The new 2023 GEM Report on Technology in education: A tool on whose terms? addresses the use of technology in education around the world through the lenses of relevance, equity, scalability and sustainability.
It argues that education systems should always ensure that learners’ interests are placed at the center and that digital technologies are used to support an education based on human interaction rather than aiming at substituting it. The report looks at ways in which technology can help reach disadvantaged learners but also ensure more knowledge reaches more learners in more engaging and cheaper formats. It focuses on how quality can be improved, both in teaching and learning basic skills, and in developing the digital skills needed in daily life. It recognizes the role of technology in system management with special reference to assessment data and other education management information.
Education is a fundamental human right under international law. While it should be a right that everyone is entitled to, migrants face multiple challenges in the enjoyment of their right to education.
In the present report, the Special Rapporteur aims to understand these challenges and considers the de facto and de jure situation of the right to education of migrants around the world. Through an analysis of international and regional legal frameworks and more than 500 relevant documents authored by non-governmental organizations (NGOs) and United Nations bodies, the report presents its major findings in terms of the 4As framework for the right to education: availability, accessibility, acceptability and adaptability, as well as in terms of cross-cutting issues related to identity.
The report identifies key issues to ensuring the right to education of migrants, including the capacities of public educational institutions, and challenges migrants face in accessing educational facilities and quality educational opportunities that take into account the specific needs of migrant groups.
The report proposes key recommendations to improve the protection and guarantee the full enjoyment by migrants of their right to education through the implementation of the 4As framework for the right to education.
This report shows how a student’s place of origin within France, that is, the region in which they live prior to the beginning of their studies, coupled with their socio-economic background can mean that the cost of education, which is heavily influenced by the structure of the French higher education system, poses a significant barrier to their enjoyment of the right to higher education.
This documented was submitted to the UN Special Rapporteur on the right to education in February 2023, in response to a call for contributions for a report she is developing for the UN Human Rights Council.
Ce rapport porte sur le droit à l’enseignement supérieur et interroge le respect par la France de ses obligations concernant l'article 2.2 et l'article 13.2 (c) du Pacte international relatif aux droits économiques, sociaux et culturels (PIDESC).
Il est basé sur un projet de recherche de cinq ans développé par l'Initiative pour le droit à l'éducation (RTE) en collaboration avec des étudiant·e·s de la Clinique de droit de Sciences Po (Paris) et des chercheur·e·s de l'Université de Genève, de l'Université d'Orléans et de l'ENS Paris Saclay
Notre rapport souligne que les politiques publiques, visant à réduire les inégalités dans l'accès à l'enseignement supérieur, mises en œuvre par le gouvernement français depuis la dernière revue périodique, sont insuffisantes et doivent être renforcées et étendues. Il soutient que les inégalités structurelles, territoriales et socio-économiques ainsi que la politique de financement de l'enseignement supérieur de l'État entravent l'égalité et la non-discrimination dans l'accès à l'enseignement supérieur et renforcent la tendance à la privatisation.
This joint statement signed by RTE and 18 CSOs responds to a report published in September 2023 by the International Development Committee (IDC) of the UK House of Commons, entitled ‘Investment for development - The UK’s Strategy towards Development Finance Initiatives. The report’ raises major concerns about the UK’s investments as part of development aid which the signatory organisations working on education share and reiterate. In this joint statement we respond to this report and express our concern about the British International Investment’s (BII) activities and impacts in key sectors responsible for delivering human rights, including education and health.
School meals play a critical role in children’s lives. They are an essential intervention in development and humanitarian contexts, proven to have long-lasting impacts across multiple Sustainable Development Goals and sectors, including food security, nutrition and health, education, water and sanitation, child protection, gender equality, and prevention of sexual exploitation and abuse. They are at the juncture of the right to food, the right to health and the right to education. They also offer enormous potential for the catalysation of food systems, with nutritious, locally-grown and appropriate foods, creation of jobs and contributions towards livelihoods, among other benefits. Civil society organisations have an essential role to play in supporting school meals programmes globally through collective advocacy, technical assistance, capacity sharing and fostering partnerships.
This joint statement contains our calls to action for equitable access to healthy and nutritious, sustainably sourced school meals.
This report, jointly produced by Right to Education Initiative; La FAGE, Fédération des Associations Générales Etudiantes; and Global Students Forum, focuses on the right to higher education, questioning France’s compliance with its obligations regarding article 2.2 and article 13.2 (c) of the International Covenant on Economic Social and Cultural Rights (ICESCR).
It is based on a five year research project developed by the Right to Education Initiative (RTE) in collaboration with students from Sciences Po Law School Clinic (Paris) and researchers from the University of Geneva, University of Orléans and ENS Paris Saclay
This submission highlights that the public policies aiming to reduce inequalities in access to higher education implemented by the French government since the last periodical reporting session are insufficient, and need to be reinforced and expanded. It argues that structural, territorial, and socio-economic inequalities as well as the State’s higher education financing policy hinder equality and non-discrimination in access to higher education and increase the privatisation trend.
Le présent rapport de la Rapporteuse spéciale sur le droit à l’éducation, Farida Shaheed, est soumis à l’occasion du vingt-cinquième anniversaire de la création du mandat relatif au droit à l’éducation. Dans son rapport, la Rapporteuse spéciale passe en revue les résultats obtenus dans le domaine du droit à l’éducation et expose la manière dont on conçoit ce droit et les obligations qui en découlent, ainsi que les questions contemporaines et nouvelles dont il convient de tenir compte pour garantir le droit à l’éducation pour tous, aujourd’hui et à l’avenir.