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 guide provides civil society organisations (CSOs) in the education sector with the basic information they need to get started on budget work. It introduces core concepts relating to budgets, and discusses ways of analysing them. It also demonstrates how budget work can inform strategic advocacy messages, and bring about change in the education sector.
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.
This guide presents ideas and methodologies to put a human rights-based approach to education in practice. It focuses on six strategic areas that are central to (and provide a framework for) a HRBA to education including: understanding and securing the right to education working with excluded groups; financing education; promoting citizen participation in education securing rights in education; advancing a full "Education for All" agenda. Each section begins with a brief overview of key issues to be considered and then discusses a range of activities which could be developed within a scheme of work. Short practical examples are given, from a wide range of countries. The majority of the activities focus on work at the local level, but national and international links are also discussed. Within each section two or three areas are analysed in more detail.
This guide, issued by the Office of the High Commissioner for Human Rights (OHCHR), focuses on how civil society can follow up on recommendations of United Nations (UN) human rights mechanisms and mandates or bodies.
This practical toolkit on the right to education was published by Amnesty International in collaboration with the Right to Education Initiative. 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.
Aimed at actively engaging parents, children, teachers, unions, communities and local civil society organisations in collectively monitoring and improving the quality of public education PRS offers a set of practical tools that can be used as a basis for mobilisation, advocacy and campaigning. The pack provides four key resources:
1) A charter of 10 rights which, when fulfilled, will enable all children to complete a good quality education;
2) A participatory methodology for: using the charter; collecting, analysing and using data; and consolidating information into ‘citizens reports’ that could be used for the development of Action Plans or to encourage discussions and reviews at local, district and national levels;
3) A series of education- and rights-based indicators organised in a survey format to enable users to capture information in a systematic manner;
4) A compilation of key international human rights references providing the foundations and legitimacy of the charter and reports
PRS builds on education and human rights frameworks to describe an ideal school that offers quality education. Its methodology supports links between programme work at the school level and advocacy and policy efforts in national and international forums. The process is as important as the outcome: it is only through engaging all stakeholders in the process - from developing the charter to collecting and analysing the data and debating the findings - that we will promote greater awareness of what needs to change and how.
When working on human rights issues, you should consider a person’s right to decide whether they want to be featured in written, recorded or audiovisual work.
It is an ethical consideration which protects individuals from exploitation. It is also a legal requirement: in many countries you cannot share, store or publish content if consent has not been obtained.
International and regional human rights bodies monitor and review progress made on the implementation of human rights treaties on a regular basis and continuously issue recommendations to States to improve the situation of children’s rights in each country. Civil society plays a crucial role in monitoring progress and challenges for children’s rights on the ground. Civil society practitioners often know about these processes and contribute to these recommendations. But not always are these recommendations systematically follow-up on to see what happens once the States receive them, and whether these recommendations are actually used to improve the situation. At the same time, many of us within civil society do not know about these processes and recommendations and miss opportunities that could strengthen our ongoing work.
This guide aims to empower and inspire civil society practitioners to follow-up, use and make the most of these recommendations as part of their daily work to advance realisation of children’s rights in their countries. To that end, it provides a step-by-step plan of activities to consider, with case studies and practical tips and formats to help us in that journey. It also provides some additional links with background information for those of us with less experience in this field.