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.
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.
L’originalité de cette approche consiste à considérer la vie éducationnelle comme une relation vivante entre des acteurs (élèves, éducateurs, organisations et autres acteurs associés) et des ensembles de connaissances qui forment des ressources culturelles communes, porteuses « d’identité, de valeurs et de sens », sans lesquelles les acteurs ne peuvent rien.
In the present report, submitted pursuant to Human Rights Council resolutions 8/4 and 44/3, the Special Rapporteur on the right to education considers the cultural dimensions of the right to education, which are crucial to ensuring that the universal right to inclusive and quality education is realized, as called for in Sustainable Development Goal 4. The Special Rapporteur calls for the right to education to be viewed as a cultural right – that is, as the right of each person to the cultural resources necessary to freely follow a process of identification, to experience mutually rewarding relations his or her life long, to deal with the crucial challenges facing our world and to engage in the practices that make it possible to take ownership of and contribute to these resources.
What is unique about this approach is its conception of educational life as a living relationship between actors (students, educators, organizations and other associated actors) and collections of knowledge that form shared cultural resources, vectors of identity, values and meaning, without which action is impossible.
En este informe, presentado en cumplimiento de las resoluciones 8/4 y 44/3 del Consejo de Derechos Humanos, la Relatora Especial sobre el derecho a la educación examina las dimensiones culturales del derecho a la educación, que son cruciales para lograr la plena efectividad del derecho universal a una educación inclusiva y de calidad, como preconiza el Objetivo de Desarrollo Sostenible 4. En su análisis, la Relatora Especial señala, a partir de numerosas experiencias nacionales, elementos que favorecen el respeto de la diversidad y los derechos culturales de todos en la educación, a saber: a) La valoración de los recursos culturales presentes; c) La descentralización en favor de los actores locales y la dotación de cierta autonomía a las escuelas para garantizar la pertinencia cultural del aprendizaje; d) Los métodos de observación participativa y sistémica; e) El respeto de las libertades en el ámbito de la educación, en particular. La Relatora Especial hace un llamamiento para que el derecho a la educación se considere un derecho cultural en sí mismo, es decir, como el derecho de toda persona a tener acceso a los recursos culturales necesarios para desarrollar libremente su propio proceso de definición de la identidad, tener relaciones dignas de reconocimiento mutuo a lo largo de su vida y afrontar los desafíos cruciales a los que se enfrenta nuestro mundo, así como para participar en las prácticas que le permitan apropiarse de estos recursos y contribuir a ellos.
La originalidad de este enfoque radica en considerar la vida educativa como una relación viva entre los actores (alumnos, educadores, organizaciones y otros actores asociados) y el conjunto de conocimientos que forman los recursos culturales comunes, portadores “de identidad, de valores y sentido”, sin los cuales los actores no pueden hacer nada.