This is a 28-page booklet setting out a process for using a human rights framework to assess a government’s education budget. The booklet looks at elements of the right to education and where these might be found in a government’s budget; a government’s human rights obligations and questions these raise about a government’s budget; a process for using a rights framework to analyse a government’s education budget; and a short discussion of costing related to the right to education.
This report explores a range of innovative education budget work initiatives from Bangladesh, Ghana, Kenya, Malawi and Uganda, where civil society has monitored and challenged their governments over education expenditure in order to hold themaccountable for commitments to EFA and the MDGs. It examines the significance and impact of civil society budget initiatives by drawing on interviews and focus group discussions with a range of education stakeholders, including education coalitions, government officials, nongovernmental organisations (NGOs), teaching staff and school pupils; and by reviewing research reports and budget manuals developed by civil society organisations (CSOs).
This booklet articulates what it means to take an explicitly rights-based approach to government budgets and draws on the lessons of Gender Budget Initiative experiences around the world. It links governments’ commitments under CEDAW with the four main dimensions of budgets: revenue, expenditure, macroeconomics of the budget, and budget decision-making processes. It shows links between the share of educational expenditure and the realisation of girls’ right to education.
In this video, David Archer explaines how right to education indicators have been applied in Nepal, where local communities have used the resource pack "Promoting Rights in School" to monitor the right to education through a participatory method.
This report was commissioned by Right to Education Project (RTE) as a stocktaking exercise on RTE’s work on the right to education indicators. The report aims to capture the evolutionary nature of the work, comprising a number of research initiatives. The purpose of the stocktaking exercise is to summarise steps that have been taken to advance RTE’s work on indicators; to highlight achievements in the development and promotion of indicators; to identify lessons learned throughout the process of working on indicators; and to identify recommendations for taking RTE’s work on indicators into the next phase.
This practical toolkit on the right to education was published by Amnesty International in collaboration with the Right to Education Project. It is part of the Haki Zetu handbook series on economic, social and cultural rights, developed by the Special Programme on Africa of Amnesty International Netherlands.
It contains sections on understanding the right to education and on taking action, with a particular focus on Africa – providing concrete examples at national and regional levels and reference to relevant laws and policies. It is to be used in conjunction with the Main Book of the series, which provides general information on ESC rights.
Both the Main Book and the practical toolkit on the Right to Education have been developed for local civil society organisations working with local communities to realise the right to education. The tool seeks to assist community workers to better study laws and policies and promote the monitoring of the right to education.
A primary objective of this report is to provide an overview of and compare the monitoring mechanisms of the UN Convention on the Rights of the Child (CRC) and the recent UN Universal Periodic Review (UPR) from a child rights perspective and how CSOs can best use these mechanisms. This is reflected in Part 1 of the report.
A secondary objective is to provide an overview of the regional human rights/ child rights mechanisms and how Civil Society Organizations (CSOs) can use them for advancing Children’s Rights. Part 2 presents such an overview.
The report offers conclusions on the Child Rights impact of the CRC mechanisms, the UPR and the regional mechanisms.
This publication is intended to support everybody that works in the basic education field in South Africa. It aims to provide a common legally grounded planning, monitoring and advocacy framework that is child-centred and recognises the interconnectedness of human rights.
This paper is the Right to Education Project’s contribution to the on-going discussions to refine the formulation of the post-2015 education goal and targets and to identify related indicators to measure progress towards them. This paper argues that there is a need to introduce a human rights perspective to the post-2015 agenda and furthermore that right to education indicators can give a fuller account of the progress made by States towards achieving the post-2015 goals. Before proposing specific indicators to measure the post-2015 education goal and targets (VI), the paper underlines the importance of linking the post-2015 education agenda to the right to education (II), and demonstrates how the post-2015 education goal and targets are linked to the content of the right to education (III) and extant State obligations (IV). This paper then reflects on the added value and limitations of applying right to education indicators (V).