The Arab Charter on Human Rights was adopted on 22 May 2004 by the Council of the League of Arab States. It reaffirms the principles of the Charter of the United Nations, the Universal Declaration of Human Rights and the provisions of the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights, and therefore, the right to education.
Article 41 guarantees the right to education and obliges States Parties to eradicate illiteracy. It provides for free compulsory primary education. It defines the aims of education and refers to human rights education. It also guarantees on-going education and adult education.
Article 40 is specifically on the right to education of persons with disabilities.
As an integral part of UNESCO’s Constitutional mission for ensuring “full and equal opportunities for education for all”, the realisation of the Right to Education is one of the biggest developmental challenges, as millions of children and adults remain deprived of basic education in today’s learning societies.
This document is a short leaflet on the right to education.
Ten years after FRA’s establishment, this year’s Fundamental rights report reflects on the highlights and shortfalls of human rights protection in the EU over the last decade. The report summarises and analyses major human rights developments in the EU over 2016, with proposals for action covering the EU’s Fundamental Rights Charter and its use by Member States; equality and non-discrimination; racism, xenophobia and related intolerance; Roma integration; asylum, borders and migration; information society, privacy and data protection; child rights; access to justice; and implementing the UN’s disability convention.
Based upon Plan International's dataset of 1.4 million sponsored children, the report compares sponsored children with a disability to those without, from 30 countries worldwide. The report, produced in collaboration with London School of Hygiene & Tropical Medicine, reveals that children with disabilities in developing countries are being held back from an education. The findings will help Plan International - and other researchers and organisations - to improve responses to the needs of children with disabilities, particularly their health and education.
The World Health Assembly (resolution 58.23 on 'Disability, including prevention, management and rehabilitation') requested the World Health Organization (WHO) Director-General to produce a World report on disability based on the best available scientific evidence. The WHO and the World Bank Group have jointly produced this first ever World report on disability to provide evidence for innovative policies and programmes that can improve the lives of people with disabilities, and facilitate implementation of the United Nations Convention on the Rights of Persons with Disabilities. The report focuses on measures to improve accessibility and equality of opportunity; promoting participation and inclusion; and increasing respect for the autonomy and dignity of persons with disabilities. The report is directed at policy-makers, practitioners, researchers, academics, development agencies, and civil society and makes recommendations for action at the local, national and international level. Chapter 7 discusses education.
The 2013 edition of The state of the world’s children is dedicated to the situation of children with disabilities. The report examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with disabilities of their rights and keep them from participating fully in society. It also lays out some of the key elements of inclusive societies that respect and protect the rights of children with disabilities, adequately support them and their families, and nurture their abilities – so that they may take advantage of opportunities to flourish and make their contribution to the world. Chapter 3 includes a section specifically on inclusive education (pages 27 to 36).
This guide, organised around a set of questions and answers to 'unpack' SDG4, provides overall guidance for a deeper understanding of SDG4 within the 2030 Agenda for Sustainable Development, in order to support its effective implementation. The guide outlines the key features of SDG4-Education 2030 and the global commitments expressed in the SDG4 targets as articulated in the Incheon Declaration and the Education 2030 Framework for Action. The guide also examines the implications of translating these global commitments within, and through, national education development efforts.
Human Rights Council Resolution A/HRC/32/L.33 adopted during the 32nd Session on the right to education. This resolution urges States to give full effect to the right to education, including by taking measures including the regulation of non-State actor providers of education:
2 (e) Putting in place a regulatory framework for education providers, including those operating independently or in partnership with States, guided by international human rights obligations, that establishes, inter alia, minimum norms and standards for the creation and operation of educational services, addresses any negative impacts of the commercialisation of education, and strengthens access to appropriate remedies and reparation for victims of violations of the right to education;
This case concerns whether the right to basic education includes a right to be provided with transport to and from school at state expense for those scholars who live a distance from their schools and who cannot afford the cost of that transport.
This High Court case deals with the constitutional obligation of the South African government to promote basic education by securing timely appointment and funding of educators at all public schools.