This report was submitted to the Committee on the Rights of Persons with Disabilities as a contribution to a Day of General Discussion on the right to education for persons with disabilities to be held on 15 April 2015.
The reports highlights the systemic failure of the South African government to adequately provide for learners with disabilities. In particular, many learners with disabilities are not getting access to an education. These learners are not being screened and placed in appropriate schools, and in many instances are not in any schools. Even where learners are placed in schools the failure to accommodate their needs means that they do not have meaningful access to education because they are not provided with, for instance, accessible learning materials, appropriately qualified teachers and safe and accessible infrastructure. The ongoing failure to prioritise special needs education, and a lack of understanding of the needs of learners with disabilities, has resulted in the inadequate budgeting and provisioning for learners with disabilities. Finally, there is a lack of expertise amongst teachers and other staff at special needs schools, as well as officials within education departments responsible for developing and implementing policies to accommodate learners with special needs.
Oral statement made by the Global Initiative for Economic, Social and Cultural Rights (GI-ESCR) to the UN Committee on Economic, Social and Cultural Rights on 8 June 2015, following a report submitted by GI-ESCR with the Sciences Po Law School Clinic and with the support of eight national, regional and international NGOs working on the right to education in Chile.
In this statement, GI-ESCR raises concerns with regards to the impact of the privatised education system in Chile on the rights protected under the International Covenant on Economic, Social and Cultural Rights.
Businesses play an important role in the realisation of economic, social and cultural rights, inter alia, by contributing to the creation of employment opportunities and, through private investment, to development. However, the Committee has been regularly presented with situations in which, as a result of states' failure to ensure compliance with internationally recognised human rights under their jurisdiction, corporate activities negatively affected economic, social and cultural rights. This General Comment seeks to clarify the duties of States parties to the Covenant in such situations, with a view to preventing and addressing the adverse impacts of business activities on human rights.
On 1 August 2017, 174 civil society organisations from around the world released this statement calling on investors to cease support for Bridge International Academies, a company running over 500 commercial private schools in the Global South with the support of international donors and investors.
Cette déclaration a été signée par 174 organisations de la société civile du monde entier appelant les investisseurs de Bridge International Academies à cesser leur soutien à la plus grande entreprise d’écoles privées à dimension commerciale opérant dans les pays en voie de développement et soutenue par des donateurs et investisseurs internationaux.
Joint Oral Statement: New report takes firm approach to the implementation of the right to education and Sustainable Development Goal 4 (SDG 4), delivered at the 41st session of the Human Rights Council during the presentation of the UN Special Rapporteur on right to education's report about the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education.
Open letter to the World Bank in support of development aid going to free, quality public education signed by the Right to Education Initiative, together with 173 civil society organizations, national education coalitions and unions, based in 63 different countries.