Astuces de recherche
trié par
30 Listé sur un total de 1260 Entités
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Establish individual curricula or tutoring programmes that support majority language acquisition and, if necessary, other subject areas, so that majority language learning and subject matters can be learned at the same time. These should be offered in mainstream schools and without creating segregated adaptation groups and classes.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Movement
- Personnes concernées
- N.A.
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Increased recruitment of highly competent teachers, and teachers with relevant migrant backgrounds to facilitate more effective individualized pedagogical support (individual curricula), especially at the nursery/kindergarten and primary levels with respect to language acquisition.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Movement
- Personnes concernées
- Persons on the move
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Make available and promote information/materials on education (and welfare) systems with respect to rights, opportunities and responsibilities in migrant languages and in accordance with migrant, refugee and asylum-seeker population needs.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Movement
- Personnes concernées
- Persons on the move
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Multi- and intercultural education (awareness-raising, socio-linguistics, communication skills and intercultural competence) made integral to teacher education curricula. In-service specialist training should be obligatory and take place during working hours to avoid increasing the workload of teachers.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Movement
- Personnes concernées
- Persons on the move
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 72
- Paragraph text
- The Special Rapporteur reminds States that their education systems should conform to the obligations set forth in the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and the objectives of the Education for All programme. Critically, these systems must also be able to respect and promote diversity on the basis of a global understanding of human needs. Similarly, the Special Rapporteur acknowledges that human rights law “does not sufficiently address the question of binding obligations of States to take positive measures” and “it is largely unclear which distinctions between migrants and the citizens are admissible and which are not”.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- Persons on the move
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Financing education and update on education in emergencies 2011, para. 53
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Education does not often receive the priority it deserves at the national level in terms of budget allocations. To ensure that education receives priority attention, it would be expedient to promote public dialogue among ministers of education and ministers of finance and planning on the necessary steps to secure maximum funding for education. An exchange of ideas and approaches among countries regarding legal and policy frameworks for financing education would enable national authorities to draw upon available experiences and practical examples from a comparative perspective and could provide insight into new avenues for investment in education.
- 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
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Foster the view in all learning settings, both formal and non-formal, that cultural and linguistic diversity is a resource from which individuals and groups can build strong and supportive sustainable communities.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Movement
- Personnes concernées
- Persons on the move
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Financing education and update on education in emergencies 2011, para. 96
- Paragraph text
- States must ensure systematic monitoring, documenting and reporting of violations of international human rights and humanitarian law committed against members of education communities and education institutions and settings. The recent adoption by the Security Council of resolution 1998 (2011) must be followed by enhanced attention to the situation of education in future efforts for monitoring violations of child rights during armed conflict. Domestic, regional and international accountability mechanisms, including those of the military, should be fully cognizant of, as well as systematically address, the obligations of State and non-State actors with respect to the right to education and other legal protections guaranteed to members of education communities and institutions. Specific efforts are required to strengthen the capacity of education providers to prevent and respond to attacks.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Humanitarian
- Personnes concernées
- Children
- Année
- 2011
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Financing education and update on education in emergencies 2011, para. 52
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] It is of crucial importance for countries to devise new approaches to resource allocation and its utilization. To enhance investment in education as a national priority, budget lines for education can be provided for in various ministries concerned with social development (ministries of social welfare, child and women's development, labour, health, etc.). At the same time, broadening the tax base is important for creating more budgetary resources.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- Children
- Women
- Année
- 2011
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 92
- Paragraph text
- In keeping with the UNESCO Revised Recommendation concerning Technical and Vocational Education, which, in its article 17 (c), provides that "all technical and vocational education programmes, including those offered by private bodies, should be subject to approval by the public authorities", the State should ensure that private providers of technical and vocational education and training conform to international and national norms and standards, and do not convert the technical and vocational education and training system into mere commercial ventures. Particular attention should be devoted to ensuring that a multiplicity of learning sites for delivery of technical and vocational education and training programmes in a "virtual learning environment" conform to quality standards, and are subjected to stringent control by public authorities, with sanctions in case of abusive practices.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2012
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 116
- Paragraph text
- Each education goal and target must be accompanied by an implementation strategy and monitoring mechanisms, which should cover both access and quality at each level of education, aimed at enhancing learning achievements. The strategy should be guided by equitable approaches, along with social protection measures and support in the form of grants and bursaries to the children who are victims of exclusion, in particular those who are victims of extreme poverty. This is crucial for meeting challenges in overcoming unprecedented disparities in access and quality as the demand for education grows and what is on offer becomes more diverse.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Children
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Assessment of the educational attainment of students 2014, para. 85
- Paragraph text
- The Special Rapporteur would like to state that the realization of the right to basic education of quality for all, including skills development, deserves a central place in the post-2015 development agenda. From that perspective, national assessments of the educational attainments of students would need to evolve with a future-oriented perspective, in order to meet the key challenges of achieving such universal goals for education as may be agreed to in future development agendas. Education systems, including national assessments, will need to be kept abreast of such developments, bearing in mind the resolve of the international community in reaffirming its commitments to the right to education and to "full access to quality education at all levels" as an "essential condition for achieving sustainable development".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2014
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Assessment of the educational attainment of students 2014, para. 91
- Paragraph text
- Regarding the development of novel assessment mechanisms for skills development, the Special Rapporteur recommends that: While recognizing the importance of national assessment mechanisms for TVET programmes, Governments should develop new and unique assessment mechanisms within a framework of institutionalized collaboration with industry for assessing competencies and skills in terms of technical qualifications that are relevant to a country's development priorities. TVET programmes, particularly in early secondary levels, must be made complementary to the standard education curriculum and not as a separate stream. The aptitude of students should be central to those new assessment systems, offering them the possibility of pathways to higher education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2014
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Assessment of the educational attainment of students 2014, para. 87
- Paragraph text
- Regarding the development of a holistic approach to the assessment of the educational attainments of students, the Special Rapporteur recommends that: Public authorities and school administrators ensure that the assessment of the educational attainments of students includes their understanding of universal human rights values and respect for people from different civilizations, cultures and religions. Student performance tests should demonstrate the extent to which students have incorporated human rights values in their understanding, commitments and day-to-day behaviour patterns.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2014
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Public-private partnerships in education 2015, para. 121
- Paragraph text
- The Special Rapporteur stresses that the State is responsible for providing the right to education as the apex of its public service functions. Even when Governments collaborate with non-State providers in education through public-private partnerships, the State remains both the guarantor and regulator of the right to education, on account of its obligation to respect, protect, promote and realize the right to education. That education is provided through public-private partnerships does not change the nature of the right to education and the related obligations.
- 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
- 2015
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Assessment of the educational attainment of students 2014, para. 86
- Paragraph text
- Regarding the adoption of a human rights-based framework, the Special Rapporteur recommends that: States move towards a more holistic approach in assessing student attainments which goes beyond reading, writing and arithmetic and which incorporates essential human rights objectives. The four pillars of the Delors Report - learning to know, learning to do, learning to be and learning to live together - should become an integral part of any assessment of the educational attainments of students. Moreover, national assessment mechanisms must be in compliance with a country's international human rights obligations;
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2014
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 122
- Paragraph text
- 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
- Type de paragraphe
- Conclusion / Recommendation
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
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 100
- Paragraph text
- Public debate should be raised over critical issues in technical and vocational education and training and the right to education. Universities and education centres should support research for improving the system of technical and vocational education and training, and practical experiences in promoting it should be made widely known.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2012
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Sexual education 2010, para. 87g
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Foster respect for cultural relevance and age-specific criteria in the context of comprehensive sexual education;
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2010
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Privatization and the right to education 2014, para. 119
- Paragraph text
- The humanistic mission of education should be valued and preserved not only by the State but by all key players and stakeholders 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
- 2014
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Financing education and update on education in emergencies 2011, para. 100
- Paragraph text
- Further investments are required to ensure systematic data collection on the situation of education in emergencies. States and international and non governmental organizations providing support to education in emergencies should work on the development of a common framework for the assessment and reporting of met and unmet education needs in contexts of emergency. Such a framework must take into consideration human rights obligations regarding the right to education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Humanitarian
- Personnes concernées
- N.A.
- Année
- 2011
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 108
- Paragraph text
- In contrast to the Millennium Development Goals, the post-2015 development agenda should create an overarching framework of education which is all-inclusive. A global, rights-based approach should address the entire continuum of education and learning, from early childhood to lifelong learning. It should emphasize State obligations and compliance with norms and standards for the right to education for all for both public and private schools.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 133
- Paragraph text
- States in fragile situations and least developed countries may encounter difficulties in achieving the universal education goals of the post-2015 development agenda. In a spirit of international cooperation and solidarity, they should be supported by the international community in their implementation endeavour. Increased domestic and international investment in education is fundamental to boosting progress towards the achievement of development agendas.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- N.A.
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Justiciability of the right to education 2013, para. 81
- Paragraph text
- International, regional and national jurisprudence has demonstrated that the right to education is a legally enforceable right. In case of its violation, it can be protected and enforced through adjudicative mechanisms. These are invaluable for allowing citizens to address violations of their rights in a fair and impartial manner. Its justiciability should be publicly acknowledged, and reaffirmed by governments in the constitution and domestic legislation.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
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
- Type de paragraphe
- Conclusion / Recommendation
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
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Financing education and update on education in emergencies 2011, para. 97
- Paragraph text
- States must ensure that disaster risk and safety considerations are factored into the planning, design, construction and reconstruction of educational facilities. Disaster risk reduction and preparedness notions should be embedded in education policies and curricula. Participatory processes involving students and their communities must be used to ensure local hazard assessments and preparedness.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Environment
- Humanitarian
- Personnes concernées
- N.A.
- Année
- 2011
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 122
- Paragraph text
- National legislation establishing the right to basic education has been developed in many countries as part of the Education for All process. Governments must be encouraged to carry that process further so that education laws are modernized to address education quality, financing, the provision of technical and vocational education and training, the regulation of private providers of education and lifelong learning.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2013
- Type de paragraphe
- Conclusion / Recommendation
Paragraphe