Le Right to Education Project vient de publier un document intitulé Applying Right to Education Indicators to the Post-2015 Education Agenda (Faire appliquer les indicateurs du droit à l'éducation de l’Agenda post-2015 relatif à l’éducation).
This paper is the Right to Education Initiative’s contribution to the on-going discussions to refine the formulation of the post-2015 education goal and targets and to identify related indicators to measure progress towards them. This paper argues that there is a need to introduce a human rights perspective to the post-2015 agenda and furthermore that right to education indicators can give a fuller account of the progress made by States towards achieving the post-2015 goals.
On 5th October, 1966, the International Labour Organisation (ILO) and UNESCO adopted the Recommendation concerning the Status of Teachers. While not legally binding, the Recommendation provides a basis for the development of national policies and practices concerning teachers.
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.
When governments met at the United Nationsin January 2014 to debate aspects of the sustainable development agenda to replace the Millennium Development Goals (MDGs) in 2015, over 300 civil society organizations from all parts of the world - including the Right to Educatin Project - have come together to demand human rights be integrated into every aspect of the new framework.
This paper intends to demonstrate the International Monetary Fund’s (IMF) role in constraining countries from increasing public expenditure in education to meet the Education For All (EFA) goals and the education-related Millennium Development Goals (MDGs). The ﬁndings are based on research and country case studies undertaken by ActionAid International ofﬁces in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone during 2004-05. These ﬁndings are complemented by similar research by the Global Campaign for Education GCE.
As many governments strive to expand basic education, they alsoface the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world.Assessments show that this is not happening in many countries. This Report reviews research evidence on the multiple factors that determine quality, and maps out key policies for improving the teaching and learning process, especially in low-income countries.
This article aims at connecting economics, education and gender in the MDGs, inviting world leaders to reaffirm education as a human right and as a major driver of economic and social development.
This brief is on education and MDG 3 (Promote Gender Equality and Empower Women), with a focus on target 3.A (Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015). It highlights that education is essential to eliminate discrimination and transform social attitudes and power relations.