Businesses play an important role in the realisation of economic, social and cultural rights, inter alia, by contributing to the creation of employment opportunities and, through private investment, to development. However, the Committee has been regularly presented with situations in which, as a result of states' failure to ensure compliance with internationally recognised human rights under their jurisdiction, corporate activities negatively affected economic, social and cultural rights.
Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence
On 13-14 March UNESCO hosted the Europe and North America Regional Consultation on the Human Rights Guiding Principles on state obligations regarding private schools. This was the third in a series of regional consultations, part of a broad consultative process to develop the Guiding Principles involving a range of stakeholders including civil society organisations, state representatives, human rights organisations and experts in the fields of education and law, academics, international and regional organisations and other actors.
Of the 57 million children worldwide without access to education, over one third lives in settings of conflict and fragility (UNESCO, 2015). The escalating crisis in Syria has contributed significantly to this out-of-school population, with well over half of 1.4 million Syrian refugee children and adolescents not in school (UNICEF, 2016).
This report addresses the existence and operation of low cost private schools in Kenya. The research was conducted in Homa Bay County, Ndhiwa Sub- County where 11 schools were sampled for the research and over 131 interviews conducted. The interviewees comprised of policy makers, School manager’s/Head teachers, teachers, Parents and Pupils. The research sought to determine the existence, operation and legal status of low- cost private schools in a rural setting.
RESULTS Educational Fund’s report “From Free to Fee”, investigates World Bank’s basic education investments through its private lending arm (the IFC). The report seeks to explore if IFC investments in education reach the poorest groups and help reduce extreme poverty. From Free to Fee provides evidence from IFC funded schools in Kenya, Uganda, and South Africa, and presents recommendations for the World Bank, the IFC, and other investors on how to more effectively end poverty through basic education.
The Human rights guiding principles on state obligations regarding private schools ('Guiding Principles') intend to provide a universally accepted and legally binding normative framework that will help reflect on the role and limitations of private schools with a view to guaranteeing human dignity.
This guide explains why the Guiding Principles are needed, who they are being developed by and the consultation process.
On the 15 February 2017, a partnership of civil society organisations that have been involved in rights-based struggles for access to a quality basic education will launch a Basic Education Rights Handbook.
This report summarises the Eastern Africa Regional Consultation on Human Rights Guiding Principles on State Obligations regarding Private Schools held in Nairobi on September 5-7, 2016. The purpose of the regional consultation was to share the process for the development of, and for participants to input into, a set of Human Rights Guiding Principles on State obligations regarding private schools (‘Guiding Principles’).