De acuerdo con el derecho internacional la educación es un derecho humano fundamental. Aunque debería ser un derecho cuyo ejercicio estuviera al alcance de todo el mundo, los migrantes deben hacer frente a varios retos en el disfrute de su derecho a la educación. En el presente informe, la Relatora Especial se propone comprender estos retos y considerar la situación de facto y de iure del derecho a la educación de los migrantes en todo el mundo.
L’éducation est un droit humain fondamental en vertu du droit international. Alors que tout le monde devrait pouvoir s’en prévaloir, les migrants font face à de multiples obstacles dans l’exercice de leur droit à l’éducation. Dans le présent rapport, la Rapporteuse spéciale s’attache à comprendre ces obstacles et examine la situation, de facto et de jure, du droit à l’éducation des migrantes et des migrants dans le monde.
Education is a fundamental human right under international law. While it should be a right that everyone is entitled to, migrants face multiple challenges in the enjoyment of their right to education.
In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and
In 2019, the French Constitutional Court (Conseil Constitutionnel) was seized by student unions and associations regarding public higher education tuition fees concerning international students from outside of the European Union. The plaintiffs argued that under paragraph 13 of the preamble of the French constitution, public higher education should be equally accessible to all and free.
The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in Latin America and the Caribbean, which promotes social mobilization and political advocacy to defend the human right to education. This collection of articles, essays and statements reflect on the vital role of public education in the region and the fault lines exposed by the pandemic, considering both the challenges public education in Latin America faces and possible solutions, alternatives and ways forward.
This is a background paper prepared for the International Forum on inclusion and equity in education – every learner matters, held in Cali, Colombia in September 2019. Its objectives are to outline the rationale for working on inclusive early childhood care and education (ECCE) for the promotion of inclusion and equity, and to analyse the trends, achievements and challenges concerning inclusive ECCE.
This paper outlines the rationale for focusing new attention on the educational needs of young children living in fragile conditions is strong: there is a broad body of scientific evidence; the international legal framework of the UN Convention on the Rights of the Child asserts that all children have the right to health, education, legal registration, and protection from violence and separation from parents, beginning at birth; and the Sustainable Development Goals for all will be not reached without a focus on the earliest years of life in crisis and conflict situations.
This consultation sought to find out to what extent and how discrimination is perceived by relevant stakeholders, in education institutions in Brazil, Peru and Colombia, and to investigate how discriminatory practices have an impact on children.
In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education.