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Early childhood, defined as the period from birth to eight years old, is a crucial time for the physical, cognitive, social, and emotional growth of children. Access to quality early childhood care and education (ECCE), therefore, can be vital in laying the foundations for children’s long-term development, well-being, learning, and health. Despite this, universal and equitable access to free, quality, and compulsory pre-primary education is one of the major education challenges. One out of two children does not receive pre-primary education. While access to quality pre-primary education is inadequate globally, the opportunities for pre-primary education are drastically restricted for migrant children. Significant inequalities exist between migrant and local-born children in terms of quality access to pre-primary education.

This brief focuses on some of the important issues related to young migrant children’s access to ECCE and pre-primary education, and the key challenges in the existing legal framework.  It further proposes to strengthen the legal framework and policy development for the inclusion of ECCE in-migrant response strategies.

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Changes in the media market after the end of the cold war, the development of new technologies and the hindering consequences of multiple economic crises have strengthened collaboration between journalists, photographers, videographers, and NGOs. Media reporting on conflict zones can play an enhanced role in helping civil society organisations (CSOs) to document attacks on education and CSO knowledge and connections could help journalists uncover important stories from the front lines. 

This brief encourages a systematic collaboration focused on collecting and sharing data that may help advance the right to education in emergency situations. It is part of a Right to Education Initiative (RTE) series of briefs designed to help civil society organisations monitor and advocate for the right to education, such as the guide on Monitoring Education Under Attack from a Human Rights Perspective.

This document lists the international and regional instruments that refer to the right to higher education.

 

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اللغة العربية

This short briefing note addresses the concepts of 'merit' and 'capacity' in relation to higher education from a human rights perspective.

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This background paper prepared for the Global Education Monitoring Report on non-States' actors in education: Who chooses? Who looses? provides both the rationale and the framework for re-centring a human rights’ perspective in education sector analysis. It draws on international human rights law as specified in the recently adopted Abidjan Principles on the human rights obligations of States to provide public education and to regulate private involvement in education, a landmark text for the interpretation of the right to education, in particular in the context of growing privatisation in and of education. The paper outlines how to use the Abidjan Principles to develop a tool to measure if and how States are implementing and individuals are enjoying those rights, with a specific focus on the role of non-State actors. We find that reframing education analysis through a human rights lens provides a sharp contrast to the narrow view of education as a human capital generator. Using the human rights framework of structures, processes, and outcomes, we not only detail questions which can guide future research and advocacy, but also demonstrate its use in evaluating data availability and sector plans in the United States and Côte D’Ivoire and re-evaluating existing conclusions from “The Role and Impact of Private Schools in Developing Countries” (Day Ashley et al., 2014). 

50th session of the Human Rights Council

Interactive Dialogue with the Special Rapporteur on the right to education on her report on impacts of digitalisation on the right to education. Oral Statement by the Global initiative for Economic, Social and Cultural Rights (GI-ESCR) and the Right to Education Initiative (RTE).

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Treaty bodies are committees of independent experts created under a particular UN treaty. They are mandated to monitor how the states which have ratified the treaty in question comply with their obligations to implement the human rights guaranteed by the treaty, including the right to education. They periodically examine state reports and issue concluding observations on states’ compliance with the treaty, including recommendations.

The UN Committee on Economic, Social and Cultural Rights (CESCR), the UN Committee on the Rights of the Child (CRC), the UN Committee on the Elimination of all forms of Discrimination Against Women (CEDAW), the UN Committee on the Rights of Persons with Disabilities (CRPD) and the UN Committee on Civil and Political Rights (CCPR) have covered issues related to higher education in their concluding observations. This document compiles their concerns and recommendations for the period 2016-2021. It is organised by UN treaty Bodies with states listed in alphabetical order.

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This Right to Education Initiative brief explores ECCE related content from the reports of UN Special Rapporteurs on the Right to Education published between 1999 and 2021. 

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