and driving economic growth. International law recognizes education as a cornerstone for realising other rights, emphasizing its interrelated, interconnected, and interdependent nature. The paper examines the critical relationship between education and other socio-economic rights, such as the rights to work, health, and adequate living standards, arguing that individuals struggle to fully enjoy these rights without education. It also discusses the unique categorization of education within socio-economic rights and the historical evolution of their recognition and justiciability across legal systems. The role of schools in shaping education is explored, emphasizing their importance in fostering critical thinking and preparing individuals to navigate and transform their social and economic realities. Special attention is given to marginalized groups, particularly women and children, highlighting how education empowers them to challenge systemic discrimination and inequality. By presenting education as an essential tool for achieving dignity, equality, and empowerment, this paper makes a compelling case for prioritizing education within national and international development agendas.

Education is widely acknowledged as a fundamental socio-economic right that can transform lives, alleviate poverty, and drive social mobility. This paper explores education’s dual role as a process with defined aims and benefits and as a mechanism for achieving broader human rights. It highlights how education equips individuals with skills and knowledge that enhance employability, increase earning potential, and improve overall quality of life. Education’s contribution to national development is underscored through its role in building a skilled workforce, fostering innovation, and driving economic growth. International law recognizes education as a cornerstone for realising other rights, emphasizing its interrelated, interconnected, and interdependent nature. The paper examines the critical relationship between education and other socio-economic rights, such as the rights to work, health, and adequate living standards, arguing that individuals struggle to fully enjoy these rights without education. It also discusses the unique categorization of education within socio-economic rights and the historical evolution of their recognition and justiciability across legal systems. The role of schools in shaping education is explored, emphasizing their importance in fostering critical thinking and preparing individuals to navigate and transform their social and economic realities. Special attention is given to marginalized groups, particularly women and children, highlighting how education empowers them to challenge systemic discrimination and inequality. By presenting education as an essential tool for achieving dignity, equality, and empowerment, this paper makes a compelling case for prioritizing education within national and international development agendas.

Sustainable Development Goal (SDG) One aims to eradicate poverty in all its manifestations across the world. The key study question to be theoretically explored is "how can the South African government's commitment to the UN Post-2015 Agenda and the National Development Plan (NDP): Vision 2030 be realised to accomplish Sustainable Development Goal One?". The research method used in the article is qualitative. The data were gathered through literature and document reviews, and conceptual analysis was employed to analyze the data. The findings show that the government has put in place a variety of legal frameworks, including the NDP, as well as social protection actions, to address SDG One implementation. However, for poverty reduction programmes to be successfully executed, problems like the high unemployment rate, job losses brought on by COVID-19, corruption straining taxpayers' finances, and other difficulties need to be addressed. The article presents recommendations in a country-specific context based on the findings to eliminate poverty and achieve SDG One.