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Title | Date added | Template | Original document | Paragraph text | Body | Document type | Thematics | Topic(s) | Person(s) affected | Year |
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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 |
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| 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 |
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| 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 |
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| 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 |
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| 2014 | ||
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 |
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| 2012 | ||
Issues and challenges to the right to education in the digital age 2016, para. 130 | Aug 19, 2019 | Paragraph | Governments should encourage civil society and non-governmental organizations to play a valuable role in engaging the public in debates on the impact of digital technology on the right to education, giving full consideration to the importance of access, quality and equity in education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 126 | Aug 19, 2019 | Paragraph | The obligation of States to provide inclusive, equitable, non-discriminatory education of a high quality for all must be carefully preserved in any implementation of digital technologies in education. The predominance of English in online education negatively affects the provision of education in other languages. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 113 | Aug 19, 2019 | Paragraph | In the light of their obligations under the norms and principles of the right to education, States must ensure that digital technologies do not impair universal access to education or equality of opportunity in education. Nor should they be allowed to erode the concept of education as a public good. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Issues and challenges to the right to education in the digital age 2016, para. 112 | Aug 19, 2019 | Paragraph | Digital technologies are negatively affecting the cause of education by impairing the ability of students to contemplate and think critically, by scuttling human values in education and by paving the way for the commodification of education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 2016 | ||
Protecting education against commercialization 2015, para. 121 | Aug 19, 2019 | Paragraph | As noted in a recent study, the UNESCO International Institute for Educational Planning should undertake a full-scale investigation of corruption in privatized education and of the fraudulent and corrupt practices of private providers. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Protecting education against commercialization 2015, para. 119 | Aug 19, 2019 | Paragraph | Punitive measures are necessary to ensure compliance with standards and the law. Sanctions must be applied when private providers perpetuate social injustices, while criminal proceedings are necessary for fraudulent and corruption practices. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Protecting education against commercialization 2015, para. 118 | Aug 19, 2019 | Paragraph | Prohibitory regulations are necessary to outlaw and stop discriminatory practices, for-profit education and false commercial propaganda. Education is a public function and a social responsibility. No private provider should be allowed to establish for-profit education and aggrandize private interests to the detriment of public interest. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
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 |
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| 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 |
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| 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 |
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| 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 |
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| 2015 | ||
Public-private partnerships in education 2015, para. 133 | Aug 19, 2019 | Paragraph | In continuity with the report on global corruption in education by Transparency International, UNESCO should undertake a full-scale investigation of corruption in public-private partnerships in education and expose any fraudulent and corrupt practices by private providers through its Education for All Global Monitoring Report. | Special Rapporteur on the right to education | Special Procedures' report |
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| 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 |
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| 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 |
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| 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 |
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| 2015 | ||
Public-private partnerships in education 2015, para. 56 | Aug 19, 2019 | Paragraph | Besides, corporate social responsibility can support the development of education and must be fully harnessed. All those valuing education as a public good and as a social cause, as against for-profit education, can be encouraged by an enabling environment and good governance to contribute to the development of education in innovative ways, such as creating a special trust fund for the purpose of maximizing national investment in education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 |