Higher education is a human right. In the United States, we have become complacent about the skyrocketing costs of higher education where yearly expenses at many highly selective universities well exceed the median income of United States workers. We need to change the dialogue about higher education so that it does not become a luxury only the wealthy can afford. This article examines the right to higher education under international law and argues that it is already an established right and not a luxury item.
Opposition to university fees is often framed as a defence of higher education as a ‘right’ rather than a ‘privilege’. However, the basis and nature of this right is unclear. This article presents a conceptual exploration of the question, drawing on an initial analysis of international law. An argument is put forward for a right to higher education seen as one of a number of possible forms of post-school education, restricted only by a requirement for a minimum level of academic preparation.
This book is part of UNESCO’s Education on the Move series created to provide policy-makers, educators and other stakeholders with state-of- the-art analyses of topical issues. The book is divided into three main chapters each including vigorous research papers that critically analyse ECCE-related themes. The first part discusses ‘understanding ECCE as a right and development imperative’.
Background paper for discussion at the 12th Session of the CEART (Paris, 20–24 April 2015). The increasing importance of early childhood development (ECD) and its ongoing evolution make even more essential the improvement in the one factor that most determines the quality of ECD services: their teachers, facilitators, caregivers, and other personnel who plan, manage and staff these services. Increasing their professionalism and status and making their working conditions more ‘decent’ therefore is an essential element of any comprehensive ECD policy and programme.
La investigación tiene como punto de partida la visión de los niños y las niñas como sujetos de derecho y la concreción de los derechos enunciados en la Convención sobre los Derechos del Niño (CDN) de la ONU, así como la promoción de un enfoque coordinado, integral y multisectorial de la primera infancia. Ratificando que la educación es un derecho humano fundamental desde el nacimiento, el estudio analiza los sentidos que se le otorgan a la atención y educación en la primera infancia (AEPI) en los marcos políticos y legislativos de América Latina y el Caribe.
This document is the executive summary of the study on the right to education and care in early childhood: perspectives from Latin America and the Caribbean.
Based on the analysis of 45 countries, which represent 85 per cent of global GDP and close to 60 per cent of the global population and workforce, this microeconomic simulation study provides an estimation of the employment generation in care sectors, including early childhood care and education, primary and secondary education, tertiary education, ill/patient care (short-term care) and long-term care for older persons and persons with disabilities.
This study presents some of the major drivers and challenges encountered in policy planning for early childhood care and education (ECCE), an analysis of the evolution of ECCE policy planning in all world regions from before 2000 to the present, and data regarding the current national and regional distribution of ECCE policies, strategic plans and laws. As of July 2014, at least 68 countries had adopted one or more of these ECCE policy instruments.
This paper presents a thematic analysis of documents produced during a recent ‘Regional Policy Forum on Early Childhood Care and Education (ECCE)’, attended by over 200 participants including representatives from key international donor organisations and high-level officials from over 30 countries across the Asia Pacific region.
This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECE, over 90 per cent of ECCE centres are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centres for tuition, not including additional indirect costs.