This paper introduces a series of case studies looking at education for Internally Displaced Persons (IDPs). It examines the international human rights law framework for guaranteeing education to IDPs, focusing on issues such as non-discrimination and documentation that are particularly likely to arise in this context.
A short articlet on the barriers internally displaced persons are likely to face with regard to education.
A short article on natural disasters and internally displaced persons’ rights. Includes a section on access to education.
This article is based on a year-long study of the right to education for child refugees and migrants from other African countries who find themselves in South Africa. It identifies a number of factors that inhibit children’s participation in education and shows how the right to education can be assessed and monitored using indicators.
This paper argues that education for internally displaced persons is essential, both as a human right enshrined in international law and as a component of the peace-building process.
As highlighted by the United Nations High Commissioner for Refugees (UNHCR), refugee education is today in crisis. With millions of people who are currently refugees mainly hosted in low- and middle income countries as well as in least developed countries, the challenges are important. In view of Education 2030 – Sustainable Development Goal 4 and the recent massive influx of refugees UNESCO seeks to draw attention to the fact that, in order to guarantee the right to education for all, it is critical that all those in a refugee-like situation enjoy equal access to an education of good quality.
This Working Paper aims to provide an overview of the international legal framework protecting the right to education of refugees worldwide, including the obligations of States, as well as the main current issues. It also shows that, despite the existence of a strong applicable framework to guarantee the right to education of refugees worldwide, the challenges and obstacles encountered in this context may dramatically prevent its enjoyment. The paper also emphasizes that, even though ensuring the right to education is fundamental in all phases of the situation, there is a particular need to draw attention to the stabilisation phase. This phase relates to a structural context involving host states’ educational policies and legal frameworks as well as matters related to the adaptation and integration. With a view to effectively protecting the right to education for refugees and seeking sustainable policy solutions, the main features of the right to education – availability, accessibility, acceptability and adaptability – may offer a relevant framework for States to adopt and implement solid legal and policy national frameworks prohibiting discrimination or exclusion based on any ground and protecting fundamental rights. Therefore, sustainable policy responses based on effective implementation of States’ legal obligations will ensure the fulfilment of refugees’ right to education, responding to the ambition of an inclusive and equitable quality education by 2030.
This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls.
In 2017, there were an estimated 258 million people living outside their country of origin. Of them, about 30 million were school-aged. Migrants include different groups such as refugees, asylum seekers, migrant workers, stateless, undocumented migrants and internal displaced persons. The right to education of migrants, irrespective of their legal or migration status, is guaranteed under international law on the basis of the human rights principles of equality and non-discrimination. The main treaties guaranteeing the right to education apply to all migrants. In addition, migrant-specific treaties include provisions on the right to education. This international legal framework applies only to the extent that states have committed to it. At national level, migrants face legal and practical barriers to effectively enjoying their right to education. Some states show good examples of protecting the right to education of migrants in law and in practice.
In 2018, 17.2 million people were internally displaced as a result of natural disasters (IDMC 2019). Just one year later, in 2019, 24.9 million people were displaced due to natural disasters and extreme weather events (IDMC 2020). The catastrophic effects of climate change are no longer isolated emergencies, but have become the new global norm- a reality that is only intensifying each year. Yet the literature regarding climate change has little to no information on the specific nexus between climate displaced and their right to education.
Persons displaced by the effects of climate change face significant vulnerabilities with regard to accessing education: saturated school capacity, destroyed infrastructure, linguistic barriers, difficulties to have past qualifications recognized, discrimination, and more. This is why UNESCO commenced a new initiative: the Impact of Climate Displacement on the Right to Education. This is explored throughout this working paper.
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.
Early childhood, defined as the period from birth to eight years old, is a crucial time for the physical, cognitive, social, and emotional growth of children. Access to quality early childhood care and education (ECCE), therefore, can be vital in laying the foundations for children’s long-term development, well-being, learning, and health. Despite this, universal and equitable access to free, quality, and compulsory pre-primary education is one of the major education challenges. One out of two children does not receive pre-primary education. While access to quality pre-primary education is inadequate globally, the opportunities for pre-primary education are drastically restricted for migrant children. Significant inequalities exist between migrant and local-born children in terms of quality access to pre-primary education.
This brief focuses on some of the important issues related to young migrant children’s access to ECCE and pre-primary education, and the key challenges in the existing legal framework. It further proposes to strengthen the legal framework and policy development for the inclusion of ECCE in-migrant response strategies.