Search Tips
sorted by
30 shown of 259 entities
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
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. 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
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. 49
- Paragraph text
- States cannot fulfil their international obligations concerning the realization of the right to education unless they provide the necessary resources for education and make them available on a consistent and predictable basis. For this purpose, national legal and policy frameworks ensuring investment in education play a crucial role. They are also essential in accelerating sustainable progress towards achieving the Millennium Development Goals and moving the Education for All agenda forward. Education is indeed the best investment a country can make and deserves the highest priority in resource allocation. As a global public good of paramount importance, education should receive strong commitments from global leaders for its funding.
- 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. 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
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 53
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Education does not often receive the priority it deserves at the national level in terms of budget allocations. To ensure that education receives priority attention, it would be expedient to promote public dialogue among ministers of education and ministers of finance and planning on the necessary steps to secure maximum funding for education. An exchange of ideas and approaches among countries regarding legal and policy frameworks for financing education would enable national authorities to draw upon available experiences and practical examples from a comparative perspective and could provide insight into new avenues for investment in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 68
- Paragraph text
- Given the fragility of some States affected by emergencies, and the central role of international assistance and cooperation in that context, it is important to recall that the obligation to provide international assistance is established in human rights law. It is also reflected in numerous international declarations, including the Dakar Framework of Action on Education for All, adopted by the World Education Forum in 2000. Moreover, as noted above, States requiring assistance are also obliged to seek and manage external assistance in accordance with human rights principles.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 7
- Paragraph text
- Since its establishment by the Commission on Human Rights in 1998, the mandate of the Special Rapporteur on the right to education has sought to identify obstacles to the right to education, and has provided conceptual and practical guidance on steps to be taken to ensure its realization. The Special Rapporteur intends to build on this work, while benefiting from the knowledge and experiences of those who are directly involved in the promotion of education at global, regional and local levels. The themes he intends to examine in the course of his mandate are highlighted below. While implementing these priorities, the Special Rapporteur also intends to give particular attention to the situation on the African continent, given the acute challenges faced by the region.
- 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
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 33
- Paragraph text
- The UNESCO Convention against Discrimination in Education is a key instrument addressing the fundamental principles of non-discrimination and equality of opportunity in education. Adopted in 1960 and in force since 1962, it seeks not only to eliminate discrimination in education but also to adopt positive measures to promote equality of opportunity and treatment. Article 4 of the Convention specifically lays down the obligations of the States parties to the Convention to “undertake […] to formulate, develop and apply a national policy which, by methods appropriate to the circumstances and to national usage, will tend to promote equality of opportunity and of treatment in the matter of education”.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 30
- Paragraph text
- A number of key features can be identified through the above-mentioned international instruments and are described in paragraphs 31 to 35 below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 34
- Paragraph text
- Based on experience and impact analysis, instruments may need to be reviewed and eventually adjusted so as to keep pace with evolving requirements of normative framework for technical and vocational education and training. This is foreseen in the UNESCO Revised Recommendation concerning Technical and Vocational Education (2001), which stipulates, in paragraph 100, that "Internationally recommended standards and norms should be continuously evaluated through sustained research on and monitoring of the effectiveness of their application in each country". The Shanghai Consensus, the recent outcome document of the Third International Congress on Technical and Vocational Education and Training suggested considering "the relevance and currency of UNESCO's Convention on Technical and Vocational Education (1989) and the Revised Recommendation concerning Technical and Vocational Education (2001), with a view to the possible development of new or revised normative instruments adapted to a changing world".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 35
- Paragraph text
- While recognizing the diversity of education systems and the need to promote the participation of multiple stakeholders in technical and vocational education and training, international instruments foresee the need to further develop normative frameworks to guide action in this regard. The UNESCO Convention on Technical and Vocational Education, in its preamble, deems it desirable "to develop common guidelines in technical and vocational education" considering that, in many countries, similar objectives are pursued and similar problems arise. Similarly, ILO Recommendation No. 195, in paragraph 5 (a), encourages States to "define, with the involvement of the social partners, a national strategy for education and training, as well as establish a guiding framework for training policies at national, regional, local, and sectoral and enterprise levels". These guiding frameworks, with national laws and policies as a bulwark, can enrich national normative frameworks.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 73
- Paragraph text
- Any such partnerships must be anchored by human rights, especially the international legal framework for the right to education. States have the overall responsibility for monitoring and ultimately ensuring the realization of human rights in all types of partnerships with industry and the private sector. However, experience in monitoring the implementation of relevant ILO instruments shows that "the involvement of local communities in the design of training programmes, as well as in the management and control of training institutions, has become a key element in their reforms of education systems".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 74
- Paragraph text
- In public-private partnerships, good practices should be encouraged and the exchange of available experiences can be mutually beneficial in promoting national level action. For example, with the support mainly of Germany, the Uganda Association of Private Vocational Institutions has developed into a strong organization in providing services to its members. In Ethiopia, the expansion of technical and vocational education and training programmes was facilitated by the private sector, with the support of public authorities. In India, the Centurion University of Technology and Management (Orissa) - the only State-enacted University in the private sector with its strong industrial linkage through its Social Entrepreneurship Outreach (Gram Tarang) and its focus on community - has excelled in providing skills to students from rural areas.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 17
- Paragraph text
- A global strategic initiative on technical and vocational education and training has emanated from UNESCO, which adopted a five-year strategy for the sector in 2009. Consequently, the work of UNESCO in this field has focused on the provision of upstream policy advice and related capacity development, and the clarification of the concept of skills development and improvement of monitoring. Moreover, in the same year, UNESCO partnered with the International Labour Organization (ILO), the World Bank, the Organization for Economic Cooperation and Development (OECD), the European Commission, the European Training Foundation and the Asian Development Bank to establish the Inter-Agency Group on Technical and Vocational Education and Training with the aim of coordinating activities in the technical and vocational education and training field, particularly in developing 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
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 99
- Paragraph text
- International cooperation, well established by human rights law and often reiterated in international political commitments for technical and vocational education and training, is particularly important for support to countries with feeble capacities in such education and training. International bodies such as UNESCO, ILO, UNICEF and the World Bank should be encouraged to continue their work in providing policy advice and support services. Along with development partners, they should provide technical assistance to governments in their efforts to develop technical and vocational education and training systems.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 34
- Paragraph text
- A comprehensive approach to quality education is reflected in the Memorandum on quality education and the Framework for Action adopted by the 54th Ministerial session of the Conference of Ministers of French-speaking countries (CONFEMEN) in 2010. The Memorandum emphasizes education as a social programme, construes “quality” around key principles for making education systems better performing and focuses on the following elements: curriculum, educational material, teaching personnel, national languages, decentralization, resource mobilization, partnerships and evaluation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 63
- Paragraph text
- In Portugal, several legal decrees establish a Master’s degree as the minimum qualification for entering the teaching profession for all levels of basic education, including preschool education. To qualify as a teacher in Albania, a candidate must have a Master’s degree in education, one year of professional training and must have passed the State Examination for Teachers. In France, initial training equivalent to a Master’s degree in a university is necessary for a teaching position. In Nigeria, the minimum teaching qualification is the Nigeria Certificate in Education (NCE). Minimum eligibility qualifications for entry into the teaching profession have also been laid down in the United Kingdom of Great Britain and Northern Ireland and in Finland, including specific training prior to deployment in the schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph