The Dakar Framework for Action represents the most important international political commitment towards promoting Education for All. The Framework contains two gender-based goals. In Article 7 (ii) the participants commit themselves to eliminating "gender disparities in primary and secondary education by 2005". The second commitment is to achieve gender equality in education (Article 7 (v)). These are described as "gender parity" and "gender equality" respectively.
This policy document discusses the global situation of girls in schools and highlights the importance of a human rights approach to education.
This article identifies different types of State's failures to realise the right to education, which are violations of the right to education.
Many countries have incorporated the right to education in their constitutions. The present article discusses the modalities of how a number of key dimensions of the right to education have been subject to judicial or quasi-judicial review. In other words, it discusses how the courts have dealt with the educational issues brought before them. Such cases do not always use right-to-education language, but generally speaking they deal with two aspects of the right to education, namely the right to receive an education and the right to choose an education.
This article makes some general observations on the concept of a core content of economic, social and cultural rights, and illustrate these observations by identifying some elements of the core content of the right to education using the 4 As framework (availability, accessibility, acceptability and adaptability).
This article maps the state of education of girls with disabilities in 2013, including the specific barriers that limit their right to education.
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.
Recent years have seen an explosion in methodologies for monitoring children’s economic and social rights (ESR). Key examples include the development of indicators, benchmarks, child rights-based budget analysis and child rights impact assessments. The Committee on the Right of the Child has praised such tools in its work and has actively promoted their usage. Troublingly, however, there are serious shortcomings in the Committee’s approach to the ESR standards enshrined in the UN Convention on the Rights of the Child (CRC), which threaten to impact upon the efficacy of such methodologies.