La Campaña Latinoamericana por el Derecho a la Educación (CLADE) ha sistematizado testimonios y sugerencias de educadores/as y estudiantes en contextos de encierro, y reunió estas reflexiones en la publicación El Derecho Humano a la Educación en contextos de encierro desde la perspectiva de sus sujetos.
Este documento pone en evidencia las recomendaciones y los pensamientos de estudiantes y docentes en contextos de encierro a partir de sugerencias y testimonios recopilados por medio de entrevistas con maestras/os y personas en privación de libertad de Bolivia, Brasil y Argentina. Estos diálogos se realizaron en visitas específicas realizadas por la CLADE en los últimos tres años, en el marco del proyecto Ampliando Voces – miradas y propuestas para la Educación de Personas Jóvenes y Adultas en la perspectiva de sus sujetos.
Las reflexiones presentadas en la publicación no son una muestra representativa de sus países, pero revelan una diversidad de situaciones que se deben tomar en cuenta para conocer la realidad de la educación en las cárceles e intervenir con políticas adecuadas y pertinentes para la realización del derecho a la educación de estas/os ciudadanas/os.
This Report provides an overview of what countries are doing to ensure the right to education for girls and women. Based on the national reports of forty countries from different regions, the Report is organized in a series of country factsheets. Each factsheet contains key statistics on the situation of girls in education in each reporting country, followed by information on each country’s status of ratification of the Convention on the Elimination of All Forms of Discrimination against Women (1979) and the Convention against Discrimination in Education (1960) as well as information on their constitutional and legislative provisions in this field. They illustrate how countries have made noteworthy advances in addressing gender inequalities and in eliminating discriminatory attitudes towards girls and women in the field of education.
The Report is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the Convention against Discrimination in Education (1960) and the Recommendation against Discrimination in Education (1960).
Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.
The document is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the UNESCO Convention against Discrimination in Education (1960) and the UNESCO Recommendation against Discrimination in Education (1960).
The first part of the document provides a thematic analysis of measures and promising practices that have been reported on by countries. The second part compiles in factsheets progress and challenges in constitutional and legislative frameworks and measures, for the 48 countries that reported on measures taken, out of the 59 reporting countries.
The document is intended to serve as a practical tool for both advocacy and monitoring. By highlighting concrete measures taken by countries, it also offers a basis for regional and international co-operation and shares promising practices from which other countries can learn.
In this decision, the Court found that the right to education of a disabled child had been violated when the educational institution did not award an official certificate of completion for his secondary education, even after the student had met all the requirements of his personalised education project (proyecto pedagógico individual or PPI) because his PPI did not comply with the minimum requirements under local regulations. The Court concluded that people with disabilities have the right to an inclusive education on an equal basis with others, and this includes the right to have their capabilities and accomplishments certified under equal conditions. ‘Equal conditions’ does not necessarily mean identical requirements but rather, making reasonable adjustments to ensure that individuals are treated as equals. Namely, the Court explained that the plaintiff, having met the specific requirements of his PPI and having attended and passed 5 years of courses at the institution, had the same right as his classmates that had met the requirements imposed on them to receive a certificate.