This report on education and disability synthesises current evidence around the scale of the challenge, highlighting levels of exclusion from education faced by children with disabilities, as well as outlining the common barriers faced in gaining access to a quality education. It also aims to set out the case for inclusive education systems, where children with disabilities are brought into mainstream schools, and classrooms and schools respond and adapt more effectively to their needs. Finally, the report summarises the policy responses which can help bring down the common barriers – from the family, local communities and national government, through to the international community – setting out clear set of areas of action and policy recommendations for governments, donors and the international community.
The General Comment 9 of the Committee on the Rights of the Child interprets the Convention on the Rights of the Child as regards the rights of children with disabilies, including their right to education (see paragraphs 62 to 69)
The advice of the Expert Mechanism are meant to provide a better understanding of the provisions of the United Nations Declaration on the Rights of Indigenous Peoples and to propose concrete actions that States, indigenous peoples, civil society, international organisations, national human rights institutions and others can take in order to further its implementation.
This advice deals with the right to education of indigenous peoples.
This report documents how the the Czech authorities are violating the human rights of Romani children in schools across the country. Romani children in the Czech Republic have for decades suffered systemic discrimination in primary education. Many are placed in so-called practical schools designated for pupils with mild mental disabilities. Those in mainstream schools are often segregated in Roma-only schools and classes or otherwise treated differently. Reports of racial bullying and ostracisation by non-Roma pupils, and even open prejudice by some teachers, are frequent. Amnesty International calls on the Czech government to make an unequivocal commitment and start a reform that would address ethnic prejudice and discrimination head-on.
The Declaration on the Rights of Indigenous Peoples establishes a universal framework of minimum standards for the survival, dignity, well-being and rights of the world's indigenous peoples. The Declaration addresses both individual and collective rights; cultural rights and identity; rights to education, health, employment, language, and others. It outlaws discrimination against indigenous peoples and promotes their full and effective participation in all matters that concern them. It also ensures their right to remain distinct and to pursue their own priorities in economic, social and cultural development. The Declaration explicitly encourages harmonious and cooperative relations between States and indigenous peoples.
Articles 14, 15, 17 and 21 refer to education.
The main purpose of this Guide is to provide governments, indigenous and tribal peoples and workers’ and employers’ organisations with a practical tool for the implementation of indigenous peoples’ rights, based on the experiences, good practices and lessons learned that have been generated so far.
Section 10 (pages 128-136) refer specifically to education.
The following articles relevant to the justiciability of the right to education can be found in this INTERIGHTS Bulletin:
- Diokno, MSI (2007) Short-changing the Right to Education in the Philippines,
- Ribeiro, RM (2007) Securing the Right to Education in Brazil: A Brief Overview of the Role of the Courts
- Courtis, C (2007) The Right to Education in the Jurisprudence of the Inter-American Court of Human Rights
- Cojocariu, C (2007) Racial Discrimination against Roma Children in Schools: Recent Developments from Courts in Bulgaria and Hungary
The following article is relevant to the right to education of minorities:
- de Varennes, F (2007) Language Rights in Education
An update of the decisions made by the European Court of Human Rights from 2007-2010, on the right to education of Roma children.
This Guide provides an overview of economic, social and cultural rights and how they can be applied to minorities and indigenous peoples. Aimed at minority and indigenous activists and those working with them, each chapter has been written by an expert on a different right. Education rights are addressed by Duncan Wilson on p.55 – 67.
Each chapter focuses upon a different ESC right and describes the legal standards, the various enforcement mechanisms, and guidelines for successful civil society advocacy.
The study prepared by the Expert Mechanism encompasses (a) a human rights-based analysis of the scope and content of the right to education; (b) indigenous education systems and institutions; (c) lessons learned; (d) challenges and measures to achieve the implementation of the right of indigenous peoples to education; and (e) advice on the right of indigenous peoples to education.