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.
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.
More than 40 percent of Tanzania’s adolescents are left out of quality lower-secondary education despite the government’s positive decision to make lower-secondary education free.
This report examines obstacles, including some rooted in outmoded government policies, that prevent more than 1.5 million adolescents from attending secondary school and cause many students to drop out because of poor quality education. The problems include a lack of secondary schools in rural areas, an exam that limits access to secondary school, and a discriminatory government policy to expel pregnant or married girls.
For a summary, see here.
For an esay to read version, in English, see here.
The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.
With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.
The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.
The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities? These are critical questions, because we know that there’s a long way to go before all young people around the world have access to a quality education:
absent teachers, overcrowded classrooms, illegitimate diplomas, unregulated private schools and truancy are all issues that education systems are struggling to overcome.
It’s sometimes tempting to say that these problems aren’t ours to fix, that the responsibility lies with the government or with an older generation. But this simply isn’t true: education is a shared responsibility, and young people have an important role to play. In this Report, you’ll hear the stories of young people around the world who have stood up for the right to education in their communities and who have been integral in triggering change. You’ll also read about how you can become involved in our campaign to make sure governments can be held to account for education. This means making sure that citizens can take their governments to court if they are not meeting their education responsibilities. From creating video clips to holding awareness-raising events, there is a range of ways to make your voice heard. Your involvement is integral in making sure the world is on the right path to meeting our education goals.
In this report, the Special Rapporteur examines the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education. She presents the Abidjan Principles on the human rights obligations of States to provide public education and to regulate private involvement in education, and recommends their full implementation. She recalls that international human rights law requires States to provide free, quality, public education. Depending on their nature and aims, private actors may contribute to the realization of the right to education and offer educational alternatives, thus enhancing, for example, respect for cultural diversity. However, the persistent underfunding of public education and the rapid and unregulated growth in the involvement of private, in particular commercial, actors in education, threaten the implementation of the right to education for all and Sustainable Development Goal 4.
Finally, she made observations and recommendations on the obligation of States to fund and provide public education and provides some concrete suggestions and solutions. It draws on the Abidjan Principles, in particular with regard to the obligation to regulate private actors involved in education, public-private partnerships and the role of donors and civil society.
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals.
The Special Rapporteur concludes by calling for States to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000. Important steps have also been taken with regard to gender parity and states have made efforts to raise the quality of education through improved teacher policies and a growing emphasis on learning outcomes.
Despite these efforts, breaches of the right to education persist worldwide, illustrated perhaps most starkly by the fact that 262 million primary and secondary-aged children and youth are still out of school. Girls, persons with disabilities, those from disadvantaged backgrounds or rural areas, indigenous persons, migrants and national minorities are among those who face the worst discrimination, affecting both their right to go to school and their rights within schools.
To respond to the challenges, the Right to Education Initiative (RTE) with UNESCO have developed this handbook to guide action on ensuring full compliance with the right to education. Its objective is not to present the right to education as an abstract, conceptual, or purely legal concept, but rather to be action-oriented. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal.
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.
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. However, shortcomings in public education often arise not from lack of capacity, but lack of political will.
This review of examples of public education in low- and middle-income countries shows that, in direct contrast to widely disseminated (and empirically unvalidated) ideas, public education can be highly effective, efficient, and transformative and, crucially, it is possible to develop quality public education everywhere.