‘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.’
RESULTS Educational Fund’s report “From Free to Fee”, investigates World Bank’s basic education investments through its private lending arm (the IFC). The report seeks to explore if IFC investments in education reach the poorest groups and help reduce extreme poverty. From Free to Fee provides evidence from IFC funded schools in Kenya, Uganda, and South Africa, and presents recommendations for the World Bank, the IFC, and other investors on how to more effectively end poverty through basic education.
This report addresses the existence and operation of low cost private schools in Kenya. The research was conducted in Homa Bay County, Ndhiwa Sub- County where 11 schools were sampled for the research and over 131 interviews conducted. The interviewees comprised of policy makers, School manager’s/Head teachers, teachers, Parents and Pupils. The research sought to determine the existence, operation and legal status of low- cost private schools in a rural setting. It set to look into the various aspects of their operation including how they are managed, the kind of curriculum they use, the number and qualification of teachers employed, the fees charged and how affordable it is to the target community, school infrastructure, the schools’ relationship with the government, and how regularly they are monitored and regulated. Seven facts were deducted from the research as follows:
- Fact 1, Affordability: More than two thirds of parents with children in Low-cost private schools can barely afford to pay fees and often have to forego some basic needs in the quest of ensuring their children receive Quality Education.
- Fact 2, Teachers qualification and Teacher to Pupil ratio: 90% of teachers in public schools are TSC certified whereas 90% of teachers in Low-Cost Private Schools are not TSC certified.
- Fact 3, Accessibility: Pupils have to walk long distances to access public schools.
- Fact 4: School Infrastructure is poor in both public and low-cost private schools.
- Fact 5: School management: 90% of schools visited do not have Parents-Teachers Associations and are in the process of establishing Boards of Management.
- Fact 6: Most of the Schools visited were not Registered
- Fact 7: Monitoring and Regulation of Low-Fee Private Schools in Homa Bay County is poor.
- Fact 8: The Community Perceives the quality of education in Low-Fee Private Schools as higher than that in public schools.
In this report, the Secretary-General outlines the linkages between economic, social and cultural rights and the Sustainable Development Goals framework as two converging agendas, and highlights equality, non-discrimination and accountability principles as well as a human rights-based approach to data as key to ensuring the implementation of the 2030 Agenda in a manner consistent with the obligations of States under international law. The report identifies key challenges and opportunities for the human rights-based implementation of the 2030 Agenda and contributions of international human rights mechanisms, and concludes with recommendations to that end.
On 13-14 March UNESCO hosted the Europe and North America Regional Consultation on the Human Rights Guiding Principles on state obligations regarding private schools. This was the third in a series of regional consultations, part of a broad consultative process to develop the Guiding Principles involving a range of stakeholders including civil society organisations, state representatives, human rights organisations and experts in the fields of education and law, academics, international and regional organisations and other actors. To obtain a comprehensive and comparative review of the draft text and taking into account the cumulative effect of the consultation process, the group reviewed a version of the Guiding Principles updated following previous regional consultations in Bangkok (August 2016) and Nairobi (September 2016).
This report summarises the Eastern Africa Regional Consultation on Human Rights Guiding Principles on State Obligations regarding Private Schools held in Nairobi on September 5-7, 2016. The purpose of the regional consultation was to share the process for the development of, and for participants to input into, a set of Human Rights Guiding Principles on State obligations regarding private schools (‘Guiding Principles’). The Guiding Principles are a set of global guidelines that clarify human rights law related to private actors in education and are intended to be operational in and adaptable to different contexts.
A report summary for the Asia Pacific regional consultation, held in Bangkok (August 2016) is available, here.
A report summary for the Europe and North America regional consultation, held in Paris (March 2017) is available, here,
This report summarises the Asia Pacific regional consultation on Human Rights Guiding Principles on State Obligations regarding Private Schools (hereafter ‘regional consultation') hosted by the Asia South Pacific Association for Basic and Adult Education (ASPBAE) in Bangkok on 30-31 August, 2016. The purpose of the regional consultation was to share the process for the development of, and for participants to input into, a set of Human Rights Guiding Principles on State obligations regarding private schools (‘Guiding Principles’). The Guiding Principles are a set of global guidelines that clarify human rights law related to private actors in education and are intended to be operational in and adaptable to different contexts.
A report summary for the eastern Africa regional consultation, held in Nairobi (September 2016) is available, here.
A report summary for the Europe and North America regional consultation, held in Paris (March 2017) is available, here.
This report assesses asylum seekers’ and refugees’ opportunities to access early childhood education and primary, secondary and tertiary education and training. It identifies measures available for their support, as well as possible areas for improvement.
Ten years after FRA’s establishment, this year’s Fundamental rights report reflects on the highlights and shortfalls of human rights protection in the EU over the last decade. The report summarises and analyses major human rights developments in the EU over 2016, with proposals for action covering the EU’s Fundamental Rights Charter and its use by Member States; equality and non-discrimination; racism, xenophobia and related intolerance; Roma integration; asylum, borders and migration; information society, privacy and data protection; child rights; access to justice; and implementing the UN’s disability convention.
Based upon Plan International's dataset of 1.4 million sponsored children, the report compares sponsored children with a disability to those without, from 30 countries worldwide. The report, produced in collaboration with London School of Hygiene & Tropical Medicine, reveals that children with disabilities in developing countries are being held back from an education. The findings will help Plan International - and other researchers and organisations - to improve responses to the needs of children with disabilities, particularly their health and education.