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 right to a basic education is one of the only socio-economic rights in the South African Constitution that is unqualified. This means that it is not subject to ‘progressive realisation’ within available resources – such as, for instance, the rights to further education, housing, healthcare, food, and social security. The right to basic education is immediately realisable, regardless of available resources.
À la lumière des normes relatives aux droits de l'Homme concernant le droit à l'éducation et de l'objectif de développement durable (ODD) 4, les organisations de la société civile signataires cidessous expriment de sérieuses inquiétudes quant aux implications potentielles de l’étude récemment publiée "Can Education be Standardized ? Evidence from Kenya" (L'Éducation peutelle être standardisée ? Données du Kenya).
In the light of human rights standards on the right to education and the Sustainable Development Goal (SDG) 4, the signatory civil society organisations below raise serious concerns about the potential implications of the recently released working paper “Can Education be Standardized? Evidence from Kenya". We urge governments and other actors to recognise the limitations of this study, which some will seek to use to justify the expansion of for-profit private provision of education and scripted teaching methods.
En los países latinoamericanos, la necesidad de disponer de recursos adicionales para financiar los servicios sociales, la infraestructura y la inversión educativa ponen de manifiesto la urgencia de vincular fiscalidad y educación en las discusiones sobre las políticas públicas.
In recent decades, governments have made considerable efforts to provide education for all. However, a large gap remains between international commitments, such as the Sustainable Development Goal 4, and the actual achievement of equitable quality education for all. As a result, certain actors often critique public education as ineffective and inefficient, and thus incapable of addressing this issue. They argue for privatisation as a solution, deeming private providers as more innovative and effective than public ones.
In recent decades, governments have made considerable efforts to provide education for all. However, a large gap remains between international commitments, such as the Sustainable Development Goal 4, and the actual achievement of inclusive and equitable quality education for all. As a result, certain actors often critique public education as ineffective and inefficient, and thus incapable of addressing this issue. They argue for privatisation as a solution, deeming private providers as more innovative and effective than public ones.