Beyond 2015 is a global campaign aiming to influence the creation of a post 2015 development framework that succeeds the current UN Millennium Development Goals. It brings together some 800 civil society organisations in over 100 countries around the world. This paper, which focuses on education, was drafted by the Global Campaign for Education with the inputs of the Right to Education Project. It takes as a starting point the right to education and pleads for a universal, equitable access to quality education.
The Global Campaign for Education (GCE) position paper on Post-2015 is a result of an extensive consultative process across the Education for All movement, drawing on the thoughts and consultations with national education coalitions.
The 68th Session of the United Nations General Assembly on 23 September 2013 saw the launch of Secretary-General Ban Ki-moon ́s Special Report: A life of dignity for all: accelerating progress towards the Millennium Development Goals and advancing the United Nations development agenda beyond 2015. In this context, a broad group of civil society networks and organisations, including the Right to Education Project, have come together to highlight the compelling case for ensuring that the fulfilment of human rights is at the heart of the post-2015 development agenda, and that the education narrative, as well as goals and core indicators, is grounded in a human rights perspective. The organisations and networks presenting this statement reaffirm that the following principles express an understanding of education as a fundamental human right.
- Every human being is entitled to the right to education.
- States are duty-bearers and must respect, protect and fulfill human rights, including the right to education.
- The right to education begins at birth and is lifelong.
- Adult education and literacy in a lifelong learning framework are an integral part of the right to education.
- A broad approach to quality education is needed.
- Equality and non-discrimination are core elements of the right to education.
- Teachers are at the center of quality education.
- The State must provide sufficient financing for public education.
- There must be democratic governance in education.
- Human rights are integral, indivisible and interdependent.
As many governments strive to expand basic education, they alsoface the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world.Assessments show that this is not happening in many countries. This Report reviews research evidence on the multiple factors that determine quality, and maps out key policies for improving the teaching and learning process, especially in low-income countries.
This policy paper provides analysis showing that if governments and donors make concerted efforts to meet the promises they made in 2000, basic education for all could be achieved by 2015.
This paper intends to demonstrate the International Monetary Fund’s (IMF) role in constraining countries from increasing public expenditure in education to meet the Education For All (EFA) goals and the education-related Millennium Development Goals (MDGs). The ﬁndings are based on research and country case studies undertaken by ActionAid International ofﬁces in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone during 2004-05. These ﬁndings are complemented by similar research by the Global Campaign for Education GCE.
When governments met at the United Nationsin January 2014 to debate aspects of the sustainable development agenda to replace the Millennium Development Goals (MDGs) in 2015, over 300 civil society organizations from all parts of the world - including the Right to Educatin Project - have come together to demand human rights be integrated into every aspect of the new framework.
Published on International Human Rights Day, the joint statement "Human Rights for All Post-2015" was presented to the Open Working Group (OWG) on the Sustainable Development Goals (SDGs) at its 6th session. It sets out 10 practical, baseline implications of embedding existing human rights standards into the core of the sustainable development agenda.
La iniciativa Educación para Todos (EPT) es un compromiso mundial para dar educación básica de calidad a todos los niños, jóvenes y adultos. En el Foro Mundial sobre la Educación (Dakar, 2000), 164 gobiernos se comprometieron a hacer realidad la EPT y definieron seis objetivos que debían alcanzarse antes de 2015. Los gobiernos, los organismos de desarrollo, la sociedad civil y el sector privado están colaborando para cumplir con los objetivos de la EPT.
The Danish Institute for Human Rights has developed a human rights guide to the Sustainable Development Goals (SDGs). The guide goes through all 17 goals and 169 targets to uncover their human rights anchorage, as well as the underlying indicators' human rights adequacy.
This document details the human rights standards for goal four, the education goal, as well as the standards related to the targets.
The guide enables actors to use human rights as a driver for realising the SDGs – and to use the SDGs to realise human rights.
Useful insights for all relevant stakeholders
The guide provides useful insights for governments, UN agencies, National Human Rights Institutions and NGOs. Rights-holders directly addressed in the SDGs eg, women, persons with disabilities, youth, workers, indigenous peoples and business will also find helpful insights.
The guide helps:
- States to incorporate the SDGs in their human rights reporting
- To choose the right indicators for the SDG targets
- To influence national-level implementation strategies and follow-up and review processes
- To build capacity of NHRIs, major groups, business and others to lead a human rights-based approach to the realisation of SDGs.
How the guide works
The guide is meant as a reference work, where you can look up the human rights implication of a given goal, target or indicator.
Este informe se presenta de conformidad con las resoluciones 8/4 y 17/3 del Consejo de Derechos Humanos. En él se destacan los avances recientes relacionados con la agenda para el desarrollo después de 2015, prestando especial atención a un enfoque de la educación basado en los derechos humanos. El Relator Especial aporta perspectivas sobre los objetivos de la educación y recomienda estrategias de aplicación.
El informe considera la educación como la base de la agenda para el desarrollo después de 2015 y presenta las opiniones y recomendaciones del Relator Especial sobre métodos para aplicar de manera práctica un enfoque basado en los derechos humanos a los objetivos de desarrollo relacionados con la educación.