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In her 2022 Report on the impact of the digitalisation of education on the right to education, the United Nations Special Rapporteur on the right to education clarified that any introduction of digital technologies in education must be framed around the right of every person to public, free, quality education and the commitments of states in this regard both under international human rights law and Sustainable Development Goal 4. This paper affirms that state obligations under the human rights framework must be the starting point for assessing and responding to discussions related to the monitoring of children’s activities and the collection and use of their data in the field of education. Part 2 outlines the international and regional human rights legal framework that governs the relationship between technology and education, providing a baseline upon which states can verify compliance with international human rights law and useful guidance for anyone seeking to understand the impacts of existing and emerging educational products and services. Part 3 then provides a comparative analysis of the regulation of technology and education in ten countries, through an examination of current data protection, education and related legislation, for the purpose of understanding how different countries are paying attention to and addressing key human rights issues with regards to technology in education in practice.

 

Background paper to 2023 UNESCO GEM Report 'Technology in education: a tool on whose terms?'

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The past two years (2021-2023) have been marked by important progress in the area of ECCE and reflection on the implications in terms of normative framework and related rights implementation. UNESCO brought together 40 key actors in ECCE for three high-level meetings resulting in the Global Partnership Strategy for Early Childhood (GPS) in 2022. This led to the Second World Conference on ECCE (WCECCE) in November 2022 in Uzbekistan. The international community gathered at the WCECCE also discussed ECCE rights and normative framework during a specific session based on the analysis of a Thematic Report produced for the event entitled ‘Building and strengthening the legal framework on ECCE rights: achievements, challenges and actions for change’.
 
This paper unfolds the various parameters related to ECCE rights areas that would need to be considered while reflecting on how to better strengthen enforcement of ECCE through the normative framework. In that regard, with the adoption of the Tashkent Declaration states committed to “Examine the feasibility of supporting and enshrining the right to ECCE in a legal international instrument including in the context of the Evolving Right to Education Initiative led by UNESCO”. This workshop meeting report, summarising discussions with ECCE experts, strengthens this discourse and takes it forward.

 

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In a world facing social fragmentation, harmful inequities, and environmental deterioration, we need quality, transformative, inclusive public education now more than ever. As our political systems struggle to resist autocracy and to foster democracy, free public education can help create a well-informed public with the capacity to address these global challenges.

The public supports public education, and public education works.

Please sign the statement as an organisation or as an individual and join us in the process of advocating for States to realise the full potential of public education. Our future depends on it!

 

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In the present report, the Special Rapporteur reviews the situation of refugees with regard to the right to education, in particular in the context of achieving the Sustainable Development Goals. Reports on the broader issue of education in emergencies were presented to the Human Rights Council (A/HRC/8/10) and the General Assembly (A/66/269) by previous incumbents. The Special Rapporteur considers that it is relevant to follow-up on the issue in today’s context. She touches on the specific challenges refugees face in their quest for quality education at all levels, reflects on some best practices and innovations set in place in countries and proposes recommendations to overcome challenges in this area.

The Special Rapporteur concludes by calling upon States to ensure access to inclusive quality educ ation for refugees in line with Goal 4 of the Sustainable Development Goal, by mainstreaming this in their national plans and strategies.

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In her first report to the Human Rights Council, 25 years after the establishment of the mandate on the right to education, the Special Rapporteur reviews achievements, particularly on how the right to education is understood today and the obligations it entails, as well as contemporary and emerging issues that need to be considered to ensure the right to education for all, today and in the future.

A/HRC/53/27

 

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