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.

The efficient design and delivery of early childhood policies and services are critical to ensuring long-term learning opportunities and improved learning, behaviour, employment, and health outcomes amongst individuals. Research in neuroscience, developmental psychology and cognitive science has revealed that quality early childhood education, supportive communities and a positive family environment serve as important building blocks to promote healthy development amongst infants and toddlers.

The World Health Organization identified the COVID-19 pandemic in March 2020, and by February 2021, two-thirds of LMICs were reported to have reduced their public education budgets (Education Finance Watch Report, 2021). Although many challenges to achieving full access to quality early childhood services existed before the pandemic, this finding dramatically reveals how the pandemic threatens to erode hard won gains already achieved for children and families, and could continue to have exceedingly negative impacts on child development, early learning, family well-being and all types of early childhood services.

The Global Partnership Strategy (GPS) for Early Childhood was created to counter this negative trend in education and to overcome the reduction and closure of services for health, nutrition, sanitation, and child protection in all world regions. Well designed and implemented policies and services for Early Childhood Care and Education (ECCE) and Early Childhood Development (ECD) enable all countries to protect and guarantee child rights, achieve high rates of return on their investments in child and family development and widen avenues for transforming societies and lives. 

Around the world, higher education communities are overwhelmed by frequent attacks on scholars, students, staff, and their institutions. State and non-state actors, including armed militant and extremist groups, police and military forces, government authorities, off-campus groups, and even members of higher education communities, among others, carry out these attacks, which often result in deaths, injuries, and deprivations of liberty. Beyond their harm to the individuals and institutions directly targeted, these attacks undermine entire higher education systems, by impairing the quality of teaching, research, and discourse on campus and constricting society’s space to think, question, and share ideas. Ultimately, they impact all of us, by damaging higher education’s unique capacity to drive the social, political, cultural, and economic development from which we all benefit.

Through its Academic Freedom Monitoring Project, Scholars at Risk (SAR) responds to these attacks by identifying and tracking key incidents, with the aim of protecting vulnerable individuals, raising awareness, encouraging accountability, and promoting dialogue and understanding that can help prevent future threats. Since 2015, SAR has been publishing Free to Think, a series of annual reports analyzing attacks on higher education communities around the world.

Free to Think 2021 documents 332 attacks on higher education communities in 65 countries and territories. This year was marked by the ongoing COVID-19 pandemic, which has claimed more than five million lives. For higher education, the pandemic continued to disrupt academic activity, keeping many institutions in remote states of operation and suspending most academic travel. For scholars and students, the pandemic also continued to raise questions, concerns, and criticisms about state responses to public health crises, government accountability, and societal inequities. Scholars and students took on these issues in the classroom and more public venues, in-person and online, asserting their academic freedom and their rights to freedoms of expression and assembly. They also responded to acute and more long-standing political conflicts, from Myanmar’s coup to the steady erosion of human rights in Turkey, demanding civilian led government and the protection of fundamental freedoms. Frequently, however, individuals and groups opposed to their questions and ideas sought to silence them.

يحتوي كتيب الحد الأدنى لمعايير التعليم من الآيني على 19 معياراً، يرافق كل منهم خطوات أساسية وملاحظات إرشادية. يهدف الكتيب إلى تحسين جودة الجهوزية في التعليم، والاستجابة والتعافي، ويزيد من فرص الحصول على فرص آمنة ومناسبة للتعليم ويضمن المسائلة عند تأمين الخدمات التعليمية.


يركز الكتيب على ضمان الجودة والتنسيق في الإستجابة الانسانية و تأمين الحقوق والاحتياجات التعليمية للناس المتأثرين بالكوارث من خلال عمليات تصون كرامتهم. من المهم أيضاً تنسيق أعمال الإغاثة الانسانية والتنموية في قطاع التعليم. يمكن لفترات الاستقرار أن تتزعزع جراء النزاعات والازمات الانسانية. في مثل هذه الحالات، غالباً ما تعمل المنظمات الانسانية والتنموية عشوائياً في تأمين التعليم. ولكن التنسيق والتعاون عن كثبيجب أن يتم من خلال تطبيق المعايير الدنيا للتعليم : الجهوزية، الإستجابة، التعافي. و لهذا يؤمن الكتيب الارشادات حول كيفية التحضير والاستجابة لدعم التعليم بفعالية، خاصة أثناء الإنتقال من الإغاثة الإنسانية إلى الطوارئ. يساهم هذا في بناء أنظمة تعليمية أقوى في مراحل التعافي والتنمية.




Key resource

This document expresses a commitment that all individuals - children, youth and adults - have a right to education. The standards articulate the minimum level of educational quality and access in emergencies through to recovery. They can be used as a capacity-building and training tool for humanitarian agencies, governments and affected populations to enhance the effectiveness and quality of their educational assistance. They help to enhance accountability and predictability among humanitarian actors and improve coordination among partners, including education authorities. The INEE Minimum Standards are founded on the Convention of the Rights of the Child, the Dakar 2000 Education for All goals, and the Sphere Project's Humanitarian Charter.

Quality education is fundamental to sustainable development. Education is the one of the most powerful tools by which people can lift themselves out of poverty and fully participate in their communities. SDG 4 sets specific targets to address the challenges of achieving quality education universally, and provides a comprehensive framework to reaching inclusive and equitable quality education for all. Beyond enrolment rates, SDG 4 puts a welcomed emphasis on quality education and learning outcomes. This Guide takes a deep dive into how the law can play a large role in achieving SDG 4.

Key resource

Changes in the media market after the end of the cold war, the development of new technologies and the hindering consequences of multiple economic crises have strengthened collaboration between journalists, photographers, videographers, and NGOs. Media reporting on conflict zones can play an enhanced role in helping civil society organisations (CSOs) to document attacks on education and CSO knowledge and connections could help journalists uncover important stories from the front lines. 

This brief encourages a systematic collaboration focused on collecting and sharing data that may help advance the right to education in emergency situations. It is part of a Right to Education Initiative (RTE) series of briefs designed to help civil society organisations monitor and advocate for the right to education, such as the guide on Monitoring Education Under Attack from a Human Rights Perspective.

Définitions :

Education et protection de la petite enfance (EPPE) : La Classification internationale type de l'éducation 2011 (CITE) définit l'éducation de la petite enfance (EPE) comme une prise en charge et un apprentissage en milieu scolaire ou dans une autre institution  pour un groupe de jeunes enfants. Elle peut être fournie dans un centre, une communauté ou à domicile. L’EPE est souvent désignée en des termes différents à travers le monde. Cela inclut, le développement et la protection de la petite enfance; l'éducation et la protection de la petite enfance; le développement de la petite enfance; l'éducation de la petite enfance (EPE), le développement, la protection et l’éducation de la petite enfance et l'éducation et le développement de la petite enfance.

La CITE classe en outre l'EPPE en deux sous-catégories par groupe d'âge :

(1)    Développement éducatif de la petite enfance (garde d'enfants) : pour les enfants de 0 à 2 ans. Il s'agit d'une unité de garde d'enfants qui comprend des crèches et des garderies dans une configuration organisée.

(2)    Enseignement pré primaire : L'enseignement pré primaire ou préscolaire peut être défini comme la phase initiale de l'instruction organisée, conçue principalement pour initier les jeunes enfants âgés de trois ans à l'âge de la scolarité obligatoire au début de l'école primaire (généralement entre quatre et six ans), à un environnement de type scolaire, c'est-à-dire de fournir un pont entre la maison et l'école formelle.

Ainsi, dans le cadre de ce questionnaire,

  • l'éducation et la protection de la petite enfance (EPPE) fait référence à tous les programmes pour les enfants entre leur naissance et le début de l’enseignement primaire. Cela inclut le développement éducatif de la petite enfance et l’éducation préprimaire.

  • le développement éducatif de la petite enfance (DEPE) réfère principalement aux services de garderie pour les enfants entre zéro et deux ou trois ans

  • l’éducation préprimaire réfère à l’éducation en maternelle pour les enfants entre 3 ans et le début de l’école primaire.

Prestataire d'éducation : organisation qui dispense une éducation, soit comme objectif principal, soit comme objectif secondaire. Il peut s'agir d'un établissement d'enseignement public, d'une entreprise privée, d'une organisation non gouvernementale ou d'un organisme public non éducatif.

L'éducation formelle est une éducation qui est institutionnalisée, intentionnelle et planifiée par des organisations publiques et des organismes privés reconnus, et - dans leur totalité - constitue le système d'éducation formelle d'un pays. Les programmes d'enseignement formel sont ainsi reconnus comme tels par les autorités compétentes de l'éducation nationale ou équivalentes, par exemple, toute autre institution en coopération avec les autorités nationales ou infranationales de l'éducation.

Les établissements privés désignent les établissements d'enseignement qui ne sont pas exploités par une autorité publique mais contrôlés et gérés, à but lucratif ou non, par un organisme privé, tel qu'une organisation non gouvernementale, un organisme religieux, un groupe d'intérêt spécial, une fondation ou une entreprise commerciale