Children in Afghanistan – and their households may face war, displacement, migration and natural disasters in trying to access education, in addition to more common difficulties such as poverty and lack of access.
This report is presented pursuant to Human Rights Council resolutions 8/4 and 35/2. In it, the Special Rapporteur examines how the right to education, and the commitments made in the Sustainable Development Goals, provide guidance for governance in national education systems.
From October 23 to 26, the second Francophone Meeting on the Merchandising and Privatization of Education was held at the Francophonie Institute for Education and Training in Dakar. This event brought together 107 delegates from 25 countries. The report provides an overview of privatization and commodification in the French-speaking world, based on the discussions that took place during the meeting, as well as a summary of the Francophone consultation on the human rights guiding principles on States’ obligations regarding private actors in education.
This report provides an analysis of support to private sector engagement in Global Partnership for Education (GPE) recipient countries, building off a prior study focusing on GPE decision-making on private schooling. This review includes an analysis of 101 documents relating to the 40 GPE recipient partner countries with active Education Sector Program Implementation Grants (ESPIGs). Country profiles of Haiti, Pakistan, and Uganda are provided in an Appendix, each of which highlights important trends with implications for GPE support to private participation in education.
In countries across the globe from Afghanistan to Colombia to India to Mali to Turkey to Yemen and on, students, teachers, and educational facilities are under siege. Targeted killings, rape, abduction, child recruitment, intimidation, threats, military occupation, and destruction of property are just some of the ways in which education is being attacked.
This report is the first of a three-part series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon. The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent a lost generation of Syrian children.
Under the law, all Lebanese children should have access to education free from discrimination. Lebanon’s Law 220 of 2000 grants persons with disabilities the right to education, health, and other basic rights. It set up a committee dedicated to optimizing conditions for children registered as having a disability to participate in all classes and tests.
The new Handbook on Measuring Equity in Education, produced by the UNESCO Institute for Statistics (UIS), the FHI 360 Education Policy Data Centre, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, provides practical guidance on the calculation and interpretation of indicators designed to target the most disadvantaged groups. It is intended for anyone involved in the measurement and monitoring of equity in education, especially those concerned with national policymaking.
“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population.
Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.