Efforts to secure inclusive and equitable education for all have prompted calls for greater engagement by the private sector, asserting that businesses and foundations can play significant roles as partners in achieving Sustainable Development Goal 4 (SDG4).
In recent years, given shortfalls in public financing and the need for urgent responses, private actors have increasingly become involved in various aspects of educational programming for education in emergencies (EiE). The arrangement, however, can produce tensions between private engagement and humanitarian response in education, which needs to be addressed and in turn requires extra coordination, advocacy and attention. This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.
INEE supports every young person’s right to education and recognizes the State as the primary duty-bearer of schooling, in alignment with international declarations, frameworks, and legal instruments that assert and protect the right to education
دفعت الجهود الرامية إلى تأمين التعليم الشامل والعادل للجميع إلى دعوات للمزيد من المشاركة من جانب القطاع الخاص ، والتأكيد على أن الشركات والمؤسسات قادرة على لعب أدوار كبيرة كشركاء في تحقيق الهدف الرابع من أهداف التنمية المستدامة.
في السنوات الأخيرة، وفي ضوء النقص في التمويل العام والحاجة إلى استجابات عاجلة، أصبحت الجهات الفاعلة الخاصة تشارك بشكل متزايد في مختلف جوانب البرمجة التعليمية من أجل التعليم في حالات الطوارئ. غير أن هذه التدابير يمكن أن تؤدي إلى حدوث توتر بين مشاركة القطاع الخاص والاستجابة الإنسانية في مجال التعليم، الأمر الذي يحتاج إلى معالجة ويتطلب بدوره مزيدًا من التنسيق والمناصرة والاهتمام. ويستكشف هذا الموجز بعض هذا التوتر ويقدم توصيات لدعم الأولوية للتعليم العام الآمن والمنصف والجيد لجميع الأطفال والشباب المتضررين من الأزمات.
تدعم الشبكة المشتركة لوكالات التعليم في حالات الطوارئ حق كل شاب في التعليم وتعترف بأن الدولة هي الجهة الرئيسية المسؤولة عن التعليم، تمشياً مع الإعلانات والأطر والمواثيق القانونية الدولية التي تؤكد الحق في التعليم وتحميه (انظر الإطار حول المواثيق القانونية التي تحمي الحق في التعليم).
This Right to Education Initiative brief explores ECCE related content from the reports of UN Special Rapporteurs on the Right to Education published between 1999 and 2021.
This brief was submitted to the UN Committee on Economic, Social and Cultural Rights prior to the 7th Review of the United Kingdom, responding to the pre-sessional Working Group submission. It was submitted in January 2023 and focuses on UK international development cooperation in the area of education.
Ce rapport porte sur le droit à l’enseignement supérieur et interroge le respect par la France de ses obligations concernant l'article 2.2 et l'article 13.2 (c) du Pacte international relatif aux droits économiques, sociaux et culturels (PIDESC).
Il est basé sur un projet de recherche de cinq ans développé par l'Initiative pour le droit à l'éducation (RTE) en collaboration avec des étudiant·e·s de la Clinique de droit de Sciences Po (Paris) et des chercheur·e·s de l'Université de Genève, de l'Université d'Orléans et de l'ENS Paris Saclay
Notre rapport souligne que les politiques publiques, visant à réduire les inégalités dans l'accès à l'enseignement supérieur, mises en œuvre par le gouvernement français depuis la dernière revue périodique, sont insuffisantes et doivent être renforcées et étendues. Il soutient que les inégalités structurelles, territoriales et socio-économiques ainsi que la politique de financement de l'enseignement supérieur de l'État entravent l'égalité et la non-discrimination dans l'accès à l'enseignement supérieur et renforcent la tendance à la privatisation.
This report, jointly produced by Right to Education Initiative; La FAGE, Fédération des Associations Générales Etudiantes; and Global Students Forum, focuses on the right to higher education, questioning France’s compliance with its obligations regarding article 2.2 and article 13.2 (c) of the International Covenant on Economic Social and Cultural Rights (ICESCR).
It is based on a five year research project developed by the Right to Education Initiative (RTE) in collaboration with students from Sciences Po Law School Clinic (Paris) and researchers from the University of Geneva, University of Orléans and ENS Paris Saclay
This submission highlights that the public policies aiming to reduce inequalities in access to higher education implemented by the French government since the last periodical reporting session are insufficient, and need to be reinforced and expanded. It argues that structural, territorial, and socio-economic inequalities as well as the State’s higher education financing policy hinder equality and non-discrimination in access to higher education and increase the privatisation trend.
The right to education and lifelong learning is at the very heart of the 2030 Agenda for Sustainable Development because education, knowledge and learning are central to the dignity, growth and development of the individual. For centuries, education has been the great equalizer, a driving force of nation-building, and the engine of social, cultural, economic and technological progress. Today, however, beset by twin crises of equity and relevance, education as we know it is no longer fit for purpose.
Building on the Transforming Education Summit and the report of the International Commission on the Futures of Education, the present policy brief examines the current crisis in education in more detail and puts forward a vision and a set of guiding actions for countries and the international community to transform education. It concludes with two overarching recommendations for the consideration of Member States in their preparations for the Summit of the Future.