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Lifelong learning and the right to education 2016, para. 56
- Paragraph text
- The right to education must be incorporated into national Constitutions and legal systems so that its normative framework can be operationalized.
- 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
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 88
- Paragraph text
- A number of initiatives and foundations support the development and dissemination of open educational resources. The Open Educational Resources Commons provides access to digital learning materials for all levels of education in English. Teaching materials and textbooks for all subjects are available for pre-primary to secondary schools, as well as for university courses and adult education. The Open Education Consortium is a non-profit global network of educational institutions, individuals and organizations that collaborate and develop open educational materials, including textbooks and courses in 26 languages, particularly in the sciences and technology. The UNESCO Institute for Information Technologies in Education acts as a as a centre of excellence and provider of technical support and expertise in the area of information and communications technology usage 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
Issues and challenges to the right to education in the digital age 2016, para. 94
- Paragraph text
- The "digital tsunami" is so powerful that legal and policy responses are not able to keep pace with it. The need for and the importance of digital technologies not only as tools but also as resources in teaching and learning processes and in creating immense possibilities of connections and collaboration must be recognized. Governments need to break down barriers to open information, eliminate digital divides and expand usage and coverage of digital services. They must optimize regulations and public policies and enhance the governance of the Internet to ensure the safe, equal and healthy application of information and communications 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. 30
- Paragraph text
- Massive open online courses provide an alternative path to higher education. Many universities worldwide are now offering online courses, either alone or in conjunction with a massive open online course provider. Many enthusiastic promoters of knowledge societies, networking and lifelong learning can dream today of a world converted into a giant classroom in which there are a few powerful global teachers and millions of assimilators of information and knowledge packages through the Internet. Similarly, open educational resources can harness the new possibility afforded by digital technology to address common educational challenges. As a result, the landscape of higher education is undergoing rapid transformations.
- 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
Lifelong learning and the right to education 2016, para. 47
- Paragraph text
- The Special Rapporteur deems it important to recognize that both the individual and society are beneficiaries of the right to education; the right to education is an individual right; and it is also a social right and carries "social responsibility" in education. Education, training and lifelong learning "contribute significantly to promoting the interests of individuals, enterprises, the economy and society as a whole". Thus, the collective responsibility to foster lifelong learning devolves upon key stakeholders: upon Governments to invest and create the conditions to enhance education and training at all levels; upon enterprises to train their employees; and upon individuals to make use of their education, training and lifelong learning opportunities.
- 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. 101
- Paragraph text
- In order to take advantage of the many opportunities associated with open educational resources and online learning in general, standards and quality assurance mechanisms need to be agreed and adopted, especially for monitoring, measuring and validating learning outcomes. Policies regulating the development and use of these resources should be designed to add value to existing education policies and to contribute to meeting education goals, rather than to function as isolated, additional policy documents.
- 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. 106
- Paragraph text
- Prohibitive regulations are necessary to ensure that fraudulent practices, for example in the online delivery of education, and any attempt to commercialize education are not allowed. Governments should prohibit all commercial advertising and propaganda on the virtues of information and communications technologies that are detrimental to basic human values and ban any portal or website facilitating pornography, violence, cybercrime, terrorism and any other crime.
- 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. 96
- Paragraph text
- Developing countries, especially the least developed countries, cannot meet the changing needs of learners in terms of knowledge, skills and competencies. Providing citizens with possibilities for engaging in lifelong learning is a challenging task. International cooperation for lifelong learning is thus critically important. The Special Rapporteur commends the concern expressed in this regard in the normative framework of ILO: "increase technical and financial assistance for developing countries and promote, at the level of the international financial institutions and funding agencies, coherent policies and programmes which place education, training and lifelong learning at the centre of development policies ".
- 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. 63
- Paragraph text
- The negative impact of information and communications technologies on the quality of learning, as well as on the mission of universities as the seat of learning, must be taken into consideration. Without diversified sources, massive open online courses can reinforce a monolithic education system. A greater proportion of students are reading less, referencing less and writing with less clarity and boldness. Students rely on the Internet rather than on referred course readings for research material. The popularity of Google is facilitating laziness, poor scholarship and compliant thinking. The Internet seems to be chipping away at students' capacity for concentration and contemplation. Use of the Internet and digitalization places the focus on application rather than on contemplation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 67
- Paragraph text
- Full development of the human personality is the primary objective of education, as laid down in international human rights conventions. The four pillars of education - learning to know, learning to do, learning to live together and learning to be - propounded by the International Commission on Education for the Twenty-First Century in its 1996 report Learning: the Treasure Within, continue to be important. Higher education is a public good and a public service, and massive open online courses should not be used to weaken public provision of education or promote the privatization and commercialization of public 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. 37
- Paragraph text
- Technology in education provides important benefits but it can also impair the right to education. While a digital device-based education can bring advantages in the form of access to a computer or electronic device, when students or schools lack the financial means to obtain access, they fall behind. When only some schools are provided with technology, or when private schools can afford better technology, existing social divisions in education outcomes will increase.
- 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. 35
- Paragraph text
- At the turn of the millennium, the UNESCO World Education Report 2000 was devoted to the topic "The right to education: towards education for all throughout life". It argued that "education" could not be taken to mean only "schooling" and that "the time to learn is now the whole lifetime", thus expanding the concept of lifelong learning. Education is a "continuum, coextensive with life", and in today's globalizing world, it can no longer be defined by a reference to a particular period of life. "Lifelong education" and "lifelong learning" have come to represent in different ways the expectations that societies currently have of education and of the scope that should be provided for every individual to develop his or her potential.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 44
- Paragraph text
- The application of technology to education must always be conducted in conformity with the right to education. It is important to ensure that the principles and norms of the right to education are preserved when using information and communications technologies. Universal access is an essential prerequisite for the full exercise of the right to education. Under a number of international conventions establishing the right to education, States have international obligations to provide primary education at no cost. They also have the obligation to make secondary education, including technical and vocational education, generally accessible; higher education should be made accessible, on the basis of merit or capacity. Education at all levels must be made, progressively, 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
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 65
- Paragraph text
- The Special Rapporteur underlines the importance of keeping lifelong learning as a continuous policy objective, without limiting it to a specific time frame. Lifelong learning in 2030 will become ever more important. However, time -bound targets for lifelong learning are necessary as benchmarks for measuring the progress towards realization of the Education 2030 agenda, which includes "equitable and increased access to quality 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
- All
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 75
- Paragraph text
- Recognition, validation and accreditation of knowledge, skills and competences obtained in various settings make lifelong learning rewarding for individuals. This provides individuals with further avenues in different phases of their lives and may significantly improve their self-esteem and motivate them for further learning and better employment perspectives. Quality assurance mechanisms should be underpinned by transparent processes, procedures, standards and criteria for identifying and validating non-formal and informal learning.
- 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. 72
- Paragraph text
- Technical and vocational education and training is especially important for developing countries, where, instead of being an integral part of education, vocational training remains a separate stream. Such education and training is least coveted and does not enjoy social esteem. Moreover, in most countries the collaboration of industry with the technical and vocational education and training system is very weak, with feeble links between industry and technical and vocational education and training institutions systems.
- 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. 61
- Paragraph text
- Developing continuing education and building a lifelong education and training system that benefits all people, with open sharing of education resources, is the objective of the Thirteenth Five-Year Plan (2016-2020) of China. A national plan for modernizing the national education system is aimed at building a basic framework for lifelong education, so that everyone can be taught what they want to learn, excel at what they learn, and put what they have learned to use.
- 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. 82
- Paragraph text
- The Special Rapporteur notes that information and communications technologies (ICTs) open new paths to learning and access to technical information on various skills. "Blended learning" using digital devices brings together formal and non-formal ways of learning. Such technologies provide valuable support to lifelong learning processes. In addition to the formal and informal learning structures, the rapid rise of the Internet and ICTs is providing new learning modalities that can reach millions of students, regardless of their physical location. Open education resources allow students to have access to online educational materials, and online education and learning can provide added avenues for lifelong learning. ICTs have opened new paths to distance learning. A multiplicity of learning sites and modes exist for delivering technical and vocational education and training. As a result, such education and training is also provided in a "virtual learning environment" by means of Internet-based education and training and e-learning and e-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
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 35
- Paragraph text
- Statistics from the International Telecommunication Union show that, despite impressive growth overall, developing countries continue to lag behind. In 2015, 34 per cent of households in developing countries and only 7 per cent of those in the least developed countries had Internet access, compared with more than 80 per cent in developed countries, creating a global average of 43 per cent. In Africa, one in five people use the Internet, compared to almost two in five people in Asia and the Pacific and three in five people in the Commonwealth of Independent States. The fundamental challenge is making access to learning and educational resources through the Internet more equal among countries, but also making equal the capacity to supply such education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 38
- Paragraph text
- In this respect, it is important to note that States are responsible, under international human rights law, for providing resources for the realization of the right to education. Recognizing education as a foundation of human development, Governments must devote maximum public funds to education as a matter of norm. For budgets to be allocated to education on a firm and enduring basis, a legal framework providing sustainable political and financial support is crucial. Massive open online courses should not be used by Governments to reduce public funding and cut instructional costs.
- 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. 32
- Paragraph text
- In the 2030 Agenda for Sustainable Development, States recognized the importance of the spread of information and communications technologies and global interconnectedness, and stressed the need to bridge the digital divide and to develop knowledge societies.
- 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. 77
- Paragraph text
- There is no human right to seek a profit, and the public interest in respecting the right to education must take priority in public policies, nationally and internationally. States should update their copyright treaties and legislation to allow all public educational institutions to have free access to all information used for educational purposes.
- 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. 57
- Paragraph text
- Academic freedom includes the right to teach without any interference, including the right to choose the content and methods of teaching and the freedom to use or not to use any specific technique or technology.
- 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. 104
- Paragraph text
- The Special Rapporteur makes recommendations regarding prescriptive, prohibitive and punitive regulations on the use of digital technology in education with a view to ensuring that the right to education is adequately protected.
- 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. 69
- Paragraph text
- Technical and vocational education and training is instrumental in work-based learning and continuing professional development, which are necessary in confronting the challenges of unemployment and underemployment, both in developed and developing countries. Ensuring such education and training that is adequate and relevant is central to responding 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
Issues and challenges to the right to education in the digital age 2016, para. 105
- Paragraph text
- Prescriptive regulations are necessary to ensure that digital technologies supplement rather than supplant campus-based face-to-face teaching and learning. The use of information and communications technologies should not be detrimental to the social function of universities or undermine their core mission as the moral seat of 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
Issues and challenges to the right to education in the digital age 2016, para. 89
- Paragraph text
- Digital technologies necessarily involve private partners and agencies that collaborate with universities, both public and private, on the procurement and operationalization of not only hardware but also software. The use of digital technologies in education has led to more consumer-oriented attitudes in universities and is resulting in the commodification of knowledge and the valuing of information in economic terms rather than for its social and cultural significance. Sponsored by a range of entities, including individual proprietors and profit-seeking businesses, private institutions of higher education now constitute the fastest-growing segment of higher education. Corporate funding of higher education raises questions of academic independence, as well as ethical questions. Universities are moving away from their social function. The commercialization of education could divert attention away from the classical type of higher education by accumulating advantages in the most advanced countries and institutions, by discriminating against the most deprived and by contributing to brain drain in many poor countries. There is evidence of an emerging global marketplace and a growing spirit of competition in higher 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
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 96
- Paragraph text
- Public policies should give consideration to the creation of an enabling policy environment for drawing upon digital technologies that can serve as valuable tool in the delivery of education. For instance, in order for open educational resources to be available and effective, laws and policies that facilitate and encourage their use are necessary.
- 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. 98
- Paragraph text
- Enabling policies and a sound regulatory environment are necessary to promote the development of local and relevant content and services and to increase understanding of the impact of Internet access in terms of sociocultural developments.
- 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. 28
- Paragraph text
- The digital revolution is taking place at a dazzling rate, as digital devices multiply learning pathways and diversify learning approaches.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph