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
“Today, Syrian refugee children in Jordan face a bleak educational present, and an uncertain future. Close to one in three—226,000 out of 660,000—Syrians registered with the United Nations refugee agency in Jordan are school-aged children between 5-17 years old. Of these, more than one-third (over 80,000) did not receive a formal education last year.”
This report looks at the needs of Syrian refugee children in Jordan specifically around access to education, what success the Jordanian government has already had in getting Syrian child refugees into education, but also the considerable work still needs to meet the Jordanian government's ambitious target of increading enrollment amongst those children currently still without access to education. The report also looks at what role donor financial aid is playing in helping to alleviate the situation.
The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.
With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.
The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.
The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.
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.
“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population.
Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.
For all refugee children around the world, the school gates are a great deal harder to prise open than they are for their non-refugee peers. For refugee girls, it is even tougher to find – and keep – a place in the classroom. As they get older, refugee girls face more marginalization and the gender gap in secondary schools grows wider.
The report is available here http://www.unhcr.org/herturn/