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Financing education and update on education in emergencies 2011, para. 7
- Paragraph text
- In accordance with international human rights treaties, States are responsible for providing resources to ensure the enjoyment of human rights. Providing the necessary resources for the enjoyment of the right to education is all the more important, given that the enjoyment of this right is essential for the exercise of all other human rights. It deserves high priority in public investment, as both the individual and society are its beneficiaries.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2011
Paragraphe
Sexual education 2010, para. 4
- Paragraph text
- States must ensure that they do not restrict individuals' access to appropriate services and necessary information and must remove social and regulatory barriers to information on sexual and reproductive health and health care, as stated in the Cairo Programme of Action of the International Conference on Population and Development. In any event, the parents and other legal guardians of students must also provide appropriate direction and guidance on sexual and reproductive matters.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Equality & Inclusion
- Health
- Personnes concernées
- Families
- Année
- 2010
Paragraphe
Financing education and update on education in emergencies 2011, para. 22
- Paragraph text
- Through law reforms promoted in the context of the Education for All process, one can witness the emergence of the right to basic education in continuum with the right to primary education in national legal frameworks. As a result, States recognize their duty to guarantee universal access to basic education. The 2009 Commonwealth Heads of Government Meeting, for example, called on all Commonwealth countries to commit further resources to basic education.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2011
Paragraphe
Equality of opportunity in education 2011, para. 49
- Paragraph text
- Other groups vulnerable to limited opportunities in education and requiring targeted support include persons with disabilities, children living in the street or without parental care, migrant workers and their families, refugees, internally displaced persons and those affected by natural disasters or conflict. Moreover, nomad populations, including pastoral populations who remain deprived of equal opportunities in education, deserve special attention, especially in Africa.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Humanitarian
- Personnes concernées
- Children
- Persons on the move
- Persons with disabilities
- Année
- 2011
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 38
- Paragraph text
- A human rights-based approach imparts strength and legitimacy to the development agenda and provides a firm foundation for action at the national level. The adoption of a human rights perspective to the development agenda implies, among other things, a careful screening of national legal instruments that frame educational systems and policies in countries, linking political commitments of Governments to the international obligations under human rights law.
- Status juridique
- Non-negotiated soft law
- 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
- 2013
Paragraphe
Sexual education 2010, para. 35
- Paragraph text
- That Committee continually calls upon States parties to implement sexual education programmes and has recommended the expansion of sexual and reproductive health programmes as a necessary means of addressing high abortion and maternal mortality rates. It has encouraged States parties to provide systematic sexual education in schools and has specifically called for increased efforts to prevent adolescent pregnancies, including educating children about responsible partnerships and parenthood.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Health
- Personnes concernées
- Adolescents
- Children
- Année
- 2010
Paragraphe
Financing education and update on education in emergencies 2011, para. 24
- Paragraph text
- Some constitutions establish a minimum level of resources that must be committed to education as a proportion of tax revenues. The Constitution of Brazil provides in article 212 that "the Union shall apply annually not less than 18 per cent of its tax revenues, and the States, the Federal District, and Counties at least 25 per cent of the tax revenues, including revenues resulting from transfers, for the maintenance and development of education".
- Status juridique
- Non-negotiated soft law
- 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
- 2011
Paragraphe
Equality of opportunity in education 2011, para. 55
- Paragraph text
- The lack of support for transportation and inadequate facilities can also be a determinant factor in the exclusion of students with disabilities from education systems. Inadequate public transportation and poor infrastructure in rural and urban areas still impede access to schools for persons with mobility restrictions and those who have impaired vision. Within schools, inadequately built classrooms and toilets can also restrict their use by students with disabilities.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Persons with disabilities
- Année
- 2011
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 74
- Paragraph text
- As the report of the High-level Panel states, national Governments have the central role and responsibility "to translate the vision and goals of the post-2015 [development] agenda into practical reality" and "local authorities form a vital bridge between national Governments, communities and citizens", who will all have a critical role in a new global partnership. The report also states that each partner in the global partnership has a specific role to play.3
- Status juridique
- Non-negotiated soft law
- 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
- 2013
Paragraphe
Privatization and the right to education 2014, para. 76
- Paragraph text
- Public investment in education is all the more important since education, of which both the individual and society are beneficiaries, is a foundation for human development. As the above-mentioned OXFAM briefing paper (see para. 66) has warned, "Developing countries are at the greatest risk of rocketing poverty and inequality due to stagnating public spending on public services", including education, and "Austerity is a medicine that could kill the patient".
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2014
Paragraphe
Public-private partnerships in education 2015, para. 43
- Paragraph text
- The impact of public-private partnerships on education needs careful consideration. Key issues include: whether it results in public disinvestment in education to the advantage of private sector; whether it is an abdication of State responsibility to meet its obligation to provide quality public education to all its citizens; the repercussions on education as a public good; and whether it is undermining the norms and principles of the right to education.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2015
Paragraphe
Public-private partnerships in education 2015, para. 112
- Paragraph text
- It is important that States carefully enforce laws, rules and regulations through monitoring and enforcement. Governments should strengthen national human rights mechanisms or ombudspersons so that they function with a reinforced mandate. Moreover, parliamentarians have a crucial role to play in monitoring public-private partnerships, not only in adopting laws, but also in taking up questions related to the enforcement of laws, rules and regulations.
- Status juridique
- Non-negotiated soft law
- 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
- 2015
Paragraphe
Lifelong learning and the right to education 2016, para. 36
- Paragraph text
- 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.
- Status juridique
- Non-negotiated soft law
- 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
- Paragraph text
- 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.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2016
Paragraphe
Sexual education 2010, para. 64
- Paragraph text
- In the Special Rapporteur's view, sexual education constitutes a domain in which rights are exercised and, consequently, in which they can also be violated. An example of this is the violence suffered by women subjected to genital mutilation, an aberrant practice supposedly justified by tradition that constitutes a terrible act of violence and violation against women, who find themselves invaded and mutilated and whose physical integrity, health and right to pleasure are denied.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Harmful Practices
- Violence
- Personnes concernées
- Women
- Année
- 2010
Paragraphe
Equality of opportunity in education 2011, para. (d)
- Paragraph text
- Establishing minimum quality standards for education: The impact of recent expansion of enrolment in schools in many countries is seriously compromised by the deterioration in the quality of education that schools currently provide. The Special Rapporteur intends to pay attention to the development and implementation of norms for quality education - both for public and private schools - with a focus on improving the conditions of the teaching profession and learning outcomes.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2011
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 11
- Paragraph text
- As detailed below, many countries have adopted new laws, policies and strategies, recognizing the empowering role of technical and vocational education and training in people's lives and in socioeconomic development. "The 21st century's need for new skills to match advances in information, communication and technology has initiated the return of TVET to the international agenda", as evidenced by multiple initiatives at national and international levels.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2012
Paragraphe
Justiciability of the right to education 2013, para. 66
- Paragraph text
- Similarly, a recent decision by the Supreme Court of Nepal issued a verdict demanding that educational authorities devise reform programmes to regulate private schools – regulating fees, prohibiting the sale of unregistered and over-priced textbooks, and limiting the number of private schools gaining accreditation. Exorbitant fees charged by private providers of education are causing greater social and economic disparity between working and middle classes.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Economic Rights
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Assessment of the educational attainment of students 2014, para. 72
- Paragraph text
- A student-centred system of education and evaluation would include a detailed assessment record of each student's progress through the curriculum. While not all students progress at the same rate, a personalized assessment allows teachers, teaching assistants or even student mentors in a higher grade to provide support so that each student completes each module in the curriculum without suffering from the social stigma associated with being held back.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2014
Paragraphe
Public-private partnerships in education 2015, para. 64
- Paragraph text
- Policies in the areas of standardized tests and curricula, pedagogy and teacher evaluation are also increasingly being promoted and literally "sold" to Governments in both the global North and South by international institutions and education corporations and foundations, among other private actors. Along with the preparation and supply of learning materials, those policies affect the content and delivery of education, impinging on its very objectives.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2015
Paragraphe
Protecting education against commercialization 2015, para. 54
- Paragraph text
- The State remains primarily responsible for education on account of international legal obligations and cannot divest itself of its core public service functions. As the Supreme Court of the United States of America stated in the historic judgement in Brown v. Board of Education (1954), "providing public schools ranks at the very apex of the function of a State" and "education is perhaps the most important function of State and local governments".
- Status juridique
- Non-negotiated soft law
- 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
- 2015
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".
- Status juridique
- Non-negotiated soft law
- 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.
- Status juridique
- Non-negotiated soft law
- 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
Sexual education 2010, para. 53
- Paragraph text
- In the Asia-Pacific region, sexual education tends to be provided via subjects such as biology, science and health. All the countries of the region claim that HIV education is included at the secondary level; six of them claim that it is included at the primary level and 13 include it in teacher training. However, in some countries of the region, sexual education is limited to its biological or moral aspects, ignoring the broad range of areas in which it affects people's lives.51
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Gender
- Health
- Personnes concernées
- N.A.
- Année
- 2010
Paragraphe
Financing education and update on education in emergencies 2011, para. 40
- Paragraph text
- The present report focuses only on financing education through public resources. However, it is clear that the private sector can complement State initiatives in providing education by entering into partnerships with Governments for equitably sharing responsibilities. It should, however, be ensured that such partnerships operate within a legal framework that requires full compliance with human rights norms and with standards of quality education.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- N.A.
- Année
- 2011
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 69
- Paragraph text
- In most countries, technical and vocational education and training often falls under ministries responsible for education, labour or science, although some specific vocational training programmes (e.g., agriculture, health and transport) fall under the supervision of other line ministries. All concerned ministries and departments should have a role and responsibility for mobilizing resources for technical and vocational education and training.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Personnes concernées
- N.A.
- Année
- 2012
Paragraphe
Justiciability of the right to education 2013, para. 46
- Paragraph text
- The Supreme Court of India has interpreted the provisions on equality before the law in article 14 of India’s Constitution to promote equality in both law and fact. A Constitutional Bench of the Indian Supreme Court held that “What is fundamental, as an enduring value of our polity, is guarantee to each of equal opportunity to unfold the full potential of his personality”. Several other cases show how equality of opportunity in education can be safeguarded by courts.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Assessment of the educational attainment of students 2014, para. 67
- Paragraph text
- National assessment systems should evaluate how human rights values and knowledge have been acquired by students. Performance tests should be devised to assess the extent to which students have incorporated those values into their understanding, commitment and day-to-day behaviour patterns. This constitutes a response to rising levels of violence in many schools, a phenomenon which deserves consideration in assessing school-based evaluations.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2014
Paragraphe
Public-private partnerships in education 2015, para. 57
- Paragraph text
- Many examples of philanthropy exist. For example, the Azim Premji Foundation in India cooperates with the Government in expanding education opportunities in the country. The Fondation nationale des sciences politiques in France is another example of public-private partnerships in education serving the public purpose. Engaged in imparting quality and excellence in education, it also involves private support, serving education as a social cause rather than a commercial pursuit.
- Status juridique
- Non-negotiated soft law
- 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
- 2015
Paragraphe
Protecting education against commercialization 2015, para. 38
- Paragraph text
- Promoting for-profit education, the International Finance Corporation considers laws as financial hurdles and provides guidance to private providers of education to be "very profitable and flourishing enterprises". This is blatantly disrespectful of the human rights obligations of international bodies, including the World Bank, as described in general comment No. 13 (1999) on the right to education of the Committee on Economic, Social and Cultural Rights.
- Status juridique
- Non-negotiated soft law
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2015
Paragraphe