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Assessment of the educational attainment of students 2014, para. 65
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2014
Párrafo
Assessment of the educational attainment of students 2014, para. 66
- Paragraph text
- It is up to States to adopt national assessment mechanisms which ensure that their education systems are in conformity with human rights law, including but not limited to those relating to the right to education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2014
Párrafo
Assessment of the educational attainment of students 2014, para. 75
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2014
Párrafo
Equality of opportunity in education 2011, para. 27
- Paragraph text
- Other treaty bodies have also stressed obligations connected to ensuring equality of opportunity in education. Article 5 of the Convention on the Elimination of All Forms of Racial Discrimination protects the right to education and training for everyone without discrimination. In its general recommendations concerning specific groups, particularly in relation to discrimination against Roma and discrimination based on descent, the Committee on the Elimination of Racial Discrimination addressed, inter alia, “measures in the field of education.” These elements especially address issues of access to education, quality of education, drop-out rates, and special measures to ensure inclusion of communities which face discrimination. The general recommendation on discrimination against non-citizens also places particular emphasis on access to and quality of education for non-citizens.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2011
Párrafo
Equality of opportunity in education 2011, para. 42
- Paragraph text
- The need to “identify steps to strengthen and harmonize, where necessary, the legislative framework within which the right to education is guaranteed” was recognized at various stages of the EFA process. As a consequence, a large number of countries have also developed or modernized their national legislation. Such laws establish the right to basic education, and include provisions on non-discrimination and equality of opportunity in education. This further demonstrates the importance accorded to the equality of opportunity in education in national legal systems. Moreover, in some countries, the regulatory frameworks for private educational institutions have also been developed as part of national legal frameworks protecting equal opportunities in education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Año
- 2011
Párrafo
Equality of opportunity in education 2011, para. 53
- Paragraph text
- Inadequate public transportation and inadequate school facilities can be determinant factors in excluding students from the education system. Persons living in poverty are particularly affected; the concentration of communities living in poverty in remote areas or in areas that are poorly served by transportation is a key factor limiting their access to education institutions. This is particularly acute in rural areas where schools are not present. These obstacles are commonly addressed through support for transportation of students, and by bringing schools closer to communities, often through improvements in transport infrastructure and the construction and expansion of education establishments in poorly served locations. Strategies also include the establishment of boarding schools.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Poverty
- Año
- 2011
Párrafo
Equality of opportunity in education 2011, para. 68
- Paragraph text
- In 1997, the Constitutional Court of Colombia ruled that by excluding pupils on an economic basis, schools violate their right to education. The Constitutional Court of South Africa held that “affirmative action in education, which would give preference to previously disadvantaged persons to gain admission (to university), is allowed by section 9(2) of the Constitution.” Other rulings from the same court in South Africa also protect the right to education and language rights.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2011
Párrafo
Financing education and update on education in emergencies 2011, para. 70
- Paragraph text
- Studies indicate a continued increase in the reported number of attacks on education in situations of conflict and widespread violence over the past three years. Such episodes include harming or killing students and school personnel, damaging or destroying education facilities and ultimately preventing thousands of students from attending school or university owing to closures. The Institute of International Education's Scholar Rescue Fund reports that applications from threatened scholars doubled during the period 2008-2011 as compared to the previous period. In certain situations, the use of schools by armed elements has compromised the civilian nature of schools and put students and teachers at risk.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Humanitarian
- Año
- 2011
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 26
- Paragraph text
- 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. 27
- Paragraph text
- Information and communications technologies are used to access digital content (the digital versions of analogue originals, such as scanned textbooks). Increasingly, content is being designed for digital use. Online education materials and courses, e-textbooks and video and audio files streamed on the Internet, as all of which are modes of e-learning, are revolutionizing the provision of education. Broadband services and information and communications technologies can play a fundamental role in making knowledge, information and education accessible and in supporting the development of new skills.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Año
- 2016
Párrafo
Justiciability of the right to education 2013, para. 20
- Paragraph text
- State obligations regarding the right to education have been interpreted under international human rights law, establishing the right as justiciable. Available literature sheds light on the importance of identifying “justiciable components” of economic, social and cultural rights, including the right to education, and their enforcement at the international level, along with the obligations of States to protect, respect and fulfil them. Indeed, the courts have dealt with educational issues brought before them, and a number of key dimensions of the right to education have been subject to judicial or quasi-judicial review. The right to education has been considered to be fully justiciable in many jurisdictions.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 34
- Paragraph text
- The European Court of Human Rights, the Inter-American Court of Human Rights and the African Court on Human and Peoples’ Rights are examples of regional human rights courts, established for the enforcement of regional treaties, as mentioned above.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 35
- Paragraph text
- Finally, in case of inter-State conflict, recourse can be made to the International Court of Justice by one State against another State for protecting the right to education of its citizens, as provided for under UNESCO’s Convention against Discrimination in Education. In this respect, the advisory opinion rendered by the International Court of Justice in response to the United Nations General Assembly resolution on what legal consequences arose from Israel’s construction of a wall in the Occupied Palestinian Territory, considering the rules and principles of international law, is a historic example in showing how the right to education can be safeguarded by the world court. The International Court of Justice held that the construction of the wall in Occupied Palestinian Territory is a violation of international law and impedes the enjoyment of various human rights, including that to education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Humanitarian
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 41
- Paragraph text
- Communications on cases of violations of an individual’s right to education are another important avenue of quasi-judicial procedures for the enforcement of the right to education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 61
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 75
- Paragraph text
- It is often difficult or impossible for disadvantaged groups to address claims of non-discrimination, in part because they lack the knowledge and financial resources to pursue legal remedies. Few people in any country are fully aware of the protections they are entitled to under the right to education. Worse still, they are unaware of what mechanisms exist for them to attempt to realize their rights. Without reforms of the education system, and a public awareness campaign, violations are most likely to occur against disadvantaged groups, which may result in their continued marginalization without challenge.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 82c
- 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:] Domestic legislation should define the rights and responsibilities of all stakeholders for the right to education. At a minimum, such legislation should create the legal framework for primary, secondary, tertiary and vocational education systems. It should also create monitoring and reporting mechanisms, providing indicators and statistics necessary for the right to education to be evaluated and enforced. Reference should also be made to the legal recourse mechanisms and procedures, highlighting the administrative and legal mechanisms that will address alleged violations.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2013
Párrafo
Justiciability of the right to education 2013, para. 82d
- 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:] National human rights institutions, tribunals, commissions and ombudspersons provide a crucial point of first instance for many complaints related to the right to education. As such, governments must make every effort to ensure such institutions fully comply with the Paris Principles, and in particular be made, and be seen to be made, independent from any government authority. They should also be empowered to initiate investigations into violations on their own initiative to allow them to pursue serious allegations raised in the media or elsewhere which are not being brought by the victims themselves. Appointments to courts and quasi-judicial mechanisms should be protected by legislation to protect against arbitrary government interference, or politically motivated dismissals.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2013
Párrafo
Lifelong learning and the right to education 2016, para. 37
- Paragraph text
- 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. 42
- Paragraph text
- 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. 45
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 49
- Paragraph text
- 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. 53
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 57
- Paragraph text
- The Special Rapporteur underlines the importance of the constitutional bases of lifelong learning. For example, in the Republic of Korea, it is the constitutional obligation of the State to promote "lifelong education" (art. 31 (5)). The Framework Act on Education of the Republic of Korea introduced the right of every citizen to learn throughout life. The country also adopted the Lifelong Education Act. In Argentina, the right to learn is enshrined in article 14 of the national Constitution of 22 August 1994. The 1987 Constitution of the Philippines encourages the development of non-formal, informal and indigenous learning systems, as well as the provision of adult education and vocational training.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 59
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 60
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 67
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 79
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Año
- 2016
Párrafo
Normative action for quality education 2012, para. 59
- Paragraph text
- 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.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Año
- 2012
Párrafo
Privatization and the right to education 2014, para. 65
- Paragraph text
- The provision of basic education free of cost is not only a core obligation of States, but also a moral imperative. Social protests against exorbitant fee increases in education, especially in privatized higher education, are well known. In 2011, Chile became a glaring example of sacrificing social interest in education in favour of privatization; protests against privatization demanding an end to for-profit educational institutions that involved high costs for students were violently suppressed by police forces, resulting in the killing of a student.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Social & Cultural Rights
- Año
- 2014
Párrafo