A/HRC/RES/38/9
curricula, methods and training, are undeniably conducive to strengthening learning about
human rights;
(e)
Developing national monitoring and evaluation systems to inform education
policies and to assess whether education systems are meeting national objectives, human
rights obligations and the Sustainable Development Goals, inter alia, by collecting detailed
and disaggregated data in order to evaluate whether the target populations, including girls
and women, and members of groups in vulnerable situations, are adequately included, and
how they are performing;
3.
Also urges all States to expand educational opportunities for all without
discrimination, including by implementing special programmes to address inequalities,
including barriers to accessibility and discrimination against women and girls in education,
recognizing the significant importance of investment in public education, to the maximum
of available resources; to increase and improve domestic and external financing for
education, as affirmed in the Incheon Declaration: Education 2030: Towards inclusive and
equitable quality education and lifelong learning for all and the Education 2030 Framework
for Action; to ensure that education policies and measures are consistent with human rights
standards and principles, including those laid down in the Universal Declaration of Human
Rights and relevant international human rights instruments; and to strengthen engagement
with all relevant stakeholders, including communities, local actors and civil society, to
contribute to education as a public good;
4.
Further urges all States to regulate and monitor education providers and to
hold accountable those whose practices have a negative impact on the enjoyment of the
right to education, and to support research and awareness-raising activities to better
understand the wide-ranging impact of the commercialization of education on the
enjoyment of the right to education;
5.
Urges States to put in place a regulatory framework to ensure the regulation
of all education providers, including those operating independently or in partnership with
States, guided by international human rights law and principles, that establishes, at the
appropriate level, inter alia, minimum norms and standards for the creation and operation of
educational services, addresses any negative impact of the commercialization of education
and strengthens access to appropriate remedies and reparation for victims of violations of
the right to education;
6.
Calls upon States to promote holistic technical vocational education and
training, and work-based learning in all its forms, including in-service training,
apprenticeship and internships, by implementing appropriate policies and programmes as a
means of ensuring the realization of the right to education;
7.
Welcomes:
(a)
The work of the Special Rapporteur on the right to education, and takes note
of her latest report, on governance and the right to education; 1
(b)
The work of the treaty bodies and the special procedures of the Human
Rights Council in the promotion of the right to education, as well as the work undertaken
by the Office of the United Nations High Commissioner for Human Rights in the
promotion of the right to education at the country, regional and headquarters levels;
(c)
The contribution of the United Nations Children’s Fund, the United Nations
Educational, Scientific and Cultural Organization, the lead agency on Sustainable
Development Goal 4, and other relevant bodies towards attaining the goals of the Education
for All agenda and the education-related Sustainable Development Goals;
8.
Calls upon States to implement the 2030 Agenda for Sustainable
Development, including Sustainable Development Goal 4, in order to ensure inclusive and
equitable quality education and to promote lifelong learning opportunities for all;
1
A/HRC/38/32.
3