الفتيات والنساء

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.

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.

The COVID-19 pandemic has wreaked unprecedented havoc on children, families and communities around the globe, disrupting vital services and putting millions of lives at risk. Since March, attempts to avert the global health crisis have seen nationwide school closures in 194 countries.

En este informe, la Relatora Especial explique que los programas de enseñanza no académica ofrecen fórmulas flexibles y centradas en los estudiantes para mejorar los resultados de la educación. Ello es particularmente importante para las niñas y los grupos que se hallan en situación vulnerable, como los niños con discapacidad, las minorías y los niños de las zonas rurales y empobrecidas, que constituyen un porcentaje excesivo de la población no escolarizada.

Dans ce rapport, la Rapporteuse spéciale explique que les programmes d’enseignement non formel offrent des moyens souples et centrés sur l’apprenant pour améliorer les résultats dans le domaine de l’éducation. Ces programmes sont particulièrement utiles dans le cas des filles et des groupes vulnérables, notamment des enfants handicapés, des enfants issus de minorités, ainsi que des enfants vivant en milieu rural ou dans la pauvreté, qui sont surreprésentés dans la population non scolarisée.

In this report, the Special Rapporteur shows that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-ofschool populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable States to fulfil the right to education of learners who are excluded from the formal system.

In Kenya, teenage pregnancy almost certainly means the end of a girl’s education. It remains one of the main reasons why girls do not complete their education—keeping an estimated 13,000 girls out of school each year. 

Factsheet detailing the legal and policy framework in Kenya applicable to early and unintended pregnancy and the right to education.