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

 

In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.

This report provides analysis of legal minimum ages for education, marriage, employment and criminal responsibility across 187 countries and raises questions regarding the cross-section of these issues and their effect on the right to education. Based on States Parties’ reports to the CRC Committee and analysed through the lens of the 4As, the report stresses the fundamental importance of eliminating contradictory legislation and practices that still undermine the right to education.
 
This report analyses national legislation on the duration of compulsory education and legal safeguards against adult responsibilities infringing on children's education. It shows that children's right to education is under threat from early marriage, child labour and imprisonment. The key question which this report addresses is concordance or discord among different ages at which children should be - or can be - in school, at work, married, or taken before a court and/or in prison. The relationship between school, work, marriage and criminal responsibility should be addressed within child-rights policy in individual countries. However, few countries have elaborated this as yet. Moreover, minimum and maximum ages tend to be set by different laws and are often mutually contradictory. Inconsistency between compulsory education and the full range of children's rights risks jeopardising the full development of the child’s personality, the key aim of education in human rights law.
Key resource
This report provides analysis of legal minimum ages for education, marriage, employment and criminal responsibility across 187 countries and raises questions regarding the cross-section of these issues and their effect on the right to education. Based on States Parties’ reports to the CRC Committee and analysed through the lens of the 4As, the report stresses the fundamental importance of eliminating contradictory legislation and practices that still undermine the right to education. The annotated version contains excerpts from State reports to the UN Committee on the Rights of the Child.
Key resource

This report provides analysis of legal minimum ages for education, marriage, employment and criminal responsibility across 187 countries and raises questions regarding the cross-section of these issues and their effect on the right to education. Based on States Parties’ reports to the CRC Committee and analysed through the lens of the 4As, the report stresses the fundamental importance of eliminating contradictory legislation and practices that still undermine the right to education.