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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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