Lifelong learning from a social justice perspective

Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence

Realising rights through the sustainable development goals: The role of national human rights institutions

This briefing paper focuses on the distinct contributions that NHRIs can make to the sustainable development agenda. It outlines the importance of the SDGs for human rights and highlights a number of specific opportunities for NHRIs to effectively fulfil their role in the context of the new global development agenda, sharing examples of development-related work from a number of institutions in all regions.

Report of the Secretary-General: Question of the realisation in all countries of economic, social and cultural rights

In this report, the Secretary-General outlines the linkages between economic, social and cultural rights and the Sustainable Development Goals framework as two converging agendas, and highlights equality, non-discrimination and accountability principles as well as a human rights-based approach to data as key to ensuring the implementation of the 2030 Agenda in a manner consistent with the obligations of States under international law.

SDG 4 and the child’s right to education

The 2030 Agenda is explicitly grounded in the Universal Declaration of Human Rights and international human rights treaties. Indeed, the integration of human rights language into Agenda 2030 has been welcomed by States and civil society concerned to address concerns about the Millennium Development Goals’ (MDGs) ‘human rights-blindness’ and accountability shortcomings.

Date: 
8 February 2017

Financing Matters: A toolkit on domestic financing for education

This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE). It aims to support civil society organisations and education activists across low- and middle-income countries to advocate and campaign on issues related to financing for education, as a strategic focus area of the GCE movement.

Who will be accountable? Human rights and the post-2015 development agenda

Who Will Be Accountable? Human Rights and the Post-2015 Development Agenda explains that embedding accountability into the very DNA of the post-2015 sustainable development architecture will be critical to ensure the new plan ensures political commitments made at the international level actually result in policy changes on the ground. The publication examines accountability gaps that have impeded realisation of global and national development goals thus far.

From Disparity to Dignity: Tackling economic inequality through the Sustainable Development Goals

The aim of this briefing is to propose a human rights-centered policy agenda to tackle economic inequality and the social inequalities it reinforces. It sets out to illustrate how human rights can provide both a normative framework and a set of accountability mechanisms to accelerate success in meeting this most cross-cutting of sustainable development goals.

Implementing the Right to Education: A Compendium of Practical Examples

The publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education - considered a cornerstone of Education 2030. 

The examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international instruments.

Pages