This online library provides resources from the Right to Education Project 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.

The right to education in international human rights law is contained in number of international treaties. The most comprehensive coverage of the right is found within the International Covenant on Economic, Social and Cultural Rights (ICESCR) under articles 13 and 14. The primary level of education is an essential and integral phase in the development of a child, without the right to education children are unable to realize other rights. This research assesses the functionality of the Egyptian primary education system and its compliance with the international human rights standards of education, specifically the utilizing the 4-A schematic. The indicators included in the 4-A system are defined and analyzed in accordance to the primary level of education. A brief modern history of the Egyptian education system is provided in order to understand current trends. The issues facing the Ministry of Education â are centralization, aid for education and social and economic gaps â and their analysis provides greater insight into the compliance of the state. The final section of this research measures and analyzes the Egyptian system with the international standards in direct correlation to the human rights indicators that comprise the 4-A schematic. There are pockets of defacto discrimination, mostly social-economic that exists within the Egyptian primary education system and by international standards these facets of discrimination should take the highest priority for reform for the Ministry of Education. Other elements detracting from the provision of the right to education includes the quality of education in Egypt and equality. Stronger educational policies that are sharply focused, with targets for implementation being set; comprehensive legislation; and greater levels of awareness and civic engagement are needed in order to protect the right to education at the primary education level.

This edition of the Economic and Social Advocacy Brief looks beyond the increased enrollment figures and provides a qualitative assessment to determine if the current basic education system in Uganda is directed to the full development of the human personality.

Education Minister Hon. Jessica Alupo sets the scene in a Q&A by voicing her support for the increment of the UPE Capitation grant and implementation of other measures aimed at motivating teachers.

Uganda Human Rights Commission writes about the states obligation in relation to the right to education, veteran journalist and Observer Education Editor, Moses Talemwa, writes about the state of public education in Uganda as well as the implications and impact of privatised education on the broader right to education.

UNESCO makes the case that quality education requires a commitment to invest in teachers.

The Brief features the views of six Members of Parliament from the Education Committee on how to improve the quality of universal basic education such that it adheres to an acceptable standard. The Brief also provides excerpts and highlights from the alternative reports on education submitted to the UN Committee on Economic, Social and Cultural Rights ahead of Uganda’s review by the Committee in June 2015.

This is the third publication in a series devoted to elucidating key dimensions of the right to education. This publication summarises governmental human rights obligations in education, structured into a simple 4-As scheme – making education available, accessible, acceptable and adaptable.

This compilation of good practices is intended to provide examples of meaningful and promising activities implemented in Council of Europe member states to promote an education free from gender stereotypes and identify new ways to implement the measures comprised in the Committee of Ministers Recommendation on Gender Mainstreaming in Education. The presented initiatives include among others campaigns to inform and motivate girls and women to choose non stereotypical careers, gender equality training programmes for teachers and fnancial assistance provided to families to support girls’ school attendance. Sharing of good practices provides a very useful reference tool for countries in the process of developing new initiatives. This compilation constitutes an important resource for all stakeholders eager to promote equality in education and to combat gender stereotypes in and through education.

En Febrero de 2013, el Comité de los Derechos del Niño adoptó la Observación General 16 sobre las obligaciones del Estado en relación con el impacto del sector empresarial en los derechos del Niño. Esas obligaciones abarcan una serie de cuestiones que reflejan el hecho de que los niños son titulares de derechos y partes interesadas en la actividad empresarial en tanto que consumidores, empleados legalmente contratados, futuros empleados y empresarios y miembros de comunidades y entornos en los que las empresas realizan actividades. La presente observación general tiene por objeto clarificar esas obligaciones y determinar las medidas que deben adoptar los Estados para cumplirlas.

Párrafos relacionados a la educación: 16, 19, 21, 30, 33, 35, 37, 56, 61(a), 68, 77 y 82.

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Las Observaciones Generales 13, adoptadas por el Comité de Derechos Económicos Sociales y Culturales, proporcionan interpretaciones y clarificación del Articulo 13 del Pacto Internacional de Derechos Económicos, Sociales y Culturales.

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Written by John Ruggie, the Secretary-General’s Special Representative for Business and Human Rights, these Guiding Principles are designed to provide for the first time a global standard for preventing and addressing the risk of adverse impacts on human rights linked to business activity. The Human Rights Council endorsed the Guiding Principles in its resolution 17/4 of 16 June 2011.

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 In February 2013, the Committee on the Rights of the Child adopted General Comment 16 on State obligations regarding the impact of the business sector on children's rights, to which countries will be held accountable for ensuring that children's rights are protected in business activities.

Paragraphs regarding education:16, 19, 21, 30, 33, 35, 37, 56, 61(a), 68, 77 & 82.

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La Primera Observación General del Comité de Derechos del Niño interpreta el Artículo 29 (1) de la Convención sobre los Derechos del Niño que define los propósitos de la educación.

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General Comment 11, adopted by the Committee on Economic, Social and Cultural Rights, provides interpretation and clarification of Article 14 of the International Covenant on Economic, Social and Cultural Rights.

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