Alternative Report submitted by ISER-Uganda and the Global Initiative for Economic, Social and Cultural Rights, with the support of the Privatisation in Education Research Initiative, the Right to Education Project, Education International, the Global Campaign for Education, the Africa Network Campaign on Education For All, Forum for Education NGO's in Uganda and the Girls Education Movement Uganda Chapter to the Committee on Economic, Social and Cultural Rights at its 54th Session for its consideration of the List of Issues for Uganda. This report highlights the issue of privatisation in education in Uganda.

 

 

Parallel Report submitted by the Coalition Marocaine pour l'Education pour Tous, Global Initiative for Economic, Social and Cultural Rights and others to the Pre-sessional Working Group of the Committee on Economic, Social and Cultural Rights on the occasion of the consideration of the List of Issues related to the Periodic Reports of Morocco. This report highlights the issue of privatisation in education in Morocco.

This present document, produced by the Brazilian Campaign for the Right to Education (Brazilian Campaign) and the NGO Ação Educativa, aims to present a brief overview of the ongoing privatization processes in education in Brazil and its negative impacts on the achievement of the human right to education of children and adolescents, as a contribution to the II Alternative Report on the Situation of the Rights of the Child in Brazil organized by the National Association of Centers for the Defense of Child Rights (Associação Nacional dos Centros de Defesa da Criança e do Adolescente - Anced).

The  report centres on the assessment of the educational attainments of students and the implementation of the right to education. The Special Rapporteur on the right to education underlines the importance of developing and applying national assessment systems which are in compliance with international human right norms, so that education meets the essential objectives assigned to it in human rights conventions. He considers that such a human rights-based, holistic approach is essential for fostering the humanistic mission of education rather than its mere instrumental role, using a narrow scope of assessments linked to mathematical literacy and language skills only. The report also places emphasis on skills development as an integral part of basic education and on the need for innovative assessment modalities of technical and vocational education and training, particularly in developing countries, in response to the rising aspirations of youth, while not losing sight of the human rights perspective.

The report concludes with recommendations to strengthen human rights-based, holistic approaches to national assessments of the educational attainments of students.

The Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on Monitoring of the Right to Education in its Second Meeting in May 2004 stated that both the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Convention against Discrimination in Education (CADE) needed to be carefully examined in a comparative perspective. This should be guided by the General Comments and the Revised Guidelines of CESCR used for monitoring work and the new guidelines for monitoring the implementation of CADE. The Joint Expert Group noted that 83 States are parties to both the CADE and the ICESCR. There is thus the risk of overlaps in the work of the Committees (CESCR and CR) as well as of the States parties’ reports. It was therefore suggested that a document, “which brings out the common features as well as differences in CADE and ICESCR along with a chart of equivalent provisions and the States which are parties to both CADE and ICESCR” be prepared. The present document on the comparative analysis of Articles 13 and 14 of the Covenant and the Convention has accordingly been elaborated.

Key resource

This publication identifies trends in the practice and contribution of UN human rights mechanisms to the protection of education in times of insecurity and armed conflict and offers recommendations on how such protection might be strengthened.

Parallel Report submitted by the National Campaign for Education-Nepal, the Global Initiative for Economic, Social and Cultural Rights, the Sciences Po law school Clinic, and partners, on the occasion of the Universal Periodic Review (UPR) of Nepal during the 23rd session of the UPR Working Group.

This report shows that the current organisation of education system in Nepal, in particular a high level of unregulated private involvement in education, is creating and entrenching segregation in education. Such segregation in itself constitutes a human rights violation and need to be ended. It is also the source of additional other human rights abuses, including discrimination on the grounds of socio-economic background, gender and race, the limitation of the right to free quality education, and the lowering of education quality. This situation is extremely problematic due to the immediate human rights violations it is causing, but also because the injustices it generates contribute to threatening the fragile social cohesion and peace that exist in Nepal.

In this present report, the Special Rapporteur considers ways in which the right to education contributes to the prevention of atrocity crimes and mass or grave human rights violations. Stressing that education has a key role to play at all stages of prevention, the Special Rapporteur underlines the particularly forceful preventive potential of the right to education in the very early stages, before warning signs are apparent. That role is to be linked with the aims of education and the right to inclusive and equitable quality education, as established in international instruments.
 
Peace, acceptance of the “other”, respect for cultural diversity, the participation of all in the development of society and an education that is adequate and adapted to the specific needs of people in their own context are objectives of education that have been widely recognized by States and in human rights mechanisms at the international and regional levels. However, education is not afforded the importance or the funding it deserves and needs in order to play those roles.
 
The Special Rapporteur, highlighting circumstances under which schools can become tools for division and lay the groundwork for future violent conflicts, focuses on a number of steps regarding the organization of school systems, pedagogy and the values and skills to be transmitted to learners that are crucial in terms of prevention. She proposes an education framework (known in English as the “ABCDE framework”) that encompasses the interrelated features of education needed in order for the preventive potential of the right to education to be fully deployed. Namely, education should promote acceptance of self and others; a sense of belonging to society; critical thinking; diversity; and the capacity of learners to feel empathy for others. The right to inclusive and equitable quality education must be taken seriously and be prioritized if States and other stakeholders are serious in their commitment to prevent violent conflicts, atrocity crimes and mass or grave human rights violations