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See also our list of useful databases for information on the implementation of the right to education at national level.

Esta Observación General 9 del Comité de los Derechos del Niño interpreta la Convención sobre los Derechos del Niño con respeto a los derechos del niño con discapacidad, incluso sus derechos a la educación. (Ver párrafos 62 a69)

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Children with disabilities experience ongoing segregation in special education classes or are otherwise excluded from education. This is in spite of the fact that states have a legal obligation to offer an accessible and inclusive education to all learners. Exclusion of any child from education is a violation of international law and a breach of human rights. The provision of inclusive education is an obligation under international law, as well as the means by which to fulfil the additional legal obligation to make education accessible to children with disabilities. Inclusive education is not only an educational system, but an approach and an attitude which addresses the learning needs of all learners and allows for the greatest possible educational opportunities. Inclusive education prevents exclusion and promotes the participation of all children in the educational setting and beyond.  

This report provides an interpretation and legal analysis of the right to education, and specifically inclusive education, under the United Nations Convention on the Rights of the Child (CRC) and the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The rules of interpretation codified in the Vienna Convention on the Law of Treaties are explained and used in this interpretation process. The report discusses the obligations of State Parties, policy makers, and educational professionals to make inclusive education for all learners a reality. The obligations from the Conventions are clarified through an interpretation of the treaty texts and an examination of the works of the treaty body committees. The report also makes recommendations and conclusions relating to the right to inclusive education found in these legally binding instruments.

Ce document énumère les instruments internationaux qui se réfèrent à droit à l'éducation des personnes en situation de handicap et les dispositions pertinentes.

 

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Ten years after FRA’s establishment, this year’s Fundamental rights report reflects on the highlights and shortfalls of human rights protection in the EU over the last decade. The report summarises and analyses major human rights developments in the EU over 2016, with proposals for action covering the EU’s Fundamental Rights Charter and its use by Member States; equality and non-discrimination; racism, xenophobia and related intolerance; Roma integration; asylum, borders and migration; information society, privacy and data protection; child rights; access to justice; and implementing the UN’s disability convention.

The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system. Furthermore, such programmes can promote holistic learning objectives that support cultural and linguistic rights.

This report documents how the the Czech authorities are violating the human rights of Romani children in schools across the country. Romani children in the Czech Republic have for decades suffered systemic discrimination in primary education. Many are placed in so-called practical schools designated for pupils with mild mental disabilities. Those in mainstream schools are often segregated in Roma-only schools and classes or otherwise treated differently. Reports of racial bullying and ostracisation by non-Roma pupils, and even open prejudice by some teachers, are frequent. Amnesty International calls on the Czech government to make an unequivocal commitment and start a reform that would address ethnic prejudice and discrimination head-on.

In this decision, the Court found that the right to education of a disabled child had been violated when the educational institution did not award an official certificate of completion for his secondary education, even after the student had met all the requirements of his personalised education project (proyecto pedagógico individual or PPI) because his PPI did not comply with the minimum requirements under local regulations. The Court concluded that people with disabilities have the right to an inclusive education on an equal basis with others, and this includes the right to have their capabilities and accomplishments certified under equal conditions. ‘Equal conditions’ does not necessarily mean identical requirements but rather, making reasonable adjustments to ensure that individuals are treated as equals. Namely, the Court explained that the plaintiff, having met the specific requirements of his PPI and having attended and passed 5 years of courses at the institution, had the same right as his classmates that had met the requirements imposed on them to receive a certificate.

La Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo se concibió como un instrumento de derechos humanos con una dimensión explícita de desarrollo social. En ella se adopta una amplia clasificación de las personas con discapacidad y se reafirma que todas las personas con todos los tipos de discapacidad deben poder gozar de todos los derechos humanos y libertades fundamentales. Se aclara y precisa cómo se aplican a las personas con discapacidad todas las categorías de derechos y se indican las esferas en las que es necesario introducir adaptaciones para que las personas con discapacidad puedan ejercer en forma efectiva sus derechos y las esferas en las que se han vulnerado esos derechos y en las que debe reforzarse la protección de los derechos. 

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The Supreme Court of Canada upheld a decision of the British Columbia Human Rights Tribunal (the ‘BC HRT’) (reversing the decisions of both the British Columbia Supreme Court and the British Columbia Court of Appeal) that the Board of Education of School District No. 44 (North Vancouver) (the ‘School District’), by closing a facility that provided intensive services and individualised assistance to students with severe learning disabilities, had denied a child with severe dyslexia access to a service customarily available to the public, being education, contrary to the British Columbia Human Rights Code (R.S.B.C. 1996, c. 210, s. 8). Although the School District was subject to severe funding constraints, it was found to have not acted with a bona fide and reasonable justification, which could have provided a defence to the Human Rights Code violation.

Este informe de la CME sobre educación y discapacidad agrupa las pruebas disponibles hoy sobre la escala del problema, destacando los niveles de exclusión de la educación que afrontan las niñas y niños con discapacidad, y describiendo las barreras más habituales que obstaculizan su acceso a la educación de calidad. También aboga por los sistemas educativos inclusivos, donde los niños y niñas con discapacidad se integran en escuelas convencionales, y las aulas y las escuelas dan una respuesta más eficaz y se adaptan mejor a sus necesidades. Para finalizar, el informe resume las respuestas políticas que pueden facilitar la eliminación de las dichas barreras – desde la familia, las comunidades locales y el gobierno nacional, hasta la comunidad internacional – estableciendo claramente las áreas de acción y las recomendaciones políticas para los gobiernos, los donantes y la comunidad internacional

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