The right to education of migrants, refugees and asylum-seekers 2010, para. 60
Paragraph- Paragraph text
- The legal and normative framework discussed above has led to the increased reduction of education to compulsory primary and secondary schooling in developed countries and compulsory primary schooling in the developing world. Yet, paradoxically, there is a parallel and broadening policy consensus on the value of “lifelong learning”. The Special Rapporteur welcomes this focus because of the possibilities it offers to the notion of collective learning, while aware that critics also point to the narrowing of this ideal to economic instrumentalism and a focus upon credentials rather than learning competences. If migrant, refugee and asylum-seeker populations are excluded from opportunities for learning over their lifetime, this might add a cumulative process of marginalization. If learning is viewed in terms of formal credentials and not competences that reflect prior learning, then considerable pools of knowledge are ignored, talent is wasted and opportunities for social inclusion are jeopardized. Unless lifelong learning programmes can focus on the emancipatory potential of learning and collective learning, then they risk leaving significant populations behind. Low socio-economic status, migration, disability and gender are key characteristics for those at risk of exclusion from lifelong learning.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Other
- Reference
- SR Education, Report to the HRC (2010), A/HRC/14/25, para. 60.
- Paragraph number
- 60
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