In this decision, the Supreme Court of India interpreted the right to education to include the right to the provision of a safe environment in schools, and imposed an obligation on schools to comply with certain fire safety precautions which were detailed in the judgment.
‘This study is about the impacts of strategic litigation on equal access to quality education in Brazil, India, and South Africa. It is intended to look beyond strategic litigation solely as a means to ensure equal access to education, and to examine the use and effectiveness of strategic litigation in advancing education quality once access is won. This study is the second in a series of four thematic studies undertaken by the Open Society Justice Initiative and independent experts in 2014-2016 to interrogate the impacts of strategic litigation as a catalyst for social change.’
Public education is often critiqued as ineffective and inefficient. However, where shortcomings in public education are identified, they can often be attributed not to lack of capacity, but lack of political will. Reviewing seven examples of public education in developing countries, this research shows that, in direct contrast to widely disseminated ideas, public education can be the most effective, efficient, and transformative approach to education, and, crucially, it is possible to develop quality public education everywhere.
In her 2022 Report on the impact of the digitalisation of education on the right to education, the United Nations Special Rapporteur on the right to education clarified that any introduction of digital technologies in education must be framed around the right of every person to public, free, quality education and the commitments of states in this regard both under international human rights law and Sustainable Development Goal 4. This paper affirms that state obligations under the human rights framework must be the starting point for assessing and responding to discussions related to the monitoring of children’s activities and the collection and use of their data in the field of education. Part 2 outlines the international and regional human rights legal framework that governs the relationship between technology and education, providing a baseline upon which states can verify compliance with international human rights law and useful guidance for anyone seeking to understand the impacts of existing and emerging educational products and services. Part 3 then provides a comparative analysis of the regulation of technology and education in ten countries, through an examination of current data protection, education and related legislation, for the purpose of understanding how different countries are paying attention to and addressing key human rights issues with regards to technology in education in practice.
Background paper to 2023 UNESCO GEM Report 'Technology in education: a tool on whose terms?'