Available evidence supports a clear and compelling role for the education sector in preventing early and unintended pregnancy and ensuring the right to education for pregnant and parenting girls.

Early and unintended pregnancy can be prevented through good quality comprehensive sexuality education that includes content on gender equality, and linkages with services ensuring the availability of contraceptives. When a girl becomes pregnant, re-entry and school resuming policies need to be put in place and should be well implemented to allow pregnant and parenting girls to fulfil their right to education.

This brief summarises results from an analysis of the impacts of child marriage on educational attainment for girls and their children and document the extent to which keeping girls in school could help end child marriage. 

This country factsheet on Uganda intends to assist practitioners to identify the key national policies relevant to the right to education, analyse their strengths and weaknesses and detect the gaps between policies and practice, in order to use the empirical data collected to define a human rights advocacy strategy.

It provides an overview of: the obligations of the government to realise the right to education; the instruments (policies, budget…) and mechanisms (commissions, courts…) that exist in the country to implement the right to education; recommendations made by various national and international stakeholders (UN Agencies, NGOs…) on the right to education. This factsheet does not give a comprehensive overview of the policies in the country, but only a snapshot of some key aspects affecting the right to education.

This country factsheet on Zambia intends to assist practitioners to identify the key national policies relevant to the right to education, analyse their strengths and weaknesses and detect the gaps between policies and practice, in order to use the empirical data collected to define a human rights advocacy strategy.

It provides an overview of: the obligations of the government to realise the right to education; the instruments (policies, budget…) and mechanisms (commissions, courts…) that exist in the country to implement the right to education; recommendations made by various national and international stakeholders (UN Agencies, NGOs…) on the right to education. This factsheet does not give a comprehensive overview of the policies in the country, but only a snapshot of some key aspects affecting the right to education.

This is brief on education and MDG 1 (Eradicate Poverty and Hunger), with a focus on target 1.B (Achieve full and productive employment and decent work for all, including women and young people). It highlights that education is critical in eliminating economic exploitation and key to ensure an economy that can lift people out of poverty.

This is a brief on MDG 2 (Achieve Universal Primary Education), with a focus on target 2.A (Ensure that, by 2015, all children everywhere, boys and girls alike, will be able to complete a full course of primary schooling). It highlights that quality education is a right, must be free and compulsory at least at the primary level, and must be a major part of the national budgets.

This brief is on education and MDG 3 (Promote Gender Equality and Empower Women), with a focus on target 3.A (Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015). It highlights that education is essential to eliminate discrimination and transform social attitudes and power relations.

This case study was produced for the UN Durban Review Conference organised in Geneva in 2009. It briefly presents the violation of pregnant adolescent girls’ right to education in Tanzania and makes recommendations.

This policy brief looks at the role of Public-Private Partnerships (PPP) in education from a human rights perspective, whereby the private and public sectors have distinct (although admittedly compatible) responsibilities. Using the 4-A approach to the right to education (availability, accessibility, acceptability and adaptability) it analyses the consequences of using PPP for education delivery (focusing on quality, accountability and discrimination issues) and advocates for a clearer rights-based approach to the issue.

This country factsheet on Ghana intends to assist practitioners to identify the key national policies relevant to the right to education, analyse their strengths and weaknesses and detect the gaps between policies and practice, in order to use the empirical data collected to define a human rights advocacy strategy.

It provides an overview of: the obligations of the government to realise the right to education; the instruments (policies, budget…) and mechanisms (commissions, courts…) that exist in the country to implement the right to education; recommendations made by various national and international stakeholders (UN Agencies, NGOs…) on the right to education. This factsheet does not give a comprehensive overview of the policies in the country, but only a snapshot of some key aspects affecting the right to education.

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