In recent decades, governments have made considerable efforts to provide education for all. However, a large gap remains between international commitments, such as the Sustainable Development Goal 4, and the actual achievement of equitable quality education for all. As a result, certain actors often critique public education as ineffective and inefficient, and thus incapable of addressing this issue. They argue for privatisation as a solution, deeming private providers as more innovative and effective than public ones.
In recent decades, governments have made considerable efforts to provide education for all. However, a large gap remains between international commitments, such as the Sustainable Development Goal 4, and the actual achievement of inclusive and equitable quality education for all. As a result, certain actors often critique public education as ineffective and inefficient, and thus incapable of addressing this issue. They argue for privatisation as a solution, deeming private providers as more innovative and effective than public ones.
Public education is often critiqued as ineffective and inefficient. However, where shortcomings in public education are identified, they can often be attributed not to lack of capacity, but lack of political will. Reviewing seven examples of public education in developing countries, this research shows that, in direct contrast to widely disseminated ideas, public education can be the most effective, efficient, and transformative approach to education, and, crucially, it is possible to develop quality public education everywhere.
On Wednesday 28 April, RTE co-hosted a webinar in Arabic with the Arab Campaign for Education for All, as part of the wider programme of events in this year’s Global Action Week for Education.
The COVID-19 pandemic and the responses of States thereto have had a very significant impact on the enjoyment of a wide range of social rights. The Council of Europe’s European Social Charter provides a framework for the measures that must be taken by States Parties to cope with the pandemic as it unfolds. The treaty also provides a necessary framework for the post-pandemic social and economic recovery as well as for preparation for and responses to possible future crises of this nature.
In this general comment, the Committee emphasizes that the rights of every child must be respected, protected and fulfilled in the digital environment. This document is the result of a two-year consultation with States parties, inter-governmental organizations, civil society, national human rights institutions and children. Over 700 children and young people, aged between nine and 22 years old in 27 countries, were asked how digital technology impacts their rights, and what actions they want to see taken to protect them.
Articles pertaining to tthe right to education: 99-105
The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in Latin America and the Caribbean, which promotes social mobilization and political advocacy to defend the human right to education. This collection of articles, essays and statements reflect on the vital role of public education in the region and the fault lines exposed by the pandemic, considering both the challenges public education in Latin America faces and possible solutions, alternatives and ways forward.
L’affaire de la vente à des entrepreneurs privés d’écoles publiques en Mauritanie, et la privatisation de l’éducation associée, documentée et dénoncée par la société civile depuis 2018, a pris un nouveau tournant avec la publication le 27 juillet 2020 d’un rapport de la Commission d’enquête parlementaire sur la présidence de l’ancien Président, Mohamed Ould Abdel Aziz, évincé du pouvoir en août 2019.
These Guidelines set out principles for the promotion of decent work for early childhood education (ECE) personnel as a means of ensuring universal access to high-quality ECE services.