Ce document de recherche et d’orientation étudie certains aspects du droit à l'éducation qui pourraient nécessiter un ancrage plus solide dans le cadre normatif international et une expansion potentielle pour le 21st siècle. L'éducation numérique, la mobilité croissante des personnes, l'évolution démographique, le changement climatique et les attentes en matière de possibilités d'apprentissage tout au long de la vie ne sont que quelques-uns des domaines qui mettent à l'épreuve les limites du cadre normatif international existant. Aboutissement d'un cycle de consultations ouvertes, de séminaires et d'événements internationaux, ainsi que de recherches, ce document présente quelques-unes des tendances émergentes, des défis et des normes qui ont été discutés.
This policy-oriented research paper investigates some of the aspects of the right to education that might require a stronger footing in the international normative framework and potential expansion for the 21st century. Digital education, increasing human mobility, changing demographics, climate change, and expectations of opportunities for learning throughout life are just a few of the areas that are testing the limits of the existing international normative framework. The culmination of a round of open consultation processes, as well as international seminars and events, and research, this paper presents some of the emerging trends, challenges, and norms that have been discussed.
45 organisations de la société civile reçoivent avec inquiétude le rapport d'enquête de conformité du Bureau du conseiller-médiateur (Compliance Advisor Ombudsman, CAO) sur l'investissement de la Société financière internationale (SFI) de la Banque mondiale dans les Bridge International Academies (BIA, également connues sous le nom d'écoles NewGlobe), et reconnaissent ses graves conclusions concernant les allégations d'abus sexuels sur des enfants dans la chaîne d'écoles à but lucratif de l'entreprise au Kenya.
45 civil society organisations receive with concern the Compliance Advisor Ombudsman’s (CAO’s) Compliance Investigation Report into the World Bank’s International Finance Corporation (IFC) investment in Bridge International Academies (BIA, also known as NewGlobe schools), and acknowledge its grave findings regarding allegations of child sexual abuse at the company’s for-profit chain of schools in Kenya.
Notre rapport annuel 2023 comprend des informations sur notre impact et nos domaines d'activité tout au long de l'année, ainsi que des détails sur notre stratégie, notre équipe et nos donateurs.
Notre travail ne serait pas possible sans le soutien généreux de nos donateurs, à qui nous sommes immensément reconnaissants.
Our 2023 Annual Report includes information about our impact and areas of activity across the year, in addition to details on our strategy, our team and our supporters.
Our work would not be possible without the generous support of our donors, to whom we are immensely grateful.
Junto con la Campaña Latinoamericana por el Derecho a la Educación (CLADE) y la Global Initative for Economic, Social and Cultural Rights (GI-ESCR), hemos presentado colectivamente una contribución conjunta al Relator Especial sobre el Derecho a la Educación. El objetivo de esta contribución es contribuir al estudio del Relator Especial sobre el uso de la inteligencia artificial en la educación basado en los derechos humanos.
The INEE Minimum Standards for Education: Preparedness, Response, Recovery (INEE MS) contains 19 standards, each of which includes key actions and guidance notes. The purpose of the INEE MS is to improve the quality of educational preparedness, response, and recovery; to increase access to safe and relevant learning opportunities; and to ensure that the actors who provide these services are held accountable. The INEE MS are designed to be applicable to crisis response in many different situations, including emergencies caused by conflict, by natural hazards such as those induced by climate change, and slow- and rapid-onset crises in both rural and urban environments.
The present report of the Special Rapporteur on the right to education, Farida Shaheed, examines the right to academic freedom from a right to education perspective. It proposes considering academic freedom an autonomous human right grounded in several provisions of international law.
Academic freedom is the freedom to access, disseminate and produce information; to think freely; and develop, express, apply and engage with a diversity of knowledge within or related to one’s expertise or field of study, regardless of whether it takes place inside the academic community (“intramural expression”) or outside the academic community, including with the public (“extramural expression”). It is a human right the exercise of which carries special duties to seek truth and impart information according to ethical and professional standards, and to respond to contemporary problems and needs of all members of society.
In the sphere of education, the Special Rapporteur supports an approach of academic freedom which all researchers, educators and students are entitled to, at all levels of education, taking into consideration the developing capacities and maturity of students. Academic freedom includes four interdependent pillars: the right to teach, to engage in discussions and debates with persons and groups inside (including in classrooms) and outside the academic community, to conduct research, and to disseminate opinions and research results. Such approach requires understanding the vitality of free expression in teaching, to review the concept of “neutrality” in education, and to reconsider processes for accrediting school manuals and imposing or prohibiting specific subjects from curricula, having in mind the aims of education under international human rights law. Educators can only foster critical thinking and provide diverse perspectives if they, themselves, enjoy academic freedom, while upholding the principles of pluralism, respect for others, and the pursuit of knowledge.
The Special Rapporteur draws the attention of the Human Rights Council and all stakeholders to the set of Principles for Implementing the Right to Academic Freedom, drafted by a working group of United Nations experts, scholars, and civil society actors, based on and reflecting the status of international law and practice. Endorsement and implementation of these Principles would allow a better state of academic freedom worldwide.