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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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 56
- Paragraph text
- A normative framework should be developed from a right to education perspective. That will in turn expand the legal framework for the right to education, and widen its connotations as an overarching 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
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 74
- Paragraph text
- Any modality or arrangement for public-private partnerships should always be driven by a human rights approach, giving paramount importance to the norms and principles 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
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 83
- Paragraph text
- Public-private partnerships in education are not merely a matter of contractual arrangements in civil law, they are arrangements subject to human rights law, which remains of paramount importance.
- 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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 66
- Paragraph text
- In the Qingdao declaration, the challenge of realizing the potential of digital technologies within a humanistic framework was identified.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 9
- Paragraph text
- One of the main methods used by the patriarchal system and its agents to maintain their sway is to deprive people of the possibility of receiving a human rights education with a gender and diversity perspective.
- 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
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 45
- Paragraph text
- The Special Rapporteur notes that in this region, the quality of education varies not so much from country to country as within each country. For this reason, the Ministries of Education and Health play a vital role in ensuring universal application of these policies. However, major shortcomings have been observed in teacher training, which tends to perpetuate stereotypical and even discriminatory ideas. This gap undermines teachers' confidence in their ability to provide quality opportunities as regards comprehensive sexuality 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
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 51
- Paragraph text
- In Europe, sexual education is taught as a cross-cutting subject. This is the case in Portugal, where it is dealt with in courses on biology, geography, philosophy and religion, and in Belgium, where the moral and ethical aspects of sexuality are dealt with in lessons on morals and religion. In Denmark, Estonia and, to a lesser degree, France, the topic is included in civics classes, adopting a broader approach. Other countries deal with it from the biological viewpoint. The focus on biological aspects does emphasize the importance of health education but often neglects relational and affective issues, undermining the comprehensive approach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- N.A.
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 52
- Paragraph text
- Despite students' preference for interactive methods, in Europe conventional teaching methods are still the most commonly used, although in some cases use is also made of the media, the Internet, videos, games and role playing.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2010
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 24
- Paragraph text
- The Special Rapporteur notes that, over the decades, the formerly more comprehensive notion of the right to education has been reconceptualized. This reconceptualization has a particular geography to it. In the global developing world, this right has come to be normatively restricted to literacy and primary schooling (4–6 years), while in developed countries, it refers to compulsory primary and secondary schooling. Milestones in this process have been the Convention against Discrimination in Education and the declarations mentioned above. This progressive reduction in scope of the right to education in the South has been criticized for serving as a largely functional, basic-skill acquisition for low value-added routine work within the global division of labour.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 25
- Paragraph text
- The Special Rapporteur also observes with concern that increasingly, especially since the adoption of the World Declaration on Education for All, goodwill has become a substitute for entitlement. Frequently, the right to education has been replaced by legally non-binding terms such as “access to education”. This coincides with a general shift from a teacher-centred to a learner-centred approach, on one hand, and the redefinition of education, on the other. Here, education, for whose provision the State is primarily responsible, is being redefined as a commodity rather than a societal good, with the learner made responsible for this – portrayed as a consumer with choices. For the Special Rapporteur, this approach to education, particularly in the face of wider global challenges (sustainability, security and equality) is problematic.
- 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
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 46
- Paragraph text
- In reality, State, intergovernmental and civil society practices vary markedly in the age groups, gender balance, intensity and location of those targeted. Disturbingly, monitoring and evaluating practice and programmes is limited. It is also clear from evidence that their “success” is by no means consistent. The Special Rapporteur urges more sharing of best practice and draws attention to the importance of regional answers to regional needs. Regions might also consider developing a global dimension in their curriculum; this would help develop an awareness of near neighbours in order to promote greater understanding and create the basis for mutual learning within the region.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- All
- N.A.
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 54
- Paragraph text
- The Special Rapporteur views the provision of intercultural training courses and awareness-raising conferences and seminars for teachers in many countries as a very positive activity and one that could be replicated elsewhere. In Denmark, for instance, teacher education includes cultural theory and research into multiculturalism. In Latvia, the “Teacher in Intercultural Environment” project has aimed to educate teachers in intercultural communication and tolerance. However, he notes also that these courses are optional (voluntary). Equally, while intercultural education may play an important role in policy documents and curricula, in practice the topic may not receive high priority in teacher 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
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 57
- Paragraph text
- Accreditation — the recognition of learning, skills and experiences — touches on joint past, present and future initiatives and directly affects national education and qualification systems. The Special Rapporteur is aware that some States and regions promote the reciprocal recognition of learning. In large measure, however, the tendency is to focus on formal, certified and academic qualifications. As such, non-formal learning is overlooked. Even when recognized, equivalency is often problematic. This can lead to denial of access to schools and/or inappropriate placement levels, as well as in unemployment or underemployment.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 9
- Paragraph text
- Commitments to finance education are also present in the International Labour Organization (ILO)/United Nations Educational, Scientific and Cultural Organization (UNESCO) Recommendation concerning the Status of Teachers (1966), which recognizes the need for high priority to be given in all countries to setting aside, within the national budget, an adequate proportion of national income for the development of education. In fact, the right to education is an integral part of the institutional mission of UNESCO, and Member States have the obligation of providing the necessary resources for its realization.
- 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
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 14
- Paragraph text
- In its general comment on the nature of States parties' obligations, the Committee on Economic, Social and Cultural Rights underlined that even where the available resources are inadequate for the realization of economic and social rights, the obligation remains for a State party to strive to ensure the widest possible enjoyment of those rights under the prevailing circumstances, to monitor the extent of their realization, and to devise strategies and programmes for their promotion. Mentions of resources refer to financing, but not exclusively.
- 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
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 15
- Paragraph text
- Under the International Covenant on Economic, Social and Cultural Rights, States have an obligation to take steps individually and through international assistance and cooperation, to the maximum extent of their available resources, with a view to achieving the progressive realization of rights. The specific obligations of the international community towards financing the right to education have been underlined by the Committee on Economic, Social and Cultural Rights. At the same time, States requiring international assistance must seek and manage aid in accordance with human rights norms and standards.
- 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
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 17
- Paragraph text
- A number of political declarations on international aid underline the need for the adequate management of domestically available resources by recipient countries, which must contribute to the enhanced sustainability of development efforts. For example, through the 2005 Paris Declaration on Aid Effectiveness, partner countries commit themselves to "intensify efforts to mobilize domestic resources, strengthen fiscal sustainability and create an enabling environment for public and private investment". Similarly, the United Nations Global Compact launched by the Secretary-General at the International Conference on Financing for Development, held in Monterrey, Mexico in 2002, provides that if developing countries improve governance and achieved results, the donors would come up with the necessary funding to reach the millennium development goals. The Education for All Fast Track Initiative, the most important mechanism of international assistance for education, was designed to assist countries to achieve millennium development goal 2 and the Education for All goals, and pays particular attention to the adequate management of domestic resources by recipient countries.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 19
- Paragraph text
- Commitments to finance primary education are expressed in numerous international declarations and are at the heart of major global campaigns. At the World Education Forum in 2000, Governments, along with other stakeholders, pledged themselves to a strategy, inter alia, to "mobilize strong national and international political commitment for education for all, develop national action plans and enhance significantly investment in basic education". Those pledges include the commitment that "political will must be underpinned by resources". It is thus incumbent upon Governments to provide domestic resources for achieving Education for All. Access to education, as a basic human right, is considered a "strategic development investment".
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 38
- Paragraph text
- Legal instruments can enable the mobilization of additional resources for education. A 2 per cent education cess on all central taxes levied in India has resulted in an important expansion of funding for the elementary education sector. Similarly, the National Plan of China, mentioned above, proposes an education surtax accounting for 3 per cent of the value-added tax, to be spent specifically on educational undertakings. Mobilizing additional resources through such special taxation schemes is crucial in reinforcing budgetary provisions.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 39
- Paragraph text
- Public investment in basic education can be enhanced by mobilizing additional resources from contributions of local bodies, private donors and communities through institutional mechanisms that supplement Government funding. For example, the Tanzania Education Authority, under the Education Fund Act, 2001 can "receive gifts, donations, grants or other moneys on behalf of the Fund". Similar mechanisms exist, for instance, in India with the Bharatiya Shiksa Kosh (education fund) and in Nigeria with the Education Tax Fund. It must be ensured that the modus operandi of all such institutional mechanisms is fully respectful of transparency and accountability.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 41
- Paragraph text
- As described above, human rights instruments clearly establish State obligations to finance education. Translating these obligations into practice requires a number of legal and policy instruments to ensure that investment in education is predictable and sustainable and that financial resources are made available and properly utilized in a timely manner to ensure the broadest possible enjoyment of the right to education. Adopting a legal framework for financing education offers an important tool for fostering accountability, as action affecting public investment in education can become the subject of domestic legal action.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 43
- Paragraph text
- In order to overcome resource constraints on the Education for All agenda, the High-level Group on Education for All has advocated for ensuring that a minimum proportion of national budgets (15 to 20 per cent) or share of GDP (4 to 6 per cent) is dedicated to education. As described above, mechanisms establishing that a proportion of overall public expenditure or the revenue from specific taxes is earmarked to education have already accomplished results in the expansion of funding for education in various countries. It is clear that an evaluation of the effectiveness of those mechanisms over time will depend on the overall functioning of fiscal and budgetary policy mechanisms in place in a given State.
- 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 46
- Paragraph text
- Evaluation of the effectiveness of financial management in the area of education requires attention to the core principles of equality and non-discrimination. In the allocation of funds to the various education levels and regions within a territory, prevailing socio-economic disparities and their implications for the education sector must be taken into consideration. In situations where schools are funded through subnational budgets, it is also necessary to ensure that differences in revenues collected locally do not result in inequalities between regions.
- 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
- Date added
- Aug 19, 2019
Paragraph