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Privatization and the right to education 2014, para. 102
- Paragraph text
- Bearing in mind the above and the issues highlighted in the present report, the Special Rapporteur would like to offer the recommendations below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • As the International Conference on Population and Development (1994) identified migration as a consequence of significant global economic transformations, the Special Rapporteur is particularly concerned by the fact that half of the world’s out-of-school children — 39 million — live in conflict-affected areas. Moreover, as 80 per cent of all refugees are hosted by countries of the developing world, which figure shows that a disproportionate burden is carried by those least able to afford it, increased international cooperation and sharing of responsibility is required, as called for in the International Covenant of Economic, Social and Cultural Rights and the Dakar Framework for Action adopted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2000. As underdevelopment is a “principal root cause” of migration, helping Governments to realize the right to development becomes imperative.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Children
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 53
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Education does not often receive the priority it deserves at the national level in terms of budget allocations. To ensure that education receives priority attention, it would be expedient to promote public dialogue among ministers of education and ministers of finance and planning on the necessary steps to secure maximum funding for education. An exchange of ideas and approaches among countries regarding legal and policy frameworks for financing education would enable national authorities to draw upon available experiences and practical examples from a comparative perspective and could provide insight into new avenues for investment in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72h
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Strengthen collaboration with academic institutions and civil society organizations: Fostering inclusive education implies active engagement of civil society. The intellectual community and the civil society play a central role in promoting better understanding of inequalities in education. The advocacy work of these stakeholders is vital to ensuring widespread attention to issues for ensuring equality of opportunity in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72g
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] [Enhance international assistance and cooperation:] International organizations, notably UNESCO and UNICEF, play a key role in the field of education. They can show the way forward by encouraging public debate on issues deemed to be of critical importance, and play an important role in promoting equality-enhancing policies and exchange of experiences on successful practices in the promotion of equality of opportunities. In that spirit, technical assistance to countries in the most difficult situation must be prioritized;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88g
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Enhance international technical assistance to Governments: • International entities, such as UNESCO, UNICEF and the World Bank, should be encouraged to continue their work in providing policy advice, support services and technical assistance to Governments in their efforts to respond to quality imperatives. UNESCO could develop guidelines for the establishment of standards for quality education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88c
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Implement quality assessments with a promotional spirit: • Quality assessments should be driven by a promotional spirit, with emphasis on creating equitable educational and learning opportunities for all, rather than further marginalizing poorly endowed schools in remote areas. Based on the findings of national-level assessments of students’ performance, States should support those regions and schools which perform poorly and are falling behind, in an endeavor to promote more equitable education systems. Affirmative action and positive measures should be stepped up to enable all those who are victims of social exclusion and poverty to enjoy their right to quality education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82a
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] States must fully assume their obligation to respect, protect and fulfil the right to education. Their first obligation in this regard is to give effect to the right in their domestic legal order, and ensure its effective enforcement in case of violation through national, regional and international judicial and quasi-judicial mechanisms. Individuals as beneficiaries of the right to education, as defined in national legislation and as contained in international law, must be able to have legal recourse against its violations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 98
- Paragraph text
- Education is a fundamental human right and a core obligation of States. The principal responsibility for the direct provision of education lies with Governments. However, there has been tremendous growth in private providers of education. Taking advantage of explosive demands on education and of insufficient public schools, privatization is making inroads in education at all levels. It often flourishes, with scant control by public authorities. This can have a crippling effect on the fundamental principle of equality of opportunity in education. Privatization often excludes marginalized groups, who are unable to pay, undermining the right of universal access to education. Some private providers inadequately respect the quality of education and undermine the status of teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 100
- Paragraph text
- The Special Rapporteur considers that, driven by business interests, privatization by definition is detrimental to education as a public good and vitiates the humanistic mission of education. Abusive practices by private providers reflect the failure of States to adequately monitor and regulate privatized education. This calls for the strengthening of human rights mechanisms in order to effectively address and sanction violations of the right to education by private providers. In this, Governments can be inspired by numerous court decisions and emerging jurisprudence.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 103
- Paragraph text
- States remain primarily responsible for providing education on account of their international legal obligations. They should not abandon their primary responsibility, above all for the provision of free and quality basic education, to the advantage of private providers, who find the inadequacies of public education fertile ground for making money from the provision of education, reaping uncontrolled profits. When privatization is permitted, States should fully assume their responsibility in compliance with their obligations under human rights law and ensure that private providers abide by the principles and norms underlying the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 87
- Paragraph text
- Regarding the development of a holistic approach to the assessment of the educational attainments of students, the Special Rapporteur recommends that: Public authorities and school administrators ensure that the assessment of the educational attainments of students includes their understanding of universal human rights values and respect for people from different civilizations, cultures and religions. Student performance tests should demonstrate the extent to which students have incorporated human rights values in their understanding, commitments and day-to-day behaviour patterns.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 89
- Paragraph text
- Regarding equity-based approaches to assessments of the entire student population, the Special Rapporteur recommends that: National assessments appraise the educational attainments of the entire student population in a country, assessing all students uniformly. An equity-based approach should be an essential prerequisite, so that all those students who are found to be underperforming are given the necessary support needed for them to meet the educational requirements. Student assessments must address with great concern the situation of underperforming students, particularly those who are disadvantaged on account of marginalization. Early targeted teaching support to them is most effective and should be prioritized over later interventions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 90
- Paragraph text
- In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 91
- Paragraph text
- Regarding the development of novel assessment mechanisms for skills development, the Special Rapporteur recommends that: While recognizing the importance of national assessment mechanisms for TVET programmes, Governments should develop new and unique assessment mechanisms within a framework of institutionalized collaboration with industry for assessing competencies and skills in terms of technical qualifications that are relevant to a country's development priorities. TVET programmes, particularly in early secondary levels, must be made complementary to the standard education curriculum and not as a separate stream. The aptitude of students should be central to those new assessment systems, offering them the possibility of pathways to higher education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 92
- Paragraph text
- In relation to refining assessment mechanisms, the Special Rapporteur recommends that: Public authorities ensure that the basic education which is provided is of good quality, as proven by an appropriate national assessment mechanism, conducted annually or on a semester system. While school examination and tests constitute necessary mechanisms for assessing the educational attainments of students, Governments should devise innovative modalities, appropriate to the capacities of the State, to evaluate the knowledge and understanding of students of all the subjects taught, including human rights values.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 93
- Paragraph text
- Regarding the development of the capacity of the teaching profession for the holistic assessment of basic education, the Special Rapporteur recommends that: Recognizing that teachers play a key role in the implementation of the national curricula and in conducting assessments of the educational attainments of students, Governments should ensure that teachers are provided with the additional training and support to better understand and implement a human rights-based curriculum in an accessible fashion for their students. Novel modalities of teacher training in tandem with reforms in education should be devised to foster quality education and learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 96
- Paragraph text
- In regard to the promotion of studies on national assessments, the Special Rapporteur recommends that: As research and studies on national assessments are scant as compared to those on international or regional assessment systems, reflections and studies on national assessments of the educational attainments of students in education faculties and among professional bodies should be promoted, so as to make existing national assessment mechanisms and country-level experience better known. That would also benefit policymaking authorities in improving assessment mechanisms;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 96
- Paragraph text
- In regard to the promotion of studies on national assessments, the Special Rapporteur recommends that: States continue to champion the cause of quality education in the formulation of the post-2015 development agenda. Enhancing educational attainments for the benefit of both the individual and society should be a central concern in any future agenda, with a reinforced commitment by the international community in appreciation of the pivotal role of the right to education for human development.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 122
- Paragraph text
- Learning from the devastating impact of structural adjustments on education as an essential public service, and in the face of the prevalent market ideology and surging privatization in education, States must expand educational opportunities, recognizing the paramount importance of public investment in education as their essential obligation. Under no circumstances should a State provide financial support to private providers of education or allow private companies to operate multiple schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 123
- Paragraph text
- States should implement the recommendations contained in the 2012 Paris Open Educational Resources Declaration, recognizing their importance for strengthening the use of such resources while at the same time reducing the cost of education for the Government. High-quality textbooks, learning materials and online courses are important in education and, by sharing their development costs and promoting high-quality open resources, the savings can be invested in teacher training, school improvements and technology purchases.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87j
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Ensure that all students throughout the country receive comprehensive sexual education with equal quality standards.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72d
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Support mechanisms promoting the enforcement of the right to education: States should ensure adequate support to independent national human rights institutions, as these can greatly contribute to identifying inequalities and addressing relevant situations of violation of the right to education’;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 85
- Paragraph text
- Education should be central to the notion and concepts of global public goods and the intellectual commons which are increasingly being discussed in international forums. Education benefits both the individual and the society and its sanctity should be safeguarded by avoiding its mercantalization, geared towards commercial gains only. Education should be preserved as a public good so that it does not become devoid of social interest.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 120
- Paragraph text
- The rapid expansion of privatization, owing to the deregulation and liberalization of the education sector, has led to a push towards more public-private partnerships. With a wide range of arrangements and modalities, public-private partnerships in education, linked to privatization, are becoming endemic at all levels. Lured by false propaganda, Governments turn to the private sector in search of financial support, better management of education and even for running the education system.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 95
- Paragraph text
- In relation to encouraging and supporting civil society organizations and NGOs, the Special Rapporteur recommends that: Governments encourage NGOs and civil society organizations in their valuable role in raising the level of the public debate on key issues and in defending a holistic approach to student assessments. As such, the public authorities should maintain a constructive dialogue with NGOs and civil society organizations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 127
- Paragraph text
- In the context of its ongoing work on the development of a global convention on the recognition of higher education qualifications, UNESCO could address the issue of the awarding of fake degrees and certificates and consider becoming a repository of all nationally recognized degrees and diplomas. UNESCO should also advise States to implement a national-level system of legal action against the awarding of fake degrees and diplomas and against fraudulent practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 111
- Paragraph text
- The United Nations treaty bodies and States involved in the universal periodic review should enquire into how lifelong learning is being implemented, keeping in view the international normative framework for education, learning and training. They should also ensure that Governments abide by their responsibility undertaken under Sustainable Development Goal 4 on education in the 2030 Agenda for Sustainable Development, as well as pursuant to their commitments under the Education 2030 agenda.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 80
- Paragraph text
- An emerging consensus on the importance of technical and vocational education and training is confirmed by numerous initiatives taken in all regions of the world to introduce reforms in technical and vocational education and training systems while responding to quality imperatives in education. Such initiatives are thus propelled by a variety of skill requirements in rapidly changing of economies of the twenty-first century.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 112
- Paragraph text
- Education benefits both the individual and the society and must be preserved as a public good; social interest in education must be protected against its commercialization. The corrosive impact of privatization on the right to education must receive foremost consideration in education laws and public policies. The commercialization of education should have no place in a country's education system.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 118
- Paragraph text
- Exploding demands for education have led to an exponential growth of private providers of education. A comprehensive and sound regulatory framework for controlling private educational institutions and ensuring their conformity with norms and standards is required. While preserving public interest in education, a system of effective sanctions in the case of abusive practices by private providers of education must exist.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 109
- Paragraph text
- Corruption by private providers remains unscathed owing to the lack of financial regulations, scrutiny of their operations and control mechanisms. Nationally designated authorities should undertake a full-scale investigation of fraudulent practices, including tax evasions by private providers, who reap profits in the name of education. States should ensure that the financial operations of all private providers are regularly scrutinized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 129
- Paragraph text
- Regulations for public-private partnerships in education should be composed broadly of: (a) Screening all private partners engaged in business and pursuing private interests through a controlling environment; (b) Promoting and supporting contributions to education in a philanthropic spirit; (c) Creating an enabling environment to establish partnerships that promote technical and vocational education and training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 83
- Paragraph text
- The principle of social justice, which is at the core of the global mission of the United Nations to promote development and human dignity, also underpins human rights. Social justice and equity are of perennial importance in terms of foundations not only of EFA but also of technical and vocational education and training-based approaches to poverty reduction strategies and the role of technical and vocational education and training in the context of the Millennium Development Goals. They are invaluable for bridging the widening gap between rich and poor and harnessing technical and vocational education and training for the common well-being.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88a
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Develop and strengthen national legal and policy frameworks for quality education:] • National human rights institutions, where they exist, as well as the judiciary, are vital to monitoring initiatives in this regard and to safeguarding the quality of education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88h
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Encourage further debate in international human rights bodies: • In view of the crucial role of quality education in nation-building, further debate on the right to quality education at the global level must be encouraged. The organization of a thematic discussion under the auspices of the Human Rights Council could go a long way in giving impetus to national action for achieving quality education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88h
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Encourage further debate in international human rights bodies:] • The United Nations human rights treaty bodies – in particular the Committee on Economic, Social and Cultural Rights, the Committee on the Rights of the Child and the Committee on the Elimination of Discrimination against Women – should pay enhanced attention to quality in education in order to further emphasize State obligations in this regard;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88i
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Support research and reflection on quality in education: • Further research and reflections on the requirements for quality in education should be promoted by universities and education research centres. Civil society organizations should also contribute to this process by monitoring the situation of education and promoting initiatives that foster quality in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 120
- Paragraph text
- Poverty is the greatest obstacle to the enjoyment of the right to education as well as the right to development, and its elimination is an overriding development concern. A universal goal to eliminate poverty should be intertwined with a universal goal on education, in consideration of the key importance of the right to education as a powerful lever in the elimination of the intergenerational transmission of poverty. An implementation strategy should provide permanent support in the form of grants and bursaries to the children who remain deprived of education, in particular children who are victims of extreme poverty.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Children
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 121
- Paragraph text
- Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 106
- Paragraph text
- The momentum and engagement produced by the post-2015 development agenda should be leveraged to bring an international framework to the broader realization of the right to education for all. This is highly important, as the right to education is an overarching right - it is essential for the exercise of all other human rights - and warrants that education should be considered as the foundation of the post-2015 development agenda, as endorsed in Human Rights Council resolution 23/4, which underlines "the need to ensure that the right to education is central in the context of the post-2015 agenda".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82k
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] The United Nations Declaration on the Rule of Law, adopted by the General Assembly on 24 September 2012, emphasized that States should “promote access to justice for all, including legal aid”. To facilitate this, individuals or groups who have been denied the right to education and cannot afford to bring litigation should have access to free legal aid to support their claims. While reducing fees for all rights-based claims in courts to a minimum, States should ensure that applications before quasi-judicial mechanisms are free for complainants. Protection of the right to education of the poor should be central to poverty reduction strategies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Poverty
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82m
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Knowledge regarding the means by which violations of the right to education can be adjudicated is often possessed least by those who need it most. Disadvantaged and marginalized groups in society lack resources to engage legal assistance, and are often unaware of quasi-legal mechanisms, such as the individual complaint procedure of the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82n
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Governments have the primary responsibility to disseminate such information. However, the media and civil society can play an important role in sharing information with disadvantaged groups, and should be engaged and supported where possible. The national education system should also inform students, teachers and parents of their respective rights and obligations, and how violations, when they arise, should be addressed, ranging from parent-teacher interviews and school administrative complaint procedures, to national human rights mechanisms and even international mechanisms where applicable. In particular, low-cost or free mechanisms, including those available through national or regional human rights bodies, UNESCO’s complaints and communication procedure, and the Optional Protocol should be made widely known.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Families
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 81
- Paragraph text
- In that spirit, the national assessment systems of the educational attainments of students in basic education need to be revamped and developed so as to demonstrate that every child completes at least a primary education of good quality, in line with the core obligation of States, and is given access to good quality secondary education, with technical and vocational education and training (TVET) as an integral component. Assessment mechanisms for TVET-led skills development deserve greater consideration in evaluating how TVET programmes empower their beneficiaries to acquire the necessary competencies and skills which respond to a the development requirements of a country, while also recognizing the importance of a human rights perspective.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 122
- Paragraph text
- The corrosive impact of public-private partnerships in education needs careful consideration. It must not lead to public disinvestment in education to the advantage of the private sector; nor must the State relinquish responsibility for providing quality public education. It must not undermine the norms and principles of the right to education; nor must it negatively affect education as a public good. Governments should take full care that public-private partnerships in education are not intertwined with the commercialization of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 123
- Paragraph text
- The Special Rapporteur considers it important that Governments take a critical view of the euphoria around partnerships in the context of the sustainable development goals, analysing the implications of public-private partnerships for the right to education and the repercussions for education as a social good. For multi-stakeholder initiatives, as well as public-private partnerships, they should ensure that those partnerships do not impede access to quality education for all, free of cost, as called for in proposed sustainable development goal 4. The pursuit of private interests and the commercialization of education should have no place in the education system of a country or in any future education agenda.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 125
- Paragraph text
- A differentiated approach to public-private partnerships is necessary to distinguish partners with for-profit business interests in education from those who are committed to a social interest in education, especially those with a genuine philanthropic spirit. When seeking partners, States should accord priority to those who act out of philanthropic interest and solicit partnerships with those who act in a public spirit. Governments should foster philanthropy, encouraging its contribution to education as a social cause. They should also encourage community participation in education. Governments should ensure that public-private partnerships in education do not lead to the private sector increasing its influence over education systems at the expense of the public interest. The norms and principles of the right to education should provide a framework for partnerships to be predicated upon convergence rather than divergence of interests.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 127
- Paragraph text
- Regulating public-private partnerships in education is a complex and challenging task and requires strong public institutions and a sound regulatory framework. Regulations must ensure that public-private partnerships in education are harnessed to the broader public interest and reflect the humanistic mission of education. Regulatory frameworks governing public-private partnerships in education should be centred on the concept of education as a social good. They should seek to ensure responsible business practices, with effective enforcement in accordance with national education priorities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 97
- Paragraph text
- The concept of education and learning as a continuum, no longer limited by age, is now globally recognized. As the Special Rapporteur has highlighted in the present report, education and learning are perceived as a continuing process, along with training as its valuable component. Those conceptual developments have led to the emergence of the right to learning, integrally linked with the right to education and training. The normative bases of adult or continuing education laid down in international human rights conventions have been expanded by instruments elaborated by UNESCO and ILO to endow lifelong education, learning and training with a legal framework. That evolution has also been followed in some countries, which have adopted education laws, policies and strategies on lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 103
- Paragraph text
- States should recognize the importance of developing and strengthening the normative framework for lifelong learning, taking into consideration the right to learning as well as the right to education and training. They should also recognize the right to education and learning as a social right and a social responsibility. They should develop a normative framework that reflects the right to education, learning and training. In this respect, consideration should be given to available examples. Moreover, the right to education, learning and training should be developed in its nexus with other rights. Governments should review labour laws so as to make them conducive to operationalizing the right to learning as well as the right to training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 106
- Paragraph text
- Technical and vocational education and training should be recognized as a linchpin in the concept of lifelong learning and as a font of skills development and professional excellence. Countries should focus on fostering entrepreneurship through an overall lifelong learning framework. States, along with social partners and enterprises, should develop innovative approaches to technical and vocational education and training in order to respond to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87g
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Foster respect for cultural relevance and age-specific criteria in the context of comprehensive sexual education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 98
- Paragraph text
- States should provide support to civil society organizations in their role of promoting and monitoring technical and vocational education and training initiatives.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 78
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Progress with regard to sexual education has been made in all regions; however, in general there is a worrying lack of comprehensive and sustainable public policies in this area; content is scattered throughout the educational curriculum; and the perspectives of rights, gender, sexual diversity, disability and non-discrimination are not incorporated into the provision of sexual education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Persons with disabilities
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 81
- Paragraph text
- International, regional and national jurisprudence has demonstrated that the right to education is a legally enforceable right. In case of its violation, it can be protected and enforced through adjudicative mechanisms. These are invaluable for allowing citizens to address violations of their rights in a fair and impartial manner. Its justiciability should be publicly acknowledged, and reaffirmed by governments in the constitution and domestic legislation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82o
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] The research community, particularly universities, may usefully promote the right to education by publishing research on the application of national and international law on national educational practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 107
- Paragraph text
- States have the obligation under human rights law to establish conditions and standards for private education providers and to maintain a transparent and effective system to monitor those standards, with sanctions in case of non adherence. Such monitoring should also include the teaching profession, in accordance with the norms laid down by the UNESCO-ILO recommendation on the status of teachers, which applies to all teachers in private and in public schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 124
- Paragraph text
- Public authorities should not allow the pursuit of material values to the detriment of a humanist mission of education or the propagation by private schools of a value system solely conducive to the market economy, with learning systems devoid of cultural diversity. States must ensure that the education imparted in private schools is in conformity with the objectives of education laid down in the Universal Declaration of Human Rights and in international human rights conventions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 126
- Paragraph text
- Governments should strengthen existing human rights mechanisms such as national human rights institutions and ombudspersons or create special mechanisms to regularly oversee operations of private providers. Such mechanisms should have suo motto investigatory power, with a mandate to look into alleged violations by private providers and any abusive practices. Recommendations made by such mechanisms should be implemented by Governments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 119
- Paragraph text
- States should address issues of access, quality and equity in the use of digital technology in education and ensure that students' right to education is exercised in an equitable manner and that it is fully respected. There is a great risk that technology will widen inequalities in society if an equitable approach to its use is not adopted. State obligations for respecting, protecting and fulfilling the right to education should be a priority concern.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 97
- Paragraph text
- States must ensure that disaster risk and safety considerations are factored into the planning, design, construction and reconstruction of educational facilities. Disaster risk reduction and preparedness notions should be embedded in education policies and curricula. Participatory processes involving students and their communities must be used to ensure local hazard assessments and preparedness.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Humanitarian
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 94
- Paragraph text
- In relation to strengthening national assessment mechanisms with parliamentarians, the Special Rapporteur recommends that: Given their leadership role, parliamentarians should take up the cause of education, leading the processes aimed at giving effect to the right to education and strengthening national assessment mechanisms to that effect. They can thus contribute to promoting the educational attainments of students.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 97
- Paragraph text
- The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: Within the scope of their respective mandates, when considering the right to education in their dialogue with States, the human rights treaty bodies should accord importance to ensuring that the educational attainments of students are assessed from a broader, human-rights-based approach;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Prompt development of regional and international qualification systems, incorporating mutual, reciprocal and automatic recognition of informal and formal learning achievements. This should be accompanied by increased research on potential and viable solutions to issues of equivalency in the learning environment and the workplace.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Team-teaching and the support of the classroom teacher by a specialist, as well as mentoring in different forms and by different actors (e.g. higher education students or older role models of immigrant origin), which can improve school attainment.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] In refugee contexts, training to deal with traumatized learners and psychosocial support and expert counselling for both teachers and refugees.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 93
- Paragraph text
- As discussed in the previous report on education in emergency situations (A/HRC/8/10), severely limited access to education continues to be a reality for most of the communities affected by emergencies. Despite increased attention by the international community, crucial problems persist: funding for humanitarian activities continues to ignore requirements to ensure education; schools continue to be victimized by direct and indirect violence; and preventive efforts are still timid vis-à-vis an increased impact of natural disasters. To reverse the current trend, States and other entities providing and channelling humanitarian and transitional assistance must pay enhanced attention to education in emergencies. Providing education and ensuring that education is protected during periods of emergency is not a choice, but an obligation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 96
- Paragraph text
- States must ensure systematic monitoring, documenting and reporting of violations of international human rights and humanitarian law committed against members of education communities and education institutions and settings. The recent adoption by the Security Council of resolution 1998 (2011) must be followed by enhanced attention to the situation of education in future efforts for monitoring violations of child rights during armed conflict. Domestic, regional and international accountability mechanisms, including those of the military, should be fully cognizant of, as well as systematically address, the obligations of State and non-State actors with respect to the right to education and other legal protections guaranteed to members of education communities and institutions. Specific efforts are required to strengthen the capacity of education providers to prevent and respond to attacks.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- Children
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72a
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Ensure adequate legal protection to the right to education and its equal enjoyment in all its inclusive dimensions: States should incorporate their obligations under international human rights conventions into their domestic legal order. Governments should recognize the key importance of adequate legal frameworks on equality of opportunity in education in line with international standards for ensuring such equality. A strong regulatory framework for public and private education systems grounded in the principle of equality of opportunity provides the essential basis for the establishment of an entire range of programmes and policies aiming at ensuring equality of opportunity;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72b
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Address multiple forms of inequality and discrimination through comprehensive policies: Given the mutually reinforcing nature of different forms of discrimination and inequality in the context of education, States should address multiple forms of inequality and discrimination through comprehensive policies. Prevailing disparities in access to education – between boys and girls, and between rich and poor regions –must be given special consideration, recognizing that good policies backed by a commitment to equality can make a difference. Policy measures must respond to the need for making learning accessible for the most marginalized and vulnerable;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 92
- Paragraph text
- In keeping with the UNESCO Revised Recommendation concerning Technical and Vocational Education, which, in its article 17 (c), provides that "all technical and vocational education programmes, including those offered by private bodies, should be subject to approval by the public authorities", the State should ensure that private providers of technical and vocational education and training conform to international and national norms and standards, and do not convert the technical and vocational education and training system into mere commercial ventures. Particular attention should be devoted to ensuring that a multiplicity of learning sites for delivery of technical and vocational education and training programmes in a "virtual learning environment" conform to quality standards, and are subjected to stringent control by public authorities, with sanctions in case of abusive practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 109
- Paragraph text
- Guided by a rights-based approach, education goals should be formulated as entitlements, with the corresponding responsibility of Governments to their citizens to deliver on the goals and targets. Thus, the education agenda should be devised along the lines of rights-holders and duty-bearers: rights-holders include children, youth and adults who are entitled to receive or equitably access available education programmes; duty-bearers include Governments, or partners that assist Governments in their obligation to provide the policies, programmes and institutions that implement the right to education. As primary duty-bearers for the realization of the right to education, Governments are first and foremost responsible for providing a national education system that lives up to their commitments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 115
- Paragraph text
- Quality has been neglected in the pursuit of education-related Millennium Development Goals and the Education for All agenda; the right to basic education of good quality for all remains unfulfilled. The post-2015 development agenda should engage States more resolutely in promoting and ensuring that the right to a quality education for all is given without discrimination or exclusion. Education of high quality is imperative for responding to the rising aspiration of youth and for creating a better future for them. While expanding access to education for all, Governments must take full care to ensure that minimum standards in education are maintained.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 116
- Paragraph text
- Each education goal and target must be accompanied by an implementation strategy and monitoring mechanisms, which should cover both access and quality at each level of education, aimed at enhancing learning achievements. The strategy should be guided by equitable approaches, along with social protection measures and support in the form of grants and bursaries to the children who are victims of exclusion, in particular those who are victims of extreme poverty. This is crucial for meeting challenges in overcoming unprecedented disparities in access and quality as the demand for education grows and what is on offer becomes more diverse.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 129
- Paragraph text
- The rights-holders should have the ability to challenge Governments to meet their international obligations when they are not being respected and fulfilled. Access to justice is of foremost importance for getting the rights enforced. The right to education is a justiciable right, and that should be recognized in the future agenda. Governments should, therefore, work towards making their commitments justiciable in their national legal systems, recognizing that they are all founded in international law.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 135
- Paragraph text
- Finally, the post-2015 development agenda should be founded upon certain key principles. The principle of social justice is at the core of the global mission of the United Nations to promote development and human dignity, and the principles of social justice and equity are reflected in the United Nations Millennium Declaration. These are of abiding importance in guiding State actions and should receive renewed emphasis in the post-2015 development agenda, with a view to creating a better world for present and future generations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 83
- Paragraph text
- The application of the above recommendations is aimed at strengthening the laws, institutions and procedures surrounding the justiciability of the right to education. However, it must be recognized that all such measures are for naught if the State refuses to implement the findings and recommendations of courts or quasi-judicial mechanisms. A nation’s development flows from the initial investment not just in a comprehensive education system, but also in the mechanisms and procedures necessary to monitor and safeguard the right to education which is not only a human right in itself but also essential for the exercise of all other human rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 79
- Paragraph text
- Commitments made by the international community to the realization of the right to basic education are well known. A major constraint emanates from the non-fulfilment by States of their obligations. Whether States have fulfilled their obligations for the right to education is dependent not just upon how many years of schooling children have attended, but also upon whether what they have learned has empowered them in their lives. That is shown by assessing the educational achievements of students against a national curriculum which is consistent with the objectives of the right to education. Comprehensive national assessment mechanisms must be recognized as valuable tools for students, schools as well as for States. Those assessments ensure that the achievements of each student are tracked and, where necessary, improved. Nationally, they enable States to adjust their curriculum, teacher training and education systems more broadly to ensure that the right to education is achieved in the fullest sense.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 80
- Paragraph text
- Prevalent international assessments of the performance of students reflect an instrumental role for education, driven by the concept of educational development in mere economic terms, with excessive emphasis placed on learning outcomes in mathematical literacy and language skills. The Special Rapporteur considers that such a narrow approach is detrimental to the humanistic mission of education and undermines the essential objectives assigned to education in international human rights conventions. International assessments also affect national assessment systems, thus perpetuating such a narrow approach. A paradigm shift is necessary to make assessment systems more broadly based so that they embody in full measure the essential objectives of the right to education, in accordance with human rights law, and are premised upon a human rights-based holistic approach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 130
- Paragraph text
- States, in particular developing countries, must develop innovative modalities for public-private partnerships, harnessed for skills development, to respond to the rising aspirations of young people, with institutionalized collaboration between institutions offering technical and vocational education and training and enterprises. They should also valorize the social esteem of technical and vocational education and training and lay down a legal framework that makes it imperative for industry and institutions offering technical and vocational education and training to collaborate to their mutual advantage.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 121
- Paragraph text
- The Special Rapporteur stresses that the State is responsible for providing the right to education as the apex of its public service functions. Even when Governments collaborate with non-State providers in education through public-private partnerships, the State remains both the guarantor and regulator of the right to education, on account of its obligation to respect, protect, promote and realize the right to education. That education is provided through public-private partnerships does not change the nature of the right to education and the related obligations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 108
- Paragraph text
- Digital technologies are revolutionizing the provision of education. Multiple learning pathways, such as e-learning, massive open online courses and open educational resources, are contributing to the diversification of learning approaches. Disparities in access to digital technologies persist, however, and countries need to bridge the digital divide. Marginalization and exclusion compromise the principles of social justice and equity, which are key pillars of the United Nations system's work on peace and development.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 124
- Paragraph text
- Within the scope of their respective mandates, when considering the right to education in their dialogue with States, the United Nations human rights treaty bodies should look into the use of information and communications technologies and its repercussions on the right to education. They should especially consider whether the downside of using such technologies is kept in view and policies are in line with human rights law and the internationally established framework for safeguarding the right to education while addressing the digital divide.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 128
- Paragraph text
- States should work towards creating an exception to copyright law, nationally and internationally, that permits developing countries to make use of any information or material for non-profit education purposes. Such an exemption would better balance the public interest in promoting and improving education in developing countries within the framework of a modernized international copyright framework. To this end, UNESCO, in collaboration with the World Intellectual Property Organization, should explore the possibility of creating an international open licensing framework for education resources, in consultation with stakeholders.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 119
- Paragraph text
- The humanistic mission of education should be valued and preserved not only by the State but by all key players and stakeholders in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 100
- Paragraph text
- Further investments are required to ensure systematic data collection on the situation of education in emergencies. States and international and non governmental organizations providing support to education in emergencies should work on the development of a common framework for the assessment and reporting of met and unmet education needs in contexts of emergency. Such a framework must take into consideration human rights obligations regarding the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 87
- Paragraph text
- Poor quality of education constitutes a severe limitation on the fulfillment of the right to education. Quality in education is crucial to “nation-building” and individual empowerment. Thus, considerations on the quality of education should be central to reflections on the steps to be taken in the post-EFA phase, with a focus on innovative and equitable education systems. In this process, a holistic conceptual framework for quality, already outlined, must be embraced.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 108
- Paragraph text
- In contrast to the Millennium Development Goals, the post-2015 development agenda should create an overarching framework of education which is all-inclusive. A global, rights-based approach should address the entire continuum of education and learning, from early childhood to lifelong learning. It should emphasize State obligations and compliance with norms and standards for the right to education for all for both public and private schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 113
- Paragraph text
- In today's globalized economy, completion of primary education is just not enough. To ensure that education is relevant and useful, education goals in the post-2015 development agenda should have the objective of achieving by 2030 universal secondary-level education for all, with vocational and technical education and training as an integral part in order to respond to the rising aspirations of youth and to meet the critical challenges of an increasingly globalized economy.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 123
- Paragraph text
- Developing appropriate process and outcome indicators with national targets and benchmarks must be an integral part of all implementation strategies. Measuring, reporting on and ensuring that any future development goals are nationally enforceable will be instrumental in achieving progress. National targets must be equitable and must address measures related to quality, access and learning achievements. International minimum learning standards should be included.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 130
- Paragraph text
- Accordingly, effective enforcement mechanisms linked to Government accountability should be foreseen in the future agenda. The agenda should contain provisions enabling individuals and groups to claim their right to education as an entitlement in the case of violation or lack of its fulfilment. In this respect, the special role of ombudspersons and national human rights institutions and public human rights defenders should be recognized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 132
- Paragraph text
- Measures at the national level for the implementation of education goal in the post-2015 agenda can be boosted by its integration with the work of the United Nations human rights treaty bodies as well as of the Human Rights Council, which periodically assess and make recommendations regarding the fulfilment, inter alia, of the right to education. While submitting their reports to the United Nations human rights treaty bodies or to the Human Rights
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 133
- Paragraph text
- States in fragile situations and least developed countries may encounter difficulties in achieving the universal education goals of the post-2015 development agenda. In a spirit of international cooperation and solidarity, they should be supported by the international community in their implementation endeavour. Increased domestic and international investment in education is fundamental to boosting progress towards the achievement of development agendas.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 108
- Paragraph text
- Recognizing the importance of ICTs as support for lifelong learning processes, Governments must foster open education resources that will allow students to draw upon online educational materials. They should work towards developing minimum quality standards. Care should be taken to ensure that technology does not exacerbate inequities or entail abusive practices. Fraudulent practices in online learning and certification must be punishable by law.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 125
- Paragraph text
- In the context of the universal periodic review mechanism of the Human Rights Council, critical attention should be given to digital technology and the right to education in the dialogue with States. Governments should be encouraged to take the measures necessary to safeguard the right to education, to maintain education as a public good and to take action whenever the right to education is compromised as a result of the application of digital technologies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 125
- Paragraph text
- Regulations should prescribe full financial and performance reporting requirements for all private schools. It should be obligatory for all private providers to report regularly to designated public authorities on their financial operations, in line with prescriptive regulations, covering matters such as school fees collected and salaries paid to teachers, and to declare, in a fully transparent manner, that they are not engaged in for-profit education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 79
- Paragraph text
- International human rights instruments clearly establish technical and vocational education and training as part of both the right to education and the right to work. Transmission of knowledge, skills and competences through technical and vocational education and training, empowering its beneficiaries to play their roles in social development as active citizens, is a collective responsibility, falling primarily to States.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 90
- Paragraph text
- States should adopt comprehensive legal frameworks in line with international norms and standards. Such frameworks should establish the roles and responsibility of various State and non-State actors involved in the provision of technical and vocational education and training, with consultation mechanisms for meaningful participation of all social partners and multiple stakeholders, including community and local bodies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 123
- Paragraph text
- When States alone cannot fully meet public demand for education, community schools should be encouraged, as they can play a meaningful complementary role. Public authorities should, therefore, engage with communities for the realization for the right to education. Similarly, the foundations of public utilities established for philanthropic motives should be encouraged to contribute to education as a public good.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 107
- Paragraph text
- Lifelong learning requires greater financial support, and must be given full consideration in investment in education. Governments should partner with stakeholders and take necessary measures aimed at innovative financial schemes to fund lifelong learning activities and programmes, with a focus on the active participation of the corporate sector and employers as well as employees in schemes devised for that purpose.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 51
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] A national law whereby at least a minimum level of investment is indispensably assured for quality education is highly necessary. Following up on the recommendations made consistently by the High-level Group on Education for All, the establishment of an internationally accepted norm, whereby a certain minimum percentage of GNP (4-6 per cent) or of the national budget (15-20 per cent) is allocated to education may be valuable in providing the basis for developing a national legal and policy framework.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 95
- Paragraph text
- States should pay particular attention to making technical and vocational education and training accessible to marginalized and vulnerable groups, targeting in particular ethnic and linguistic minorities, persons with disabilities and migrants, and especially those living in poverty. Devoid of equitable approaches, technical and vocational education and training can accentuate prevailing inequities and deprivation to the detriment of the right to education for all. Promoting equity and inclusion through positive measures should be a key factor in the provision of technical and vocational education and training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 96
- Paragraph text
- States should ensure a high quality of technical and vocational education and training and adopt necessary quality norms and standards, along with a national qualifications framework and assessment systems for technical and vocational education and training, applicable uniformly throughout the country. They should also develop effective policies aimed at improving the quality of teaching and learning. Special consideration should be given to developing policies and frameworks for professionalizing technical and vocational education and training staff, and improving their status, working conditions and career perspectives, with particular attention to instructors in secondary level vocational schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 99
- Paragraph text
- International cooperation, well established by human rights law and often reiterated in international political commitments for technical and vocational education and training, is particularly important for support to countries with feeble capacities in such education and training. International bodies such as UNESCO, ILO, UNICEF and the World Bank should be encouraged to continue their work in providing policy advice and support services. Along with development partners, they should provide technical assistance to governments in their efforts to develop technical and vocational education and training systems.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88a
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Develop and strengthen national legal and policy frameworks for quality education:] • States have the primary obligation to ensure the right to quality education. As such, they should accord high priority to the development and strengthening of education laws and policies aimed at ensuring quality education for all, paying foremost attention to the empowering role of the right to education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88a
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Develop and strengthen national legal and policy frameworks for quality education:] • States should ensure that all public authorities responsible for designing and implementing education policies at local and national levels conform to quality norms and standards;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88a
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Develop and strengthen national legal and policy frameworks for quality education:] • Parliamentarians also play an important role in promoting national debates on quality in education, developing legal frameworks and monitoring State practices;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88b
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Adopt norms and standards for quality for the entire education system: • States must ensure that norms and standards for quality education are uniformly applied in the country and cover the entire education system. No field or discipline of education should be neglected in this process. It should be ensured that norms are in line with human rights principles and that all schools, whether public or private, function in conformity with such norms and standards;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82g
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] States must ensure that adequate training is provided on the application and interpretation of the right to education-based laws, including international human rights law, for lawyers, courts and particularly quasi-judicial mechanisms. Law societies, civil society organizations and academic institutions can be invaluable partners in this regard.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82h
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Children and adults who are primary beneficiaries of the right to education are often unaware of their rights. In many cases, parents, while motivated, may lack information or the financial resources to protect their right to education in courts. Civil society and media can play an important role in disseminating information regarding the right to education to parents, teachers and school administrators, and also in identifying and publicizing violations of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Families
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82i
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Legal recourse to enforce the enjoyment of the right to education involves individual or group claims for remedial measure against government and education authorities. But it also involves claims for remedies against private providers of education, and schools managed by the private sector, as case law in several countries shows. Private providers of education are more resourceful in seeking defence of their position. In litigation against them, governments should intervene as appropriate to defend the right to education and social interest in education, so that education is preserved as a public good and not allowed to become a mere commercial venture.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82j
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Litigation promoting the right to education is in the public interest. Violations of the right to education may be voiced in the media, but they must also be subject to effective adjudication. For this reason, legal standing should be given the broadest possible interpretation, to allow not just affected children, but also their parents and other education stakeholders to bring complaints before judicial and quasi-judicial bodies. Poor and disadvantaged persons may be unwilling to pursue their rights, out of fear of reprisals, lack of financial resources, or unwillingness to challenge State authorities. Quasi-judicial institutions should be empowered to initiate investigations suo moto, and third parties, including non-governmental actors, should be able to initiate cases before courts and human rights institutions where the available evidence supports them.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Families
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 85
- Paragraph text
- The Special Rapporteur would like to state that the realization of the right to basic education of quality for all, including skills development, deserves a central place in the post-2015 development agenda. From that perspective, national assessments of the educational attainments of students would need to evolve with a future-oriented perspective, in order to meet the key challenges of achieving such universal goals for education as may be agreed to in future development agendas. Education systems, including national assessments, will need to be kept abreast of such developments, bearing in mind the resolve of the international community in reaffirming its commitments to the right to education and to "full access to quality education at all levels" as an "essential condition for achieving sustainable development".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 112
- Paragraph text
- Learning from the devastating impact of structural adjustments on education as an essential public service and in the face of the prevalent market ideology and privatization in education, countries must recognize the paramount importance of public investment in education as an essential obligation of the State and as a foundation for development. Instead of giving subsidies to private providers, Governments should provide the maximum possible resources to public education, with equity-driven initiatives to expand educational opportunities for the marginalized and the poor. A paradigm shift is required so that instead of providing financial support to private providers, States must regulate them. Under no circumstances should a State provide financial support to a private provider of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 111
- Paragraph text
- Education is a fundamental human right and a core obligation of States. It is not a privilege of the rich and well-to-do, it is an inalienable right of every person. Principal responsibility for the direct provision of education lies with the State. However, education as a public function of States is being eroded by market-driven approaches and the rapid growth of private providers, with scant control by public authorities. Privatization negatively affects the right to education both as an entitlement and as empowerment. It breeds exclusion and marginalization, with crippling effects on the fundamental principle of equality of opportunity in education. It also entails disinvestment in public education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 115
- Paragraph text
- The State remains primarily responsible for fulfilling the right to education on account of its international legal obligations. Governments should not allow low-fee private schools and should restore education as their essential public service function. The provision of basic education free of cost is not only a core obligation of the State, it is also a moral imperative. The State must discharge its responsibility as guarantor and regulator of education as a fundamental human right of every child.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Children
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 100
- Paragraph text
- Public debate should be raised over critical issues in technical and vocational education and training and the right to education. Universities and education centres should support research for improving the system of technical and vocational education and training, and practical experiences in promoting it should be made widely known.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 82
- Paragraph text
- A certain number of principles can guide State action in the establishment, expansion and consolidation of technical and vocational education and training systems.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87b
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Encourage the design and implementation of comprehensive, sustainable public policies aimed specifically at ensuring their people's enjoyment of the human right to comprehensive sexual education. These policies should focus on rights, gender and respect for diversity; provide for coordination among agencies and with civil society; and provide the resources necessary to their implementation;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 120
- Paragraph text
- It should be obligatory for all private providers to report regularly to designated public authorities on their financial operations, including the proceeds of profit and dividends. Such authorities should scrutinize their financial accounts, guided by the principle of the human right to education and of social responsibility in education. Information on the operations of private providers of education so scrutinized should be disseminated at large in the interest of the public.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 99
- Paragraph text
- It is incumbent upon Governments to advance in that direction, pursuant to the political commitments made in the Education 2030 agenda, as highlighted in the present report. This is imperative, given the crucial importance of the knowledge, competencies and skills needed by learners in the twenty-first century. Individuals everywhere should have possibilities for engaging in lifelong learning and for participating fully in their community, workplace and wider society.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 102
- Paragraph text
- States should embrace the concept of education and learning as a continuum. They should take steps towards transforming the education system so as to enable the continual pursuit of studies, learning processes and training programmes, through formal as well as informal systems. The concept of lifelong learning must be further elaborated, taking into consideration its three key pillars: education; training and learning; and ensuring that age is not a barrier to education and learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 114
- Paragraph text
- Governments must learn from the lessons of the past, when technologies were purchased without due consideration being given to the many factors that contribute to success. Computers and tablets alone make no difference in learning outcomes if teachers and administrators of educational establishments have not been involved in planning and have not received adequate training to effectively use the technology in the classroom.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87c
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Ensure the inclusion of comprehensive sexual education from primary school onwards, taking into account secondary school enrolment rates, the age of first intercourse and other variables in a context of respect and adaptability based on the age of students and the capacities associated with their levels of emotional and cognitive development;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 74
- Paragraph text
- The Special Rapporteur recognizes that governmental compliance with the obligations involved in guaranteeing the right to education depends on political will. Resource scarcity, debt servicing or “consecutive economic crises” — generally stated as reasons for non-compliance of Governments with their responsibility to realize the right to education — are unsatisfactory and unacceptable excuses.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 99
- Paragraph text
- Privatization thus negatively affects the right to education both as an entitlement and as empowerment. Moreover, it depletes public investment in education as an essential public service. There is widespread concern about the negative effects of privatization in education in scholarly writings, by the intellectual community and civil society organizations, and by international organizations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 54
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Pursuant to Human Rights Council resolution 17/3, UNESCO and UNICEF should be encouraged to continue to provide technical assistance to Member States for modernizing/developing national legislation. In this process, the importance of provisions for the financing of basic education should be emphasized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Make available and promote information/materials on education (and welfare) systems with respect to rights, opportunities and responsibilities in migrant languages and in accordance with migrant, refugee and asylum-seeker population needs.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Improve (national) monitoring systems regarding access to and learning outcomes of migrants and refugees, including data on gender parity and disability. This should include information on the language used in the home and/or the language of instruction of previously completed education institutions in order to monitor language development and language-related drop out.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Close the lacuna in research, advocacy and awareness of the educational experience and needs of: (i) migrants, refugees and asylum-seekers with disabilities; (ii) women from these groups; (iii) second-generation migrants; and (iv) unaccompanied asylum-seeking children.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Children
- Persons on the move
- Persons with disabilities
- Women
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Increased recruitment of highly competent teachers, and teachers with relevant migrant backgrounds to facilitate more effective individualized pedagogical support (individual curricula), especially at the nursery/kindergarten and primary levels with respect to language acquisition.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Multi- and intercultural education (awareness-raising, socio-linguistics, communication skills and intercultural competence) made integral to teacher education curricula. In-service specialist training should be obligatory and take place during working hours to avoid increasing the workload of teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 52
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] It is of crucial importance for countries to devise new approaches to resource allocation and its utilization. To enhance investment in education as a national priority, budget lines for education can be provided for in various ministries concerned with social development (ministries of social welfare, child and women's development, labour, health, etc.). At the same time, broadening the tax base is important for creating more budgetary resources.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Women
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 97
- Paragraph text
- States should put in place monitoring and evaluation mechanisms for assessing the performance and quality of technical and vocational education and training, provided both by public and private entities. As recommended in the Shanghai Consensus, UNESCO, in consultation with Member States and other concerned organizations, should "explore the possibility of setting up an international task force to develop international guidelines on quality assurance for the recognition of qualifications, based on learning outcomes, and identify a set of world reference levels, to facilitate the international comparison and recognition of technical and vocational education and training qualifications".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72f
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Promote integrated follow-up to concluding observations adopted by the United Nations human rights treaty bodies, and to recommendations to States resulting from the Universal Periodic Review of the Human Rights Council: Integrated follow-up to concluding observations adopted by the United Nations human rights treaty bodies and to recommendations emerging from the Universal Periodic Review of the Human Rights Council would contribute to better ensuring equality of opportunity in education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72g
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Enhance international assistance and cooperation: Major inequalities in the enjoyment of the right to education occur in countries facing severe resource constraints. Thus, adequate and sustainable international assistance and cooperation also play a central role in the elimination of inequalities Assistance should be provided, bearing in mind human rights obligations and political commitments, including the Paris Declaration on Aid Effectiveness, as well as Goal 8 on developing a global partnership for development;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 81
- Paragraph text
- In this context, industry and the private sector are emerging as an important stakeholder in the provision of technical and vocational education and training. It is, however, clear that, from a right to education perspective, key responsibility devolves upon States. They remain not only providers of such education and training but also have a promotional as well as protective and facilitating role. Their responsibility is crucial for devising a comprehensive and high-quality technical and vocational education and training system that is respectful of human rights, in particular, the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88d
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Improve teacher’s qualification and working conditions: • States should develop a comprehensive normative framework for the teaching profession, applicable to both public and private schools. In recognition of teachers’ key role in providing quality education, this should contain norms for the qualification of teachers, their status and career development, while providing incentives to make the teaching profession more attractive and valued;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88e
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Ensure financial resources for quality education: • Promoting quality education is a permanent challenge, and national investment therein should be a priority. States should ensure the necessary resources for the fulfillment of their obligation to ensure quality education. States could, as a matter of norm, set aside at least 20-25 per cent of national budget allocations to education for improving quality in education, over and above the recurring expenditure on education. States should also devise necessary policies aimed at resource mobilization for quality, when regional and local bodies are responsible for basic education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88f
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Focus on the right to quality education for women’s empowerment: • States should pay particular attention to the quality of education offered to girls and women. Emphasis should be placed on giving concrete shape to the provisions laid down in the Convention on Elimination of All Forms of Discrimination against Women;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 89
- Paragraph text
- States should ensure that instead of remaining a separate stream, the technical and vocational education and training system is an integral part of general secondary education, with pathways leading to its pursuit at the tertiary level. Technical and vocational education and training should not only cater to the possible technical requirements of occupational sectors but also develop social skills and critical thinking, and it should be consistent with the right to education, laid down by the Universal Declaration of Human Rights and by the United Nations human rights treaties, as highlighted in the present report.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 125
- Paragraph text
- No State committed to fostering development can afford to neglect to invest in education. Recognizing that the right to development and the right to education are mutually reinforcing, investment must be a continuous priority. Efforts to promote the expansion of education opportunities may fail if they are not sustained by political and financial support and by a legal framework that guarantees continued State investment in this strategic sector. The education agenda should necessarily contain clear and firm commitments by States to provide necessary resources as part of their human rights obligations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82p
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Legal educators, especially law faculties, should promote teaching, research and studies on the right to education, particularly regarding its enforcement and justiciability. These can focus on how the international legal obligations for the right to education as a fundamental right are integrated into constitutions and laws, and how national jurisdictions are endowed with effective enforcement mechanisms for protecting the right to education. The intellectual community can play an important role in promoting better understanding of substantive as well as procedural matters and avenues available for safeguarding the right to education. Collaboration between academic institutions and civil society organizations can be very useful in this respect.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 125
- Paragraph text
- The intellectual community and civil society organizations should be encouraged to expose the negative effects of privatization in education, in particular in the areas of social justice and equity. Their advocacy work should promote greater awareness of the need to regulate private providers and the responsibility of the State to do so. Research, events and expert consultations on the effects of privatization on the exercise and enjoyment of the right to education should be encouraged and supported.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 104
- Paragraph text
- States should develop a regulatory framework governing the privatization of education. Such a framework should be inspired by general principles of social justice and equity as well as by education as a public good, subjecting private providers to full accountability for their operations and to rigorous scrutiny. It should be comprehensive so as to apply to private education providers at all levels, from preschool through basic education to higher education, including cross-border higher education and online or correspondence providers. No private higher education institution should be allowed to operate without prior approval and recognition by competent public authorities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 86
- Paragraph text
- Regarding the adoption of a human rights-based framework, the Special Rapporteur recommends that: States move towards a more holistic approach in assessing student attainments which goes beyond reading, writing and arithmetic and which incorporates essential human rights objectives. The four pillars of the Delors Report - learning to know, learning to do, learning to be and learning to live together - should become an integral part of any assessment of the educational attainments of students. Moreover, national assessment mechanisms must be in compliance with a country's international human rights obligations;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 114
- Paragraph text
- Education is a core public service function of the State. It is also a social responsibility, and when States encourage the private sector to be a partner in education development, it should ensure full respect for the public interest. Education is a public good. As a noble cause, it can generate social support and induce public contributions in a philanthropic spirit, if properly encouraged by policies of good governance in the education system. All those valuing education as a public good and a noble cause should be encouraged to contribute to the development of education in innovative ways, such as establishing a special trust fund for the purpose of maximizing national investment in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 141
- Paragraph text
- States must expand public educational opportunities, recognizing the paramount importance of investment in education as their essential obligation. They must respond to the challenges of restoring public trust in public education systems as regards their capacity to provide quality education. Governments should recognize that the highest-quality education, for the lowest cost, universally available for all, will always come from an effective public system. Public-private partnerships may provide stopgap measures, as States work to progressively realize education systems that fully meet all aspects of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 142
- Paragraph text
- The Special Rapporteur calls upon civil society organizations and the intellectual community, as well as students, parents and community associations, to expose the negative effects of public-private partnerships in education. He encourages them to voice their concerns more strongly and widely, as an essential function of the social compact for education, in an endeavour to forge a global movement against the negative impact and abusive practices of privatization and public-private partnerships in education, reducing it to a business. Their advocacy work for fostering social justice and equity is valuable to counter market-based approaches in education. Research, events and expert consultations on the effects of public-private partnerships in education and on the exercise and enjoyment of the right to education should be encouraged and supported.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Families
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 116
- Paragraph text
- In the face of the transformation of education systems, especially higher education, through digital technologies, the State remains primarily responsible for respecting and protecting the right to education on account of its international legal obligations. The State is the custodian of norms and principles and must ensure that the right to education is respected in all systems and modes of education. Governments should not abdicate their responsibility for ensuring that educational institutions retain their essential public service function. In all circumstances, the State must discharge its responsibility as guarantor and regulator of education as a fundamental human right.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 127
- Paragraph text
- Indicators are crucial in addressing the accountability gap, and can demonstrate the extent to which Government obligations and commitments are fulfilled.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 77
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] The right to sexual education is particularly important to women's and girls' empowerment and to ensuring that they enjoy their human rights. It is therefore one of the best tools for dealing with the consequences of the system of patriarchal domination by changing social and cultural patterns of behaviour that affect men and women and tend to perpetuate discrimination and violence against women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 134
- Paragraph text
- The system of education should be inspired by a humanistic mission rather than by a mere utilitarian role of education. This is of utmost importance, as the humanistic mission of education is being vitiated. It is therefore important to pay critical attention to the human rights values and norms and to global citizenship as part of the humanistic mission of education so that education is aimed at promoting its essential objectives and meeting basic learning needs.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 113
- Paragraph text
- States should devise innovative mechanisms for mobilizing national resources for education as part of public-private partnerships. If the private sector is to be made a partner in development, then public policies should seek to harness corporate social responsibility in order to foster contributions to education as a social welfare priority. In all types of partnerships with industry and the private sector, the overall responsibility of States remains.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 87
- Paragraph text
- Regarding the development of a holistic approach to the assessment of the educational attainments of students, the Special Rapporteur recommends that: States recognize the need and the importance of a holistic approach, with the full range of obligations arising from the right to education, in assessing the educational attainments of students. Such assessments should centre around the core objectives of education, as established by international human rights conventions;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 131
- Paragraph text
- Governments should develop adequate reporting requirements and accountability mechanisms for public-private partnerships in education, so as to ensure the full compliance of private partners with the normative framework of the right to education, along with conditions and standards laid down by Governments. The State has the responsibility to establish an oversight mechanism for public-private partnerships in education and must ensure compliance with its laws.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 109
- Paragraph text
- States should develop national qualifications frameworks and ensure that all national education and training providers are subject to accreditation that measures the quality of education and training provided, according to national standards, with a focus on improving the competence and skills of learners. National qualifications frameworks must be revised to recognize and validate new skills and competencies acquired in the process of lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 128
- Paragraph text
- The Special Rapporteur considers it important, in the context of the universal periodic review, to look at the negative effects of privatization on the right to education in countries under review and for Governments to regulate private providers and safeguard education as a public good. State obligations for respecting, protecting and fulfilling the right to education, particularly in the context of privatization, should be a priority concern in such reviews.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 117
- Paragraph text
- Prescriptive regulations clearly establish conditions under which private providers may be permitted to operate within a country, as well as minimum norms and standards with which schools must comply. In the absence of such regulations, unregistered schools may proliferate. Laws on education should spell out the duties and responsibilities of private providers vis-à-vis communities, students, teachers and societies at large.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 88c
- Paragraph text
- [The Special Rapporteur also recommends:] That national human rights institutions and civil society should participate actively in the preparation of comprehensive sexual education plans and should help to monitor their implementation and to increase awareness in that area.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 85
- Paragraph text
- Finally, the Special Rapporteur recommends that, in refugee-specific settings, significantly increased attention should be given to adequately resourcing United Nations agencies to ensure specialized educational personnel and implementation of formal and non-formal lifelong educational strategies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 98
- Paragraph text
- States must take specific measure to guarantee the education of girls and marginalized groups in situations of emergency. Specific efforts are required to eliminate persistent or emerging patterns of discrimination and to remove physical, financial, cultural and linguistic barriers that contribute to furthering inequalities during periods of emergency
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Girls
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 76
- Paragraph text
- Fundamental also is the need for all States to foster the view in all learning settings, whether formal or non-formal, that cultural and linguistic diversity is a resource from which individuals and groups can build strong and supportive sustainable communities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 86
- Paragraph text
- This is a fundamental principle enshrined in almost all United Nations human rights treaties, and it is of paramount importance in face of persistent disparities and growing inequalities in education. The system of technical and vocational education and training should admit of no discrimination or exclusion, and learning opportunities should be equally accessible to all.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 126
- Paragraph text
- Accountability should be a cornerstone of the post-2015 development agenda, with emphasis on mechanisms to hold Governments accountable to their commitments. Existing legal obligations must be operationalized in goals and targets along with the development of national action plans and programmes with benchmarks for the progressive realization of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 126
- Paragraph text
- In all situations, public-private partnerships must be underpinned by State responsibility and social interest in education. States should also recognize that, in the case of technical and vocational education and training, public-private partnerships have characteristics that are very distinct from those in basic or higher-level education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 126
- Paragraph text
- Parliamentarians, in particular members of education commissions or committees, should attach greater importance to the right to education, bearing in mind the concepts and principles outlined in the present report. Their advocacy for a regulatory framework for private providers of education through laws and policies would be very valuable.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 128
- Paragraph text
- States must create a comprehensive regulatory framework to control public-private partnerships in education that is prescriptive, prohibitive and punitive. Laws and policies in many countries should be modernized to respond adequately to the challenges of public-private partnerships.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 110
- Paragraph text
- UNESCO and ILO should reinforce their activities for operationalizing the normative framework for lifelong learning and provide technical assistance to States. They should also step up their advisory services for transforming education systems in a spirit of lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 112
- Paragraph text
- The intellectual community and civil society organizations should foster public debate on issues of key importance in lifelong learning. Research, events and expert consultations and advocacy on lifelong learning should be encouraged and supported for a greater understanding of lifelong learning and greater awareness of its importance in societies in the twenty-first century.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 115
- Paragraph text
- The Special Rapporteur recalls that the Education 2030 framework for action specifically calls upon Governments to harness information and communications technologies to promote quality and effective learning. It also recognizes the importance of education as a public good.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 115
- Paragraph text
- The monitoring function of the State should be aimed at upholding the fundamental principles of non-discrimination and equality of opportunity in education in order to ensure that the liberty set out in international instruments to establish educational institutions does not lead to extreme disparities in educational opportunity for some groups in society.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 86
- Paragraph text
- Regarding the adoption of a human rights-based framework, the Special Rapporteur recommends that: States ensure that national assessments of the educational attainments of students are founded on a human-rights based approach, where the right to education remains at centre stage.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 135
- Paragraph text
- The human rights treaty bodies should give special consideration in their dialogues with States to examining their reports for linkages between public-private partnerships and increased privatization, with a view to identifying any repercussions for the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 88
- Paragraph text
- Regarding periodic reviews of national curricula, the Special Rapporteur recommends that: Governments periodically review their national curriculum to ensure that its contents are updated and in conformity with the values and objectives of education laid down in international human rights conventions and as expounded by the United Nations treaty bodies and relevant agencies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 121
- Paragraph text
- As noted in a recent study, the UNESCO International Institute for Educational Planning should undertake a full-scale investigation of corruption in privatized education and of the fraudulent and corrupt practices of private providers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 113
- Paragraph text
- Guided by principles of social justice and equity, as well as human rights law, regulating private providers is essential to mitigate the potentially deleterious and negative effects on students, education systems and societies. In this, Governments can be inspired by numerous decisions by courts and emerging jurisprudence.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 105
- Paragraph text
- Furthermore, Governments should take special care that such policies and strategies are effectively implemented. The corporate sector, employers and social partners, including civil society and local communities, should be involved and encouraged to work with public authorities in designing programmes for lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 118
- Paragraph text
- While recognizing the importance of opportunities arising from the use of information and communications technologies, States should not forget to look into the downside of such use and the impact of the digital divide on the education system and, in particular, on those who remain marginalized, on the future generation and on society at large.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 129
- Paragraph text
- Parliamentarians play a vital role in developing laws and policies that promote the use of technology in the education sector. Legislation should explicitly protect the right to education, including in procurement legislation and commercial laws.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 130
- Paragraph text
- Governments should encourage civil society and non-governmental organizations to play a valuable role in engaging the public in debates on the impact of digital technology on the right to education, giving full consideration to the importance of access, quality and equity in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 111
- Paragraph text
- Moreover, the implications of digital technologies and copyright must be examined critically in order to better understand the rights to access to knowledge and information.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 112
- Paragraph text
- Digital technologies are negatively affecting the cause of education by impairing the ability of students to contemplate and think critically, by scuttling human values in education and by paving the way for the commodification of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 80
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] There are two modalities for the provision of sexual education: it may be provided as cross-cutting content or included as a separate subject in the curriculum. As noted above, the worldwide trend is provide it as a cross-cutting subject at the primary and, to a lesser extent, the secondary school level.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87d
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: In establishing the curriculum and the educational content of sexual education, provide for the inclusion and expansion of a holistic perspective that does not focus exclusively on biology and ensure that, inter alia, the gender dimension, human rights, new patterns of male behaviour, diversity and disability are included;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Persons with disabilities
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 78
- Paragraph text
- The right to education should transcend primary and/or compulsory education, especially if systematic discrimination can be measured between particular social groups in society, as the Programme for International Student Assessment (PISA) suggests, with respect to migrants.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 80
- Paragraph text
- It is clear that the provision and exercise of inclusive education cannot alone meet the challenge to social justice inherent in migration. It is but one central component of the required national and international response. Its absence, however, ensures that social justice remains beyond our reach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • To ensure the elimination of discrimination, and the successful integration and social justice for migrants, refugees and asylum-seekers, the normative boundaries of the right to education have to be shifted towards the inclusion of all types and levels of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 77
- Paragraph text
- The mechanisms for the enforcement of the right to education are still at an embryonic and fragile stage of development. Absent in this early phase are opportunities for migrants, refugees and asylum-seekers to represent their issues and concerns in ways that might lead to changes in teaching practices and curricula content.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 84
- Paragraph text
- Today, the humanistic mission of education is being vitiated. Hence the critical importance of this principle, so that the system of education in general, and of technical and vocational education and training in particular, is inspired by a humanistic rather than a mere utilitarian vision of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 55
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Budgetary provision for quality education is scarce as almost the totality of resources assigned for education go to recurring expenditure. A paradigm shift is required to respond to quality imperatives, which remains a daunting challenge.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 107
- Paragraph text
- Bearing in mind the importance of operationalizing such a conceptual approach, and the perspectives on education goals presented in the present report, the Special Rapporteur would like to offer the following recommendations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 112
- Paragraph text
- Aligning development planning with human rights norms and principles is essential to avoid economic progress that continues to leave untouched those who remain marginalized and therefore are deprived of educational opportunities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 124
- Paragraph text
- Existing legal obligations must be operationalized in goals and targets to assess progress in achieving the right to a quality education. Goals and targets for progressive implementation should require Governments to annually report on progress through indicators. Where possible, indicators should include benchmarks that must be reached within an agreed time frame.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 105
- Paragraph text
- The regulatory framework should expound the grounds on which discrimination in education is prohibited in international human rights conventions, as highlighted in the present report. It should also specify the duties and responsibilities of private providers vis-à-vis parents, the community and society at large.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 106
- Paragraph text
- States should put an end to market-driven education reforms that provide subsidies to private education. They should not allow or promote low-cost private schools and the provision of school vouchers, nor should they allow for-profit institutions in education, considering the propositions in the OXFAM briefing paper mentioned in paragraph 66 of the present report.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 108
- Paragraph text
- To that end, States should strengthen human rights control mechanisms to allow them to look into the negative impact of privatization and, especially, to ensure that private providers remain respectful of minimum standards in education and quality norms and that they are not allowed to charge exorbitant fees.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 82
- Paragraph text
- Teachers are vital to the implementation of the national curricula and in conducting assessments of the educational attainments of students. Teacher training programmes need to be reinforced to enhance not just the pedagogical capacities of teachers, but also their ability to assess the educational attainments of students.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 116
- Paragraph text
- A daunting challenge for public policymakers is to transform education systems into a force for equality. This should be of particular concern to education policy planners, who must address the tendency of privatized education to aggravate inequalities and marginalization in societies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 134
- Paragraph text
- Governments should strengthen existing human rights mechanisms, such as national human rights institutions and ombudspersons, or create special mechanisms to regularly oversee the operations of public-private partnerships in education, with suo motu investigatory powers to look into alleged violations by private partners and any abusive practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 136
- Paragraph text
- Parliamentarians, in particular members of education commissions or committees, play a key role in laying down regulatory frameworks for public-private partnerships in education. They should ensure that the right to education is fully respected, protected and fulfilled in their country.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 116
- Paragraph text
- States should put in place an elaborate framework of regulations that are prescriptive, prohibitory and punitive, in order to control private providers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 81
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Sexual education is associated with the prevention of sexually transmitted diseases and unwanted pregnancy; while this is necessary, it cannot provide a basis for State policies, which must consider sexual education as a right in and of itself.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 82
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Since broad segments of the population are excluded from sexual education policies, States need to make a greater effort to reach the people who, in principle, are excluded from the educational system.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 83
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] With respect to curricular content, some programmes are still based on an erroneous and partial understanding and do not meet the obligation to provide a scientific, democratic and pluralistic education that is free of prejudice and stereotypes.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 84
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Concerning the form in which the topic is addressed, relatively traditional strategies, such as lectures, predominate although more active, participatory approaches have gradually been included in some cases.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 85
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] One general problem arises from shortcomings in teacher training, which tends to perpetuate stereotypical and even discriminatory ideas. This gap undermines teachers' confidence in their ability to do their job properly.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87a
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Eliminate legislative and constitutional barriers to ensuring their people's enjoyment of the right to comprehensive sexual education by adopting and strengthening legislation aimed at guaranteeing that right without any form of discrimination;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • There is a need for the development of mechanisms that permit the monitoring of the implementation of binding legislation and obligations regarding the right to education for migrants, refugees and asylum-seekers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 101
- Paragraph text
- The status of technical and vocational education and training and its social perceptions that associate this type of education with students presenting low academic achievements must be transformed. Public authorities and civil society organizations should support campaigns to raise the attractiveness of this strategic educational sector.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 87
- Paragraph text
- This principle is crucial in devising and operationalizing the system of technical and vocational education and training, with the involvement of social partners and multiple stakeholders. It emanates from human rights law as also from ILO and UNESCO instruments relating to technical and vocational education and training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 88
- Paragraph text
- In line with the above principles, and having looked extensively into technical and vocational education and training from a right to education perspective, the Special Rapporteur would like to offer the recommendations set out below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 91
- Paragraph text
- Such a legal framework could consider promoting public-private partnership, with policies and incentives encouraging the private sector to collaborate with public authorities. Moreover, institutionalized collaboration between technical and vocational education and training schools and industry and enterprises should be established.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 94
- Paragraph text
- States should pay particular attention to the empowerment of women and girls in the provision of technical and vocational education and training, also encouraging them to choose non-traditional fields of education and careers. National policies should seek to eliminate gender stereotypes and barriers to the professional development of women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 71
- Paragraph text
- It is clear that normative action aimed at achieving equality of opportunities in education, both in law and in fact, needs to be intensified. The application of the principle of equality of opportunity in education, which is common to various international human rights treaties, calls for greater emphasis on the fulfilment of State obligations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 110
- Paragraph text
- Following the study "Corrupt schools, corrupt universities: what can be done?", the UNESCO International Institute for Educational Planning should undertake a full-scale investigation of corruption in private education institutions and fraudulent practices of private providers of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 84
- Paragraph text
- The work of the human rights treaty bodies and the United Nations agencies can be valuable in raising the importance of national assessments of the educational attainments of students that encompass a human rights-based approach to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 137
- Paragraph text
- Public-private partnerships in education should not lead to reduced government investment in education, but should be complementary to the maximum resources that Governments can provide for the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 138
- Paragraph text
- Public sector borrowing is normally the lowest-cost way to raise money and improving tax collection and reducing national and international tax avoidance can do more to increase education spending than any amount of private investment. Financial support for education can also be mobilized through corporate social responsibility.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 123
- Paragraph text
- Governments should also establish a mechanism to register and process any complaints received with respect to abusive practices by private providers of education and investigate all violations of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 118
- Paragraph text
- Prohibitory regulations are necessary to outlaw and stop discriminatory practices, for-profit education and false commercial propaganda. Education is a public function and a social responsibility. No private provider should be allowed to establish for-profit education and aggrandize private interests to the detriment of public interest.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 119
- Paragraph text
- Punitive measures are necessary to ensure compliance with standards and the law. Sanctions must be applied when private providers perpetuate social injustices, while criminal proceedings are necessary for fraudulent and corruption practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 120
- Paragraph text
- Nationally designated authorities should undertake full-scale investigations of fraudulent practices, including tax evasion by private providers who reap profits in the name of education. States should ensure that the financial operations of all private providers are regularly scrutinized and that this information is publicly shared.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 127
- Paragraph text
- The Special Rapporteur would like to urge the United Nations human rights treaty bodies to give special consideration during their dialogues with States to the negative impacts of private providers and whether their operations are regulated and controlled in accordance with human rights law and internationally established frameworks of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 121
- Paragraph text
- The forces of privatization behind the spread of digital learning and education creating a marketplace in education must be exposed through public debate so as to prevent the commoditization of education. The corporate sector should not impinge upon the function and autonomy of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 126
- Paragraph text
- The obligation of States to provide inclusive, equitable, non-discriminatory education of a high quality for all must be carefully preserved in any implementation of digital technologies in education. The predominance of English in online education negatively affects the provision of education in other languages.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 110
- Paragraph text
- The use of digital technologies carries the risk of undermining human values in education and the quality of education, especially as regards degrees and diplomas that are fraudulently delivered.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 113
- Paragraph text
- In the light of their obligations under the norms and principles of the right to education, States must ensure that digital technologies do not impair universal access to education or equality of opportunity in education. Nor should they be allowed to erode the concept of education as a public good.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 114
- Paragraph text
- Bearing in mind the issues highlighted in the present report, the Special Rapporteur would like to offer the recommendations below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 75
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] International human rights standards clearly establish the human right to comprehensive sexual education, which is indivisible from the right to education and is key to the effective enjoyment of the right to life, health, information and non-discrimination, among others.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 79
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] The Special Rapporteur has noted with particular concern various instances in which sexual education has been obstructed in the name of religious ideas and reiterates that systematic education acts as a guarantor of a democratic and pluralistic environment.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82l
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Parliamentarians have an important role to play in fostering democratic perception of the justiciability of the right to education. Their primary role is to promote legislation which implements the right to education into the domestic legal framework. However, they may also encourage governments to refer alleged legislative deficiencies to courts for advice, they can support and promote national human rights institutions and civil society actors, and they can promote public legal aid for rights-based claims. Perhaps most importantly, they can lend their democratic legitimacy to legal and quasi-legal decisions on the right by promoting government action on recommendations and legal findings. In many cases, a legal decision places a requirement on governments to enact policy and legal changes to protect the rights of citizens. Support of the legislative branch provides democratic strength for these decisions, and publicizes the importance of the right to education among the population.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 128
- Paragraph text
- A defining feature of a human rights-based approach to development is characterized by accountability. A rights-based approach presupposes that the rights are legally defined and are enforceable. It is therefore important that post-2015 education goals and targets be made enforceable in a national context.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 118
- Paragraph text
- At the 2015 Global Education for All Meeting, it would be propitious to build upon the final statement of the 2014 Meeting, which recognized that "the State is the custodian of quality education as a public good" and to develop that concept in its various dimensions, including the social responsibility of private providers of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 97
- Paragraph text
- The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: The United Nations agencies should take a coordinated interest in assisting in the development of educational assessment systems that meet international human rights standards and which are also conducive to skills development as part of quality imperatives.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 98
- Paragraph text
- However, many countries still lag behind that evolution in embracing the concept of lifelong learning. They are not adequately equipped with a national legal framework or the policies and strategies necessary to direct their education systems towards lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 117
- Paragraph text
- In the light of the above, and taking into consideration the challenges that digital technologies pose to the right to education, the Special Rapporteur offers the recommendations set out below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 111
- Paragraph text
- Governments should foster the possibility for any entity or individual to initiate legal action in the case of abusive practices by private providers as public-interest litigation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 121
- Paragraph text
- No private school or educational establishment should be allowed to operate unless its credentials and standards are verified by designated public authorities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 124
- Paragraph text
- Bearing in mind the above and the challenges highlighted in the present report, the Special Rapporteur offers the following recommendations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 76
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] States must ensure that they respect, protect and implement the human right to comprehensive sexual education, by acting with due diligence and taking all measures necessary to ensure its effective enjoyment, without discrimination, from the early stages of life. The absence of planned, democratic and pluralist sexual education constitutes, in practice, a model of sexual education (by omission) which has particularly negative consequences for people's lives and which uncritically reproduces patriarchal practices, ideas, values and attitudes that are a source of many forms of discrimination.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 86
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Last, there is a general lack of follow-up to and monitoring of sexual education policies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Establish individual curricula or tutoring programmes that support majority language acquisition and, if necessary, other subject areas, so that majority language learning and subject matters can be learned at the same time. These should be offered in mainstream schools and without creating segregated adaptation groups and classes.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 72
- Paragraph text
- The Special Rapporteur reminds States that their education systems should conform to the obligations set forth in the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and the objectives of the Education for All programme. Critically, these systems must also be able to respect and promote diversity on the basis of a global understanding of human needs. Similarly, the Special Rapporteur acknowledges that human rights law “does not sufficiently address the question of binding obligations of States to take positive measures” and “it is largely unclear which distinctions between migrants and the citizens are admissible and which are not”.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 73
- Paragraph text
- However, the Special Rapporteur is convinced that the human right to education for migrants, refugees and asylum-seekers should not be contentious. Nevertheless, this right is sometimes disputed. The dispute centres upon the nature of the right itself. Despite being an “enabling right”, the right to education has become a de facto derivative right; just as, for instance, the right to development, economic security and the right to life per se are subordinated to the primary rights of private property and the profit rate. This situation highlights the two conflicting (and irreconcilable) legal regimes for education: on the one hand, international human rights law defines education as a human right, while on the other hand, international trade law views education as a service, i.e. a commodity. The latter regime offers little scope for advancing mechanisms for realizing the objectives of a human rights responsive education system.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 75
- Paragraph text
- The Special Rapporteur recalls that adaptability and acceptability are a fundamental component of the human right to education. For this reason, it is essential that all States advance the implementation of intercultural and inclusive education models that make possible the establishment of pedagogical practices which encourage respect for diversity. It is also crucial that learners understand, validate and respect diversity in culture and, in this way, form the basis for substantive change in the struggle against discrimination.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Foster the view in all learning settings, both formal and non-formal, that cultural and linguistic diversity is a resource from which individuals and groups can build strong and supportive sustainable communities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Develop educational strategies which strengthen the capabilities of marginalized communities as a whole, while addressing the specific educational needs of migrants, refugees and asylum-seekers. Such strategies should look to embedded and coordinated mainstream lifelong learning which prioritizes early integration and the recognition of prior learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Pay increased attention to quality linguistic and culturally appropriate early childhood, primary, post-primary and tertiary education that is responsive to the developmental needs of a region and the value of regional understanding and tolerance.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Integrate the human rights framework (protection issues including teachers’ code of conduct) into curricula and the learning environment.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 95
- Paragraph text
- States must urgently increase their national, bilateral and multilateral funding commitments for education as a pillar of humanitarian and transitional response. Explicit policy commitments must be made to ensure adequate and sustainable domestic and international support for education in situations of emergency, as well as in situations of fragility and protracted crisis. Such commitments must follow through to the final stages of recovery, including in development frameworks. Recipient countries must comply with human rights while seeking and managing international assistance.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72c
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Ensure adequate resource allocation: Having regard to the specific needs of those who are victims of marginalization and exclusion as well as to the elimination of geographic disparities in the provision of education, States must ensure adequate allocation of resources where they are needed most. Resources should be earmarked adequately for fellowships, bursaries and grants, along with investments in social protection, bearing in mind the need to address marginalization and exclusion, and educational dimensions of poverty reduction strategies;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72e
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Take a human-rights perspective for moving forward the Education For All (EFA) agenda: In order to strengthen effectiveness in combating marginalization and exclusion as part of the EFA process, high emphasis should be placed on human rights obligations, and the responsibility of States to ensure the right to basic education for all. Such approach would provide leverage in moving the EFA agenda further and would foster the central role of education in accelerating progress toward achieving the Millennium Development Goals;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 93
- Paragraph text
- States should ensure that adequate and sustained financial support is available to technical and vocational education and training, recognizing the importance of national investment in this sector. In order to maximize resources available for technical and vocational education and training from diversified sources, States should devise mechanisms with necessary incentives for investments by industry, enterprises, and regional and local bodies. Resources for technical and vocational education and training should also be utilized optimally.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 117
- Paragraph text
- Education is a core responsibility of the Government; it is also a social responsibility, involving the participation and engagement of civil society organizations and various stakeholders. Education systems of tomorrow need to be designed so that they clearly delineate the roles and responsibilities of all partners and of various stakeholders, including communities, local bodies, teachers and parents. A comprehensive legal framework, which is applicable to all providers of education, public and private, and is fully respectful of the right to education as a fundamental human right, must inform the implementation strategy.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Families
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 119
- Paragraph text
- The central role of education in accelerating progress towards all Millennium Development Goals is recognized in the context of the High-level Plenary Meeting of the General Assembly on the Millennium Development Goals, held in 2010. It deserves continued and enhanced attention, since all development goals are underpinned by educational dimensions. The right to education, with its pivotal role in development, should be embedded in all such goals. The post-2015 development agenda must build upon the Global Initiative on Education of the Secretary-General, Education First, which sets out a vision to make education a top priority of the global political agenda. High priority should be given to education in national development and the right to education as an integral part of development planning and the implementation of policies and programmes. The right to education deserves strategic consideration in public policies and in global partnerships.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82b
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] The right to education should be provided the broadest and strongest legal protection possible. States with a dualist legal tradition should ensure their constitutions and national legislation are amended to directly provide for the right to education. This is important, as constitutional protections cannot be ignored by courts, quasi-judicial mechanisms or even governments unwilling to address violations of the right.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82c
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] Domestic legislation should define the rights and responsibilities of all stakeholders for the right to education. At a minimum, such legislation should create the legal framework for primary, secondary, tertiary and vocational education systems. It should also create monitoring and reporting mechanisms, providing indicators and statistics necessary for the right to education to be evaluated and enforced. Reference should also be made to the legal recourse mechanisms and procedures, highlighting the administrative and legal mechanisms that will address alleged violations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82d
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] National human rights institutions, tribunals, commissions and ombudspersons provide a crucial point of first instance for many complaints related to the right to education. As such, governments must make every effort to ensure such institutions fully comply with the Paris Principles, and in particular be made, and be seen to be made, independent from any government authority. They should also be empowered to initiate investigations into violations on their own initiative to allow them to pursue serious allegations raised in the media or elsewhere which are not being brought by the victims themselves. Appointments to courts and quasi-judicial mechanisms should be protected by legislation to protect against arbitrary government interference, or politically motivated dismissals.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82e
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] A precondition for effective monitoring and review is a legal system that respects the rule of law and the independence of the judiciary as well as national human rights institutions and other quasi-judicial mechanisms. The purpose of adjudicating alleged violations of the right to education is to have a credible, independent body monitoring the legal compliance of State actors in the field of education. When such mechanisms are perceived to be under undue government or private influence, their value is negated, as their judgments may not be respected by the public. By ensuring independence, there will be greater public confidence in their findings, and citizens will have more respect for the laws and actions of governments which pass scrutiny. As such, the independence of adjudicative mechanisms should be guaranteed.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82f
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] The right to education-based litigation can be complex, drawing upon constitutional, domestic and international law. Adjudicating disputes based on the right to education requires specialized training for lawyers and judges, which must be supported by law schools, bar associations and continuing legal education requirements. Particularly where legislation on the right to education is vague or underdeveloped, guidance and training is necessary to assist courts and quasi-judicial mechanisms in enforcing the right.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 97
- Paragraph text
- The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: Within their respective institutional missions, UNESCO and UNICEF should accord the foremost importance to a human rights-based approach to national student assessments in order to prepare children for the responsibilities of freedom". They should accordingly encourage and support Governments in their endeavours to that effect, providing the necessary technical assistance and advisory services;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 97
- Paragraph text
- The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: Similarly, ILO and the United Nations Industrial Development Organization have special roles and responsibilities in the area of skills development, and should reinforce their activities in technical assistance for assessment of new areas of technical knowledge and competencies, while improving linkages between informal apprenticeship and formal vocational education and training. Recognition of the qualifications of students who have undertaken technical and vocational education and training should include graduate apprentices in rural economies and the informal sector;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 83
- Paragraph text
- It is also important to initiate a public debate on the educational attainments of students and to foster education systems which embody the spirit of human values and human dignity. Education must not lead students merely to be immersed in materialistic values and pursuits in life, devoid of the values of human rights and of solidarity and mutual understanding and respect for each other's culture. It must also prepare children for the responsibilities of freedom in keeping with the institutional mandates of UNESCO and UNICEF. The intellectual community, civil society organizations and particularly parliamentarians, as lawmakers and public figures, can make a significant contribution in this respect.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 140
- Paragraph text
- Governments should exercise caution as to any advice offered by international organizations, such as the World Bank or the International Finance Corporation, or from private companies supported by them, to the effect that they should relinquish their responsibility for education to private actors. If such advice were sound, it would have been adopted by the wealthiest nations. Instead, the top-performing education systems in the world, in Asia, Europe and North America, are predominantly public systems.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 100
- Paragraph text
- The Special Rapporteur emphasizes that, in this endeavour, paramount importance should be given to the "full development of the human person" as the essential objective of the right to education as a continuously unfolding process covering the entire life. The process of lifelong learning must also be propelled by a perception of the right to education not only as an individual right but also as a social right, with primary responsibility for its realization resting on Governments as well social partners.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 131
- Paragraph text
- Civil society organizations and the intellectual community, as well as students, parents and community associations, should expose the negative effects of digital technologies on the right to education, underlining, in particular, the essential objectives laid down in the Universal Declaration of Human Rights and international human rights conventions. They should voice their concerns about the need to safeguard human values in respect of the right to education in the face of digital modes of education. Their advocacy work to foster social justice and equity is valuable in countering market-based approaches promoting the use of technology in education. Research, events and expert consultations on the right to education in the digital age should be encouraged and supported.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 122
- Paragraph text
- Public authorities should ensure that the use of digital technologies is considered as a means of education, not as a substitute for face- to-face education. They should recognize that human contact in education is essential to the teaching and learning process. Public authorities should also take the measures necessary to build the capacity of teachers to use digital technologies while retaining freedom in their pedagogic approaches. Teachers must have the competence and be free to adapt digital technologies to local contexts, and the authority to rearrange online teaching materials and methodologies to best serve the country's education requirements.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 131
- Paragraph text
- Education should be central to the notion and concepts of global public goods and intellectual commons, which are increasingly being discussed in international forums. Education benefits both the individual and the society and social interest in education must be protected with regard to its mercantilization, geared towards commercial gains only. Education should be preserved as a public good and not be allowed to be reduced to a mere business.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • Although there may be States which grant the right to education for migrants, refugees and asylum-seekers although they have not ratified the respective international instruments discussed earlier, the Special Rapporteur urges Governments of immigration countries in particular to sign and ratify these existing, relevant legal instruments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 120
- Paragraph text
- All States have the responsibility to achieve the right to education progressively and to the maximum extent of their resources. Implementation strategies must take into account the Sustainable Development Goals and the obligations on the right to education. Disaggregated indicators and annual reports must indicate whether investments are improving the education outcomes of students or creating unintended negative outcomes that require remedial action.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 122
- Paragraph text
- National legislation establishing the right to basic education has been developed in many countries as part of the Education for All process. Governments must be encouraged to carry that process further so that education laws are modernized to address education quality, financing, the provision of technical and vocational education and training, the regulation of private providers of education and lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 79
- Paragraph text
- The exercise by migrants, refugees and asylum-seekers of their human rights (i.e. to work, housing, and education) “is significantly limited or made impossible if the State, through its laws or administrative practices, disadvantages them in these areas” (e.g. if certain jobs can only be held by nationals, or a legal requirement that makes access to the housing market more difficult for extended families).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Families
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 109
- Paragraph text
- In the 1998 World Declaration on Higher Education for the Twenty-First Century: Vision and Action, signatories called upon higher education institutions to give the opportunity to students to fully develop their own abilities with a sense of social responsibility, educating them to become full participants in democratic society and promoters of changes that will foster equity and justice.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87e
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Provide high-quality, specialized teacher training in an institutional environment that supports teachers and increases their confidence through a curriculum framework of medium- and long-term projects;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87f
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Promote and incorporate various strategies through association with education alternatives such as the media, organizations of civil society, peer education and health-care centres and professionals;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87h
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Encourage the inclusion of families and communities as strategic allies in curriculum design and implementation grounded in pluralism and compliance with the obligation to provide comprehensive education, including scientific information based on evidence and human rights standards;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87i
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Take note of the declaration on "Preventing through Education", signed by the Ministers of Education of Latin America and the Caribbean in 2008, endorse the commitments established therein and launch a similar initiative within the framework of the United Nations; and
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 88a
- Paragraph text
- [The Special Rapporteur also recommends:] That the Office of the United Nations High Commissioner for Human Rights (OHCHR) should continue to provide assistance to the human rights mechanisms so that they can consider and investigate specific problems relating to barriers and challenges to effective enjoyment of the right to comprehensive sexual education;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 88b
- Paragraph text
- [The Special Rapporteur also recommends:] That the Human Rights Council should request States to provide information on progress made and problems encountered in their efforts to ensure their people's enjoyment of the right to comprehensive sexual education on the occasion of the Universal Periodic Review; and
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 81
- Paragraph text
- As such, the recommendations below must be accompanied by, and meet, the powerful need for the development and implementation of social policies to protect migrants, refugees and asylum-seekers against the adverse economic and social consequences inherent to their vulnerability in the realization of their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Financing education and update on education in emergencies 2011, para. 99
- Paragraph text
- Those in charge of the provision of education in emergencies must consider the requirements for meeting quality educational standards. Dedicated attention must be paid to improving school curricula, promoting human rights education and addressing the psychosocial needs of students and teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 105
- Paragraph text
- The human rights-based approach being embraced in the ongoing discussions on the post-2015 development agenda is a decisive advance over the way the Millennium Development Goals were formulated. Such an approach has special importance in terms of human rights law and State obligations, and the consequent accountability of Governments to live up to their commitments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 110
- Paragraph text
- Post-2015 agendas for education must address marginalization and exclusion in education with equitable approaches in favour of the marginalized and the vulnerable. States have the responsibility to provide an education without discrimination or exclusion.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 111
- Paragraph text
- The promotion of equality of opportunity in education requires an emphasis on inclusive approaches and the adoption of positive measures, including affirmative action and social schemes, targeting disadvantaged and vulnerable groups to ensure that they have equitable access to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 114
- Paragraph text
- Primary education as a core obligation of States must be available to all children, regardless of their circumstances; other levels of education where access is subject to availability must also be offered to all children, regardless of their circumstances.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 101
- Paragraph text
- The Special Rapporteur would like to emphasize that the delegation by States of their obligation to provide education to for-profit providers may be contrary to their international obligations. The effects of privatization in education must receive foremost consideration in public policies, bearing in mind the principles and norms underpinning the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 117
- Paragraph text
- Education benefits both the individual and society and must be preserved as public good so that the social interest is protected against the commercial interests in privatized education. Public authorities should not allow private providers to vitiate the humanistic objectives of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 132
- Paragraph text
- Public authorities, parent-teacher associations, civil society groups and teachers' unions must closely monitor public-private partnerships in education. Public authorities should carefully review any commercial marketing and advertisement of education and take action in all cases of misleading claims as to quality, or any other fraudulent practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 133
- Paragraph text
- In continuity with the report on global corruption in education by Transparency International, UNESCO should undertake a full-scale investigation of corruption in public-private partnerships in education and expose any fraudulent and corrupt practices by private providers through its Education for All Global Monitoring Report.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 122
- Paragraph text
- In an endeavour to regulate private providers of education, Governments should strengthen existing human rights mechanisms or create special mechanisms, with a mandate to regularly oversee operations of private providers. Such mechanisms should have suo moto investigatory power. Governments should implement recommendations made by such mechanisms.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 139
- Paragraph text
- The State remains primarily responsible for fulfilling the right to education on account of its international legal obligations. It must discharge its responsibility as the guarantor and regulator of education as a fundamental human right of every child.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 124
- Paragraph text
- The operations of private providers are justiciable. There are numerous court decisions to that effect. Public-interest litigation centred around breaches of the right to education and abusive practices by private providers must be promoted and supported in an endeavour to reinforce the justiciability of operations of private providers of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 104
- Paragraph text
- In line with a normative framework, Governments should adopt the necessary policies and strategies for lifelong learning. A number of frameworks from countries mentioned in the present report may serve as inspiration but should be implemented in consultation with interested stakeholders to address each State's circumstances.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 107
- Paragraph text
- The Special Rapporteur thus emphasizes the need for States to create a comprehensive regulatory framework to control public-private partnerships in education that is prescriptive, prohibitive and punitive.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Paragraph type
- Other
Paragraph
Sexual education 2010, para. 10
- Paragraph text
- Sexuality is a complex process which, as human beings, we all without exception experience throughout our life and which has biological, psychological, social and cultural aspects that must be considered from a comprehensive viewpoint.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Other
Paragraph
Sexual education 2010, para. 11
- Paragraph text
- Enjoyment of the highest attainable standard of physical and mental health obviously includes sexual health. The Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, Mr. Paul Hunt, has defined sexual health as "a state of physical, emotional, mental and social well-being related to sexuality, not merely the absence of disease, dysfunction or infirmity; sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2010
- Paragraph type
- Other
Paragraph
Sexual education 2010, para. 63
- Paragraph text
- Sexual education must be free of prejudices and stereotypes that could be used to justify discrimination and violence against any group; it must therefore include a gender perspective that encourages people to think critically about the world around them. Both the hidden curriculum and the omitted curriculum currently play a central role in perpetuating among children the inequalities associated with patriarchal models and drastically reduce children's potential for full development. Sexual education should encourage a rethinking of the stereotypical roles assigned to men and women so that real equality can be achieved.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Men
- Women
- Year
- 2010
- Paragraph type
- Other
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 22
- Paragraph text
- The Special Rapporteur also draws attention to a number of regional conventions which also make provision for the right to education, in particular Protocol 1 (1952, art. 2) of the 1950 European Convention for the Protection of Human Rights and Fundamental Freedoms which follows the Universal Declaration of Human Rights in normatively integrating all educational types and levels in the right to education; the 1996 European Social Charter (revised) (art. 17.2); the Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights (arts. 13 and 16); and the African Charter on the Rights and Welfare of the Child (art. 11).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2010
- Paragraph type
- Other
Paragraph