This list contains 51 indicators relevant to the monitoring of education under attack. They are divided into four sections - Attacks on schools and universities; Attacks on students, teachers and other educational personnel; Military use of schools and universities; and transversal or cross cutting indicators, which apply to more than one category and that are crucial to the analysis from a human rights’ perspective.

Each indicator is accompanied by comments and supplementary detail. 

Définitions :

Education et protection de la petite enfance (EPPE) : La Classification internationale type de l'éducation 2011 (CITE) définit l'éducation de la petite enfance (EPE) comme une prise en charge et un apprentissage en milieu scolaire ou dans une autre institution  pour un groupe de jeunes enfants. Elle peut être fournie dans un centre, une communauté ou à domicile. L’EPE est souvent désignée en des termes différents à travers le monde. Cela inclut, le développement et la protection de la petite enfance; l'éducation et la protection de la petite enfance; le développement de la petite enfance; l'éducation de la petite enfance (EPE), le développement, la protection et l’éducation de la petite enfance et l'éducation et le développement de la petite enfance.

La CITE classe en outre l'EPPE en deux sous-catégories par groupe d'âge :

(1)    Développement éducatif de la petite enfance (garde d'enfants) : pour les enfants de 0 à 2 ans. Il s'agit d'une unité de garde d'enfants qui comprend des crèches et des garderies dans une configuration organisée.

(2)    Enseignement pré primaire : L'enseignement pré primaire ou préscolaire peut être défini comme la phase initiale de l'instruction organisée, conçue principalement pour initier les jeunes enfants âgés de trois ans à l'âge de la scolarité obligatoire au début de l'école primaire (généralement entre quatre et six ans), à un environnement de type scolaire, c'est-à-dire de fournir un pont entre la maison et l'école formelle.

Ainsi, dans le cadre de ce questionnaire,

  • l'éducation et la protection de la petite enfance (EPPE) fait référence à tous les programmes pour les enfants entre leur naissance et le début de l’enseignement primaire. Cela inclut le développement éducatif de la petite enfance et l’éducation préprimaire.

  • le développement éducatif de la petite enfance (DEPE) réfère principalement aux services de garderie pour les enfants entre zéro et deux ou trois ans

  • l’éducation préprimaire réfère à l’éducation en maternelle pour les enfants entre 3 ans et le début de l’école primaire.

Prestataire d'éducation : organisation qui dispense une éducation, soit comme objectif principal, soit comme objectif secondaire. Il peut s'agir d'un établissement d'enseignement public, d'une entreprise privée, d'une organisation non gouvernementale ou d'un organisme public non éducatif.

L'éducation formelle est une éducation qui est institutionnalisée, intentionnelle et planifiée par des organisations publiques et des organismes privés reconnus, et - dans leur totalité - constitue le système d'éducation formelle d'un pays. Les programmes d'enseignement formel sont ainsi reconnus comme tels par les autorités compétentes de l'éducation nationale ou équivalentes, par exemple, toute autre institution en coopération avec les autorités nationales ou infranationales de l'éducation.

Les établissements privés désignent les établissements d'enseignement qui ne sont pas exploités par une autorité publique mais contrôlés et gérés, à but lucratif ou non, par un organisme privé, tel qu'une organisation non gouvernementale, un organisme religieux, un groupe d'intérêt spécial, une fondation ou une entreprise commerciale

 

Definitions

Early Childhood Care and Education (ECCE): The International Standard Classification of Education 2011 (ISCED)  classifies early childhood education (ECE) as a school-based or otherwise institutionalised care and learning for a group of young children. It can be centre-based, community-based, or home-based.  ECE is often referred to in different terms across the world. These include early childhood care and development (ECCD), early childhood care and education, early childhood development (ECD), early childhood education (ECE), early childhood education, care, and development (ECECD), and early childhood education and development (ECED). ISCED further classifies ECCE into two subcategories by age group:

  1. Early childhood educational development (Child Care) for children ages 0-2 years. It is a child care unit that includes creches and child care services in an organised setup.   

  2. Pre-primary education: Pre-primary education or preschool is defined as the initial stage of organised instruction, designed primarily to introduce young children aged between three years to the age of compulsory education (usually between four-six) to a school-type environment, that is, to provide a bridge between home and formal schooling. 

 

Therefore for the purpose of this survey, 

Early Childhood Care and Education (ECCE) refers to all programmes for children between ages zero  to the start of primary education. This includes both early childhood educational development (ECED) and pre-primary education. 

Early Childhood Educational development (ECED) mainly refers to child care services meant for children between the ages of zero to 2 (or) 3

Pre-primary education refers to children who are in pre-school between the ages of 3 to the start of primary education. 

Education provider: An organization that provides education, either as a main or ancillary objective. This can be a public educational institution, as well as a private enterprise, non-governmental organization, or non-educational public body.

Formal education is education that is institutionalised, intentional, and planned through public organizations and recognised private bodies, and – in their totality – constitute the formal education system of a country. Formal education programmes are thus recognised as such by the relevant national education or equivalent authorities, e.g., any other institution in cooperation with the national or sub-national education authorities.

Private institutions refer to educational institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body, such as a non-governmental organisation, religious body, special interest group, foundation, or business enterprise

 
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Definiciones:

Atención y Educación en la Primera Infancia (AEPI): La Clasificación Internacional Normalizada de la Educación 2011 (CINE) clasifica la educación de la primera infancia (EPI) basada en centros educativos u otro tipo de instituciones con intencionalidad educativa. Puede estar basada en un centro, en la comunidad o en el hogar.  A nivel mundial, frecuentemente, se hace referencia a la AEPI en diferentes términos. Estos incluyen cuidado y desarrollo de la primera infancia, cuidado y educación de la primera infancia, desarrollo de la primera infancia, educación de la primera infancia, educación, cuidado y desarrollo de la primera infancia y educación y desarrollo de la primera infancia. CINE clasifica además AEPI en dos subcategorías por grupo de edad:

(1)   Desarrollo educacional de la primera infancia para niños de 0 a 3 años. Es una unidad de educación y atención/cuidado infantil que incluye creches, guarderías y servicios de cuidado infantil organizados, con intencionalidades definidas.

(2)   Educación preescolar/preprimaria: La educación preescolar o preprimaria se define como la etapa inicial de la instrucción organizada, diseñada principalmente para introducir a los niños pequeños con edades comprendidas entre los tres años y la edad de la educación obligatoria (generalmente entre los cuatro y los seis años) en un entorno de tipo escolar, es decir, servir de puente entre el hogar y la educación formal.

 

Por lo tanto, para los fines de esta encuesta, definimos:

Atención y Educación de la Primera Infancia (AEPI) se refiere a todos los programas y políticas de cuidado y educación para niños entre el nacimiento y el comienzo de la educación primaria. Esto incluye tanto el desarrollo educativo de la etapa del nacimiento a los 3 años, como la educación llamada preescolar.

Desarrollo educativo de la primera infancia (ECED) se refiere principalmente a los servicios de cuidado infantil destinados a niños entre el nacimiento y los 2 (o) 3 años de edad.

La educación pre-primaria o preescolar se refiere a los niños entre las edades de 3 (o 4) años y el comienzo de la educación primaria.

Proveedor de educación: Refiere a una organización que brinda educación, ya sea como objetivo principal o secundario. Puede ser una institución educativa pública, así como una empresa privada, una organización no gubernamental o un organismo público no educativo.

Educación formal: Es la educación que está institucionalizada, intencional y planificada a través de organizaciones públicas y organismos privados reconocidos y –en su totalidad–, constituyen el sistema de educación formal de un país. Por lo tanto, los programas de educación formal son reconocidos como tales por las autoridades educativas nacionales competentes o subsidiarias, por ejemplo, cualquier otra institución en cooperación con las autoridades educativas nacionales o subnacionales.

Instituciones privadas: Son las instituciones educativas controladas y administradas, con o sin fines de lucro, por un organismo privado, como una organización no gubernamental, un organismo religioso, un grupo de interés especial, una fundación o una empresa comercial.

 

 

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Key resource

Treaty bodies are committees of independent experts created under a particular UN treaty. They are mandated to monitor how the states which have ratified the treaty in question comply with their obligations to implement the human rights guaranteed by the treaty, including the right to education. They periodically examine state reports and issue concluding observations on states’ compliance with the treaty, including recommendations.

The UN Committee on Economic, Social and Cultural Rights (CESCR), the UN Committee on the Rights of the Child (CRC), the UN Committee on the Elimination of all forms of Discrimination Against Women (CEDAW), the UN Committee on the Rights of Persons with Disabilities (CRPD) and the UN Committee on Civil and Political Rights (CCPR) have covered issues related to higher education in their concluding observations. This document compiles their concerns and recommendations for the period 2016-2021. It is organised by UN treaty Bodies with states listed in alphabetical order.

The number of forcibly displaced persons is on the rise worldwide, and they are displaced for increasingly protracted periods. Access to education for refugee children and youth remains a major concern, including at the higher education level. While data on refugee access to higher education remain scarce and incomplete, it is estimated that only 3 per cent of refugees were enrolled in higher education in 2021. This figure stands in contrast to a global gross enrolment ratio (GER)1 in higher education of 38 per cent worldwide in 2018. Against this background, The United Nations High Commissioner for Refugees (UNHCR) has set the 15by30 target, meaning that by 2030 15 per cent of refugees should gain access to higher education. In order to reach this target, the access to host countries’ higher education systems is of particular importance, as 83 per cent of refugee youth who are enrolled in higher education (for whom data are available) are enrolled in their host countries. The present Policy Paper has analysed the empirical literature on the benefits of access to higher education for refugees. It shows that there are considerable direct benefits for refugee youth themselves, and also clear advantages for the host countries’ economies and social development, to which refugees contribute. Access to higher education enhances their motivation to succeed in pre-university education. It offers identity and social position, and access to skills development and economic opportunities, including through entrepreneurship, and therefore greatly enhances their social and economic integration and life chances.

This Policy Paper presents inclusive policies  and good practices from these countries and their HEIs, organized by type of obstacle to access. It concludes by presenting 15 recommendations on how host countries can support refugees’ access to their national systems, arguing strongly for an ‘equality of opportunity approach’ in terms of national policies, and also for caring measures at the level of HEIs. The 15 recommendations are made mainly for national policy-makers and planners, but also for HEIs, who share a combined responsibility and whose actions can mutually reinforce each other.

Key resource

The Tashkent Declaration was adopted on 16 November during the UNESCO World Conference on Early Childhood Care and Education.

 

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Key resource

The COVID-19 pandemic greatly accelerated the use of digital technologies in education. But beyond the emergency response, there is an international trend towards exploring how artificial intelligence and data-based analytics can support learning, learning assessments, and evidence-based policy planning processes. The use of data in education is a double-edged sword. On the one hand, they offer tremendous potential to create value by improving policies and programmes, driving transparent governance and better management of education systems, teachers’ empowerment, personalized learning experiences, assessment, and certification. On the other hand, data accumulation can lead to a concentration of economic and political power, raising the possibility that data may be misused in ways that harm learners. This publication argues that a balance must be struck between the use of technology to advance educational transformation and the safeguarding of privacy and individual rights. Proper rules and protocols are needed to protect students and teachers not only in national policies but also at international level, where cooperation and collaborative efforts are also required to support policy learning, knowledge sharing and mutual understanding. UNESCO launches through this publication a clarion call to the education community not only to pay careful attention to data privacy in education, but to take the lead in these developments.

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