La UNESCO informa que 119 países han cerrado sus escuelas a nivel nacional desde el brote del COVID-19, interrumpiendo el aprendizaje y la educación de aproximadamente 897 millones de estudiantes. Millones más podrían verse afectados conforme más países ordenen el cierre de escuelas.
I’m writing this blog on the eve of Human Rights Day, following celebrations of the 30th anniversary of the Convention of the Rights of the Child.
En el presente informe, la Relatora Especial examina la forma en que el derecho a la educación contribuye a la prevención de crímenes atroces y violaciones masivas o graves de los derechos humanos. Destacando que la educación desempeña un papel fundamental en todas las etapas de la prevención, la Relatora Especial subraya el potencial preventivo particularmente contundente del derecho a la educación en las etapas tempranas, antes de que se hagan evidentes las señales de alerta.
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.
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.
Children in Afghanistan – and their households may face war, displacement, migration and natural disasters in trying to access education, in addition to more common difficulties such as poverty and lack of access.
According to UNESCO, 264 million children and youth are still out of school around the world, and this is only accounting for the primary (61 million) and secondary school (203 million) age population. In particular, the poorest and most marginalised, including ethnic and religious minorities, persons with disabilities, girls, and populations experiencing conflict, are often systematically unable to access and complete a full cycle of quality education.
RTE's background paper for the Global Education Monitoring Report 2017/8: Accountability in education: Meeting our commitments.
The purpose of the paper is to show how a human rights-based approach offers insights and practical solutions to address the accountability deficits found in both education policy decision-making and implementation, and the 2030 Agenda for Sustainable Development.