Cette Convention a pour objet non seulement la lutte contre la discrimination dans le domaine de l'enseignement, mais aussi l'adoption de mesures visant à promouvoir l'égalité de chances et de traitement dans ce domaine. Elle s'inspire donc de deux principes fondamentaux distincts, qui figurent aussi bien dans l'Acte constitutif de l'Organisation que dans la Déclaration universelle des droits de l'homme dont les articles Z et 26 proscrivent toute forme de discrimination et visent à promouvoir le droit a l'éducation pour tous. Toutefois , la portée des engagements pris par les Etats varie selon qu'il s'agit de lutter contre la discrimination ou de promouvoir l'égalité des chances. En vertu de l'article 3 de la Convention, les Etats s'engagent à prendre des mesures immédiates en vue d'éliminer et de prévenir toute discrimination au sens de la Convention , d'empêcher les différences de traitement et d'interdire les préférences et les restrictions dans divers domaines
Ce rapport est le premier rapport du Défensuer des droits français à être consacré au droit à l'éducation depuis la création d'une autorité indépendante chargée de défendre les droits des enfants. Il porte sur l'effet des inégalités sociales et territoriales et des discriminations sur l'accès à l'école et sur le maintien dans l'école pour de nombreux enfants. Le rapport aborde les sujets ressortant le plus fréquemment des saisines reçues par l'institution et relatives aux difficultés de scolarisation des enfants, au sein de l'école publique. Il vise à faire progresser l'effectivité des droits des enfants grâce à des recommandations concrètes et opérationnelles à destination du gouvernement, des ministères de l'Education nationale et de la Justice, ainsi que des collectivités territoriales.
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.
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities? These are critical questions, because we know that there’s a long way to go before all young people around the world have access to a quality education:
absent teachers, overcrowded classrooms, illegitimate diplomas, unregulated private schools and truancy are all issues that education systems are struggling to overcome.
It’s sometimes tempting to say that these problems aren’t ours to fix, that the responsibility lies with the government or with an older generation. But this simply isn’t true: education is a shared responsibility, and young people have an important role to play. In this Report, you’ll hear the stories of young people around the world who have stood up for the right to education in their communities and who have been integral in triggering change. You’ll also read about how you can become involved in our campaign to make sure governments can be held to account for education. This means making sure that citizens can take their governments to court if they are not meeting their education responsibilities. From creating video clips to holding awareness-raising events, there is a range of ways to make your voice heard. Your involvement is integral in making sure the world is on the right path to meeting our education goals.
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.