This report summarizes in 281 pages the shortcomings of global educational promises and then examines how the right to education fares in 170 countries. Developing and transitioning countries are divided into six geographical regions and 31 tables highlight the key findings derived from country-by-country surveys. The Report highlights the abyss between the domestic policies of wealthy creditor and donor governments which keep compulsory education free, and their external policies which have made it for-fee. All sources are indicated in 1,317 footnotes.
Abolishing School Fees in Africa is the product of a SFAI workshop, “School Fee Abolition: Building on What We Know and Defining Sustained Support,” held in Kenya in 2006. The book begins with a comparative overview of the processes, challenges, and lessons learned by five countries that had already abolished school fees: Ethiopia, Ghana, Kenya, Malawi, and Mozambique. The subsequent chapters delineate the actual experiences of each of the countries in planning and implementing their policies.
This report shows that the Philippines is neglecting its obligation to guarantee free public education for all. Since 2009 the government’s allocation of funds to private school chains has increased to more than PHP 31 Billion, nearly $700 million USD, which Riep points out could have paid for 60 thousand more classrooms and accommodated roughly 3 million students.
The report reveals how for-profit schools are using the education system, with the aid of public money, to produce a generation of young people programmed to work as “semi-skilled... cheap labour” for a plethora of corporations in the Philippines. At the same time, low-fee, for-profit schools are employing untrained teachers for low wages at the cost of quality education.
The main findings of the report are:
- Complicity and failure on the part of Filipino government to fulfil its obligations to provide quality free education for its citizens - this on the heels of the adoption of the SDGs and the FFA.
- It also reveals failure on the development, implementation and enforcement of legislative requirements that go to for-profit schooling - noting that APEC receives directly and indirectly government/tax payer funding.
- The report further highlights failure on enforcing a social contract / minimum standards regarding qualified teachers, curriculum and facilities. In fact, the government waived legislative requirements vis a vis school facilities.
- What is new here is the state sponsored / subsidised human resource factories directly advancing Ayala’s business interests. This is achieved by reverse engineering the curriculum to produce an army of labour for their businesses e.g. call centres. All in all, the research provides evidence why the profit motive has no place in dictating what is taught, how it’s taught nor how schools are organised.
The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.
With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.
The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.
The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.
The report focuses on the legal obligations of states and private entities to mobilise all resources at their disposal, including those that could be collected through taxation or prevention of illicit financial flows, to satisfy minimum essential levels of human rights and finds that states who facilitate or actively promote tax abuses, at the domestic or cross-border level, may be in violation of international human rights law.
The report is based on a detailed examination of UN treaty bodies and special procedures’ views on the current interpretation of the scope and content of this obligation to mobilise resources. Further, it is published against the backdrop of increased awareness of the relationship between economic policies and human rights and the 2030 Agenda for Sustainable Development which committed all UN member states to ‘strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection’ and ‘significantly reduce illicit financial flows’.
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. The first volume of NORRAG Special Issue (NSI) is dedicated to examining international frameworks and national policy as well as the challenges of fulfilling the right to education in practice.
The inaugural issue of NSI on the Right to Education Movements and Policies: Promises and Realities aims to highlight the global and national level experience and perspective on guaranteeing the right to education, as outlined in international frameworks, national constitutions, legislation, and policy, when creating the required administrative structures to ensure that the right is respected, protected, and fulfilled for all.
The Issue is divided into six parts, each focusing on a specific theme of right to education policy and practice. The first part includes an article written by RTE staff on The Role of Court Decisions in the Realisation of the Right to Education, which draws on RTE's background paper on accountability for the GEM Report 2017-8.
Children in Afghanistan – and their households may face war, displacement, migration and natural disasters in trying to access education, in addition to more common difficulties such as poverty and lack of access. This study, part of the Global Initiative on Out-of-School Children launched by the United Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization Institute for Statistics (UNESCO UIS), seeks to identify the barriers preventing children in Afghanistan from attending school, identify gaps in the current approaches to addressing these barriers and provide policy recommendations to move forward effectively. This is in line with the studies conducted elsewhere at the country and regional level for the out-of-school children initiative (OOSCI), based on existing data.
In this report, the Special Rapporteur looks with concern at the rapid increase in the number of private education providers and the resulting commercialization of education, and examines the negative effects of this on the norms and principles underlying the legal framework of the right to education as established by international human rights treaties. He highlights the repercussions of privatization on the principles of social justice and equity and analyses education laws as well as evolving jurisprudence related to privatization in education.
Finally, he offers a set of recommendations on developing effective regulatory frameworks for controlling private providers of education and safeguarding education as a public good.
This report examines public-private partnerships in education, which are inextricably linked to rapidly expanding privatization. The Special Rapporteur highlights their implications for the right to education and for the principles of social justice and equity. Lastly, he offers a set of recommendations with a view to developing an effective regulatory framework, along with implementation strategies for public-private partnerships in education, in keeping with State obligations for the right to education, as laid down in international human rights conventions, and the need to safeguard education as a public good.
This report shows how a student’s place of origin within France, that is, the region in which they live prior to the beginning of their studies, coupled with their socio-economic background can mean that the cost of education, which is heavily influenced by the structure of the French higher education system, poses a significant barrier to their enjoyment of the right to higher education.