The Tashkent Declaration was adopted on 16 November during the UNESCO World Conference on Early Childhood Care and Education.
The number of forcibly displaced persons is on the rise worldwide, and they are displaced for increasingly protracted periods. Access to education for refugee children and youth remains a major concern, including at the higher education level. While data on refugee access to higher education remain scarce and incomplete, it is estimated that only 3 per cent of refugees were enrolled in higher education in 2021. This figure stands in contrast to a global gross enrolment ratio (GER)1 in higher education of 38 per cent worldwide in 2018.
Education et protection de la petite enfance (EPPE) : La Classification internationale type de l'éducation 2011 (CITE) définit l'éducation de la petite enfance (EPE) comme une prise en charge et un apprentissage en milieu scolaire ou dans une autre institution pour un groupe de jeunes enfants.
Atención y Educación en la Primera Infancia (AEPI): La Clasificación Internacional Normalizada de la Educación 2011 (CINE) clasifica la educación de la primera infancia (EPI) basada en centros educativos u otro tipo de instituciones con intencionalidad educativa. Puede estar basada en un centro, en la comunidad o en el hogar. A nivel mundial, frecuentemente, se hace referencia a la AEPI en diferentes términos.
Early Childhood Care and Education (ECCE): The International Standard Classification of Education 2011 (ISCED) classifies early childhood education (ECE) as a school-based or otherwise institutionalised care and learning for a group of young children.
Treaty bodies are committees of independent experts created under a particular UN treaty. They are mandated to monitor how the states which have ratified the treaty in question comply with their obligations to implement the human rights guaranteed by the treaty, including the right to education. They periodically examine state reports and issue concluding observations on states’ compliance with the treaty, including recommendations.
This list contains 51 indicators relevant to the monitoring of education under attack. They are divided into four sections - Attacks on schools and universities; Attacks on students, teachers and other educational personnel; Military use of schools and universities; and transversal or cross cutting indicators, which apply to more than one category and that are crucial to the analysis from a human rights’ perspective.
Each indicator is accompanied by comments and supplementary detail.