Early childhood education has the potential to expand opportunities for disadvantaged children, provided that programmes use inclusion as a guiding principle. While the international community has committed to inclusive education, countries vary in their efforts to extend this goal to early childhood. Universal access is the basis of inclusion, and countries must address barriers related to socio-economic status, ethnicity, gender, language, disability and remoteness.
In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and
Si les données sur les attaques contre l’éducation sont devenues plus largement disponibles grâce à une meilleure prise de conscience et aux efforts des organisations nationales et internationales et des organes de contrôle, des lacunes de données critiques subsistent. Les systèmes de signalement peuvent être absents, médiocres ou déconnectés des réponses efficaces aux attaques contre l’éducation.
While data on attacks on education has become more widely available thanks to better awareness and efforts by national and international organizations and monitoring bodies, critical data gaps remain. Reporting systems may be absent, weak, or disconnected from effective responses to attacks on education. Monitors, as well as victims and witnesses, may face threats to their safety, or insecurity may prevent monitors from accessing areas where attacks occur. As such, many attacks and incidents of military use go unreported, undermining efforts to calculate their prevalence.
The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in Latin America and the Caribbean, which promotes social mobilization and political advocacy to defend the human right to education. This collection of articles, essays and statements reflect on the vital role of public education in the region and the fault lines exposed by the pandemic, considering both the challenges public education in Latin America faces and possible solutions, alternatives and ways forward.
In 2018, 17.2 million people were internally displaced as a result of natural disasters (IDMC 2019). Just one year later, in 2019, 24.9 million people were displaced due to natural disasters and extreme weather events (IDMC 2020). The catastrophic effects of climate change are no longer isolated emergencies, but have become the new global norm- a reality that is only intensifying each year. Yet the literature regarding climate change has little to no information on the specific nexus between climate displaced and their right to education.
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’.