Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000.
UNESCO’s 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges not walls, highlights countries’ achievements and shortcomings in ensuring the right of migrant and displaced children to benefit from a quality, inclusive education, a right that serves the interests of both learners and the communities they live in.
The report focuses on the legal obligations of states and private entities to mobilise all resources at their disposal, including those that could be collected through taxation or prevention of illicit financial flows, to satisfy minimum essential levels of human rights and finds that states who facilitate or actively promote tax abuses, at the domestic or cross-border level, may be in violation of international human rights law.
Although the majority of countries recognise the right to education through international and national law, the fulfilment of the right to education is far from being a reality. This is why we have launched a campaign to make sure the right to education is enforceable in countries around the world. Citizens should be able to take their governments to court if they violate this right. If they can’t, a vital route to accountability is missing.
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?
RTE's background paper for the Global Education Monitoring Report 2017/8: Accountability in education: Meeting our commitments.
The purpose of the paper is to show how a human rights-based approach offers insights and practical solutions to address the accountability deficits found in both education policy decision-making and implementation, and the 2030 Agenda for Sustainable Development.
The new Global Education Monitoring Report is ground-breaking in placing accountability at the centre of its attention. As the report notes, the concept of accountability was shockingly absent from the framing of the Sustainable Development Goals–making it relatively easy for heads of state to sign up to them, as they could be confident that there were few consequences if they failed to deliver.
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
This guide, organised around a set of questions and answers to 'unpack' SDG4, provides overall guidance for a deeper understanding of SDG4 within the 2030 Agenda for Sustainable Development, in order to support its effective implementation. The guide outlines the key features of SDG4-Education 2030 and the global commitments expressed in the SDG4 targets as articulated in the Incheon Declaration and the Education 2030 Framework for Action. The guide also examines the implications of translating these global commitments within, and through, national education development efforts.