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Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68q
- Paragraph text
- [States should also:] Improve quality standards of educational in public education systems;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
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
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72g
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] [Enhance international assistance and cooperation:] International organizations, notably UNESCO and UNICEF, play a key role in the field of education. They can show the way forward by encouraging public debate on issues deemed to be of critical importance, and play an important role in promoting equality-enhancing policies and exchange of experiences on successful practices in the promotion of equality of opportunities. In that spirit, technical assistance to countries in the most difficult situation must be prioritized;
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Normative action for quality education 2012, para. 88g
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Enhance international technical assistance to Governments: • International entities, such as UNESCO, UNICEF and the World Bank, should be encouraged to continue their work in providing policy advice, support services and technical assistance to Governments in their efforts to respond to quality imperatives. UNESCO could develop guidelines for the establishment of standards for quality 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
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Justiciability of the right to education 2013, para. 82a
- Paragraph text
- [Bearing in mind the key importance of the justiciability of the right to education and its enforcement, and with a view to fostering protective as well as promotional role of adjudication mechanisms, the Special Rapporteur would like to offer the following recommendations:] States must fully assume their obligation to respect, protect and fulfil the right to education. Their first obligation in this regard is to give effect to the right in their domestic legal order, and ensure its effective enforcement in case of violation through national, regional and international judicial and quasi-judicial mechanisms. Individuals as beneficiaries of the right to education, as defined in national legislation and as contained in international law, must be able to have legal recourse against its violations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 100
- Paragraph text
- The Special Rapporteur considers that, driven by business interests, privatization by definition is detrimental to education as a public good and vitiates the humanistic mission of education. Abusive practices by private providers reflect the failure of States to adequately monitor and regulate privatized education. This calls for the strengthening of human rights mechanisms in order to effectively address and sanction violations of the right to education by private providers. In this, Governments can be inspired by numerous court decisions and emerging jurisprudence.
- 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
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 103
- Paragraph text
- States remain primarily responsible for providing education on account of their international legal obligations. They should not abandon their primary responsibility, above all for the provision of free and quality basic education, to the advantage of private providers, who find the inadequacies of public education fertile ground for making money from the provision of education, reaping uncontrolled profits. When privatization is permitted, States should fully assume their responsibility in compliance with their obligations under human rights law and ensure that private providers abide by the principles and norms underlying the right to 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
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 87
- Paragraph text
- Regarding the development of a holistic approach to the assessment of the educational attainments of students, the Special Rapporteur recommends that: Public authorities and school administrators ensure that the assessment of the educational attainments of students includes their understanding of universal human rights values and respect for people from different civilizations, cultures and religions. Student performance tests should demonstrate the extent to which students have incorporated human rights values in their understanding, commitments and day-to-day behaviour patterns.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 89
- Paragraph text
- Regarding equity-based approaches to assessments of the entire student population, the Special Rapporteur recommends that: National assessments appraise the educational attainments of the entire student population in a country, assessing all students uniformly. An equity-based approach should be an essential prerequisite, so that all those students who are found to be underperforming are given the necessary support needed for them to meet the educational requirements. Student assessments must address with great concern the situation of underperforming students, particularly those who are disadvantaged on account of marginalization. Early targeted teaching support to them is most effective and should be prioritized over later interventions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 91
- Paragraph text
- Regarding the development of novel assessment mechanisms for skills development, the Special Rapporteur recommends that: While recognizing the importance of national assessment mechanisms for TVET programmes, Governments should develop new and unique assessment mechanisms within a framework of institutionalized collaboration with industry for assessing competencies and skills in terms of technical qualifications that are relevant to a country's development priorities. TVET programmes, particularly in early secondary levels, must be made complementary to the standard education curriculum and not as a separate stream. The aptitude of students should be central to those new assessment systems, offering them the possibility of pathways to higher 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
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 92
- Paragraph text
- In relation to refining assessment mechanisms, the Special Rapporteur recommends that: Public authorities ensure that the basic education which is provided is of good quality, as proven by an appropriate national assessment mechanism, conducted annually or on a semester system. While school examination and tests constitute necessary mechanisms for assessing the educational attainments of students, Governments should devise innovative modalities, appropriate to the capacities of the State, to evaluate the knowledge and understanding of students of all the subjects taught, including human rights values.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 93
- Paragraph text
- Regarding the development of the capacity of the teaching profession for the holistic assessment of basic education, the Special Rapporteur recommends that: Recognizing that teachers play a key role in the implementation of the national curricula and in conducting assessments of the educational attainments of students, Governments should ensure that teachers are provided with the additional training and support to better understand and implement a human rights-based curriculum in an accessible fashion for their students. Novel modalities of teacher training in tandem with reforms in education should be devised to foster quality education and learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 96
- Paragraph text
- In regard to the promotion of studies on national assessments, the Special Rapporteur recommends that: As research and studies on national assessments are scant as compared to those on international or regional assessment systems, reflections and studies on national assessments of the educational attainments of students in education faculties and among professional bodies should be promoted, so as to make existing national assessment mechanisms and country-level experience better known. That would also benefit policymaking authorities in improving assessment mechanisms;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Protecting education against commercialization 2015, para. 122
- Paragraph text
- Learning from the devastating impact of structural adjustments on education as an essential public service, and in the face of the prevalent market ideology and surging privatization in education, States must expand educational opportunities, recognizing the paramount importance of public investment in education as their essential obligation. Under no circumstances should a State provide financial support to private providers of education or allow private companies to operate multiple schools.
- 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
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 123
- Paragraph text
- States should implement the recommendations contained in the 2012 Paris Open Educational Resources Declaration, recognizing their importance for strengthening the use of such resources while at the same time reducing the cost of education for the Government. High-quality textbooks, learning materials and online courses are important in education and, by sharing their development costs and promoting high-quality open resources, the savings can be invested in teacher training, school improvements and technology purchases.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Sexual education 2010, para. 87j
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Ensure that all students throughout the country receive comprehensive sexual education with equal quality standards.
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 82b
- Paragraph text
- [States should also:] Take measures to ensure that students of African descent are protected from direct or indirect discrimination, stigmatization, symbolic and physical violence, and racist bullying. The education system should ensure that all students learn in an environment free from racist and hostile attitudes of teachers and peers, and are protected therefrom. Negative stereotypes and imagery in teaching materials should be removed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Equality of opportunity in education 2011, para. 72d
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Support mechanisms promoting the enforcement of the right to education: States should ensure adequate support to independent national human rights institutions, as these can greatly contribute to identifying inequalities and addressing relevant situations of violation of the right to 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
- 2011
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 85
- Paragraph text
- Education should be central to the notion and concepts of global public goods and the intellectual commons which are increasingly being discussed in international forums. Education benefits both the individual and the society and its sanctity should be safeguarded by avoiding its mercantalization, geared towards commercial gains only. Education should be preserved as a public good so that it does not become devoid of social interest.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 120
- Paragraph text
- The rapid expansion of privatization, owing to the deregulation and liberalization of the education sector, has led to a push towards more public-private partnerships. With a wide range of arrangements and modalities, public-private partnerships in education, linked to privatization, are becoming endemic at all levels. Lured by false propaganda, Governments turn to the private sector in search of financial support, better management of education and even for running the education system.
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Assessment of the educational attainment of students 2014, para. 95
- Paragraph text
- In relation to encouraging and supporting civil society organizations and NGOs, the Special Rapporteur recommends that: Governments encourage NGOs and civil society organizations in their valuable role in raising the level of the public debate on key issues and in defending a holistic approach to student assessments. As such, the public authorities should maintain a constructive dialogue with NGOs and civil society organizations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 127
- Paragraph text
- In the context of its ongoing work on the development of a global convention on the recognition of higher education qualifications, UNESCO could address the issue of the awarding of fake degrees and certificates and consider becoming a repository of all nationally recognized degrees and diplomas. UNESCO should also advise States to implement a national-level system of legal action against the awarding of fake degrees and diplomas and against fraudulent practices.
- 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
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Lifelong learning and the right to education 2016, para. 111
- Paragraph text
- The United Nations treaty bodies and States involved in the universal periodic review should enquire into how lifelong learning is being implemented, keeping in view the international normative framework for education, learning and training. They should also ensure that Governments abide by their responsibility undertaken under Sustainable Development Goal 4 on education in the 2030 Agenda for Sustainable Development, as well as pursuant to their commitments under the Education 2030 agenda.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Paragraph type
- Conclusion / Recommendation
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 80
- Paragraph text
- An emerging consensus on the importance of technical and vocational education and training is confirmed by numerous initiatives taken in all regions of the world to introduce reforms in technical and vocational education and training systems while responding to quality imperatives in education. Such initiatives are thus propelled by a variety of skill requirements in rapidly changing of economies of the twenty-first century.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2012
- Paragraph type
- Conclusion / Recommendation
Paragraph
Privatization and the right to education 2014, para. 109
- Paragraph text
- Corruption by private providers remains unscathed owing to the lack of financial regulations, scrutiny of their operations and control mechanisms. Nationally designated authorities should undertake a full-scale investigation of fraudulent practices, including tax evasions by private providers, who reap profits in the name of education. States should ensure that the financial operations of all private providers are regularly scrutinized.
- 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
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 129
- Paragraph text
- Regulations for public-private partnerships in education should be composed broadly of: (a) Screening all private partners engaged in business and pursuing private interests through a controlling environment; (b) Promoting and supporting contributions to education in a philanthropic spirit; (c) Creating an enabling environment to establish partnerships that promote technical and vocational education and training.
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68i
- Paragraph text
- [States should also:] Ensure that national curricula include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 82i
- Paragraph text
- [States should also:] Ensure that national curriculums include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 82r
- Paragraph text
- [States should also:] Develop truly inclusive classroom pedagogy for all, with culturally relevant curriculums, that celebrates the history and contribution of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph