This report begins by examining some of the explicit and implicit causes of attacks on girls’ education during peacetime and in situations of crisis, including settings of armed conflict, political instability and widespread criminal violence. It looks at the impact of attacks against girls accessing education on their rights to and within educational systems as well as the broader consequences of these attacks on the promotion and protection of human rights through education by focusing on the linkages between education and a host of other civil, political, economic, social and cultural rights. The applicable international legal and policy framework is then outlined and the situation of girls accessing education within settings of crisis, political instability and conflict is analysed in greater detail. The final section of the report provides several recommendations to States and other stakeholders aimed at preventing and redressing violations of girls’ rights to, within and through education.

 

This booklet brings together educators from different countries to examine the negative effects of privatisation on the right to education, education quality, equity, and teaching. Building upon specific examples from the US, Canada, Chile and South Africa, it makes the argument that privatisation increases inequality and stratification in education, and substitutes good public policy with the vagaries of charity or the single-mindedness of profit-making.

This edition of the Economic and Social Advocacy Brief looks beyond the increased enrollment figures and provides a qualitative assessment to determine if the current basic education system in Uganda is directed to the full development of the human personality.

Education Minister Hon. Jessica Alupo sets the scene in a Q&A by voicing her support for the increment of the UPE Capitation grant and implementation of other measures aimed at motivating teachers.

Uganda Human Rights Commission writes about the states obligation in relation to the right to education, veteran journalist and Observer Education Editor, Moses Talemwa, writes about the state of public education in Uganda as well as the implications and impact of privatised education on the broader right to education.

UNESCO makes the case that quality education requires a commitment to invest in teachers.

The Brief features the views of six Members of Parliament from the Education Committee on how to improve the quality of universal basic education such that it adheres to an acceptable standard. The Brief also provides excerpts and highlights from the alternative reports on education submitted to the UN Committee on Economic, Social and Cultural Rights ahead of Uganda’s review by the Committee in June 2015.

This compilation of good practices is intended to provide examples of meaningful and promising activities implemented in Council of Europe member states to promote an education free from gender stereotypes and identify new ways to implement the measures comprised in the Committee of Ministers Recommendation on Gender Mainstreaming in Education. The presented initiatives include among others campaigns to inform and motivate girls and women to choose non stereotypical careers, gender equality training programmes for teachers and fnancial assistance provided to families to support girls’ school attendance. Sharing of good practices provides a very useful reference tool for countries in the process of developing new initiatives. This compilation constitutes an important resource for all stakeholders eager to promote equality in education and to combat gender stereotypes in and through education.

Este informe de la CME sobre educación y discapacidad agrupa las pruebas disponibles hoy sobre la escala del problema, destacando los niveles de exclusión de la educación que afrontan las niñas y niños con discapacidad, y describiendo las barreras más habituales que obstaculizan su acceso a la educación de calidad. También aboga por los sistemas educativos inclusivos, donde los niños y niñas con discapacidad se integran en escuelas convencionales, y las aulas y las escuelas dan una respuesta más eficaz y se adaptan mejor a sus necesidades. Para finalizar, el informe resume las respuestas políticas que pueden facilitar la eliminación de las dichas barreras – desde la familia, las comunidades locales y el gobierno nacional, hasta la comunidad internacional – estableciendo claramente las áreas de acción y las recomendaciones políticas para los gobiernos, los donantes y la comunidad internacional

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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.

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Este Informe fue presentado en el VI  Congreso Mundial  sobre Violencia en las Escuelas y Políticas

Públicas, en Lima, Perú,  en mayo de 2015.

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.

This study examines the use of schools and universities for military purposes by government armed forces and opposition or pro-government armed groups during times of armed conflict or insecurity. Schools are used for barracks, logistics bases, operational headquarters, weapons and ammunition caches, detention and interrogation centres, firing and observation positions, and recruitment grounds.

The study highlights examples of good practice, in which governments have adopted policies that explicitly ban or restrict militaries from using education facilities.

The study also calls upon states, local organisations, and relevant international agencies to rigorously monitor military use of education institutions to devise effective, coordinated responses, including preventative interventions, rapid response, and both legal and non-legal accountability measures for those individuals or groups who contravene existing laws, judicial orders, or military orders.

Ce rapport examine le bilan mitigé du Sénégal dans ses efforts pour résoudre ce problème au cours de l’année écoulée, depuis qu’un incendie a ravagé une école coranique installée dans une maison délabrée à Dakar, causant la mort de huit garçons. Après cet incendie, le président Macky Sall s’est engagé à prendre des mesures immédiates pour fermer les écoles où les élèves vivent dans des conditions insalubres ou sont exploités par des maîtres qui les forcent à mendier et leur infligent des punitions sévères s’ils ne parviennent pas à rapporter le quota d’argent exigé. Malgré d’importantes avancées sur le plan législatif les autorités n’ont pris que peu de mesures concrètes pour mettre fin à ces abus. Le rapport informe sur la réglementation des écoles coraniques et fait des recommandations.

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