Search Tips
sorted by
30 shown of 245 entities
7 columns hidden
Title | Date added | Template | Original document | Paragraph text | Body | Document type | Thematics | Topic(s) | Person(s) affected | Year |
---|---|---|---|---|---|---|---|---|---|---|
Protecting education against commercialization 2015, para. 50 | Aug 19, 2019 | Paragraph | The Special Rapporteur considers it essential, when looking at privatization in education, to bear in mind State obligations in respect of the right to education: States must ensure promote, respect and fulfil the right to education. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 61 | Aug 19, 2019 | Paragraph | A number of studies show that the quality of education provided in private schools is no better than those in public schools. In most countries in Europe, the quality of education provided in public schools is much better than in private schools. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Assessment of the educational attainment of students 2014, para. 29 | Aug 19, 2019 | Paragraph | Education is invaluable for the preservation of the cultural heritage of humankind. Inculcating in students a commitment to preserving and enriching multicultural and multilingual diversity and promoting a better understanding and appreciation of the richness of cultural diversity deserves an important place in any education system. National curricula should aim to prepare students for the defence of cultural diversity as an ethical imperative, inseparable from respect for human dignity, as expressed in the UNESCO Universal Declaration on Cultural Diversity of 2001. The main lines of the action plan for the implementation of the Declaration clearly provide for promoting through education an awareness of the positive value of cultural diversity and improving to this end both curriculum design and teacher education. The education provided, as well as the assessments of students, should show the importance attached to the preservation and promotion of cultural diversity and pluralism as an essential part of human-centred development. The assessment of students should demonstrate their understanding of common values shared by all humankind, with respect for people from different civilizations, cultures and religions. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2014 | ||
Privatization and the right to education 2014, para. 85 | Aug 19, 2019 | Paragraph | States have the obligation, under human rights law, to establish conditions and standards for private education providers and to maintain a transparent and effective system to monitor those standards, with sanctions in case of abusive practices. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2014 | ||
Justiciability of the right to education 2013, para. 76 | Aug 19, 2019 | Paragraph | Where States have failed to include the right to education in their national legislation, even those who can afford legal advice may not be able to find a lawyer conversant in regional and international legal options and State obligations. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2013 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 71 | Aug 19, 2019 | Paragraph | Owing to stagnating and even diminishing education budgets, it is necessary to look for alternative financing strategies and adopt innovative approaches for securing enhanced budgetary provisions for technical and vocational education and training. While recognizing that States bear the primary obligation to provide such education and training, it is also important to boost the increasing use of a diverse range of funding mechanisms and diversify financing sources for technical and vocational education and training. For example, a system of resource contribution by industry and private sector (e.g., a 2 or 3 per cent levy) for a technical and vocational education and training fund could be envisaged in order to leverage existing resources for national technical and vocational education and training programmes, in particular for technical equipment and facilities. States may wish to consider sharing, to the maximum extent possible, funding for technical and vocational education and training with industry and the private sector, with Government providing appropriate incentives to this end. "Government and the private sector should recognize that technical and vocational education is an investment, not a cost, with significant returns." | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 33 | Aug 19, 2019 | Paragraph | The importance of technical and vocational education and training for lifelong learning is also well recognized. According to paragraph 2 (c) of the UNESCO Revised Recommendation concerning Technical and Vocational Education, technical education should be understood as "an aspect of lifelong learning and a preparation for responsible citizenship". The Recommendation further stipulates, in paragraph 6, that "technical and vocational education should exist as part of a system of lifelong learning adapted to the needs of each particular country and to worldwide technological development". Likewise, ILO Recommendation No. 195 stipulates, in article 3 (a), that States should "facilitate lifelong learning and employability as part of a range of policy measures designed to create decent jobs, as well as to achieve sustainable economic and social development". According to article 4 (b) of the Recommendation, "the realization of lifelong learning should be based on the explicit commitment: by governments by investing and creating the conditions to enhance education and training at all levels; by enterprises in training their employees; and by individuals in developing their competencies and careers". | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2012 | ||
Issues and challenges to the right to education in the digital age 2016, para. 105 | Aug 19, 2019 | Paragraph | Prescriptive regulations are necessary to ensure that digital technologies supplement rather than supplant campus-based face-to-face teaching and learning. The use of information and communications technologies should not be detrimental to the social function of universities or undermine their core mission as the moral seat of learning. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 104 | Aug 19, 2019 | Paragraph | The Special Rapporteur makes recommendations regarding prescriptive, prohibitive and punitive regulations on the use of digital technology in education with a view to ensuring that the right to education is adequately protected. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 100 | Aug 19, 2019 | Paragraph | The use of digital technologies in education must be in full accordance with the right to education. Such use must increase access, not limit it. It must promote equity, not exacerbate existing disparities in society. It must eliminate discrimination, not create new barriers. It must improve the quality of education, not undermine it. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 98 | Aug 19, 2019 | Paragraph | Enabling policies and a sound regulatory environment are necessary to promote the development of local and relevant content and services and to increase understanding of the impact of Internet access in terms of sociocultural developments. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 96 | Aug 19, 2019 | Paragraph | Public policies should give consideration to the creation of an enabling policy environment for drawing upon digital technologies that can serve as valuable tool in the delivery of education. For instance, in order for open educational resources to be available and effective, laws and policies that facilitate and encourage their use are necessary. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 89 | Aug 19, 2019 | Paragraph | Digital technologies necessarily involve private partners and agencies that collaborate with universities, both public and private, on the procurement and operationalization of not only hardware but also software. The use of digital technologies in education has led to more consumer-oriented attitudes in universities and is resulting in the commodification of knowledge and the valuing of information in economic terms rather than for its social and cultural significance. Sponsored by a range of entities, including individual proprietors and profit-seeking businesses, private institutions of higher education now constitute the fastest-growing segment of higher education. Corporate funding of higher education raises questions of academic independence, as well as ethical questions. Universities are moving away from their social function. The commercialization of education could divert attention away from the classical type of higher education by accumulating advantages in the most advanced countries and institutions, by discriminating against the most deprived and by contributing to brain drain in many poor countries. There is evidence of an emerging global marketplace and a growing spirit of competition in higher education. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 77 | Aug 19, 2019 | Paragraph | There is no human right to seek a profit, and the public interest in respecting the right to education must take priority in public policies, nationally and internationally. States should update their copyright treaties and legislation to allow all public educational institutions to have free access to all information used for educational purposes. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 72 | Aug 19, 2019 | Paragraph | It is important to look into intellectual property rights and the use of digital technology in education and learning, bearing in mind the 1971 Berne Convention for the Protection of Literary and Artistic Works, the 1994 World Trade Organization Agreement on Trade-related Aspects of Intellectual Property Rights and the 1951 UNESCO Universal Copyright Convention, among other international treaties. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 70 | Aug 19, 2019 | Paragraph | In its resolution 55/63, the General Assembly expressed concern that technological advancements have created new possibilities for criminal activity, in particular the criminal misuse of information technologies, and noted the value of making the general public aware of the need to prevent and combat the criminal misuse of information technologies. Education plays an important role in raising awareness on the issue. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 57 | Aug 19, 2019 | Paragraph | Academic freedom includes the right to teach without any interference, including the right to choose the content and methods of teaching and the freedom to use or not to use any specific technique or technology. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 39 | Aug 19, 2019 | Paragraph | The use of digital technology risks creating divisions within society. Devices such as computers, tablets and smartphones, and broadband services, are required to access the Internet. People in urban areas receive access of better quality first, leaving those in remote areas disadvantaged or cut off. Reliable access to electricity to charge devices is often a problem in the developing world. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 32 | Aug 19, 2019 | Paragraph | In the 2030 Agenda for Sustainable Development, States recognized the importance of the spread of information and communications technologies and global interconnectedness, and stressed the need to bridge the digital divide and to develop knowledge societies. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Lifelong learning and the right to education 2016, para. 69 | Aug 19, 2019 | Paragraph | Technical and vocational education and training is instrumental in work-based learning and continuing professional development, which are necessary in confronting the challenges of unemployment and underemployment, both in developed and developing countries. Ensuring such education and training that is adequate and relevant is central to responding to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2016 | ||
Protecting education against commercialization 2015, para. 63 | Aug 19, 2019 | Paragraph | The Special Rapporteur has consistently underlined the importance of preserving education as a public good, while promoting the view that the State is the custodian of quality education as a public good. Understanding the multifaceted role of the State in education is a precondition for critically analysing educational institutions and their responsibility for preserving and strengthening education as a public good. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Protecting education against commercialization 2015, para. 62 | Aug 19, 2019 | Paragraph | Privatization adversely affects education as it "recast[s] education not as a public or societal good grounded in democratic principles of justice and equal opportunity but as an individual, atomized and personalized private good". Private, for-profit schools disregard basic norms and standards and undermine education as a societal good. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Protecting education against commercialization 2015, para. 49 | Aug 19, 2019 | Paragraph | Education is not a privilege of the rich and well-to-do, it is an inalienable right of every person. The State is both guarantor and regulator of education. The provision of basic education, free of cost, is not only a core obligation of States, it is also a moral imperative. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Protecting education against commercialization 2015, para. 44 | Aug 19, 2019 | Paragraph | Often, the criterion for admission to private institutions is not merit or capacity, but rather the ability to pay. This is in contravention of the basic norms set out in the Universal Declaration of Human Rights and the international human rights conventions. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Protecting education against commercialization 2015, para. 89 | Aug 19, 2019 | Paragraph | In a landmark decision, the Supreme Court of India ruled that when the Government grants recognition to private educational institutions, it creates an agency to fulfil its obligation to enable the citizens to enjoy the right to education: "Charging a capitation fee in consideration of admission to educational institutions is a patent denial of a citizen's right to education under the Constitution". | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 111 | Aug 19, 2019 | Paragraph | States have the obligation under human rights law to establish conditions and standards for private education providers and maintain a transparent and effective system to monitor those standards with sanctions in case of abusive practices. That responsibility cannot be fulfilled through voluntary compliance systems or inadequate State monitoring and oversight. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 109 | Aug 19, 2019 | Paragraph | Regulations on accountability should prescribe disaggregated reporting on obligations, including financial reporting and performance measures. Those requirements should include human rights-based indicators and be sufficiently detailed to ensure that the right to education is being met. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 103 | Aug 19, 2019 | Paragraph | In its resolution 68/234, the General Assembly also recognized the vital role played by Governments in promoting responsible business practices, including providing and ensuring enforcement of the necessary legal and regulatory frameworks in accordance with national legislation and development priorities. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 85 | Aug 19, 2019 | Paragraph | The principle of participation means exercising democratic citizenship, actively participating in the development of a country through a human rights-based approach. It does not mean profit-making while participating in education. No for profit educational establishments should be allowed to operate in the name of participation in the education system. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 | ||
Public-private partnerships in education 2015, para. 60 | Aug 19, 2019 | Paragraph | Without taking preventive measures against the deteriorating quality of education in public schools and lured by propaganda and false claims of better quality by private providers, Governments turn to the private sector in search of better management of education and even for running the education system. | Special Rapporteur on the right to education | Special Procedures' report |
|
| 2015 |