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 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.

The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.

With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.

The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.

The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.

Le Pacte international relatif aux droits économiques, sociaux et culturels (PIDESC) a été adopté par l'Assemblée générale des Nations unies en 1966.
 
L'article 13 est l'article le plus complet sur le droit à l'éducation. Il reconnaît le droit universel à l'éducation sans aucune discrimination et définit un cadre pour la pleine réalisation de ce droit, y compris : l'enseignement primaire obligatoire et gratuit, l'enseignement secondaire généralement disponible et accessible par l'introduction progressive de la gratuité, l'égalité d'accès à l'enseignement supérieur, et des mesures pour favoriser l'alphabétisation et l'amélioration de la qualité d'enseignement.
 
Cet article établit également la liberté des parents de choisir le type d'éducation qu'ils veulent donner à leurs enfants et la liberté de créer et de diriger des établissements d'enseignement, conformément aux normes minimales fixées par l'État.
 
L'article 14 concerne l'obligation de l'État d'adopter un plan d'action pour assurer la gratuité de l'enseignement primaire obligatoire si ce n'est pas encore le cas.