This publication begins with the need to dismantle prevalent misconceptions because they hinder the advancement of education as a human right. Those conceptual obstacles which are particularly widespread are tackled, and their dark sides highlighted. This publication strives to provide food-for-thought because there are reasons for denying that education is a human right and these have to be brought into the open and countered effectively.
This is the second publication in a series devoted to elucidating key dimensions of the right to education. It addresses the cardinal requirement of the right to education – ensuring free and compulsory education for all.
Beyond 2015 is a global campaign aiming to influence the creation of a post 2015 development framework that succeeds the current UN Millennium Development Goals. It brings together some 800 civil society organisations in over 100 countries around the world. This paper, which focuses on education, was drafted by the Global Campaign for Education with the inputs of the Right to Education Project. It takes as a starting point the right to education and pleads for a universal, equitable access to quality education.
The Global Campaign for Education (GCE) position paper on Post-2015 is a result of an extensive consultative process across the Education for All movement, drawing on the thoughts and consultations with national education coalitions.
Much has been done globally to provide quality basic education for children, an obligation for the Convention on the Rights of the Child. In reviewing the research literature related to quality in education, UNICEF takes a broader perspective and demonstrates by this analysis that programmes must encompass a broader definition involving learners, content, processes, environments and outcomes.
This policy paper provides analysis showing that if governments and donors make concerted efforts to meet the promises they made in 2000, basic education for all could be achieved by 2015.
Recent years have seen an explosion in methodologies for monitoring children’s economic and social rights (ESR). Key examples include the development of indicators, benchmarks, child rights-based budget analysis and child rights impact assessments. The Committee on the Right of the Child has praised such tools in its work and has actively promoted their usage. Troublingly, however, there are serious shortcomings in the Committee’s approach to the ESR standards enshrined in the UN Convention on the Rights of the Child (CRC), which threaten to impact upon the efficacy of such methodologies. This article argues that the Committee has failed to engage with the substantive obligations imposed by Article 4 and many of the specific ESR guaranteed in the CRC in sufficient depth. As a result, that body has not succeeded in outlining a coherent, comprehensive child rights-specific ESR framework. Using the example of child rights-based budget analysis, the author claims that this omission constitutes a significant obstacle to those seeking to evaluate the extent to which states have met their ESR-related obligations under the CRC. The article thus brings together and addresses key issues that have so far received only very limited critical academic attention, namely, children’s ESR under the CRC, the relationship between budgetary decision-making and the CRC, and child rights-based budget analysis. This article includes references to the right to education.
In this paper, the Global Campaign for Education identifies ten key principles for improving the amount, quality and effectiveness of aid to basic education.
This paper intends to demonstrate the International Monetary Fund’s (IMF) role in constraining countries from increasing public expenditure in education to meet the Education For All (EFA) goals and the education-related Millennium Development Goals (MDGs). The ﬁndings are based on research and country case studies undertaken by ActionAid International ofﬁces in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone during 2004-05. These ﬁndings are complemented by similar research by the Global Campaign for Education GCE.
This article maps the state of education of girls with disabilities in 2013, including the specific barriers that limit their right to education.