This report examines the right to education of children in detention in thirteen countries: Albania, Belgium, Colombia, Ecuador, Italy, Lebanon, Netherlands, Niger, Nigeria, Palestine, Pakistan, Sierra Leone and Uganda.
This issue of the INTERIGHTS Bulletin focuses on litigating the right to education in Africa. It includes the following articles:
Litigating the Right to Education: Editorial
Solomon Sacco and Susie Talbot
Africa and the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights
Malcolm Langford and Rebecca Brown
Litigating the Right to Universal Primary Education: Challenges and Prospects
Toward Recognition of the Right to Free Education in Colombia
Esteban Hoyos-Ceballos and Camilo Castillo-Sánchez
Expropriation as a Means to Protect the Right to Basic Education: The Case of a Farm School on Private Property Facing Eviction
Lessons from Litigating Universal Primary Education in Swaziland
Developing a Litigation Strategy Regarding Non-Fee Barriers to Equal Access to Free and Compulsory Education for Children in Kenya
Litigating the Expulsion of Pregnant Girls
Tactics to Secure the Right to Education for Children Living with Albinism in Kenya
Gertrude N Angote
Dzvova v Minister of Education, Sports and Culture & Ors
Republic v Head Teacher, Kenya High School, ex parte SMY
The Legal Way of Doing Things: The Competing Powers of School Governing Bodies and Education Authorities in South Africa
The ECOWAS Decision on the Right to Education in SERAP v Nigeria
Adetokunbo Mumuni and Chinyere Nwafor
Advancing the Right to Education Through the Communication Procedure in the African Committee of Experts on the Rights and Welfare of the Child
Part of a law which allowed the Colombian government to charge for primary education was deemed unconstitutional after a pair of Colombian lawyers, collaborating with the law faculty at New York’s Cornell University and a coalition of civil society organisations, brought a direct challenge against its discriminatory provisions.
Based upon Plan International's dataset of 1.4 million sponsored children, the report compares sponsored children with a disability to those without, from 30 countries worldwide. The report, produced in collaboration with London School of Hygiene & Tropical Medicine, reveals that children with disabilities in developing countries are being held back from an education. The findings will help Plan International - and other researchers and organisations - to improve responses to the needs of children with disabilities, particularly their health and education.
In this decision, the eighth chamber of review of the Constitutional Court of Colombia found that the State had violated the fundamental rights to education and equality of four children who lived outside the urban centre by not providing transportation to the closest secondary education institution.
In this action brought by a transgender student against the National Service of Education (SENA), the Constitutional Court defended the right to education and the free development of the person by ordering that the student be allowed to wear a male uniform, that he be treated in accordance with his identity as a transgender man, and that the SENA implement a plan that promotes the respect and free development of the person, particularly regarding expressions of gender identity and sexual orientation.
In this case, petitioners supported by the Colombian Coalition for the Right to Education filed a claim with the Constitutional Court of Colombia challenging a provision in the General Education Law (Law No. 115 of 1994), which allowed the government to impose fees for primary education. The Constitutional Court found that the provision of law that allowed the charging of fees for primary education was unenforceable and in violation of the Colombian Constitution and international human rights treaties. This decision reaffirmed that Colombian laws must be interpreted in light of the provisions of international human rights treaties, which have a superior standing. The decision also confirmed the fundamental nature of the right to free primary education.
This is a background paper prepared for the International Forum on inclusion and equity in education – every learner matters, held in Cali, Colombia in September 2019. Its objectives are to outline the rationale for working on inclusive early childhood care and education (ECCE) for the promotion of inclusion and equity, and to analyse the trends, achievements and challenges concerning inclusive ECCE.
At the end of 2019, at least 13.4 million school-age children (5-17 years old) were internally displaced due to conflict or violence. These numbers are likely an underestimate with many internally displaced children unaccounted for due to lack of data. The periods of internal displacement are becoming longer, with years becoming decades and internally displaced children spending the majority of their school-years displaced. The majority of these children do not have access to quality, safe and inclusive education due to discrimination, financial, legal, and insecurity barriers.
The five country case studies (Afghanistan, Colombia, Somalia, Syria Ukraine) in this report demonstrate that adopting legal and policy frameworks is not enough to uphold the right to education for internally displaced children. Challenges to implementing these policies are linked to institutional, financial, political, and cultural factors.