This online library provides resources from the Right to Education Initiative as well as from other partner organisations. You can filter relevant resources by topic, region, country, content type and language. Note that resources in other languages will be available soon.
See also our list of useful databases for information on the implementation of the right to education at national level.
RTE's background paper for the Global Education Monitoring Report 2017/8: Accountability in education: Meeting our commitments.
The purpose of the paper is to show how a human rights-based approach offers insights and practical solutions to address the accountability deficits found in both education policy decision-making and implementation, and the 2030 Agenda for Sustainable Development.
Specifically, the paper argues that a human rights-based approach to accountability can bolster public policy accountability by defining the responsibilities of authorities, ensuring they are answerable for actions regarding those responsibilities, and how they can be subject to forms of enforceable sanctions or remedial action for failures to carry out those responsibilities.
The second half of the paper explores the prevalence of the right to education in national laws and the conditions necessary for the right to education to be successfully adjudicated at the national level. It provides an overview of how countries have incorporated the right to education in their domestic legal orders, as well as a list of countries where the right to education is justiciable. This is complemented by a series of case studies that draw out the requirements for successful adjudication at the national level.
This paper examines court cases from countries around the world to identify the conditions that enable the right to education to be realised through adjudication.
The COVID-19 pandemic greatly accelerated the use of digital technologies in education. But beyond the emergency response, there is an international trend towards exploring how artificial intelligence and data-based analytics can support learning, learning assessments, and evidence-based policy planning processes. The use of data in education is a double-edged sword. On the one hand, they offer tremendous potential to create value by improving policies and programmes, driving transparent governance and better management of education systems, teachers’ empowerment, personalized learning experiences, assessment, and certification. On the other hand, data accumulation can lead to a concentration of economic and political power, raising the possibility that data may be misused in ways that harm learners. This publication argues that a balance must be struck between the use of technology to advance educational transformation and the safeguarding of privacy and individual rights. Proper rules and protocols are needed to protect students and teachers not only in national policies but also at international level, where cooperation and collaborative efforts are also required to support policy learning, knowledge sharing and mutual understanding. UNESCO launches through this publication a clarion call to the education community not only to pay careful attention to data privacy in education, but to take the lead in these developments.
This documented was submitted to the UN Special Rapporteur on the right to education in February 2023, in response to a call for contributions for a report she is developing for the UN Human Rights Council.
The present report outlines the main activities undertaken by the Special Rapporteur on the human rights of migrants, Felipe González Morales, during the reporting period. In the report, the Special Rapporteur highlights the human rights challenges faced by migrants in an irregular situation by providing an analysis on how irregularity increases vulnerability to human rights violations. He discusses how to address situations of vulnerability of migrants due to a lack of regular migration status by creating and strengthening regularization mechanisms. On the basis of the information and analysis provided by States, international organizations, civil society and other stakeholders, the Special Rapporteur identifies promising practices, ongoing efforts and existing challenges and provides a set of recommendations aimed at expanding and diversifying regularization mechanisms and programmes to enhance the protection of the human rights of migrants.
On trouvera dans le présent rapport un résumé des principales activités menées par le Rapporteur spécial sur les droits humains des migrants, Felipe González Morales, au cours de la période considérée. Le Rapporteur spécial appelle l’attention sur les problèmes que rencontrent les migrants en situation irrégulière dans l’exercice de leurs droits humains et analyse en quoi l’irrégularité accroît la vulnérabilité aux violations de ces droits. Il examine comment l’on peut remédier à la situation de vulnérabilité dans laquelle se trouvent les migrants qui n’ont pas de titre de séjour en créant des mécanismes de régularisation et en renforçant ceux qui existent déjà. En se basant sur les informations et les analyses communiquées par les États, les organisations internationales, la société civile et d’autres acteurs, le Rapporteur spécial recense les pratiques prometteuses, les travaux en cours et les problèmes qui se posent, et délivre une série de recommandations préconisant d’élargir et de diversifier les mécanismes et programmes de régularisation afin de renforcer la protection des droits humains des migrants.
يعرض هذا التقرير الأنشطة الرئيسية التي اضطلع بها المقرر الخاص المعني بحقوق الإنسان للمهاجرين ، فيليبي غونزاليس موراليس ، خلال الفترة المشمولة بالتقرير. في التقرير ، يسلط المقرر الخاص الضوء على تحديات حقوق الإنسان التي يواجهها المهاجرون الذين هم في وضع غير قانوني من خلال تقديم تحليل حول كيفية زيادة المخالفات في التعرض لانتهاكات حقوق الإنسان. ويناقش كيفية معالجة حالات ضعف المهاجرين بسبب الافتقار إلى وضع الهجرة النظامية من خلال إنشاء وتعزيز آليات تسوية الأوضاع. على أساس المعلومات والتحليلات المقدمة من الدول والمنظمات الدولية والمجتمع المدني وأصحاب المصلحة الآخرين ، يحدد المقرر الخاص الممارسات الواعدة والجهود الجارية والتحديات القائمة ويقدم مجموعة من التوصيات التي تهدف إلى توسيع وتنويع آليات التسوية والبرامج لتعزيز حماية حقوق الإنسان للمهاجرين
En el presente informe se describen las principales actividades emprendidas por el Relator Especial sobre los derechos humanos de los migrantes, Felipe González Morales, en el período examinado. En él, el Relator Especial hace hincapié en los problemas de derechos humanos que experimentan los migrantes en situación irregular y presenta un análisis de la manera en que la situación de irregularidad aumenta la vulnerabilidad ante las violaciones de los derechos humanos. Trata de la forma de abordar las situaciones de vulnerabilidad de los migrantes por no estar en una situación migratoria regular creando y fortaleciendo mecanismos de regularización.
Sobre la base de la información y de los análisis proporcionados por los Estados, las organizaciones internacionales, la sociedad civil y otros interesados, el Relator Especial señala las prácticas prometedoras, las iniciativas en curso y los desafíos existentes y presenta una serie de recomendaciones tendentes a ampliar y diversificar los mecanismos y programas de regularización para mejorar la protección de los derechos humanos de los migrantes.
In the present report, submitted pursuant to Human Rights Council resolutions 8/4 and 44/3, the Special Rapporteur on the right to education addresses the risks and opportunities of the digitalization of education and their impact on the right to education.
The Special Rapporteur calls for discussions relating to the introduction of digital technologies in education to be framed around the right of every person to free, quality, public education and the commitments of States in this regard under both international human rights law and Sustainable Development Goal 4.
In particular, the implementation of the right to education must respond to the needs of all persons to access, master and use technology as an empowering tool for being active members of society. The digitalization of education should be geared towards a better implementation of the right to education for all, where it is demonstrated that it brings a significant added value. In this regard, it is important to understand the profit-driven agenda of digital technology lobbyists and companies. In addition, the digitalization of education should not increase inequalities and benefit already privileged segments of societies only or lead to violations of other human rights within education, in particular the right to privacy.
Ce rapport porte sur le droit à l’enseignement supérieur et interroge le respect par la France de ses obligations concernant l'article 2.2 et l'article 13.2 (c) du Pacte international relatif aux droits économiques, sociaux et culturels (PIDESC).
Il est basé sur un projet de recherche de cinq ans développé par l'Initiative pour le droit à l'éducation (RTE) en collaboration avec des étudiant·e·s de la Clinique de droit de Sciences Po (Paris) et des chercheur·e·s de l'Université de Genève, de l'Université d'Orléans et de l'ENS Paris Saclay
Notre rapport souligne que les politiques publiques, visant à réduire les inégalités dans l'accès à l'enseignement supérieur, mises en œuvre par le gouvernement français depuis la dernière revue périodique, sont insuffisantes et doivent être renforcées et étendues. Il soutient que les inégalités structurelles, territoriales et socio-économiques ainsi que la politique de financement de l'enseignement supérieur de l'État entravent l'égalité et la non-discrimination dans l'accès à l'enseignement supérieur et renforcent la tendance à la privatisation.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organised the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organisations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.