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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
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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
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- Año
- 2016
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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
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- Año
- 2016
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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
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- 2016
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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
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- Año
- 2016
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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
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- 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
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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.
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- 2016
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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
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- 2016
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Lifelong learning and the right to education 2016, para. 47
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- The Special Rapporteur deems it important to recognize that both the individual and society are beneficiaries of the right to education; the right to education is an individual right; and it is also a social right and carries "social responsibility" in education. Education, training and lifelong learning "contribute significantly to promoting the interests of individuals, enterprises, the economy and society as a whole". Thus, the collective responsibility to foster lifelong learning devolves upon key stakeholders: upon Governments to invest and create the conditions to enhance education and training at all levels; upon enterprises to train their employees; and upon individuals to make use of their education, training and lifelong learning opportunities.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- All
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- 2016
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Lifelong learning and the right to education 2016, para. 103
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- States should recognize the importance of developing and strengthening the normative framework for lifelong learning, taking into consideration the right to learning as well as the right to education and training. They should also recognize the right to education and learning as a social right and a social responsibility. They should develop a normative framework that reflects the right to education, learning and training. In this respect, consideration should be given to available examples. Moreover, the right to education, learning and training should be developed in its nexus with other rights. Governments should review labour laws so as to make them conducive to operationalizing the right to learning as well as the right to training.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 67
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- Full development of the human personality is the primary objective of education, as laid down in international human rights conventions. The four pillars of education - learning to know, learning to do, learning to live together and learning to be - propounded by the International Commission on Education for the Twenty-First Century in its 1996 report Learning: the Treasure Within, continue to be important. Higher education is a public good and a public service, and massive open online courses should not be used to weaken public provision of education or promote the privatization and commercialization of public education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
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- 2016
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Lifelong learning and the right to education 2016, para. 46
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- The ILO Human Resources Development Recommendation gives expression to State responsibility with respect to lifelong learning in its various dimensions, considering education and training as the "primary responsibility of Government". States should "facilitate lifelong learning" and take "policy measures designed to create decent jobs, as well as to achieve sustainable economic and social development". With the involvement of social partners, they should establish a "national strategy for education and training", as well as a "guiding framework for training policies", and develop and apply entrepreneurial skills. It is incumbent upon Governments to "guarantee equitable access to adult learning and education, and promote broader and sustained participation by fostering a culture of learning throughout life and by minimizing barriers to participation".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
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- 2016
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Lifelong learning and the right to education 2016, para. 51
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- The Special Rapporteur emphasizes the role and responsibility that devolves upon the corporate sector in lifelong learning, especially in the process of realizing the right to training and skills development. Employers have the main responsibility to provide for developing the competences of their workforce and can take on wider corporate social responsibilities, for example when they open up their training opportunities and resources to a wider public. They have a vital role in providing work experience opportunities. Employers' responsibility for education, training and lifelong learning for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment deserves special consideration.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
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- 2016
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Lifelong learning and the right to education 2016, para. 106
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- Technical and vocational education and training should be recognized as a linchpin in the concept of lifelong learning and as a font of skills development and professional excellence. Countries should focus on fostering entrepreneurship through an overall lifelong learning framework. States, along with social partners and enterprises, should develop innovative approaches to technical and vocational education and training in order to respond to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 44
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- The application of technology to education must always be conducted in conformity with the right to education. It is important to ensure that the principles and norms of the right to education are preserved when using information and communications technologies. Universal access is an essential prerequisite for the full exercise of the right to education. Under a number of international conventions establishing the right to education, States have international obligations to provide primary education at no cost. They also have the obligation to make secondary education, including technical and vocational education, generally accessible; higher education should be made accessible, on the basis of merit or capacity. Education at all levels must be made, progressively, accessible to all.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 50
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- There is no real or conclusive evidence that online learning leads to better learning outcomes for students.A recent study by the Organization for Economic Cooperation and Development (OECD) has found that over the past 10 years there has been no appreciable improvement in student achievement in reading, mathematics or science in countries that have invested heavily in information and communications technologies for education. These findings must worry policymakers and Governments that hope to find salvation in expensive technological purchases.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 30
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- Massive open online courses provide an alternative path to higher education. Many universities worldwide are now offering online courses, either alone or in conjunction with a massive open online course provider. Many enthusiastic promoters of knowledge societies, networking and lifelong learning can dream today of a world converted into a giant classroom in which there are a few powerful global teachers and millions of assimilators of information and knowledge packages through the Internet. Similarly, open educational resources can harness the new possibility afforded by digital technology to address common educational challenges. As a result, the landscape of higher education is undergoing rapid transformations.
- Organismo
- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
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- N.A.
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 38
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- In this respect, it is important to note that States are responsible, under international human rights law, for providing resources for the realization of the right to education. Recognizing education as a foundation of human development, Governments must devote maximum public funds to education as a matter of norm. For budgets to be allocated to education on a firm and enduring basis, a legal framework providing sustainable political and financial support is crucial. Massive open online courses should not be used by Governments to reduce public funding and cut instructional costs.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 63
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- The negative impact of information and communications technologies on the quality of learning, as well as on the mission of universities as the seat of learning, must be taken into consideration. Without diversified sources, massive open online courses can reinforce a monolithic education system. A greater proportion of students are reading less, referencing less and writing with less clarity and boldness. Students rely on the Internet rather than on referred course readings for research material. The popularity of Google is facilitating laziness, poor scholarship and compliant thinking. The Internet seems to be chipping away at students' capacity for concentration and contemplation. Use of the Internet and digitalization places the focus on application rather than on contemplation.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 88
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- A number of initiatives and foundations support the development and dissemination of open educational resources. The Open Educational Resources Commons provides access to digital learning materials for all levels of education in English. Teaching materials and textbooks for all subjects are available for pre-primary to secondary schools, as well as for university courses and adult education. The Open Education Consortium is a non-profit global network of educational institutions, individuals and organizations that collaborate and develop open educational materials, including textbooks and courses in 26 languages, particularly in the sciences and technology. The UNESCO Institute for Information Technologies in Education acts as a as a centre of excellence and provider of technical support and expertise in the area of information and communications technology usage in education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 122
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- Public authorities should ensure that the use of digital technologies is considered as a means of education, not as a substitute for face- to-face education. They should recognize that human contact in education is essential to the teaching and learning process. Public authorities should also take the measures necessary to build the capacity of teachers to use digital technologies while retaining freedom in their pedagogic approaches. Teachers must have the competence and be free to adapt digital technologies to local contexts, and the authority to rearrange online teaching materials and methodologies to best serve the country's education requirements.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
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- Education
- Equality & Inclusion
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- N.A.
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 116
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- In the face of the transformation of education systems, especially higher education, through digital technologies, the State remains primarily responsible for respecting and protecting the right to education on account of its international legal obligations. The State is the custodian of norms and principles and must ensure that the right to education is respected in all systems and modes of education. Governments should not abdicate their responsibility for ensuring that educational institutions retain their essential public service function. In all circumstances, the State must discharge its responsibility as guarantor and regulator of education as a fundamental human right.
- Organismo
- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
- Governance & Rule of Law
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 94
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- The "digital tsunami" is so powerful that legal and policy responses are not able to keep pace with it. The need for and the importance of digital technologies not only as tools but also as resources in teaching and learning processes and in creating immense possibilities of connections and collaboration must be recognized. Governments need to break down barriers to open information, eliminate digital divides and expand usage and coverage of digital services. They must optimize regulations and public policies and enhance the governance of the Internet to ensure the safe, equal and healthy application of information and communications technologies.
- Organismo
- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Lifelong learning and the right to education 2016, para. 99
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- It is incumbent upon Governments to advance in that direction, pursuant to the political commitments made in the Education 2030 agenda, as highlighted in the present report. This is imperative, given the crucial importance of the knowledge, competencies and skills needed by learners in the twenty-first century. Individuals everywhere should have possibilities for engaging in lifelong learning and for participating fully in their community, workplace and wider society.
- Organismo
- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 130
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- 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.
- Organismo
- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 113
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- 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.
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- Special Rapporteur on the right to education
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- Special Procedures' report
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- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 37
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- Technology in education provides important benefits but it can also impair the right to education. While a digital device-based education can bring advantages in the form of access to a computer or electronic device, when students or schools lack the financial means to obtain access, they fall behind. When only some schools are provided with technology, or when private schools can afford better technology, existing social divisions in education outcomes will increase.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
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- 2016
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Issues and challenges to the right to education in the digital age 2016, para. 114
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- Governments must learn from the lessons of the past, when technologies were purchased without due consideration being given to the many factors that contribute to success. Computers and tablets alone make no difference in learning outcomes if teachers and administrators of educational establishments have not been involved in planning and have not received adequate training to effectively use the technology in the classroom.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
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- Año
- 2016
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