In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals.
The Special Rapporteur concludes by calling for States to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
In this report, the Special Rapporteur sheds light on the vision and concept of lifelong learning and highlights the emergence of the “right to learning”, intertwined with the right to education and training as a social right. He also examines State responsibility, along with that of other social partners, for its realization and underlines the key importance placed on lifelong learning in the 2030 Agenda for Sustainable Development. The Special Rapporteur also looks at the special role that devolves upon technical and vocational education and training for skills development and analyses the issues in financing lifelong learning.
Finally, the Special Rapporteur offers a set of recommendations with a view to promoting learning as a right and its pursuit from a lifelong learning perspective, in keeping with State obligations as set out in international human rights instruments.
The COVID-19 pandemic has wreaked unprecedented havoc on children, families and communities around the globe, disrupting vital services and putting millions of lives at risk. Since March, attempts to avert the global health crisis have seen nationwide school closures in 194 countries.
This report spotlights one particular vulnerability that is known to be exacerbated by school closures in times of crisis and risks the continued education of vulnerable children: teenage pregnancy. World Vision estimates that as many as one million girls across sub-Saharan Africa may be blocked from returning to school due to pregnancy during COVID-19 school closures.
Read this report, to learn about some of the girls who will be impacte and find additional information on both the problem as well as proposed solutions.
The SMM has been monitoring the ability of children on both sides of the contact line in Donetsk and Luhansk regions to attend classes and enjoy a safe and secure school environment since 2015. In the report, the SMM presents its observations related to damage to educational buildings due to shelling and gunfire; dangers posed by mines and UXO; educational facilities used by the Ukrainian Armed Forces or the armed formations or where positions and equipment are close to educational facilities; hardships faced by children and educational staff; and impediments to the SMM’s access to information on educational facilities. The report covers the SMM’s observations from 1 January 2015 until 31 March 2020.
This report, produced by Mwatana for Human Rights (Mwatana), examines attacks on and impacting schools and education facilities between March 2015 and December 2019 by the warring parties in Yemen. The report does not cover many other attacks and abuses that have killed, wounded and otherwise harmed school- age children during the conflict, which have ranged from airstrikes that have killed or wounded dozens of young children, to recruitment and use of school-age children across Yemen
Este trabajo se basa en el informe N° 02-20, La regulación constitucional del derecho a la educación: recopilación de experiencias comparadas. Su objetivo es sintetizar, a partir de dicha información, los ordenamientos constitucionales estudiados e identificar las diversas tendencias regulatorias a nivel internacional. De esta forma, se pretende aportar a la discusión constitucional sobre la mejor forma de consagrar el derecho a la educación en una nueva constitución política.
This report highlights the right to education in Iraq and different barriers that iraqis and internally displaced persons are facing to access education. It put a particular emphasis on the legacy of ISIL territorial control on access to education.
The report was published in July 2020 by the Special Rapporteur on the right to education, Koumbou Boly Barry.
The obligation of States to ensure that educational facilities within their jurisdictions meet human rights standards requires a clear understanding of the synergies between the right to education and other human rights, and ways of further promoting the integration of those rights into practices.
In the present report, the Special Rapporteur on the right to education focuses on the interrelations between the right to education and the rights to water and sanitation, including hygiene and menstrual health and hygiene. She explores situations in which the failure to respect, protect and fulfil the rights to water and sanitation in education institutions impedes the realization of the right to education. She underlines that, conversely, the rights to water and sanitation, like many other human rights, cannot be fully implemented without the realization of the right to education, which enables people’s understanding, agency and autonomy in those areas.
The report contains guidelines for the provision of water and sanitation in educational settings, for the realization of the right to education. The final section of the report contains recommendations for stakeholders.
For more information, you can also consult the factsheet of the report.