Free to Think 2020 analyzes 341 attacks on higher education communities in 58 countries between September 1, 2019 and August 31, 2020. The report draws on data from Scholars At Risk’s Academic Freedom Monitoring Project and identifies trends related to attacks on higher education communities, including violent attacks on campuses in Afghanistan, India, and Yemen; wrongful imprisonments and prosecutions of scholars; restrictions on academic travel, deployed most prominently by authorities in Israel, Turkey, and the United States; pressures on student expression included sustained pressures in Colombia, India, the Occupied Palestinian Territories, and South Africa; and legislative and administrative threats to university autonomy, including in Brazil, Ghana, Poland, Romania, Russia, and Turkey.
Si les données sur les attaques contre l’éducation sont devenues plus largement disponibles grâce à une meilleure prise de conscience et aux efforts des organisations nationales et internationales et des organes de contrôle, des lacunes de données critiques subsistent. Les systèmes de signalement peuvent être absents, médiocres ou déconnectés des réponses efficaces aux attaques contre l’éducation. Les moniteurs, ainsi que les victimes et les témoins, peuvent faire face à des menaces pour leur sécurité, ou l’insécurité peut empêcher les observateurs d’accéder aux zones où des attaques se produisent. De ce fait, un grand nombre d’attaques et incidents d’utilisation militaire ne sont pas signalés, ce qui compromet les efforts de calcul de leur prévalence.
Même lorsqu’il existe des mécanismes de signalement, les données ne sont pas souvent ventilées par genre, âge, lieu, type d’attaque ou auteur. Les violations telles que le recrutement d’enfants et la violence sexuelle par les forces armées ou les groupes armés à l’école ou sur le chemin de l’école sont souvent sous-déclarées. Les impacts des attaques contre l’éducation et de l’usage militaire – comme les jours d’école perdus, les abandons et les fermetures d’écoles – restent difficiles à calculer en raison de ces écarts. Et même lorsque la collecte de données a lieu régulièrement, leur analyse et leur signalement ne se produisent pas toujours à intervalles réguliers.
Les pages suivantes présentent un Kit pratique pour collecter et analyser les données sur les attaques contre l’éducation exhaustif qui comble les lacunes susmentionnées dans la collecte de données ; favorise la collaboration intersectorielle sur la collecte, l’analyse et la communication des données ; et renforce et harmonise les définitions et les concepts liés aux attaques contre l’éducation.
While data on attacks on education has become more widely available thanks to better awareness and efforts by national and international organizations and monitoring bodies, critical data gaps remain. Reporting systems may be absent, weak, or disconnected from effective responses to attacks on education. Monitors, as well as victims and witnesses, may face threats to their safety, or insecurity may prevent monitors from accessing areas where attacks occur. As such, many attacks and incidents of military use go unreported, undermining efforts to calculate their prevalence.
Even when reporting mechanisms exist, data is not often disaggregated by gender, age, location, type of attack, or perpetrator. Violations such as child recruitment and sexual violence by armed forces or armed groups at, or en route to, school often go underreported. The impacts of attacks on education and military use – such as school days lost, drop-outs, and school closures – remain difficult to calculate due to such gaps. And even when data collection occurs regularly, its analysis and reporting do not always occur at regular intervals.
The following pages comprise a comprehensive Toolkit for Collecting and Analyzing Data on Attacks on Education which addresses the abovementioned gaps in data collection; promotes inter-sectoral collaboration on data collection, analysis, and reporting; and strengthens and harmonizes definitions and concepts related to attacks on education.
The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in Latin America and the Caribbean, which promotes social mobilization and political advocacy to defend the human right to education. This collection of articles, essays and statements reflect on the vital role of public education in the region and the fault lines exposed by the pandemic, considering both the challenges public education in Latin America faces and possible solutions, alternatives and ways forward.
At the end of 2019, at least 13.4 million school-age children (5-17 years old) were internally displaced due to conflict or violence. These numbers are likely an underestimate with many internally displaced children unaccounted for due to lack of data. The periods of internal displacement are becoming longer, with years becoming decades and internally displaced children spending the majority of their school-years displaced. The majority of these children do not have access to quality, safe and inclusive education due to discrimination, financial, legal, and insecurity barriers.
The five country case studies (Afghanistan, Colombia, Somalia, Syria Ukraine) in this report demonstrate that adopting legal and policy frameworks is not enough to uphold the right to education for internally displaced children. Challenges to implementing these policies are linked to institutional, financial, political, and cultural factors.
International human rights law requires States to provide equal access to higher education without discrimination and to ensure the progressive realization of the right to free higher education. Although France outperforms many countries at the Organization for Economic Cooperation and Development (OECD) on many metrics regarding higher education, there remains significant problems, particularly ensuring equal access for students based on their place of origin. The opportunities students have, are not equal across all regions of France. Part of this inequality can be attributed to the socio-economic status of individual students. However, regional differences operate independently, and can exacerbate socio-economic inequalities, in determining participation in higher education.
This policy brief shows that the unequal distribution of higher education institutions across the country results in students having to move across regions to access higher education, thus incurring costs (mainly housing and transportation), which are harder to meet for those who do decide to move, due to regional differences in standards of living. Coupled with the stagnation of budget allocation to higher education and the general rise in tuition fees, these indirect costs of education constitute a significant barrier to the enjoyment of the right to free higher education on a non-discriminatory basis.
The COVID-19 pandemic and the responses of States thereto have had a very significant impact on the enjoyment of a wide range of social rights. The Council of Europe’s European Social Charter provides a framework for the measures that must be taken by States Parties to cope with the pandemic as it unfolds. The treaty also provides a necessary framework for the post-pandemic social and economic recovery as well as for preparation for and responses to possible future crises of this nature.
With the present statement the European Committee of Social Rights (ECSR) aims to highlight those Charter rights that are particularly engaged by the COVID-19 crisis. (It does not address the right to protection of health under Article 11 of the Charter, which was the subject of a separate statement adopted in April 20201 ). The statement provides guidance to States Parties, organisations of workers and employers, civil society and other key stakeholders by clarifying certain aspects of the Charter rights in question as they apply in the current crisis.
In 2019, the French Constitutional Court (Conseil Constitutionnel) was seized by student unions and associations regarding public higher education tuition fees concerning international students from outside of the European Union. The plaintiffs argued that under paragraph 13 of the preamble of the French constitution, public higher education should be equally accessible to all and free. The Constitutional Court found that modest tuition fees in public higher education, where appropriate and depending on the financial capacity of students, do not go against the principle of equal access to education and the principle of free higher education. The right to education should ensure that access to higher education is financially possible for every student. Thus, limited tuition fees can be set by legislators under the control of the judicial system. Therefore, the Court states that the right to education of international students to access French public higher education system was not violated.
L’originalité de cette approche consiste à considérer la vie éducationnelle comme une relation vivante entre des acteurs (élèves, éducateurs, organisations et autres acteurs associés) et des ensembles de connaissances qui forment des ressources culturelles communes, porteuses « d’identité, de valeurs et de sens », sans lesquelles les acteurs ne peuvent rien.
In the present report, submitted pursuant to Human Rights Council resolutions 8/4 and 44/3, the Special Rapporteur on the right to education considers the cultural dimensions of the right to education, which are crucial to ensuring that the universal right to inclusive and quality education is realized, as called for in Sustainable Development Goal 4. The Special Rapporteur calls for the right to education to be viewed as a cultural right – that is, as the right of each person to the cultural resources necessary to freely follow a process of identification, to experience mutually rewarding relations his or her life long, to deal with the crucial challenges facing our world and to engage in the practices that make it possible to take ownership of and contribute to these resources.
What is unique about this approach is its conception of educational life as a living relationship between actors (students, educators, organizations and other associated actors) and collections of knowledge that form shared cultural resources, vectors of identity, values and meaning, without which action is impossible.