Progress report of the Special Rapporteur on the right to education, Katarina Tomasevski

In her progress report, the Special Rapporteur on the right to education notes difficulties in the carrying out of her mandate which originate in inadequate servicing by the Office of the High Commissioner for Human Rights, and also points out an innovative facet she has introduced, follow-up to her country missions, following the Commission’s emphasis on promoting the right to education.




Informe del Relator Especial : La justiciabilidad y el derecho a la educación

Este informe menciona la justiciabilidad del derecho a la educación como uno de los temas que se propone abordar durante su mandato. En el presente informe se examinan las cuestiones relacionadas con la efectividad del derecho a la educación y con los mecanismos judiciales y cuasi judiciales. También se pone de relieve la jurisprudencia existente en los planos nacional, regional e internacional, prestando particular atención a algunos aspectos fundamentales del derecho a la educación.

Rapport du rapporteur spécial sur le droit à l'éducation : justiciabilité du droit à l'éducation

Le présent rapport aborde les questions relatives à l’application de la justiciabilité au droit à l'éducation et aux mécanismes judiciaires et quasi judiciaires correspondants. Il met également en lumière la jurisprudence disponible aux niveaux national, régional et international, en mettant l’accent sur certains aspects clés du droit à l’éducation.

Using the common law to realise basic rights in South Africa: The case of Komape v Minister of Basic Education

The law of Delict in South Africa (which would be called “the law of torts” elsewhere) has a complicated legacy. It is part of the South African common law – a colonial artefact originating from Roman Dutch law. After Apartheid ended, racist and authoritarian laws had to be abolished or amended to be consistent with a variety of rights enshrined in the Constitution of South Africa, 1996.

8 Abril 2020

Is the Age of Human Rights Really Over? The Right to Education in Africa: Domesticization, Human Rights-Based Development, and Extraterritorial State Obligations

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.

The right to education movements and policies: Promises and realities

NORRAG Special Issue No 1. The right to education movement and policies: Promises and realities

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.

Join our campaign to ensure that everyone has the legal right to education!

Although the majority of countries recognise the right to education through international and national law, the fulfilment of the right to education is far from being a reality. This is why we have launched a campaign to make sure the right to education is enforceable in countries around the world. Citizens should be able to take their governments to court if they violate this right. If they can’t, a vital route to accountability is missing.

11 Diciembre 2017

Accountability in education: Meeting our commitments (2017-8 youth version)

SDG 4, right to education, global education monitoring report, sustainable development goals

This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities?

Learning InEquality

Whilst the importance of equality and inclusion in tackling out-of-school children is now widely recognised, the extent to which discrimination, in all its forms, contributes to the denial of primary education, and the potential for the rights to equality and non-discrimination to offer solutions, are currently underexplored.

Accountability from a human rights perspective: The incorporation and enforcement of the right to education in the domestic legal order

GEM report, UNESCO, education, right to 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.