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.

This report, conducted in the context of Mauritania's review by the UN Committee on the Rights of the Child, seeks to advance the discussion and analysis of the privatisation of education in Mauritania. It examines the inroads made by private stakeholders in this region, and their impact. The report analyses existing available data and field data collected in a small-scale study against the five accepted human rights standards for measuring the impact of private stakeholders in education: non-discrimination, the right to free education, the protection of education against its commercialisation, regulation, and participation.

In this report, the Special Rapporteur examines the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education.

She presents to the Human Rights Council and States Members of the United Nations the Abidjan Principles on the human rights obligations of States to provide public education and to regulate private involvement in education, and recommends their full implementation.

She recalls that international human rights law requires States to provide free, quality, public education. Depending on their nature and aims, private actors may contribute to the realization of the right to education and offer educational alternatives, thus enhancing, for example, respect for cultural diversity. However, the persistent underfunding of public education and the rapid and unregulated growth in the involvement of private, in particular commercial, actors in education, threaten the implementation of the right to education for all and Sustainable Development Goal 4.

The report contains observations and recommendations on the obligation of States to fund and provide public education and provides some concrete suggestions and solutions. It draws on the Abidjan Principles, in particular with regard to the obligation to regulate private actors involved in education, public-private partnerships and the role of donors and civil society.

 

 

Joint Oral Statement: New report takes firm approach to the implementation of the right to education and Sustainable Development Goal 4 (SDG 4), delivered at the 41st session of the Human Rights Council during the presentation of the UN Special Rapporteur on right to education's report about the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education. 

 
This paper, aimed at education policymakers, provides analysis and insights on how the right to education for refugees could be ensured from a policy perspective. It does so by reviewing the current status of access to education of refugees, using the scant data that is available in this area. It also outlines some of the extensive barriers to education that refugees face, with recognition of the multifaceted, interlinked and complex nature of exclusion. It provides an overview of the international normative frameworks and global agendas on education that can be applied to refugees to ensure their right to education and achieve SDG 4. Additionally, this document presents practical examples, good practices, and promising measures taken by countries in order to ensure the inclusion of refugees in their national systems and better guarantee the fulfilment of their right to education. As a result of this research, collaboration and the invaluable contributions from the participants in a dedicated Expert Meeting in Barcelona (2018), a set of policy recommendations are provided in the last chapter which aims to guide policymakers to ensure equal access to good quality education for refugees.

It has recently been suggested that the age of human rights is over. The West, itself often not respecting human rights, is said to have abused the concept as a tool to retain control over the developing world. Human rights have remained a foreign construct in Africa, the Near East, and Asia. They have "underperformed," and the level of privation in many parts of the world is more intense than ever. This Article acknowledges elements of truth in these observations, but argues that the battle for human rights is not lost. Using the right to education in Africa as an example, three arguments will be presented to explain how human rights can regain their moral cogency and actually help change a world of misery for the better. First, human rights need to be "domesticized," made "home-grown" achievements with which local populations can identify. Regional human rights institutions need to give specificity to universal norms. These "locally-owned" norms must then be effectively enforced. Second, pure "development goal" approaches to reducing global poverty need to be debunked. Instead, a human rights approach needs to identify clear duty-bearers, including notably the World Bank, who, when they have failed to comply with specified duties, should be considered "human rights violators" and held accountable accordingly. Third, and perhaps most importantly, human rights must be recognized to give rise to extraterritorial state obligations. These are obligations of states, in appropriate circumstances, to respect, protect, and fulfill the human rights of those beyond their own territory. The extraterritorial human rights obligations of states must structure bilateral development assistance and cooperation, the lending operations of the International Monetary Fund and the World Bank, and free trade within and beyond the World Trade Organization (here, meaning the General Agreement on Trade in Services and the Agreement on Trade-Related Aspects of Intellectual Property Rights).

Key resource

Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000. Important steps have also been taken with regard to gender parity and states have made efforts to raise the quality of education through improved teacher policies and a growing emphasis on learning outcomes. 

Despite these efforts, breaches of the right to education persist worldwide, illustrated perhaps most starkly by the fact that 262 million primary and secondary-aged children and youth are still out of school. Girls, persons with disabilities, those from disadvantaged backgrounds or rural areas, indigenous persons, migrants and national minorities are among those who face the worst discrimination, affecting both their right to go to school and their rights within schools.

To respond to the challenges, the Right to Education Initiative (RTE) with UNESCO have developed this handbook to guide action on ensuring full compliance with the right to education. Its objective is not to present the right to education as an abstract, conceptual, or purely legal concept, but rather to be action-oriented. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 

In this present report, the Special Rapporteur considers ways in which the right to education contributes to the prevention of atrocity crimes and mass or grave human rights violations. Stressing that education has a key role to play at all stages of prevention, the Special Rapporteur underlines the particularly forceful preventive potential of the right to education in the very early stages, before warning signs are apparent. That role is to be linked with the aims of education and the right to inclusive and equitable quality education, as established in international instruments.
 
Peace, acceptance of the “other”, respect for cultural diversity, the participation of all in the development of society and an education that is adequate and adapted to the specific needs of people in their own context are objectives of education that have been widely recognized by States and in human rights mechanisms at the international and regional levels. However, education is not afforded the importance or the funding it deserves and needs in order to play those roles.
 
The Special Rapporteur, highlighting circumstances under which schools can become tools for division and lay the groundwork for future violent conflicts, focuses on a number of steps regarding the organization of school systems, pedagogy and the values and skills to be transmitted to learners that are crucial in terms of prevention. She proposes an education framework (known in English as the “ABCDE framework”) that encompasses the interrelated features of education needed in order for the preventive potential of the right to education to be fully deployed. Namely, education should promote acceptance of self and others; a sense of belonging to society; critical thinking; diversity; and the capacity of learners to feel empathy for others. The right to inclusive and equitable quality education must be taken seriously and be prioritized if States and other stakeholders are serious in their commitment to prevent violent conflicts, atrocity crimes and mass or grave human rights violations

Open letter to the World Bank in support of development aid going to free, quality public education signed by the Right to Education Initiative, together with 173 civil society organizations, national education coalitions and unions, based in 63 different countries.  

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