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Assessment of the educational attainment of students 2014, para. 24
- Paragraph text
- States have the primary responsibility for ensuring that their national education systems meet the objectives assigned to education in international human rights treaties. Beginning with the Universal Declaration of Human Rights, schools must provide education which is respectful of human rights values, democratic citizenship and cultural diversity. According to the principles contained in article 29 (1) of the Convention on the Rights of the Child, the education of the child shall be directed to "the development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own." The education to which every child has a right is one which is "designed to provide the child with life skills, to strengthen the child's capacity to enjoy the full range of human rights and to promote a culture which is infused by appropriate human rights values." Yet, as the Committee on the Rights of the Child has stated, national and international programmes and policies on education that really count the elements embodied in article 29 (1) seem all too often to be either largely missing or present only as a cosmetic afterthought.
- 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
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 25
- Paragraph text
- In this respect, it is important to recall that the UNESCO constitution assigns to education the mission of promoting the "ideals of humanity" and fostering the "intellectual and moral solidarity" of humankind. Both UNESCO and the United Nations Children's Fund (UNICEF) have the institutional mission of preparing children for the responsibility of the future and these ideals should constitute the bedrock of national curricula. Moreover, education should be designed and provided in such a way that it "promotes and reinforces the range of specific ethical values" enshrined in the Convention on the Rights of the Child. The need for "new ethics for our common humanity" has been voiced in propositions for planning for the post-2015 development agenda. This should find a prominent place in reflections on modernizing the curriculum for assessing the educational attainments of students accordingly, as an integral part of the humanistic mission of education.
- 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
Assessment of the educational attainment of students 2014, para. 28
- Paragraph text
- Assessing the peacebuilding role of education is also important, especially in conflict situations and in the phase of post-conflict reconciliation. "Education in the twenty-first century needs above all to teach children what is arguably the single most vital skill for a flourishing multi-cultural society - the skill of living peacefully with other people … No country can hope to establish lasting foundations for peace unless it finds ways of building mutual trust between its citizens - and the place to start is in the classroom." An important consideration in assessing the educational attainments of students is whether their behaviour patterns reflect their understanding of, and commitment to, learning to live together.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 68
- Paragraph text
- It is the teacher who conveys the national curricula to students and assesses their performance. Teachers should be able to develop in children a love of learning. They should be able to kindle in children and adults the capacity for critical thinking, as well as nurturing in them ethical and moral values. Four pillars of education - learning to know, learning to do, learning to live together and learning to be - propounded by the Delors Report - are central to the teaching-learning process.
- 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
Assessment of the educational attainment of students 2014, para. 74
- Paragraph text
- The aptitude of students should be given serious consideration in assessing their attainments. The evaluation of the abilities and aptitudes of children in consultation with parents and teachers can be useful in enabling them to realize their potential, leading to better attainments. In Lithuania, for example, evaluation in primary and basic education is driven by the concept of the assessment of pupils' achievement and progress, encouraging positive personal features and creativity and improving personal achievements. The main idea is assessment for learning, not assessment of learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 78
- Paragraph text
- In this context, it is important to note that, whereas parents and guardians are at liberty to choose private schools for their children, pursuant to article 13 (3) and (4) of the International Covenant on Economic, Social and Cultural Rights, education in such schools must conform to the educational objectives set out in article 13 (1) of the Covenant and "such minimum educational standards as may be laid down or approved by the State". Those minimum standards may relate to issues such as admission, curricula and the recognition of certificates. In their turn, those standards must be consistent with the educational objectives set out in article 13 (1).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2014
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
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
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
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
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
Equality of opportunity in education 2011, para. (a)
- Paragraph text
- Update on previous report on education in emergency situations: Despite efforts and international pledges to ensure full enjoyment of the right to education in areas affected by conflict and natural disasters, these situations are still central factors in the exclusion of children from schools, and in the deterioration of education. The General Assembly requested the Special Rapporteur to include in his report to the sixty-sixth session an update to the report on the right to education in emergencies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. (g)
- Paragraph text
- Freedom from violence and the right to education: If schools play a central role in the prevention of violence and the promotion of a culture of peace, it is also true that violence can often take place in the school context with serious consequences for the enjoyment of the right to education. The Rapporteur intends to address the emerging concern of violence in schools in close collaboration with the Special Representative of the Secretary-General on violence against children.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 10
- Paragraph text
- Free and compulsory primary education is an inalienable right of every child, and a core obligation of States under international human rights treaties. The Education for All process has furthered the global recognition of the duty to ensure every child receives free primary and basic 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
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 12
- Paragraph text
- Efforts to universalize access to education over the last decades are underpinned by repeated political commitments. The EFA and Millennium Development Goals campaigns inspired expansions of primary education systems and created more education opportunities for girls. However, progress is fragile and uneven across regions and among population groups. Unprecedented disparities in access and quality emerge as the demand for education grows and education systems expand. Significant gaps remain even in the coverage of education as there are about 67 million children of primary school age who are out of school; while a larger number of adolescents (another 71 million), remain deprived of basic post-primary education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Children
- Girls
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 14
- Paragraph text
- Challenges faced in achieving equality of opportunity in education were also described in reports submitted by States regarding implementation of the UNESCO Convention against Discrimination in Education – even in countries where educational opportunities are in general widely available, inequalities remain in the ability of all social groups to fully avail themselves of such opportunities. Social and cultural barriers and unequal opportunities manifested in access to quality education remain one of the most serious difficulties of national educational policies. Closing the attainment gap among children from different ethnic groups and differing socio-economic backgrounds appears as a common challenge in these reports.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 19
- Paragraph text
- Reports indicate that the EFA agenda is falling behind, and the prospects of achieving Millennium Development Goals 2 and 3 on universal primary education and gender equality, respectively, are also bleak. The target of universal primary education is unlikely to be achieved by 2015. Inequalities, stigmatization and discrimination linked to economic status, gender, ethnicity, language, location and disability are also holding back progress. Social and economic status and sex appear as major factors of marginalization in education, with girls and those living in poverty being the most affected. “Poverty and gender inequalities magnify other disadvantages, and close doors to education opportunity for millions of children.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Children
- Girls
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 25
- Paragraph text
- Article 28 of the Convention on the Rights of the Child enshrines the right of every child to education on the basis of equal opportunity. The Committee on the Rights of the Child has recognized the need for identifying and giving priority to marginalized and disadvantaged groups of children, while not neglecting or diluting in any way the obligations which States parties have accepted under the Convention.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 26
- Paragraph text
- General comment No. 1 of the Committee on the Rights of the Child highlights the fact that while equality of opportunity in education “is primarily a matter which relates to article 28 of the Convention, there are many ways in which failure to comply with the principles contained in article 29 (1) [concerning the aims of education] can have a similar effect.” The general comment goes on to outline how discrimination based on gender, disability, health status and race can hamper children’s equal access to education. Furthermore, other general comments elaborated by the Committee address the need for temporary special measures to ensure equal access to education for indigenous children and equality of opportunity in education for children with disabilities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Persons with disabilities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 29
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 31
- Paragraph text
- The International Convention on the Rights of All Migrant Workers and Members of Their Families also protects the right to education on a basis of equality. Specifically, article 30 states that “each child of a migrant worker shall have the basic right of access to education on the basis of equality of treatment with nationals of the State concerned.” Articles 43 and 45 further emphasize equality of treatment for migrant workers and members of their families in relation to access to educational institutions, as well as vocational training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Children
- Families
- Persons on the move
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 36
- Paragraph text
- Reflecting the commitments adopted by world leaders in 2000 and set to be achieved by 2015, the Millennium Development Goals are amongst the most significant political commitments in recent history to tackle the most pressing challenges of our world, including serious concerns relating to education. Goal 2 calls on States to ensure that all children complete primary education, while Goal 3 calls on States to eliminate disparities between girls and boys in primary as well as secondary education. Progress towards these goals requires fully embracing equality of opportunity in education in the formulation, implementation and evaluation of education policies.
- 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
- 2011
Paragraph
Equality of opportunity in education 2011, para. 37
- Paragraph text
- The challenge of ensuring equality in education is also a matter of specific concern in the Durban Declaration and the Programme of Action, adopted at the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance (2001), in which a key role was assigned to the right to education, in particular basic education. States are urged “to ensure equal access to education for all in law and in practice, and to refrain from any legal or any other measures leading to imposed racial segregation in any form in access to schooling.” The Programme of Action amply demonstrates the need for revitalizing action for non-discrimination and equality of opportunity in the field of education. It urges States to ensure access to education for all without discrimination, to eliminate barriers to accessing education, to ensure education of good quality, to monitor the educational performance of children from disadvantaged groups, and to devote resources to addressing inequalities in educational outcomes for children.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 46
- Paragraph text
- Poverty is one of the main obstacles to realizing the right to education. Similarly, education is recognized as a powerful lever to pull children out of poverty and empower them. Nationally and internationally agreed targets for poverty reduction will be missed, and inequalities among countries and within societies will widen, if progress towards Education for All is not accelerated. The magnitude of the challenge in promoting equal opportunities in education can be gauged by the fact that the number of people living in extreme poverty and hunger surpasses one billion.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 48
- Paragraph text
- Belonging to a minority group is also a factor for marginalization in education. Indeed, education opportunities of Afro-descendants in the Americas or Roma groups in Europe are the subject of important debates. Ensuring access to basic education on an equitable basis for children of ethnic and linguistic minorities is an obligation and also one of the EFA goals. In this respect, the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities provides a basis for action. The 2008 United Nations Forum on Minority Issues was devoted to the right to education, and produced recommendations which apply to the situations of minorities globally with respect to the right to education. These are highly relevant to equality of opportunity in education for other disadvantaged groups. Indigenous groups also face important challenges when accessing education. In this regard, apart from core international human rights treaties, the United Nations Declaration on the Rights of Indigenous Peoples provides a normative base for action.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 49
- Paragraph text
- Other groups vulnerable to limited opportunities in education and requiring targeted support include persons with disabilities, children living in the street or without parental care, migrant workers and their families, refugees, internally displaced persons and those affected by natural disasters or conflict. Moreover, nomad populations, including pastoral populations who remain deprived of equal opportunities in education, deserve special attention, especially in Africa.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Persons with disabilities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 56
- Paragraph text
- Surveys in various countries point to financial constraints – direct and indirect costs of schooling – as a central reason for children being out of school or dropping out. Tuition fees appear as the most obvious financial obstacle, and the accumulation of indirect costs, such as those related to transportation, school materials, uniform and other indirect contributions, undermine access to education opportunities. Besides, disparities in the provisions for public education contribute to unequal opportunities for many students receiving education in poorly resourced schools, as compared to well-resourced ones.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 57
- Paragraph text
- Even if primary or basic education were to be accessible free of cost, such access cannot be universalized effectively unless financial support in the form of grants and bursaries is provided to the children who are excluded, in particular those who are victims of extreme poverty. Furthermore, targeting elimination of child labour in order to safeguard mandatory education is particularly relevant.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 59
- Paragraph text
- A number of in-kind incentives, such as school meal programmes, especially in poverty-stricken areas, are implemented in order to ensure that income deprivation or poverty in general does not result in exclusion from schools. In broad terms, State investment in social-protection policies and its contribution to alleviating the burden on families and child poverty plays an important role in the promotion of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 60
- Paragraph text
- As poverty and social exclusion remain the major barriers to achieving the EFA, the use of direct financial support (through fellowship schemes, conditional cash transfers, or social assistance support for children of school age, for example) can be effective in enlarging access to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Year
- 2011
Paragraph