In France, the health crisis has exacerbated the educational exclusion of young foreign adults. For many, this period has made it impossible to go through all the administrative procedures necessary for their regularisation. This situation receives very little attention and the French educational community and civil society are working hard to highlight this administrative gap that compromises the right to education of so many migrant youth.
En este informe, el Relator Especial arroja luz sobre la visión y el concepto del aprendizaje permanente, y destaca el nacimiento del “derecho al aprendizaje” como derecho social estrechamente relacionado con el derecho a la educación y la formación. Asimismo, examina la responsabilidad del Estado y de otros interlocutores sociales con respecto al goce efectivo de este derecho, y subraya la importancia primordial que se otorga al aprendizaje permanente en la Agenda 2030 para el Desarrollo Sostenible.
Dans ce rapport, le Rapporteur spécial apporte un éclairage sur la vision et le concept de l’apprentissage tout au long de la vie et souligne l’émergence d’un « droit à l’apprentissage », étroitement lié au droit à l’éducation et à la formation comme droit social. Il examine en outre la responsabilité des États, ainsi que des autres partenaires sociaux, pour sa réalisation et souligne l’importance clef accordée à l’apprentissage tout au long de la vie dans le Programme de développement durable à l’horizon 2030.
In this report, the Special Rapporteur sheds light on the vision and concept of lifelong learning and highlights the emergence of the “right to learning”, intertwined with the right to education and training as a social right. He also examines State responsibility, along with that of other social partners, for its realization and underlines the key importance placed on lifelong learning in the 2030 Agenda for Sustainable Development.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities?
This paper was commissioned by the Section for Basic Education for the Final Evaluation of the Implementation of the International Plan of Action for the United Nations Literacy Decade
(UNLD): Education for All as background information to assist in drafting the Report of the Director-General of the United Nations Educational, Scientific and Cultural Organization to be
submitted to the UN General Assembly at its 68th session. It explores literacy from a human rights perspective.
This study is the largest-ever attempt to systematise experience of what works in adult literacy. This report analyses 67 successful literacy programmes in 35 countries in order to see whether they shared any common features that could be simplified into concrete, hands-on benchmarks or guidelines for policy-makers.
The publication examines the many dimensions of youth and adult literacy set in the context of development and shows how it connects with other societal challenges such as gender equality, and poverty reduction. Although literacy is at the core of the Education for All goals, three-quarters of the 127 countries for which projections were calculated will miss the target of halving adult illiteracy rates by 2015; moreover, the literacy gender gap is closing too slowly: 63 per cent of illiterate adults were women in 1985-1994, compared to 64 per cent in 2000-2006.
The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.