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Lifelong learning and the right to education 2016, para. 36
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- In addition, the concept was further enriched by the European Commission in its communication on making a European area of lifelong learning a reality. In May 2015, the European Commission announced a sharpened set of priorities for European cooperation in education and training. New priority areas for Education and Training 2020 are underpinned by the lifelong learning concept covering learning in all contexts, whether formal, non-formal or informal, and at all levels.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 88
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- Under the overall role of State authorities, the social partners as stakeholders have a shared responsibility as regards financial support for providing opportunities for lifelong learning. In the field of technical and vocational education and training, industry partners can share that responsibility, either directly through co-sponsorship of schools or programmes or indirectly by contributing teaching resources, traineeships or job placement programmes.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 48
- Paragraph text
- The communication of the European Commission on making a European area of lifelong learning a reality reflects social responsibility for lifelong learning. It depicts the roles and responsibilities of various actors: public authorities, social partners, learning providers, community and voluntary groups and individuals. As relevant stakeholders, they should work together in partnerships reflecting "the shared benefits of, and responsibility for, lifelong learning".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 80
- Paragraph text
- The Accessible Books Consortium (a multi-stakeholder partnership comprising the World Intellectual Property Organization, organizations that serve people with print disabilities and organizations representing publishers and authors) is converting books into formats to make them available to people who are blind, have low vision or are otherwise print disabled. Such partnerships should be encouraged to ensure human rights in education are met.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Persons with disabilities
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 43
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- By the end of the 1980s, the idea of a "right to learn" emerged as distinct from that of the "right to education". The Fourth International Conference on Adult Education, held in Paris in 1985, adopted a declaration on the right to learn. Its importance was underlined by the fifth International Conference on Adult Education (Hamburg, 1997), which declared that "the recognition of the right to education and the right to learn throughout life is more than ever a necessity".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 95
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- A cost-sharing approach makes good sense under the principle that those who benefit should also pay. Learners will be motivated to make better choices when they are required to contribute to the cost of their education and training. Technical and vocational education and training programmes that provide learners with the skills needed by industry and for gainful employment can be so devised as to allow learners to repay their education and training costs.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Economic Rights
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 61
- Paragraph text
- Developing continuing education and building a lifelong education and training system that benefits all people, with open sharing of education resources, is the objective of the Thirteenth Five-Year Plan (2016-2020) of China. A national plan for modernizing the national education system is aimed at building a basic framework for lifelong education, so that everyone can be taught what they want to learn, excel at what they learn, and put what they have learned to use.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 74
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- The Special Rapporteur notes the considerable attention being given to developing "a national qualifications framework" for "the assessment, certification and recognition" of skills and competencies acquired in the course of lifelong learning. The establishment of national qualifications frameworks and the adoption of national assessment systems for learning achievements in multiple settings denote the value attached to the pursuit of lifelong learning.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 95
- Paragraph text
- The Special Rapporteur refers to the declaration adopted at the sixth BRICS summit, held in Fortaleza, Brazil, from 14 to 16 July 2014, in which the signatories agreed that the use and development of information and communications technologies through international cooperation and universally accepted norms and principles of international law is of paramount importance in order to ensure a peaceful, secure and open digital and Internet space.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Governance & Rule of Law
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 82
- Paragraph text
- 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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- All
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 53
- Paragraph text
- A large number of private providers specialize in areas such as management, marketing, accountancy and communication and award diplomas and degrees that are devoid of equivalence or validity. There is also a risk of fraud associated with the awarding of online degrees. Online or distance education providers often operate from locations with no controls at all, and offer their own degrees, free from regulation. Public authorities must find ways of preventing underqualified or fraudulent providers from trading as universities and from issuing worthless qualifications when the providers are based overseas and operate through the Internet.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 63
- Paragraph text
- 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".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Men
- Women
- Youth
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Children
- Persons with disabilities
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 92
- Paragraph text
- Recalling the report he submitted to the General Assembly at its seventieth session, in which he expressed concern regarding the risks of public-private partnerships and the right to education, the Special Rapporteur calls upon Governments to be vigilant against commercial pressures that promote the sale of technology without due concern for the actual benefits of students or teachers, educational establishments and the education system at large. Governments should seek evidence of the value of any investment into digital technologies before diverting resources from the education sector. This is critically important as growing interest is being manifested today in seeking partnerships with multiple stakeholders. The Special Rapporteur emphasizes that Governments and, through them, all providers of education, whether operating independently or jointly with Governments, remain accountable given that States bear responsibility for ensuring respect for the right to education in all partnerships.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 123
- Paragraph text
- States should implement the recommendations contained in the 2012 Paris Open Educational Resources Declaration, recognizing their importance for strengthening the use of such resources while at the same time reducing the cost of education for the Government. High-quality textbooks, learning materials and online courses are important in education and, by sharing their development costs and promoting high-quality open resources, the savings can be invested in teacher training, school improvements and technology purchases.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 43
- Paragraph text
- The signatories to the declaration adopted at the International Conference on Information and Communications Technologies and Post-2015 Education, held in Qingdao, China, affirmed their collective understanding of how to unleash the full potential of information and communications technologies for education and for achieving the Sustainable Development Goals. They also reaffirmed their commitment to the Incheon Declaration and the Education 2030 framework for action and to the use of technology to strengthen access to and inclusion in education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 50
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- Besides the role of communities, the Special Rapporteur is of the view that an important role devolves upon the intellectual community for promoting reflections, research and studies on lifelong learning. The Faculty of Educational Sciences at the Université du Québec à Montréal, as well as the Centre interdisciplinaire de recherche/développement sur l'éducation permanente, furnish an example in this respect. The intellectual community, as well as civil society organizations, can raise public debate on key issues for promoting lifelong learning
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 65
- Paragraph text
- The Special Rapporteur underlines the importance of keeping lifelong learning as a continuous policy objective, without limiting it to a specific time frame. Lifelong learning in 2030 will become ever more important. However, time -bound targets for lifelong learning are necessary as benchmarks for measuring the progress towards realization of the Education 2030 agenda, which includes "equitable and increased access to quality technical and vocational education and training".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Lifelong learning and the right to education 2016, para. 102
- Paragraph text
- States should embrace the concept of education and learning as a continuum. They should take steps towards transforming the education system so as to enable the continual pursuit of studies, learning processes and training programmes, through formal as well as informal systems. The concept of lifelong learning must be further elaborated, taking into consideration its three key pillars: education; training and learning; and ensuring that age is not a barrier to education and learning.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 33
- Paragraph text
- In the 1988 World Declaration on Higher Education for the Twenty-First Century: Vision and Action, the potential and the challenges of information and communications technologies were addressed, with a focus on quality and high standards and concern for inequalities. Institutions of higher education using information and communications technologies to modernize their work should make sure they do not transform themselves from real into virtual institutions.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 81
- Paragraph text
- The Committee on the Rights of the Child has called upon States to establish copyright exceptions that benefit children with visual or other impairments, reinforcing the obligation set out in article 30 of the Convention on the Rights of Persons with Disabilities for States to ensure that laws protecting intellectual property rights do not constitute an unreasonable or discriminatory barrier to access by persons with disabilities to cultural materials.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Children
- Persons with disabilities
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 101
- Paragraph text
- In order to take advantage of the many opportunities associated with open educational resources and online learning in general, standards and quality assurance mechanisms need to be agreed and adopted, especially for monitoring, measuring and validating learning outcomes. Policies regulating the development and use of these resources should be designed to add value to existing education policies and to contribute to meeting education goals, rather than to function as isolated, additional policy documents.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 120
- Paragraph text
- All States have the responsibility to achieve the right to education progressively and to the maximum extent of their resources. Implementation strategies must take into account the Sustainable Development Goals and the obligations on the right to education. Disaggregated indicators and annual reports must indicate whether investments are improving the education outcomes of students or creating unintended negative outcomes that require remedial action.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Année
- 2016
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 65
- Paragraph text
- Nicholas Carr provides profound insights into the deleterious impact of digital devices on our mind and spirit, and sheds light on how this scuttles humanist values in education: "How sad it would be, particularly when it comes to the nurturing of our children's minds, if we were to accept without question the idea that 'human elements' are outmoded and dispensable." Meditative thinking, the very essence of our humanity, might become a victim of this.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- Children
- Année
- 2016
Paragraphe