On the first day of school, children often worry whether they'll make new friends or like their teachers. But in the Dominican Republic, some confront a far graver concern: Will I be turned away because I don't have a birth certificate?

The report, Left Behind: How Statelessness in the Dominican Republic Limits Children's Access to Education, shows that many children born in the Dominican Republic but descended from foreigners, particularly Haitians, are denied an education. For generations, such children were recognized as citizens, but within the last decade, the Dominican government has refused to issue many of them birth certificates, identity cards and other essential documentation, rendering them stateless. The report concludes that the Dominican Republic is failing to comply with its domestic and international human rights obligations, including the human right to education.

The report is the product of months of research, including interviews with dozens of affected children and families, as well as educators, advocates and government officials. Several of the Dominicans of Haitian descent interviewed were prevented from attending primary school, secondary school or university because they could not obtain identity documents. Of those allowed to attend school despite not having birth certificates, many were denied the ability to take national exams required to graduate.

All of this occurs in spite of laws, policies, constitutional provisions and international human rights commitments that are meant to guarantee children's right to education. The report found that administrative barriers, discrimination and confusion about the law has meant that in practice not all children in the Dominican Republic are allowed to go to school, even if they consider themselves Dominicans.

En el primer día de escuela, los niños a menudo se preocupan si van a hacer nuevos amigos o si le van ha gustarsus maestros. Pero en la República Dominicana, algunos enfrentan una preocupación mucho más grave: ¿Tendré que dejar de cursar estudios porque carezco de un certificado de nacimiento?

El informe, Dejado Atrás: Como la Apatridia en la República Dominicana Limita el Acceso de los Niños a la Educación, videncia como muchos niños nacidos en la República Dominicana, descendientes de extranjeros, particularmente haitianos, enfrentan obstáculos para tener acceso a la educación. Durante generaciones, esos niños fueron reconocidos como ciudadanos, pero en la última década, el gobierno dominicano se ha negado a emitir certificados de nacimiento, tarjetas de identidad y otros tipos de documentación esencial, resultando para muchos de ellos en una situación de apatridia. El informe concluye que la República Dominicana no está cumpliendo con sus obligaciones nacionales e internacionales de derechos humanos, incluido el derecho humano a la educación.

El informe es producto de meses de investigación y decenas de entrevistas con familias afectadas, así como con educadores, defensores y funcionarios gubernamentales. Muchos dominicanos de ascendencia haitiana que fueron entrevistados fueron privados del derecho a acceder a la educación primaria, secundaria o universitaria por no haber podido obtener documentos de identidad. En los casos en los que los niños han podido acceder a la educación, a muchos de ellos se les ha negado la oportunidad de tomar los exámenes nacionales necesarios para graduarse por no poseer un acta de nacimiento.

Todo esto ocurre a pesar de que las leyes, políticas y garantías constitucionales tienen como propósito que todos los niños tengan acceso a la educación. El informe observa que las barreras administrativas, la discriminación y la confusión acerca de la ley representan que en la práctica, no todos los niños en la República Dominicana tienen permitido asistir a la escuela, aún y cuando ellos mismos se consideran orgullosamente Dominicanos.

La Campaña Latinoamericana por el Derecho a la Educación (CLADE) ha sistematizado testimonios y sugerencias de educadores/as y estudiantes en contextos de encierro, y reunió estas reflexiones en la publicación El Derecho Humano a la Educación en contextos de encierro desde la perspectiva de sus sujetos.

Este documento pone en evidencia las recomendaciones y los pensamientos de estudiantes y docentes en contextos de encierro a partir de sugerencias y testimonios recopilados por medio de entrevistas con maestras/os y personas en privación de libertad de Bolivia, Brasil y Argentina. Estos diálogos se realizaron en visitas específicas realizadas por la CLADE en los últimos tres años, en el marco del proyecto Ampliando Voces – miradas y propuestas para la Educación de Personas Jóvenes y Adultas en la perspectiva de sus sujetos.

Las reflexiones presentadas en la publicación no son una muestra representativa de sus países, pero revelan una diversidad de situaciones que se deben tomar en cuenta para conocer la realidad de la educación en las cárceles e intervenir con políticas adecuadas y pertinentes para la realización del derecho a la educación de estas/os ciudadanas/os.

This communication has been submitted to the United Nation Special Rapporteur on the Right to Education to inform him about the privatisation and the right to education in Chile.

This paper aims to contribute to the discussions regarding the impacts privatisation process brings to the accomplishment of the right to education, taking the Brazilian reality as a reference.

The paper draws up a brief characterisation of the education provision in Brazil, in order to define the situation of educational services and the presence of private sector in the coverage of basic (early years, elementary and secondary education) and higher education schools. Next, it points out the main areas of privatisation of education in Brazil. At the end, it lists, from the analysis of the national context and researches conducted on this topic, the main tension points between the increasing privatisation process and the enjoyment of the human right to education, with reference to the contents of this right in the terms it was established in the General Comment 13.

Alternative report submitted in November 2014 to the United Nations Committee on Economic, Social and Cultural Rights (CESCR) at its 54th Session for its consideration of the List of Issues for Chile. The report calls on UN human rights experts to question the government of Chile about the human rights violations resulting from its privatised education system.

 

 

This report aims to present a brief overview of the ongoing privatisation processes in education in Brazil and its negative impacts on the achievement of the human right to education of children and adolescents.

This report, which complements a recent submission to the Committee on the Rights of the Child (CRC) by the Brazilian National Association of Centers for the Defense of Child Rights (ANCED), cites evidence that education privatisation inhibits equity of access and participation, and reduces education to a commodity.

This report finishes by calling upon the Brazilian State to limit the role of the private sector in education, from preschool to higher education, and that the State itself should commit to ensuring the public provision of education through improved financing, regulation and governance enforcement mechanisms.

 

Oral statement made by the Global Initiative for Economic, Social and Cultural Rights (GI-ESCR) to the UN Committee on Economic, Social and Cultural Rights on 8 June 2015, following a report submitted by GI-ESCR with the Sciences Po Law School Clinic and with the support of eight national, regional and international NGOs working on the right to education in Chile.

In this statement, GI-ESCR raises concerns with regards to the impact of the privatised education system in Chile on the rights protected under the International Covenant on Economic, Social and Cultural Rights

 

La investigación presenta las formas contemporáneas de privatización en el campo educativo y los posibles impactos para la realización del derecho humano a la educación para todos y todas

A film about the education system in Haiti from the citizens’ perspective.

In Haiti, around 50% of boys and girls of mandatory school age are not enrolled in school (UN, 2013). Public schools make up just 12% of the total number of existing schools, according to the most recent school census (2011). School infrastructure is poor; this is reflected in the fact that 76.8% of primary schools do not have electricity. Regarding the quality of education, 79% of primary school teachers have not received any kind of basic training.

Despite legal commitment to a number of international human rights treaties guaranteeing the right to education, Haiti is the only country in Latin America and the Caribbean that does not have a General Education Act.

In January 2010, an earthquake killed 300 000 people and destroyed the homes of two-thirds of the population in the capital and nearby areas. For the education system, the impact was no less harmful. According to official data, 1234 schools were destroyed and a further 2504 schools were damaged.

Five years after the earthquake, the Latin American Campaign for the Right to Education (CLADE) and the Reunification of Education for All (REPT), of Haiti, present the documentary Dignité: the human right to education in Haiti.

The film, in Creole and with subtitles in different languages, presents a group of testimonies from Haitians about education in their country. Students, teachers, directors and parents, experts, activists, government representatives and representatives from international organisations reflect upon the challenges and put forth proposals to build an education system that guarantees the right to education.

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