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.

In the light of human rights standards on the right to education and the Sustainable Development Goal (SDG) 4, the signatory civil society organisations below raise serious concerns about the potential implications of the recently released working paper “Can Education be Standardized? Evidence from Kenya". We urge governments and other actors to recognise the limitations of this study, which some will seek to use to justify the expansion of for-profit private provision of education and scripted teaching methods. There are well established approaches to address the challenges faced by some education systems and we urge all actors to focus on education strategies and policies that have been proven to deliver inclusive, equitable and good quality education, and that contribute to strengthening public education for all.

 

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The Right to Education Initiative's 2020 Annual Report includes information about our strategy, our team and our supporters, and details activities and key achievements throughout the year. 

Our work would not be possible without the generous support of our donors, whose contribution is noted in this report.

A global study of attacks on schools, universities, their students and staff, in 2020 and 2021.

Education is under attack around the world. From Afghanistan to Colombia, Mali to Thailand, students and teachers are killed, raped, and abducted, while schools and universities are bombed, burned down, and used for military purposes.

In 2020 and 2021, there were more than 5,000 reported attacks on education and incidents of military use of schools and universities, harming more than 9,000 students and educators in at least 85 countries. On average, six attacks on education or incidents of military use occurred each day.

In the 28 countries profiled in this report, at least 10 attacks on education occurred over the past 2 years.

In 1995, the parents of an Indian pupil brought a case against University of Natal because her application to medical school was rejected despite the satisfactory results she obtained in her qualifying examinations. They claimed that the admission process was discriminatory because it did not consider all the applications equally, but set higher admission standards for Indian students and lower ones for African students. The parents argued that this is as a violation of ‘equal access to educational institution’ provision of the constitution as well as sections 8(1) and 8 (2) in regard to ‘setting a discriminatory practice’. The Court agreed that while Indian community had been decidedly disadvantaged by the apartheid system, African pupils were even more so. Accordingly, the Court held that a selection system which compensated for this discrepancy does not violate the provisions of sections 8(1) and 8(2) of the Constitution.

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Documenting the impact of conflict on education is a complex, time consuming and often dangerous process, whose consequences may be difficult to witness. Inthis context, the relationship between journalists and civil society organisations (CSOs) can be incredibly fruitful. They often share a common aim: to make the world aware of attacks on education and their immense costs to individuals, to communities, and across entire generations. Journalist-CSO partnerships can shed light on injustices, tell powerful human stories, and lead to redress and lasting change for those who have suffered. They can also have powerful mutual benefits; CSOs may receive reports of attacks on education or military use of facilities, while journalists can gain greater access to conflict zones and affected parties.
 
This brief provides insight from a roundtable discussion held between journalists and CSOs in September 2021, providing five lessons for effective collaboration which brings benefits to journalists, CSOs, and affected communities. 

 

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L’éducation est un droit humain fondamental en vertu du droit international. Alors que tout le monde devrait pouvoir s’en prévaloir, les migrants font face à de multiples obstacles dans l’exercice de leur droit à l’éducation. Dans le présent rapport, la Rapporteuse spéciale s’attache à comprendre ces obstacles et examine la situation, de facto et de jure, du droit à l’éducation des migrantes et des migrants dans le monde.

À l’issue de l’analyse des cadres juridiques internationaux et régionaux et de plus de 500 documents établis sur la question par des organisations non gouvernementales (ONG) et des organismes des Nations Unies, la Rapporteuse spéciale présente ses principales conclusions au regard du cadre des 4 A relatif au droit à l’éducation (adéquation des ressources, accessibilité, acceptabilité et adaptabilité), ainsi qu’au regard de questions transversales touchant l’identité. La Rapporteuse spéciale met en évidence les enjeux clés s’agissant de garantir le droit à l’éducation des migrantes et des migrants, notamment les capacités des établissements publics d’enseignement, et les difficultés rencontrées par les migrants pour accéder à des structures d’enseignement et à une éducation de qualité qui tiennent compte des besoins spécifiques des groupes de migrants.

Elle présente des grandes recommandations tendant à améliorer la protection du droit des migrants à l’éducation et à garantir la pleine jouissance par les migrants de ce droit par la mise en œuvre du cadre des 4 A en faveur du droit à l’éducation.

 

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The present report is submitted to the General Assembly pursuant to Human Rights Council resolutions 8/4 and 44/3. In the report, the Special Rapporteur on the right to education, Koumbou Boly Barry, considers early childhood care and education (ECCE) from a human rights-based perspective, reflecting the multisectoral needs of children and their caregivers.

ECCE combines the education and care requirements of children from birth to 8 years of age. The concept demonstrates that the right to education is indivisible from the rights to health, housing, food, water and sanitation, as well as cultural rights, among others. While the importance of ECCE has been widely recognized in humanitarian and developmental fields, it has been insufficiently codified in human rights law. The Special Rapporteur considers the human rights-based aspects of ECCE and recommends the creation of a human rights instrument on ECCE.

 

FRANÇAIS     ESPAÑOL     ARABIC

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ا هـــذا التا م ةلت الرمالـــق اللـــامـــق عماإل جا ا لي مرلس حاوق اإلنســ ـ ـ ــ ـ ـ ـ ـاي ُ .3/44 و 4/8 و التا م ، نظ الما لة اليا ــق الملنلق جالح التلللم، كومبو بول جالي، مســعلق ال عا ق والت بلق م حلق الطفولق المبك ة من منظول قائم علت حاوق اإلنســ ـ ـاي، مما لكس ااحتلاجات المتلدطة الاطاعات لألطفال ومادم ال عا ق لهم. و رمع ال عـا ـق والت بلـق م حلـق الطفولـق المبك ة بحن احتلـاجـات األطفـال من ال عـا ـق والت بلـق منـذ الواطة وحتت ســـن الثامنق. ومبحن هذا المفهوا أي الح التلللم ا ينفصـــم عن الح الصـــحق والســـكن والغذاء والملاه وخدمات الصــ ــ ب الصــ ــح ، ضــ ــاإل عن الحاوق الثااخلق، من بحن حاوق أخ . وعلت ال م من أي أهملق ال عا ق والت بلق م حلق الطفولق المبك ة حظت جاعت اب واسـع النطاق المرالحن اإلنسـان والنمائ ، إنها لم دوي جشــ ــكا كاب قانوي حاوق اإلنســ ــاي. و نظ الما لة اليا ــ ــق جوان ال عا ق والت بلق م حلق الطفولق المبك ة الت ا ع حاوق اإلنسـ ـاي و و ـ ـ بولـ ـع ـ ـا لحاوق اإلنسـ ـاي جشـ ـعي ال عا ق والت بلق م حلق الطفولق المبك ة.

 

ENGLISH     ESPAÑOL    FRANÇAIS

En este informe, que se presenta a la Asamblea General de conformidad con lo dispuesto en las resoluciones 8/4 y 44/3 del Consejo de Derechos Humanos, la Relatora Especial sobre el derecho a la educación, Koumbou Boly Barry, examina la atención y la educación de la primera infancia desde una perspectiva basada en los derechos humanos, lo que refleja las necesidades multisectoriales de los niños y de quienes los cuidan.

La atención y la educación de la primera infancia combinan las necesidades de educación y de atención de los menores de 8 años, concepto que demuestra que el derecho a la educación es indivisible de los derechos a la salud, la vivienda, la alimentación, el agua y el saneamiento, así como de los derechos culturales, entre otros. Si bien se reconoce ampliamente la importancia de la atención y la educación de la primera infancia en los ámbitos humanitarios y de desarrollo, estas no están codificadas en el derecho de los derechos humanos. La Relatora Especial examina la atención y la educación de la primera infancia desde una perspectiva basada en los derechos humanos y recomienda que se redacte un instrumento de derechos humanos al respecto.

 

ENGLISH     FRANÇAIS     ARABIC

Statement made by the Right to Education Initiative along with 68civil society organisations from all over the world welcoming the publication on 24 November 2022 of the landmark General Comment No. 7 on State obligations under the African Charter on Human and Peoples’ Rights in the context of private provision of public services by the African Commission on Human and Peoples’ Rights.

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