Esta biblioteca en línea ofrece recursos de la Iniciativa por el Derecho a la Educación, así como de otras organizaciones asociadas. Puede filtrar los documentos pertinentes por tema, región, país, tipo de contenido e idioma. Los recursos en español están disponibles directamente aquí.
Vea también nuestra lista de bases de datos útiles para obtener información sobre la aplicación del derecho a la educación a nivel nacional.
In Asia, private supplementary tutoring consumes huge amounts of household finance, and has far-reaching implications for social inequalities, let alone the huge implications it has for school education services. Yet few governments have satisfactory regulations for the phenomenon.
The book Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia focuses on the extensive scale of private tutoring in countries of the region, regardless of their development status. The work shows wide diversity in the regulations introduced by governments in the Asian region. It notes not only that these governments can learn much from each other, but also that policy makers in other parts of the world can usefully look at patterns in Asia. The book also stresses the value of partnerships between governments, tutoring providers, schools, teachers’ unions, and other bodies.
A film about the education system in Haiti from the citizens’ perspective.
In Haiti, around 50% of boys and girls of mandatory school age are not enrolled in school (UN, 2013). Public schools make up just 12% of the total number of existing schools, according to the most recent school census (2011). School infrastructure is poor; this is reflected in the fact that 76.8% of primary schools do not have electricity. Regarding the quality of education, 79% of primary school teachers have not received any kind of basic training.
Despite legal commitment to a number of international human rights treaties guaranteeing the right to education, Haiti is the only country in Latin America and the Caribbean that does not have a General Education Act.
In January 2010, an earthquake killed 300 000 people and destroyed the homes of two-thirds of the population in the capital and nearby areas. For the education system, the impact was no less harmful. According to official data, 1234 schools were destroyed and a further 2504 schools were damaged.
Five years after the earthquake, the Latin American Campaign for the Right to Education (CLADE) and the Reunification of Education for All (REPT), of Haiti, present the documentary Dignité: the human right to education in Haiti.
The film, in Creole and with subtitles in different languages, presents a group of testimonies from Haitians about education in their country. Students, teachers, directors and parents, experts, activists, government representatives and representatives from international organisations reflect upon the challenges and put forth proposals to build an education system that guarantees the right to education.
Una película sobre el sistema educativo en Haití desde la perspectiva de los ciudadanos.
En Haití, alrededor del 50% de los niños y niñas en edad de escolarización obligatoria no están matriculados en la escuela (ONU, 2013). Las escuelas públicas constituyen solo 12% del número total de escuelas existentes, de acuerdo con el más reciente censo escolar (2011). La infraestructura escolar es pobre; esto se refleja en el hecho de que 76,8% de las escuelas primarias no tienen electricidad. En cuanto a la calidad de la educación, 79% de los docentes de primaria no han recibido ningún tipo de formación básica.
A pesar del compromiso legal de una serie de tratados internacionales de derechos humanos que garantizan el derecho a la educación, Haití es el único país de América Latina y el Caribe que no tiene una Ley General de Educación.
En enero de 2010, un terremoto mató a 300 000 personas y destruyó las casas de dos tercios de la población en la capital y las zonas cercanas. Para el sistema de educación, el impacto no fue menos dañino. Según datos oficiales, 1234 escuelas fueron destruidas y otras 2504 escuelas resultaron dañadas.
Cinco años después del terremoto, la Campaña Latinoamericana por el Derecho a la Educación (CLADE) y la Reagrupación Educación Para Todas y Todos (REPT), in Haiti, presenta el documental Dignité: el derecho humano a la educación en Haití.
La película, en criollo y con subtítulos en diferentes idiomas, presenta un conjunto de testimonios de los haitianos sobre la educación en su país. Los estudiantes, maestros, directores y padres de familia, expertos, activistas, representantes del gobierno y representantes de organizaciones internacionales reflexionan sobre los retos y plantear propuestas para construir un sistema educativo que garantice el derecho a la educación.
The Danish Institute for Human Rights has developed a human rights guide to the Sustainable Development Goals (SDGs). The guide goes through all 17 goals and 169 targets to uncover their human rights anchorage, as well as the underlying indicators' human rights adequacy.
This document details the human rights standards for goal four, the education goal, as well as the standards related to the targets.
The guide enables actors to use human rights as a driver for realising the SDGs – and to use the SDGs to realise human rights.
Useful insights for all relevant stakeholders
The guide provides useful insights for governments, UN agencies, National Human Rights Institutions and NGOs. Rights-holders directly addressed in the SDGs eg, women, persons with disabilities, youth, workers, indigenous peoples and business will also find helpful insights.
The guide helps:
- States to incorporate the SDGs in their human rights reporting
- To choose the right indicators for the SDG targets
- To influence national-level implementation strategies and follow-up and review processes
- To build capacity of NHRIs, major groups, business and others to lead a human rights-based approach to the realisation of SDGs.
How the guide works
The guide is meant as a reference work, where you can look up the human rights implication of a given goal, target or indicator.
The Right to Education Project, with the support of international and British organisations as well as teachers' unions have submitted a report to the Committee on the Rights of the Child about the UK's support of the growth of private actors in education through its development aid: questioning its responsibilities as regards its human rights extra-territorial obligations.
The report raises concern about the increased use of British aid money to support for-profit schools, in particular so-called ‘low-fee’ private schools, which are fuelling inequality, creating segregation and undermining the right to education.
The report finds that the UK’s policies in support of private education through its development aid are problematic and that the country could be violating its extra-territorial obligations under the International Covenant on Economic, Social and Cultural Rights in two regards:
- Firstly, the UK’s support for for-profit, fee-charging private schools that do not reach the poorest is questioned in light of the UK’s obligations to fulfil the right to education, including the right to free quality education without discrimination;
- Secondly, the UK’s responsibility is questioned in particular in relation to its own impact assessments that have been conducted on its policies of providing support to private schools and which have concluded that projects supporting private education providers are less likely to target the most marginalised, and that more research needs to be carried out on the impact of private schools in developing countries on, among other elements, the efficiency of “low-fee” private schools.
This present document, produced by the Brazilian Campaign for the Right to Education (Brazilian Campaign) and the NGO Ação Educativa, aims to present a brief overview of the ongoing privatization processes in education in Brazil and its negative impacts on the achievement of the human right to education of children and adolescents, as a contribution to the II Alternative Report on the Situation of the Rights of the Child in Brazil organized by the National Association of Centers for the Defense of Child Rights (Associação Nacional dos Centros de Defesa da Criança e do Adolescente - Anced).
In April 2015 the Ministry of Education, Science and Technology issued a statement banning pregnant girls from mainstream education. The exclusion of pregnant girls from mainstream education and from sitting exams is a violation of their right to education and a discriminatory measure which reinforces negative stereotypes about girls. Enforcement of the ban was immediate and was done through searches and physical examination of girls. Threatening their physical integrity and privacy Despite the establishment by the government with the support of some international donors of an alternative “bridging “ education system that would allow pregnant girls to continue going to school, there are still concerns about the human rights of the girls. Mainly for their lack of choice in attending one system or the other, their inability to take exams and the persistent stigmatisation of the ban.