In this decision, the Supreme Court of India interpreted the right to education to include the right to the provision of a safe environment in schools, and imposed an obligation on schools to comply with certain fire safety precautions which were detailed in the judgment.
More than 40 percent of Tanzania’s adolescents are left out of quality lower-secondary education despite the government’s positive decision to make lower-secondary education free.
This report examines obstacles, including some rooted in outmoded government policies, that prevent more than 1.5 million adolescents from attending secondary school and cause many students to drop out because of poor quality education. The problems include a lack of secondary schools in rural areas, an exam that limits access to secondary school, and a discriminatory government policy to expel pregnant or married girls.
For a summary, see here.
For an esay to read version, in English, see here.
The 2015 Global Monitoring Report – Education for All 2000-2015: Achievements and Challenges – provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals.
It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress.
Finally, it identifies key lessons for shaping the post-2015 global education agenda.
This 94-page report found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrolment decisions. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities.
The ILO/UNESCO Recommendation concerning the Status of Teachers was adopted on 5 October 1966 at a special intergovernmental conference convened by UNESCO in Paris in cooperation with the ILO. It sets forth the rights and responsibilities of teachers, and international standards for their initial preparation and further education, recruitment, employment, teaching and learning conditions. It also contains many recommendations for teachers’ participation in educational decisions through consultation and negotiation with educational authorities. Since its adoption, the Recommendation has been considered an important set of guidelines to promote teachers’ status in the interest of quality education.
The UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel was adopted by the General Conference of UNESCO in 1997, following years of preparatory work between UNESCO and the ILO. This standard is a set of recommended practices covering all higher education teaching personnel. It is designed to complement the 1966 Recommendation, and is promoted and its implementation monitored by UNESCO in cooperation with the ILO, notably through the Joint ILO/ UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART).
Integrating migrants, refugees and their descendants is of critical importance for the future of the European Union. This report examines Member States’ integration policies and action plans for promoting their participation in society, focusing on non-discrimination, education, employment, language learning and political engagement.
The current political climate provides fertile ground for toxic narratives that turn immigrants into convenient scapegoats. But such communities also present an enormous opportunity, and more can be done to capitalise fully on their potential. By highlighting both promising practices and shortcomings in Member State efforts to foster participation by migrants and their descendants, this report aims to encourage determined and effective action towards building a Europe that is truly inclusive, rights-based and fair.
Contents
- Key findings and FRA Opinions
- Migrant integration action plans and strategies
- Inclusive education and participation
- Labour market participation
- Language learning and integration tests
- Democratic and political participation
- Conclusions
‘This study is about the impacts of strategic litigation on equal access to quality education in Brazil, India, and South Africa. It is intended to look beyond strategic litigation solely as a means to ensure equal access to education, and to examine the use and effectiveness of strategic litigation in advancing education quality once access is won. This study is the second in a series of four thematic studies undertaken by the Open Society Justice Initiative and independent experts in 2014-2016 to interrogate the impacts of strategic litigation as a catalyst for social change.’
RESULTS Educational Fund’s report “From Free to Fee”, investigates World Bank’s basic education investments through its private lending arm (the IFC). The report seeks to explore if IFC investments in education reach the poorest groups and help reduce extreme poverty. From Free to Fee provides evidence from IFC funded schools in Kenya, Uganda, and South Africa, and presents recommendations for the World Bank, the IFC, and other investors on how to more effectively end poverty through basic education.
This report addresses the existence and operation of low cost private schools in Kenya. The research was conducted in Homa Bay County, Ndhiwa Sub- County where 11 schools were sampled for the research and over 131 interviews conducted. The interviewees comprised of policy makers, School manager’s/Head teachers, teachers, Parents and Pupils. The research sought to determine the existence, operation and legal status of low- cost private schools in a rural setting. It set to look into the various aspects of their operation including how they are managed, the kind of curriculum they use, the number and qualification of teachers employed, the fees charged and how affordable it is to the target community, school infrastructure, the schools’ relationship with the government, and how regularly they are monitored and regulated. Seven facts were deducted from the research as follows:
- Fact 1, Affordability: More than two thirds of parents with children in Low-cost private schools can barely afford to pay fees and often have to forego some basic needs in the quest of ensuring their children receive Quality Education.
- Fact 2, Teachers qualification and Teacher to Pupil ratio: 90% of teachers in public schools are TSC certified whereas 90% of teachers in Low-Cost Private Schools are not TSC certified.
- Fact 3, Accessibility: Pupils have to walk long distances to access public schools.
- Fact 4: School Infrastructure is poor in both public and low-cost private schools.
- Fact 5: School management: 90% of schools visited do not have Parents-Teachers Associations and are in the process of establishing Boards of Management.
- Fact 6: Most of the Schools visited were not Registered
- Fact 7: Monitoring and Regulation of Low-Fee Private Schools in Homa Bay County is poor.
- Fact 8: The Community Perceives the quality of education in Low-Fee Private Schools as higher than that in public schools.
As of yet, no global policy instrument or document has carefully considered the unique educational needs of urban refugees. The purpose of this report is to examine existing policies and
practices in urban refugee education to identify gaps, opportunities, and promising practices to better meet the distinct educational needs of urban refugees. To that end, this report has two primary objectives: 1) to outline the existing global and national policy landscape and programming space as they pertain to urban refugee education;and 2) to offer recommendations for policymakers and practitioners on how to better meet the educational needs of urban refugees.