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Title | Date added | Template | Body | Legal status | Document type | Year | Document code | Original document | Paragraph text | Thematics | Topic(s) | Person(s) affected | Year |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Role and rights of teachers | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2023 | A/78/364 | ||||||
Securing the Right to education: advances and critical challenges | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2023 | A/HRC/53/27 | ||||||
Early childhood care and education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2022 | A/77/324 | ||||||
Impact of the digitalization of education on the right to education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2022 | A/HRC/50/32 | ||||||
The right to education of migrants | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2021 | A/76/158 | ||||||
The cultural dimensions of the right to education, or the right to education as a cultural right | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2021 | A/HRC/47/32 | ||||||
Interrelations between the right to education and the rights to water and sanitation | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2020 | A/75/178 | ||||||
Impact of the COVID-19 crisis on the right to education; concerns, challenges and opportunities | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2020 | A/HRC/44/39 | ||||||
Contributions of the right to education to the prevention of atrocity crimes and mass or grave violations of human rights | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2019 | A/74/243 | ||||||
The implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2019 | A/HRC/41/37 | ||||||
The right to education for refugees | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2018 | A/73/262 | ||||||
Governance and the right to education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2018 | A/HRC/38/32 | ||||||
Inclusion, equity and the right to education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2017 | A/72/496 | ||||||
Realizing the right to education through non-formal education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2017 | A/HRC/35/24 | ||||||
Lifelong learning and the right to education | Dec 18, 2023 | Document | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 2016 | A/71/358 | ||||||
Lifelong learning and the right to education 2016, para. 67 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Technical and vocational education and training cuts across formal or school- based, non-formal or enterprise-based, and informal or traditional apprenticeship. It has a nexus with the right to education and the right to work and is valuable in providing "retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes ". Such education and training can enable vocational trainees to acquire further professional competence and improve their skills and competencies. Numerous initiatives taken in all regions of the world to introduce reforms in technical and vocational education and training systems are propelled by a variety of skill requirements in the rapidly changing economies of the twenty-first century and involve lifelong learning. In India, inspired by the vision of the Prime Minister, Narendra Modi, of a "skilled India", efforts are being made to align the "demands of the employers for a well-trained skilled workforce with aspirations of Indian citizens for sustainable livelihoods". With the launch of the national skill development mission (kaushal vikas yogna), a national skill development and entrepreneurship policy was adopted in 2015 for that purpose. |
| 2016 | |||||
Protecting education against commercialization 2015, para. 91 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Courts in the United States have also ruled that using public money to fund private school tuition vouchers is unconstitutional, and that public money being so used should instead go to public schools. |
| 2015 | |||||
Protecting education against commercialization 2015, para. 46 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | According to the Organization for Economic Cooperation and Development (OECD), "public schools with comparable student populations offer the same advantages" as private schools. These schools take credit for academic success, yet having educated wealthy parents is the most determining factor in such success. Generally, private schools are chosen owing to the lack or poor quality of public schools. |
| 2015 | |||||
Lifelong learning and the right to education 2016, para. 45 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | In this evolution, the Special Rapporteur emphasizes the importance of giving consideration to the State obligations laid down in international normative instruments. States have the obligation to "develop comprehensive, inclusive and integrated policies for adult learning and education in its various forms" according to their specific conditions, governing structures and constitutional provisions. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 60 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The National Agreement for Skills and Workforce Development of Australia introduced a national training entitlement for government-subsidized training to at least the Certificate III qualification, with a view to ensuring that working -age Australians without qualifications can obtain the skills that they need to work in higher-skilled jobs. |
| 2016 | |||||
Protecting education against commercialization 2015, para. 90 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The Constitutional Court of Colombia ruled in 1997 that excluding pupils from schools on an economic basis only violates their enjoyment of the right to education. The Court also ruled that because of the fundamental character of the right to education, private schools are bound by specific constitutional obligations. |
| 2015 | |||||
Assessment of the educational attainment of students 2014, para. 65 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Finally, national assessment systems for TVET can be used as leverage in valorizing social perceptions of TVET and their status, since they do not enjoy the esteem that would be commensurate with their importance for development. Instituting national awards in conjunction with an assessment of performance in TVET is an important step in that direction. The practice of rewarding TVET students in China is a good example. |
| 2014 | |||||
Justiciability of the right to education 2013, para. 61 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | For instance, providing equal funding to all schools was litigated in the Supreme Court of Kentucky. Addressing a constitutional challenge to the school finance system, the State financing of education was held to be unconstitutional because it did not provide substantially equal funding among all schools in the State. |
| 2013 | |||||
Privatization and the right to education 2014, para. 93 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Existing jurisprudence enables us to better understand obligations that the right to education imposes upon private providers. For example, the Constitutional Court of Colombia ruled in 1997 that excluding pupils from schools on an economic basis only violates their enjoyment of the right to education. The Court also ruled that because of the fundamental character of the right to education, private schools are bound by specific obligations. |
| 2014 | |||||
Normative action for quality education 2012, para. 59 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The teaching profession is not attractive enough and often does not enjoy social esteem, and this undermines teachers’ morale and motivation. Enhancing career development perspectives for teachers is crucial. In this regard, the UNESCO-ILO Recommendation concerning the Status of Teachers (1966) provides a basis for developing national laws applicable to all teachers, in both private and public schools. |
| 2012 | |||||
Lifelong learning and the right to education 2016, para. 59 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Lifelong learning figures in the education plans and strategies of several countries, for example the strategy for lifelong learning of Denmark, adopted in 2007, which is aimed at promoting lifelong learning in all parts of society and in all areas in which the knowledge, skills and competences of people are developed and put to use. In Jamaica, the national development plan, Vision 2030 Jamaica, is aimed at empowering individuals "to learn for life" so as to be creative and productive. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 53 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Lifelong learning has developed not only from a right to education perspective; its development manifests a broader human rights-based approach, linking lifelong learning to other human rights. UNESCO recognizes that "in the framework of lifelong learning, … literacy and adult learning and education contribute to the realization of the right to education that enables adults to exercise other economic, political, social and cultural rights". The aim of adult learning and education is to empower people in that perspective. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 79 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The Special Rapporteur also notes that recognition of prior learning is an important element in national qualifications frameworks. This has been recognized as a right in some countries. In France for example, the Social Modernization Act of 2002 makes access to validation of knowledge gained through experience a right for every person having at least three years of experience. In Norway, adults are entitled, by law, to primary and lower secondary education and to validation of their prior learning. |
| 2016 | |||||
Assessment of the educational attainment of students 2014, para. 75 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | In this context, the State of Gujarat in India is exemplary in taking steps towards abolishing the conventional "character" certificate, systematically delivered to all students at the end of primary or secondary education, and replacing it with an "aptitude" certificate, which shows the aptitude of students as appraised by teachers, parents and students themselves, allowing them to pursue secondary or higher education. This has the inherent advantage of motivating students to pursue studies based on their aptitude. |
| 2014 | |||||
Report on the Post-2015 Education Agenda 2013, para. 130 | Aug 19, 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Accordingly, effective enforcement mechanisms linked to Government accountability should be foreseen in the future agenda. The agenda should contain provisions enabling individuals and groups to claim their right to education as an entitlement in the case of violation or lack of its fulfilment. In this respect, the special role of ombudspersons and national human rights institutions and public human rights defenders should be recognized. |
| 2013 |