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.
The Abidjan Principles are now entering into their fourth year. In a relatively short period, they have achieved widespread recognition across multiple fields, with official recognitions now totalling ten.
Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation.
This background paper prepared for the Global Education Monitoring Report on non-States' actors in education: Who chooses? Who looses? provides both the rationale and the framework for re-centring a human rights’ perspective in education sector analysis.
في يوم الأربعاء ٢٨ أبريل استضافت مبادرة الحق في التعليم(RTE) بالمشاركة مع الحملة العربية للتعليم للجميع حلقة دراسية شبكية في سياق فعاليات الأسبوع العالمي للتعليم لهذا العام. استقطب الحدث مشاركين ومتحدثين من عدة دول عربية من أجل تداول وجهات النظر حول التحديات الخاصة التي تواجهها المنطقة.
The case of the sale of public schools in Mauritania to private entrepreneurs and the associated privatisation of education, which civil society has been documenting and exposing since 2018, took a new turn on 27 July 2020 with the publication of a new report by the Parliamentary Inquiry Commission on the presidency of Mohamed Ould Abdel Aziz, the former President who was ousted from power in
Ce rapport examine les partenariats public-privé dans le domaine de l’éducation, indissociables de l’expansion rapide de la privatisation. Le Rapporteur Spécial souligne ainsi leurs incidences sur le droit à l’éducation et les principes de justice sociale et d’équité.
Dans ce rapport, le Rapporteur spécial note avec préoccupation la multiplication rapide du nombre d’établissements d’enseignement privés et la commercialisation de l’éducation qui en découle. Il examine les effets néfastes de cette tendance sur les normes et principes qui constituent le fondement du cadre juridique du droit à l’éducation tel qu’il est consacré par les instruments internationaux relatifs aux droits de l’homme.
From October 23 to 26, the second Francophone Meeting on the Merchandising and Privatization of Education was held at the Francophonie Institute for Education and Training in Dakar. This event brought together 107 delegates from 25 countries. The report provides an overview of privatization and commodification in the French-speaking world, based on the discussions that took place during the meeting, as well as a summary of the Francophone consultation on the human rights guiding principles on States’ obligations regarding private actors in education.
According to UNESCO, 264 million children and youth are still out of school around the world, and this is only accounting for the primary (61 million) and secondary school (203 million) age population. In particular, the poorest and most marginalised, including ethnic and religious minorities, persons with disabilities, girls, and populations experiencing conflict, are often systematically unable to access and complete a full cycle of quality education.