The Action plan of the Djibouti Declaration for Refugee Education of the IGAD outlines the actions to be carried out in the delivery of quality education and learning outcomes for refugees, returnees and host communities in the region.

 

The Djibouti Declaration of the Regional Ministerial Conference on Refugee Education is a non binding legal instrument produced by the IGAD (Intergovernmental Authority on Development) in 2017, it has eight member states: Djibouti, Ethiopia, Kenya, Somalia, Sudan, South Sudan, Uganda and Eritrea. 

The declaration states the commitments of member states to implement and develop quality educational standards and inclusion in their national legal framework and educational system, it is accompanied by an Action Plan, which outlines the actions to be carried out in the delivery of quality education and learning outcomes for refugees, returnees and host communities in the region.

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Ce document énumère les instruments internationaux qui se réfèrent au droit à l'éducation des migrants, des réfugiés et des personnes déplacées internes.

 

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This document lists the international instruments that refer to the right to education of migrants, refugee and internally displaced persons with their relevant provisions.

 

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.

 

 

At the end of 2019, at least 13.4 million school-age children (5-17 years old) were internally displaced due to conflict or violence. These numbers are likely an underestimate with many internally displaced children unaccounted for due to lack of data. The periods of internal displacement are becoming longer, with years becoming decades and internally displaced children spending the majority of their school-years displaced. The majority of these children do not have access to quality, safe and inclusive education due to discrimination, financial, legal, and insecurity barriers.

The five country case studies (Afghanistan, Colombia, Somalia, Syria Ukraine) in this report demonstrate that adopting legal and policy frameworks is not enough to uphold the right to education for internally displaced children. Challenges to implementing these policies are linked to institutional, financial, political, and cultural factors.

The COVID-19 pandemic and the responses of States thereto have had a very significant impact on the enjoyment of a wide range of social rights. The Council of Europe’s European Social Charter provides a framework for the measures that must be taken by States Parties to cope with the pandemic as it unfolds. The treaty also provides a necessary framework for the post-pandemic social and economic recovery as well as for preparation for and responses to possible future crises of this nature.

With the present statement the European Committee of Social Rights (ECSR) aims to highlight those Charter rights that are particularly engaged by the COVID-19 crisis. (It does not address the right to protection of health under Article 11 of the Charter, which was the subject of a separate statement adopted in April 20201 ). The statement provides guidance to States Parties, organisations of workers and employers, civil society and other key stakeholders by clarifying certain aspects of the Charter rights in question as they apply in the current crisis. 

De acuerdo con el derecho internacional la educación es un derecho humano fundamental. Aunque debería ser un derecho cuyo ejercicio estuviera al alcance de todo el mundo, los migrantes deben hacer frente a varios retos en el disfrute de su derecho a la educación. En el presente informe, la Relatora Especial se propone comprender estos retos y considerar la situación de facto y de iure del derecho a la educación de los migrantes en todo el mundo.

Mediante un análisis de los marcos jurídicos internacionales y regionales y de más de 500 documentos pertinentes elaborados por organizaciones no gubernamentales (ONG) y órganos de las Naciones Unidas, el informe presenta sus principales conclusiones en términos del marco de las 4As para el derecho a la educación: disponibilidad, accesibilidad, aceptabilidad y adaptabilidad, así como en términos de cuestiones transversales relacionadas con la identidad. El informe identifica cuestiones clave para garantizar el derecho de los migrantes a la educación, incluidas las capacidades de las instituciones educativas públicas, y los retos a los que se enfrentan los migrantes para tener acceso a instalaciones educativas y oportunidades educativas de calidad que tengan en cuenta las necesidade s concretas de los grupos de migrantes.

El informe propone recomendaciones clave para mejorar la protección y garantizar a los migrantes el pleno disfrute de su derecho a la educación a través de la implementación del marco de las 4As para el derecho a la educación.

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