The Action plan of the Djibouti Declaration for Refugee Education of the IGAD outlines the actions to be carried out in the delivery of quality education and learning outcomes for refugees, returnees and host communities in the region.
The Djibouti Declaration of the Regional Ministerial Conference on Refugee Education is a non binding legal instrument produced by the IGAD (Intergovernmental Authority on Development) in 2017, it has eight member states: Djibouti, Ethiopia, Kenya, Somalia, Sudan, South Sudan, Uganda and Eritrea.
The declaration states the commitments of member states to implement and develop quality educational standards and inclusion in their national legal framework and educational system, it is accompanied by an Action Plan, which outlines the actions to be carried out in the delivery of quality education and learning outcomes for refugees, returnees and host communities in the region.
The Convention on the Rights of Persons with Disabilities applies to persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and qualifies how all categories of rights apply to persons with disabilities and identifies areas where adaptations have to be made in order that persons with disabilities can effectively exercise their rights, as well as areas where their rights have been violated, and where protection of rights must be reinforced. Article 24 recognises the right of persons with disabilities to education, without discrimination and on the basis of equal opportunity, the State having the obligation to ensure an inclusive education system at all levels and lifelong learning.
This General Comment 10 of the Committee on the Rights of the Child interprets the Convention of the Rights of the Child as regards children's rights in juvenile justice. Paragraph 18 and 89 refer to the right to education.
Brief shared at the Paris Peace Forum 2020 presented highlighting activities and achievements for the implemention of the Abidjan Principles since November 2019.
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.
The fifth edition of NORRAG Special Issue (NSI 05)) entitled 'Domestic Financing: Tax and Education' aims to analyse tax justice and domestic resource mobilization, with a special focus on the global South.
NSI 05 consists of 25 articles which aim to highlight global and national-level experiences and perspectives. It calls for greater attention to issues that influence national resource capacities for education and how that funding may be used. Questions of financing education are even more pressing as we face the consequences of Covid-19 and the impact of lockdowns globally. This pandemic is radically changing school attendance and learning, as well as the amount of education spending available from a diminished tax base.
The issue is composed of six sections that showcase global perspectives as well as local case studies, discussing the links between tax justice and domestic financing for education from different standpoints.
- Part one features global perspectives on tax and education, why tax matters — particularly in times of a global health crisis — and the role of international instruments and actors.
- Part two sheds light on progressive and regressive national tax reforms with specific case studies from Ghana, India and Pakistan.
- Part three salutes local movements and activism to reform tax for equitable education provision.
- Part four calls for global reforms and greater attention to the impacts of corporations and philanthropic actors on tax justice.
- Part five addresses concerns regarding the increasing trend of privatization of education, illustrated by three case studies from the Dominican Republic, Peru, and Uganda
- Part six outlines the social movements and struggles surrounding education and tax.
Chapter 3 focuses on the obligations under international human rights law to resources public education through taxes.
NSI 05’s guest editor, David Archer, is Head of Civic Participation, Tax Justice and Public Services at ActionAid (UK), and holds extensive experience in education. He co-founded the Global Campaign for Education, is the Board Chair of the Right to Education Initiative, Chair of the Strategy and Impact Committee of the Global Partnership for Education and is a trustee of the UK Education and Development Forum (UKFIET).
The fifth edition of NORRAG Special Issue (NSI 05)) entitled 'Domestic Financing: Tax and Education' aims to analyse tax justice and domestic resource mobilization, with a special focus on the global South.
NSI 05 consists of 25 articles which aim to highlight global and national-level experiences and perspectives. It calls for greater attention to issues that influence national resource capacities for education and how that funding may be used. Questions of financing education are even more pressing as we face the consequences of Covid-19 and the impact of lockdowns globally. This pandemic is radically changing school attendance and learning, as well as the amount of education spending available from a diminished tax base.
The issue is composed of six sections that showcase global perspectives as well as local case studies, discussing the links between tax justice and domestic financing for education from different standpoints.
- Part one features global perspectives on tax and education, why tax matters — particularly in times of a global health crisis — and the role of international instruments and actors.
- Part two sheds light on progressive and regressive national tax reforms with specific case studies from Ghana, India and Pakistan.
- Part three salutes local movements and activism to reform tax for equitable education provision.
- Part four calls for global reforms and greater attention to the impacts of corporations and philanthropic actors on tax justice.
- Part five addresses concerns regarding the increasing trend of privatization of education, illustrated by three case studies from the Dominican Republic, Peru, and Uganda
- Part six outlines the social movements and struggles surrounding education and tax.
Chapter 3 focuses on the obligations under international human rights law to resources public education through taxes.
NSI 05’s guest editor, David Archer, is Head of Civic Participation, Tax Justice and Public Services at ActionAid (UK), and holds extensive experience in education. He co-founded the Global Campaign for Education, is the Board Chair of the Right to Education Initiative, Chair of the Strategy and Impact Committee of the Global Partnership for Education and is a trustee of the UK Education and Development Forum (UKFIET).