Alternative Report submitted by ISER-Uganda and the Global Initiative for Economic, Social and Cultural Rights, with the support of the Privatisation in Education Research Initiative, the Right to Education Project, Education International, the Global Campaign for Education, the Africa Network Campaign on Education For All, Forum for Education NGO's in Uganda and the Girls Education Movement Uganda Chapter to the African Commission on Human and Peoples’ Rights at its 56th Ordinary Session for its consideration of the List of Issues for Uganda.
This report highlights the issue of privatisation in education in Uganda.
Regulation of private schools and role of non-government players in education, particularly private education providers at elementary education-level continue to attract immense interest of researchers, policymakers and educationists from across the world. In countries like India, and more recently Kenya, Ghana and some of the other countries from African subcontinent where private schools are playing a pivotal role in universalizing access to elementary education, the debate on role and regulation of private sector has intensified over the last decade or more.
This paper look at some of best practices which can direct us towards right policy measures for constructive engagement of the private sector in school education.
Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.
The document is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the UNESCO Convention against Discrimination in Education (1960) and the UNESCO Recommendation against Discrimination in Education (1960).
The first part of the document provides a thematic analysis of measures and promising practices that have been reported on by countries. The second part compiles in factsheets progress and challenges in constitutional and legislative frameworks and measures, for the 48 countries that reported on measures taken, out of the 59 reporting countries.
The document is intended to serve as a practical tool for both advocacy and monitoring. By highlighting concrete measures taken by countries, it also offers a basis for regional and international co-operation and shares promising practices from which other countries can learn.
This report includes a concept paper on the justiciability of the right to education.
The Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on Monitoring of the Right to Education in its Second Meeting in May 2004 stated that both the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Convention against Discrimination in Education (CADE) needed to be carefully examined in a comparative perspective. This should be guided by the General Comments and the Revised Guidelines of CESCR used for monitoring work and the new guidelines for monitoring the implementation of CADE. The Joint Expert Group noted that 83 States are parties to both the CADE and the ICESCR. There is thus the risk of overlaps in the work of the Committees (CESCR and CR) as well as of the States parties’ reports. It was therefore suggested that a document, “which brings out the common features as well as differences in CADE and ICESCR along with a chart of equivalent provisions and the States which are parties to both CADE and ICESCR” be prepared. The present document on the comparative analysis of Articles 13 and 14 of the Covenant and the Convention has accordingly been elaborated.
This publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the Convention and the Recommendation against Discrimination in Education. It has seven chapters reflecting the main issues and components including in the Convention and Recommendation. It begins by presenting the legal framework adopted by States. This is followed by a presentation of measures taken for eliminating discrimination in and through education; promoting equality of opportunity and treatment in this field, across all levels of education and through inclusive education; supporting affirmative action; enhancing quality education; religious and moral education; and the rights of minorities and language of instruction.
This report documents how violence, threats and intimidation carried out by parties to the conflict in Afghanisatn directly harmed or impacted health and education personnel, reduced the availability of healthcare,and limited children’s access to essential health and education services. Schools and hospitals were damaged or destroyed by targeted attacks and crossfire, with many remaining closed due to insecurity, threats or military use.
The findings of this report are based on data collected from 1 January 2013 to 31 December 2015 by the Human Rights Unit of UNAMA and UNICEF. The report focuses on attacks and incidents directly linked to the conflict – excluding criminal attacks affecting schools and hospitals and attacks carried out by private actors.
Data from a case study commissioned by UNICEF on crossfire is also included. All data is analysed through the framework of applicable international humanitarian law, international human rights law, international criminal law and national legislation, as well as United Nations Security Council Resolutions 1612, 1882, 1998, and 2143.
Parallel Report submitted by the National Campaign for Education-Nepal, the Nepal National Teachers Association (NNTA), the Global Initiative for Economic, Social and Cultural Rights, and other partners, including the Right to Education Project, on the occasion of the examination of the report of Nepal during the 72nd session of the UN Committee on the Rights of the Child.
The report shows that the growth of unregulated private education in Nepal supported by the State, is creating and entrenching segregation in education, threatens access to education for girls and children from socioeconomically disadvantaged backgrounds and is a cause of discrimination with regards to access to quality education. As pointed out recently by the UN Committee on the Rights of the Child (CRC), such segregation in itself constitutes a human rights violation and must be ended.2 Segregation is also the source of other human rights abuses, including discrimination on the grounds of socio-economic background, gender and caste, a limitation on the right to free quality education, and the lowering of education quality. This situation is extremely problematic because of the injustices it generates which threaten the fragile social cohesion and peace that exist in Nepal. If the situation remains the same, experience shows that the education system is bound to generate instability and protests in an already unstable country that is slowly trying to recover from conflict and humanitarian disaster.
In this report, submitted pursuant to General Assembly resolution 48/141, the United Nations High Commissioner for Human Rights considers the protection of economic, social and cultural rights in situations of armed conflict, with a specific focus on the rights to health and to education.
The Special Rapporteur examines the right to education in the digital age and, specifically, how to uphold the norms and principles that underlie the right to education while embracing digital technologies, which are revolutionising teaching and learning processes and transforming the landscape of higher education. He considers issues related to marginalisation and exclusion, as well as the quality of education, especially human values in education. Concerns are expressed about the digital divide and about how it affects fundamental principles, such as equality of opportunity. The Special Rapporteur sets out policy and legal responses to address these issues and challenges, bearing in mind the normative framework of the right to education as established in international human rights treaties. He also highlights the repercussions of digital technologies on public investment in education and on the quality of education, especially in respect of preserving human values in education, and underlines the need to safeguard education as a public good. Finally, he offers a set of recommendations for ensuring that the implementation of digital technology in education is in keeping with State obligations on the right to education as laid down in international human rights conventions.