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Issues and challenges to the right to education in the digital age 2016, para. 66
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- In the Qingdao declaration, the challenge of realizing the potential of digital technologies within a humanistic framework was identified.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 28
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- The digital revolution is taking place at a dazzling rate, as digital devices multiply learning pathways and diversify learning approaches.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 33
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- UNESCO has been the progenitor of the vision and the concept of "lifelong learning", and the Special Rapporteur recognizes the importance of drawing upon its work. In the 1970s, reflections by the international community under UNESCO auspices led to a shift in focus from education to learning. This was epitomized by the International Commission on the Development of Education, which in 1971 put forward a vision of "the learning society" and recommended as the guiding principle for educational policies that "every individual must be in a position to keep learning throughout his [or her] life". Recognizing that "the idea of lifelong education is the keystone of the learning society", the Commission took the view that lifelong education was not an educational system but the principle on which the overall organization of a system was founded, and which should accordingly underlie the development of each of its component parts.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 40
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- In this context, the Special Rapporteur underlines the need for further elucidation of the concept of lifelong learning, taking into consideration its three key pillars: education, training and learning. A holistic approach to quality education, giving paramount importance to the humanistic mission of education rather than its instrumental role, and the mere pursuit of material values, should be central to reflection. It is important to recall that the "full development of the human person" is a key objective of the right to education, assigned to it by the Universal Declaration of Human Rights and by the international conventions in the field of human rights. Pursuit of that objective is a continuously unfolding process covering the entire life and depending on educational and learning opportunities. The Special Rapporteur considers that it is the primary function of education to kindle in children a love for learning and a longing for lifelong learning for the sake of personal fulfilment.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 34
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- The Special Rapporteur commends the report of the International Commission on Education for the Twenty-first Century entitled Learning: The Treasure Within ("Delors report"), which brought to the fore the need to rethink and broaden the notion of lifelong education as a continuous process and its importance in providing everyone the opportunity as "an ongoing process of improving knowledge and skills". Learning throughout life was perceived as "the heartbeat of society" and was underpinned by a conception of education in which the formal system was linked to the informal system, in which age was not a barrier to the pursuit of education, and which was centred on four key pillars: learning to know, learning to do, learning to live together and learning to be.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 41
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- The Special Rapporteur recalls that the normative bases of lifelong learning exist in international human rights treaties. The Convention against Discrimination in Education (1960) lays down the obligation of States with regard to continuing education. The International Covenant on Economic, Social and Cultural Rights, adopted in 1966, includes similar provisions. According to article 13 (2) (d) of the Covenant, individuals "who have not received or completed the whole period of their primary education" have a right to fundamental education, or basic education as defined in the World Declaration on Education for All (1990). The enjoyment of the right to fundamental education is not limited by age or gender; it extends to children, young people and adults, including older persons. Fundamental education, therefore, is an integral component of adult education and lifelong learning. Because fundamental education is a right of all age groups, curricula and delivery systems suitable for students of all ages must be devised.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Older persons
- Youth
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 35
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- At the turn of the millennium, the UNESCO World Education Report 2000 was devoted to the topic "The right to education: towards education for all throughout life". It argued that "education" could not be taken to mean only "schooling" and that "the time to learn is now the whole lifetime", thus expanding the concept of lifelong learning. Education is a "continuum, coextensive with life", and in today's globalizing world, it can no longer be defined by a reference to a particular period of life. "Lifelong education" and "lifelong learning" have come to represent in different ways the expectations that societies currently have of education and of the scope that should be provided for every individual to develop his or her potential.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 42
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- The Special Rapporteur considers it important to take full cognizance of UNESCO normative work in the early 1970s, which led to the emergence of the "right to lifelong learning". The Third International Conference on Adult Education, convened by UNESCO in Tokyo in 1972, provided a conceptual turning point when it declared its belief that "the right of individuals to education, their right to learn and to go on learning, is to be considered on the same basis as their other fundamental rights, such as the right to health and to hygiene, the right to security, the right to all forms of civil liberty, etc."
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Health
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 37
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- Lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages in all life-wide contexts through a variety of modalities (formal, non-formal and informal) that together meet a wide range of learning needs and demands. Adult learning and education provides a variety of learning pathways and flexible learning opportunities, including second -chance programmes to make up for lack of initial schooling, including for people who have never been to school, early school leavers and dropouts.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 39
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- The Special Rapporteur notes that the conceptual developments highlighted above are consolidated in some definitions of lifelong learning, such as the definition formulated by the European Union: "all learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons". The Special Rapporteur also emphasizes the significance of the definition of lifelong learning resulting from the normative work of ILO: "the term 'lifelong learning' encompasses all learning activities undertaken throughout life for the development of competencies and qualifications".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 55
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- Considerations pertaining to labour law are especially important as regards agreements between providers of learning opportunities and their beneficiaries. For example, the Workers Vocational Skills Development Act (2010) in the Republic of Korea has the objective of promoting and stabilizing the employment of workers, raising their social and economic status, improving the productivity of enterprises and thus contributing to social and economic development by promoting and supporting workers' skills development throughout their lives, training the skilled and technical workforces required by industries and conducting projects for industry-academia collaboration, among others.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 64
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- The Special Rapporteur considers that the political and moral commitments made by Governments in adopting the Incheon Declaration at the World Education Forum in May 2015 impart enhanced significance to lifelong learning. Paragraph 10 of the Incheon Declaration expresses the commitment of Governments "to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. This includes equitable and increased access to quality technical and vocational education and training and higher education and research, with due attention to quality assurance. In addition, the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important." In the same paragraph, Governments have made further commitments to "ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Girls
- Women
- Youth
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 76
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- The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning recognize the need for "the learning outcomes that young people and adults acquire in the course of their life in non-formal and informal settings … to be made visible, assessed and accredited" (p. 5). The experiences and qualifications accumulated at different stages from participation in non-formal and informal adult learning and education should be recognized, validated and accredited. States should, in accordance with national qualifications frameworks, allow for "continuing education and access to the labour market, without facing discrimination barriers".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- Youth
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 87
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- It is incumbent upon States to "create an economic environment and incentives, to encourage enterprises to invest in education and training". In this respect, corporate social responsibility has a special significance. In addition, employers have a direct responsibility to provide training financing in a lifelong learning perspective. In the Blueprint on Enculturation of Lifelong Learning for Malaysia (2011-2020), under the Lifelong Learning Award of Excellence initiative, it is proposed that relevant acts and regulations be amended "to make it compulsory for employers to fund their employees' lifelong learning activities".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 49
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- In this respect, communities can play a role in promoting lifelong learning, including in the creation or strengthening of appropriate institutional structures, such as community learning centres, for delivering adult learning and education, and in encouraging adults to use them as hubs for individual learning as well as community development. Available experience on communities building infrastructure for basic education can be scaled up to lifelong learning processes at the local and regional levels. So-called "learning cities" can improve the lifelong education system so as to encourage vocational colleges, community colleges and open universities to play a greater role in development by providing lifelong learning opportunities. Wider dimension can be given to this by developing "learning cities, towns and villages".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 56
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- The right to education must be incorporated into national Constitutions and legal systems so that its normative framework can be operationalized.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 66
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- Technical and vocational education and training systems are crucial to equip all youth and adults with knowledge, skills and competencies and promote entrepreneurship and lifelong learning, and their importance to skills development must be fully recognized. In this respect, the Special Rapporteur recalls the provisions in the Convention on Technical and Vocational Education (1989), according to which technical and vocational education and training consists of "all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life" (art. 1 (a)).
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Youth
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 77
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- Qualification systems for connecting skills development and lifelong learning are especially important. During his recent visit to Chile, the Special Rapporteur was apprised of the national qualifications framework for technical and vocational training being developed in the country, which aimed to organize learning process es as a continuum that included standardizing the qualifications of students in the education system and promoting lifelong learning through the certification of skills and recognition of prior learning. The Ministry of Labour in Chile was increasing training in cooperation with the private sector to create opportunities and certify skills for employment, entrepreneurship and the emerging needs for lifelong learning.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 90
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- The Special Rapporteur considers that developing a system of financing lifelong learning at the national level is highly important. For example, adult education in Scandinavian countries is largely publicly financed; such is the case with the adult vocational training programmes in Denmark. Low-skilled and skilled participants are entitled to a fixed allowance financed from the State Grant System for Adult Training. Companies paying regular wages to employees participating in adult vocational training programmes are entitled to receive grants instead. The individual learning accounts, understood as "training accounts" or "development accounts" and supported by the State, provide an incentive for individual investment in education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 100
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- The Special Rapporteur emphasizes that, in this endeavour, paramount importance should be given to the "full development of the human person" as the essential objective of the right to education as a continuously unfolding process covering the entire life. The process of lifelong learning must also be propelled by a perception of the right to education not only as an individual right but also as a social right, with primary responsibility for its realization resting on Governments as well social partners.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 44
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- The Special Rapporteur also underlines the importance of the work of ILO in supporting the normative bases of lifelong learning, recognizing that "education and training are a right for all" and that, in cooperation with social partners, States should "work towards ensuring access for all to lifelong learning". He notes that such developments were further enriched by UNESCO by endowing the concepts of literacy and adult learning with normative bases. The UNESCO Recommendation on Adult Learning and Education, adopted in November 2015, recognized "adult learning and education as an essential component of the right to education and a key pillar in the education system".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 54
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- Education and training for lifelong learning involve "the rights and obligations of all concerned under labour-related laws and other forms of labour regulation". Public authorities are responsible for active labour market measures for the unemployed, and for promoting learning for all, both within and outside the labour market. As noted by the European Commission, trade unions increasingly deliver learning to their members and participate in activities to promote and facilitate learning among members and non-members alike. Together, social partners conduct social dialogue at all levels and negotiate and implement agreements in respect of education and training in the workplace.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 63
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- The Special Rapporteur emphasizes the need for national-level measures in view of the importance assigned to lifelong learning in the 2030 Agenda for Sustainable Development. Sustainable Development Goal 4 in the 2030 Agenda calls upon Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". That Goal includes 10 targets, 3 of which call in part for greater lifelong learning options. States are required, by 2030, to "ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy". They must also "substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship". Finally, States are called upon to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Men
- Women
- Youth
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 75
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- Recognition, validation and accreditation of knowledge, skills and competences obtained in various settings make lifelong learning rewarding for individuals. This provides individuals with further avenues in different phases of their lives and may significantly improve their self-esteem and motivate them for further learning and better employment perspectives. Quality assurance mechanisms should be underpinned by transparent processes, procedures, standards and criteria for identifying and validating non-formal and informal learning.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 82
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- The Special Rapporteur notes that information and communications technologies (ICTs) open new paths to learning and access to technical information on various skills. "Blended learning" using digital devices brings together formal and non-formal ways of learning. Such technologies provide valuable support to lifelong learning processes. In addition to the formal and informal learning structures, the rapid rise of the Internet and ICTs is providing new learning modalities that can reach millions of students, regardless of their physical location. Open education resources allow students to have access to online educational materials, and online education and learning can provide added avenues for lifelong learning. ICTs have opened new paths to distance learning. A multiplicity of learning sites and modes exist for delivering technical and vocational education and training. As a result, such education and training is also provided in a "virtual learning environment" by means of Internet-based education and training and e-learning and e-training initiatives.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- N.A.
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 96
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- Developing countries, especially the least developed countries, cannot meet the changing needs of learners in terms of knowledge, skills and competencies. Providing citizens with possibilities for engaging in lifelong learning is a challenging task. International cooperation for lifelong learning is thus critically important. The Special Rapporteur commends the concern expressed in this regard in the normative framework of ILO: "increase technical and financial assistance for developing countries and promote, at the level of the international financial institutions and funding agencies, coherent policies and programmes which place education, training and lifelong learning at the centre of development policies ".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- All
- N.A.
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 26
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- Digital technologies are becoming ubiquitous and provide vast opportunities for new forms of connections and collaboration, as knowledge and information can be digitized and transmitted electronically. They are transforming learning and teaching, and the everyday lives of academics and students. As Nicholas Carr wrote in The Shallows: What the Internet Is Doing to Our Brains, "the future of knowledge and culture no longer lies in books ... or records or CDs. It lies in digital files shot through our universal medium at the speed of light".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 35
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- Statistics from the International Telecommunication Union show that, despite impressive growth overall, developing countries continue to lag behind. In 2015, 34 per cent of households in developing countries and only 7 per cent of those in the least developed countries had Internet access, compared with more than 80 per cent in developed countries, creating a global average of 43 per cent. In Africa, one in five people use the Internet, compared to almost two in five people in Asia and the Pacific and three in five people in the Commonwealth of Independent States. The fundamental challenge is making access to learning and educational resources through the Internet more equal among countries, but also making equal the capacity to supply such education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- All
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 46
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- In the Convention on the Rights of the Child, in particular article 28, States parties recognized the need to achieve the right to education progressively and on the basis of equal opportunity. Specifically, they committed to promoting and encouraging international cooperation in matters relating to education, in particular with a view to facilitating access to scientific and technical knowledge and modern teaching methods. In article 24 of the Convention on the Rights of Persons with Disabilities, States parties recognized the right of persons with disabilities to education and committed to ensuring an inclusive education system at all levels. They also committed to taking appropriate measures to train professionals in disability awareness and the use of augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 54
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- The Special Rapporteur recognizes the importance of the ongoing work of UNESCO in preparing a global convention on the recognition of higher education qualifications. He hopes that it will address the issue of fake degrees by online providers of education and that it will contain provisions as regards qualifications and certificates issued upon completion of online courses. Moreover, it is important to look into the range of issues arising from the awarding of degrees and diplomas by virtual universities, which lack face-to-face teaching and learning.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo