توفر هذه المكتبة الالكترونية موارد من مشروع الحق في التعليم وكذلك من المنظمات الشريكة الأخرى، كما ويمكنكم تحديد الموارد ذات الصلة حسب الموضوع والمنطقة والبلد ونوع المحتوى واللغة. الرجاء ملاحظة أن الموارد ستكون متاحة بلغات أخرى قريبا. انظر أيضا قائمة قواعد البيانات المفيدة للحصول على معلومات عن إنفاذ الحق في التعليم على المستوى الوطني
Key resource

L'éducation est un droit humain fondamental pour chaque femme, homme et enfant. Ces dernières décennies, de nombreux États désireux de faire du droit à l’éducation une réalité ont fait d’impressionnants progrès. Avec l’entrée en vigueur de nouvelles lois et politiques supprimant les frais liés à l’éducation de base, l’enseignement gratuit gagne du terrain. Des dizaines de millions d’enfants ont donc fait leur entrée à l’école et le nombre d’enfants et adolescents déscolarisés a été presque divisé par deux depuis 2000. Des mesures importantes ont également été prises en ce qui concerne la parité des genres et les États se sont appliqués à améliorer la qualité de l’éducation en optimisant les politiques relatives aux enseignants et en mettant l’accent sur les résultats d’apprentissage.

Malgré tous ces efforts, le droit à l’éducation est encore régulièrement enfreint. Preuve marquante s’il en est, 262 millions d’enfants en âge de fréquenter l’école primaire et secondaire ne sont pas scolarisés. Les filles, les personnes handicapées, les personnes défavorisées ou venant des zones rurales, les autochtones, les migrants et les membres des minorités nationales sont les plus touchés par des discriminations qui nuisent aussi bien à leur accès à l’éducation qu’à leurs droits dans les écoles.

Pour répondre au défi, l’UNESCO et l’Initiative pour le droit à l’éducation (Right to Education Initiative, RTE) ont mis au point ce manuel orientant les actions permettant de garantir le droit à l’éducation. Son objectif n'est pas de présenter le droit à l'éducation comme une notion abstraite, conceptuelle ou purement juridique, mais plutôt de conduire à l'action. Ce manuel sera utile à ceux qui agissent pour la réalisation de l’ODD 4, car il fournit des conseils stratégiques sur la manière de mettre à profit les engagements juridiques en faveur du droit à l’éducation pour atteindre cet objectif.

ENGLISH

Member States are increasingly seeking ways and means to step up efforts to ensure their national systems and frameworks are aligned with international commitments and obligations in order to overcome challenges in the full implementation of the right to education and the realization of SDG4. As the COVID-19 pandemic has shown, strong national legal and policy frameworks that lay the foundation and conditions for the delivery and sustainability of free, inclusive, equitable and quality education in all contexts are essential for the effective implementation and enforcement of this key human right.

Through a hands-on approach, the Guidelines were developed with the aim to strengthen national frameworks by assisting countries and stakeholders in conducting an assessment of the compatibility of their national education legal and policy framework with international standard-setting instruments on the right to education, and in light of SDG 4 commitments.

 

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 SAR’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.

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.

In 2018, 17.2 million people were internally displaced as a result of natural disasters (IDMC 2019). Just one year later, in 2019, 24.9 million people were displaced due to natural disasters and extreme weather events (IDMC 2020). The catastrophic effects of climate change are no longer isolated emergencies, but have become the new global norm- a reality that is only intensifying each year. Yet the literature regarding climate change has little to no information on the specific nexus between climate displaced and their right to education.

Persons displaced by the effects of climate change face significant vulnerabilities with regard to accessing education: saturated school capacity, destroyed infrastructure, linguistic barriers, difficulties to have past qualifications recognized, discrimination, and more. This is why UNESCO commenced a new initiative: the Impact of Climate Displacement on the Right to Education. This is explored throughout this working paper. 

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.

ENGLISH

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.

FRANÇAIS

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.

Key resource

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.

FRANÇAIS

الصفحات