Este paquete desarrolla una serie de ideas y metodologías para poner en práctica un planteamiento de la educación basado en los derechos humanos. Se concentra en seis sectores estratégicos, que son esenciales para trabajar en educación con un planteamiento basado en los derechos humanos y que proporcionan un marco para este trabajo. Estos sectores son: Comprender y asegurar el derecho a la educación; Trabajar con grupos excluidos; Financiar la educación; Promover la participación ciudadana en la educación; Conseguir derechos en educación; Promover un programa completo de “Educación para Todos”. Cada capítulo empieza con una breve presentación de los aspectos más importantes a ser analizados y sigue con una explicación de las actividades que podrían realizarse dentro de un esquema de trabajo. También se incluyen ejemplos prácticos de numerosos países. La mayoría de las actividades se centran en el trabajo a nivel local, pero también se analizan los vínculos nacionales e internacionales. Dentro de cada capítulo, hemos escogido dos o tres áreas que se analizan con mayor detalle. 

 

Cette Convention a pour objet non seulement la lutte contre la discrimination dans le domaine de l'enseignement, mais aussi l'adoption de mesures visant à promouvoir l'égalité de chances et de traitement dans ce domaine. Elle s'inspire donc de deux principes fondamentaux distincts, qui figurent aussi bien dans l'Acte constitutif de l'Organisation que dans la Déclaration universelle des droits de l'homme dont les articles Z et 26 proscrivent toute forme de discrimination et visent à promouvoir le droit a l'éducation pour tous. Toutefois , la portée des engagements pris par les Etats varie selon qu'il s'agit de lutter contre la discrimination ou de promouvoir l'égalité des chances. En vertu de l'article 3 de la Convention, les Etats s'engagent à prendre des mesures immédiates en vue d'éliminer et de prévenir toute discrimination au sens de la Convention , d'empêcher les différences de traitement et d'interdire les préférences et les restrictions dans divers domaines

 

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. The first volume of NORRAG Special Issue (NSI) is dedicated to examining international frameworks and national policy as well as the challenges of fulfilling the right to education in practice.

The inaugural issue of NSI on the Right to Education Movements and Policies: Promises and Realities aims to highlight the global and national level experience and perspective on guaranteeing the right to education, as outlined in international frameworks, national constitutions, legislation, and policy, when creating the required administrative structures to ensure that the right is respected, protected, and fulfilled for all.

The Issue is divided into six parts, each focusing on a specific theme of right to education policy and practice. The first part includes an article written by RTE staff on The Role of Court Decisions in the Realisation of the Right to Education, which draws on RTE's background paper on accountability for the GEM Report 2017-8.

 

In this present report, the Special Rapporteur considers ways in which the right to education contributes to the prevention of atrocity crimes and mass or grave human rights violations. Stressing that education has a key role to play at all stages of prevention, the Special Rapporteur underlines the particularly forceful preventive potential of the right to education in the very early stages, before warning signs are apparent. That role is to be linked with the aims of education and the right to inclusive and equitable quality education, as established in international instruments.
 
Peace, acceptance of the “other”, respect for cultural diversity, the participation of all in the development of society and an education that is adequate and adapted to the specific needs of people in their own context are objectives of education that have been widely recognized by States and in human rights mechanisms at the international and regional levels. However, education is not afforded the importance or the funding it deserves and needs in order to play those roles.
 
The Special Rapporteur, highlighting circumstances under which schools can become tools for division and lay the groundwork for future violent conflicts, focuses on a number of steps regarding the organization of school systems, pedagogy and the values and skills to be transmitted to learners that are crucial in terms of prevention. She proposes an education framework (known in English as the “ABCDE framework”) that encompasses the interrelated features of education needed in order for the preventive potential of the right to education to be fully deployed. Namely, education should promote acceptance of self and others; a sense of belonging to society; critical thinking; diversity; and the capacity of learners to feel empathy for others. The right to inclusive and equitable quality education must be taken seriously and be prioritized if States and other stakeholders are serious in their commitment to prevent violent conflicts, atrocity crimes and mass or grave human rights violations
Le Pacte international relatif aux droits économiques, sociaux et culturels (PIDESC) a été adopté par l'Assemblée générale des Nations unies en 1966.
 
L'article 13 est l'article le plus complet sur le droit à l'éducation. Il reconnaît le droit universel à l'éducation sans aucune discrimination et définit un cadre pour la pleine réalisation de ce droit, y compris : l'enseignement primaire obligatoire et gratuit, l'enseignement secondaire généralement disponible et accessible par l'introduction progressive de la gratuité, l'égalité d'accès à l'enseignement supérieur, et des mesures pour favoriser l'alphabétisation et l'amélioration de la qualité d'enseignement.
 
Cet article établit également la liberté des parents de choisir le type d'éducation qu'ils veulent donner à leurs enfants et la liberté de créer et de diriger des établissements d'enseignement, conformément aux normes minimales fixées par l'État.
 
L'article 14 concerne l'obligation de l'État d'adopter un plan d'action pour assurer la gratuité de l'enseignement primaire obligatoire si ce n'est pas encore le cas.
 

The report was published in July 2020 by the Special Rapporteur on the right to education, Koumbou Boly Barry. 

The obligation of States to ensure that educational facilities within their jurisdictions meet human rights standards requires a clear understanding of the synergies between the right to education and other human rights, and ways of further promoting the integration of those rights into practices. 

In the present report, the Special Rapporteur on the right to education focuses on the interrelations between the right to education and the rights to water and sanitation, including hygiene and menstrual health and hygiene. She explores situations in which the failure to respect, protect and fulfil the rights to water and sanitation in education institutions impedes the realization of the right to education. She underlines that, conversely, the rights to water and sanitation, like many other human rights, cannot be fully implemented without the realization of the right to education, which enables people’s understanding, agency and autonomy in those areas. 

The report contains guidelines for the provision of water and sanitation in educational settings, for the realization of the right to education. The final section of the report contains recommendations for stakeholders.

For more information, you can also consult the factsheet of the report.  

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