Dans le présent rapport, le Rapporteur spécial sur les droits de l’homme et l’extrême pauvreté, Olivier De Schutter, constate que les enfants nés dans des familles défavorisées ne peuvent prétendre à l’égalité des chances : les perspectives qu’ils ont de jouir d’un niveau de vie décent à l’âge adulte sont en effet considérablement réduites du simple fait que leurs parents sont pauvres.
Le Rapporteur spécial examine les mécanismes qui perpétuent la pauvreté dans les domaines de la santé, du logement, de l’éducation et de l’emploi. La montée des inégalités est en soi un facteur déterminant : plus les sociétés sont inégales, moins elles permettent la mobilité sociale, et la répartition inégale des richesses a un effet particulièrement dévastateur à cet égard. Nous pouvons parfaitement mettre fin au cercle vicieux de la pauvreté. La solution, pour ce faire, passe par des investissements dans les secteurs de l’éducation et de la protection de la petite enfance, ainsi que dans l’éducation inclusive, par l’instauration d’un revenu minimum universel pour les jeunes combinée à une hausse des droits de succession, et par l’interdiction de la discrimination fondée sur les désavantages socio-économiques.
Les personnes en situation de pauvreté font face à une discrimination généralisée dans des sociétés où la ségrégation par la richesse reste très marquée ; aussi des mesures de nature systémique s’imposent-elles pour surmonter les divisions héritées du passé.
En el presente informe, el Relator Especial sobre la extrema pobreza y los derechos humanos, Olivier De Schutter, observa que a los niños nacidos en familias desfavorecidas se les niega la igualdad de oportunidades: sus posibilidades de alcanzar un nivel de vida decente en la edad adulta disminuyen considerablemente por el mero hecho de que sus padres sean pobres. El Relator Especial examina los canales a través de los cuales se perpetúa la pobreza, en los ámbitos de la salud, la vivienda, la educación y el empleo.
El propio aumento de las desigualdades es un factor importante: cuanto más desiguales son las sociedades, menos permiten la movilidad social, y las desigualdades de riq ueza son especialmente corrosivas en ese sentido. Acabar con los círculos viciosos de la pobreza está a nuestro alcance. Las inversiones en educación y atención a la primera infancia, la educación inclusiva, la provisión de una renta básica universal para los jóvenes, combinada con una mayor fiscalidad de las herencias, y la prohibición de la discriminación por motivos de desventaja socioeconómica son fundamentales para romper los ciclos que perpetúan la pobreza. Las personas en situación de pobreza se enfrentan a una discriminación sistémica en sociedades que siguen estando profundamente segregadas por la riqueza: esto exige remedios sistémicos para superar las divisiones heredadas.
This report, presented to the 76th session of the General Assembly in October 2021, examines the channels through which poverty is perpetuated, in the areas of health, housing, education and employment. The growth of inequalities itself is an important contributing factor: the more unequal societies are, the less they allow for social mobility. The report argues that ending the vicious cycles of poverty is within reach. Investments in early childhood education and care, inclusive education, the provision of a universal basic income for young people combined with an increased taxation of inheritance, and the prohibition of discrimination on grounds of socioeconomic disadvantage are key to breaking the cycles that perpetuate poverty. People in poverty face systemic discrimination in societies that remain deeply segregated by wealth: this calls for systemic remedies to overcome inherited divisions.
It features sections on the right to education in relation to poverty, including the right to early childhood care and education, and higher education.
International and regional human rights bodies monitor and review progress made on the implementation of human rights treaties on a regular basis and continuously issue recommendations to States to improve the situation of children’s rights in each country. Civil society plays a crucial role in monitoring progress and challenges for children’s rights on the ground. Civil society practitioners often know about these processes and contribute to these recommendations. But not always are these recommendations systematically follow-up on to see what happens once the States receive them, and whether these recommendations are actually used to improve the situation. At the same time, many of us within civil society do not know about these processes and recommendations and miss opportunities that could strengthen our ongoing work.
This guide aims to empower and inspire civil society practitioners to follow-up, use and make the most of these recommendations as part of their daily work to advance realisation of children’s rights in their countries. To that end, it provides a step-by-step plan of activities to consider, with case studies and practical tips and formats to help us in that journey. It also provides some additional links with background information for those of us with less experience in this field.
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).
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.
UNESCO and partners held a side meeting during the Transforming Education Pre-Summit, at UNESCO Headquarters entitled ‘Transforming education: the need to expand the international legal framework’. The report presents the main issues raised and suggested areas requiring further protection in the international legal framework on the right to education.
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.