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.

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La déclaration de Tachkent a été adoptée le 16 novembre lors de la conférence mondiale de l'UNESCO sur l'éducation et la protection de la petite enfance.

 

ENGLISH     ESPAÑOL

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The Tashkent Declaration was adopted on 16 November during the UNESCO World Conference on Early Childhood Care and Education.

 

FRANÇAIS    ESPAÑOL

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RTE se félicite de l'appel lancé par la Déclaration de Tachkent en faveur d'un cadre juridique renforcé et d'une augmentation des dépenses publiques pour l'EPPE. Cette déclaration a été rédigée par RTE suite à l'adoption de la " Déclaration de Tachkent et des engagements d'action pour la transformation de l'éducation et de la protection de la petite enfance " lors de la Conférence mondiale de l'UNESCO sur l'éducation et la protection de la petite enfance. 
 
Cette déclaration résume les aspects les plus significatifs de la Déclaration de Tachkent et nos perspectives sur l'importance de ce document pour la protection des droits des jeunes enfants en matière d'EPPE.
 
 
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'RTE welcomes the Tashkent Declaration’s call for an enhanced legal framework and increased public expenditure for ECCE' was written by RTE following the adoption of the ‘Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education at the UNESCO World Conference on Early Childhood Care and Education. 

This statement summarises the most significant aspects of the Tashkent Declaration and our perspectives on the importance of this document for the protection of young children's ECCE rights.

 

FRANÇAIS

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This brief was submitted to the UN Committee on Economic, Social and Cultural Rights prior to the 7th Review of the United Kingdom, responding to the pre-sessional Working Group submission. It was submitted in January 2023 and focuses on UK international development cooperation in the area of education. 

The purpose of these Guidelines and Toolkit is to describe the different operational tools developed to help education stakeholders systematically collect and analyse the efforts put in place to ensure the right to education. These efforts should be central to every educational planning or programming document. The resulting analysis should also bring to light different and challenging policy gaps in education. The final goal is to mobilize all information and analyses gathered to nurture a constructive dialogue among key national stakeholders and to strengthen the right to education at national and local levels.

These Guidelines and Toolkit were originally conceived to support States in the planning process; thus, they are mostly directed at educational planners, managers, and decision- makers at the national level. However, the tools are flexible enough to be utilized by other relevant entities or partners at the national level (independent human rights institutions, ombudspersons, non-governmental organizations, etc.) and sub-national level, or organizations (United Nations agencies, development partners, civil society, etc.).

These Methodological Guidelines and Toolkit can and should be used to complement the UNESCO (2021) Guidelines to Strengthen the Right to Education in National Frameworks. The latter covers the right to education comprehensively and provides tools to examine and analyse the compatibility of national education legal and policy frameworks with international right to education standard-setting instruments. These Methodological Guidelines and their tools provide a new, different approach: addressing the right to education within a State’s planning and programming documents while supporting educational stakeholders in understanding and analysing the compatibility of their planning (ESPs and TEPs) or programming documents with the international obligations and commitments synthesized by the Abidjan Principles.The Abidjan Principles are not legally binding. Yet they have been mobilized throughout this project as a tool to show planners, decision-makers, and other relevant stakeholders the essential elements to acknowledge when creating or reviewing an educational planning or programming document to fulfil the right to education.

Synthèse commissionnée par l’Initiative pour le droit à l’éducation (RTE) dans le cadre de la préparation du rapport L’enseignement supérieur en France : un droit menacé face aux inégalités croissantes ? soumis à la conférence mondiale de l’UNESCO sur l’enseignement supérieur en mai 2022.

Synthèse commissionnée par l’Initiative pour le droit à l’éducation (RTE) dans le cadre de la préparation du rapport L’enseignement supérieur en France : un droit menacé face aux inégalités croissantes ? soumis à la conférence mondiale de l’UNESCO sur l’enseignement supérieur en mai 2022.

The Special Rapporteur on the right to education, Ms. Farida Shaheed, visited UNESCO from 16 to 20 January 2023. This report reflects the discussions held on present and future challenges for the right to education with many people across the Organization as well as other stakeholders during the visit and subsequently. It contains a summary of the Special Rapporteur’s main findings and recommendations, in particular to enhance the cooperation between UNESCO and her mandate.

While South Africa has seen important advances in the provision of early childhood care and education (ECCE), about 3.2 million children still lack access to any programme. Problems of access and quality are most pronounced in the poorest communities. Even before Covid-19 forced many providers to close, these programmes were overcrowded, with poor infrastructure, and an under-paid and under-qualified workforce. ECCE is crucial for a child’s development, meaning that these inequalities are amplified in school and later life. This has knock-on effects for caregivers, particularly women, and their ability to access quality work. This article argues that the right to equality can be mobilised both in relation to the Constitution of the Republic of South Africa, 1996 and international law to address these disparities. By using a framework of substantive equality, we conclude that poverty, gender and race are potential grounds for discrimination both directly and indirectly. We further propose that resource-based justifications for limiting this right are unacceptable when budgets permit unequal resource distribution and contravene a government’s positive duty to fulfil the right to equality.

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