Astuces de recherche
trié par
30 Listé sur un total de 341 Entités
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- 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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- 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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- 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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2014
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
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.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2015
Paragraphe
Lifelong learning and the right to education 2016, para. 95
- Paragraph text
- 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
- Mode d'adoption
- N.A.
- Thèmes
- Economic Rights
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Public-private partnerships in education 2015, para. 35
- Paragraph text
- In its resolution 1.1 on privatization and commercialization in and of education, the seventh World Congress of Education International, held in Ottawa in July 2015, deplored the fact that, in many countries, Governments had abrogated their core responsibility to ensure the right to education for all through a fully accountable free, quality public education system and were increasingly turning to partnering with, or subsidizing, private actors to deliver education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- All
- N.A.
- Année
- 2015
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
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Issues and challenges to the right to education in the digital age 2016, para. 28
- Paragraph text
- 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
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2016
Paragraphe
Sexual education 2010, para. 15
- Paragraph text
- There is no valid excuse for not providing people with the comprehensive sexual education that they need in order to lead a dignified and healthy life. Enjoyment of the right to sexual education plays a crucial preventive role and may be a question of life or death. Recognizing the need for the world's population to be educated in order to prevent HIV/AIDS, the Special Rapporteur also wishes to point out that restricting sexual education to the issue of sexually transmitted diseases gives a limited view of sexuality. In his opinion, reducing sexual education to these aspects may create an erroneous association between sexuality and disease, which is as harmful as associating it with sin.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Health
- Personnes concernées
- All
- Année
- 2010
Paragraphe
Sexual education 2010, para. 74
- Paragraph text
- Another concern with regard to sexual education is the need to respect the community's cultural and religious values. Comprehensive sexual education presupposes values-based perspectives and may include different moral considerations from a pluralist point of view, but it must also be based on scientific evidence and promote the integration of individuals into a more democratic and egalitarian society. It is a challenge for educational systems and communities to work together so that the concerns of different groups can be expressed without imposing personal moral values on the general public since this compromises the individual's freedom to choose a lifestyle. The Special Rapporteur has seen many cases in which scientific sexual education programmes that had been designed and approved were never implemented because of undue ecclesiastical influence, which is a source of concern.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2010
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 46
- Paragraph text
- In reality, State, intergovernmental and civil society practices vary markedly in the age groups, gender balance, intensity and location of those targeted. Disturbingly, monitoring and evaluating practice and programmes is limited. It is also clear from evidence that their “success” is by no means consistent. The Special Rapporteur urges more sharing of best practice and draws attention to the importance of regional answers to regional needs. Regions might also consider developing a global dimension in their curriculum; this would help develop an awareness of near neighbours in order to promote greater understanding and create the basis for mutual learning within the region.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Personnes concernées
- All
- N.A.
- Année
- 2010
Paragraphe
Equality of opportunity in education 2011, para. 13
- Paragraph text
- The experience of human rights monitoring mechanisms has identified many forms of discrimination and inequality that affect the enjoyment of the right to education. These range from clear legal inequalities in status and entitlements to policies that neglect the specific conditions of certain groups. The work of human rights treaty bodies over the last years has indicated areas of action at national and international levels to ensure equality of opportunity in education. Similarly, recommendations to States undergoing the universal periodic review process also address aspects such as guaranteeing the right to education to marginalized and under privileged groups, combating poverty, ensuring the right to education for all, removing gender-based imbalances in education, strengthening efforts to expand opportunities for (basic) education, etc.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Personnes concernées
- All
- Année
- 2011
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 59
- Paragraph text
- Widespread concerns about quality education centre on low learning achievement levels, and even usefulness of education for gainful employment. As such, the assessment of a student's acquisition of knowledge, skills and competencies for technical and vocational education and training is important. The UNESCO Revised Recommendation concerning Technical and Vocational Education (2001) stipulates that Member States should, through the exchange of good practices and methods, aim to apply relevant and appropriate internationally recommended standards and norms relating to systems of assessment/evaluation; occupational qualifications and certification; and equipment and technical standards.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2012
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 66
- Paragraph text
- An essential prerequisite of quality technical and vocational education and training is to ensure the deployment and retention of qualified teachers. The provisions in the ILO/UNESCO Recommendation concerning the Status of Teachers (1966) are applicable to technical and vocational education and training, especially the provisions concerning preparation for the profession; continuing education, employment and career; the rights and responsibilities of teachers; conditions for effective teaching and learning; teacher salaries and social security; and emoluments and conditions of service. Instructors and teachers should possess the necessary qualifications, including advanced degrees and professional experience in related occupational fields. They should also have pedagogical skills and be motivated and committed to the profession. In this regard, mechanisms to ensure in-service training for teachers/educators in industry or enterprise, and continuing training in the use of information and communication technology, are especially necessary.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2012
Paragraphe
Equality of opportunity in education 2011, para. 23
- Paragraph text
- The Committee on Economic, Social and Cultural Rights details the core content and the obligations related to the right to education in its general comment No. 13. It indicates that States have the principal responsibility for the direct provision of education, with core obligations clearly related to the principle of equality of opportunity, to ensure the right of access to public educational institutions and programmes on a non-discriminatory basis, and to provide primary education for all in accordance with article 13 (2) (a).
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2011
Paragraphe
Normative action for quality education 2012, para. 22
- Paragraph text
- Quality basic education which is crucial to “nation-building” constitutes a hallmark of the fulfilment of the right to education in the true sense of the term.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2012
Paragraphe
Technical and Vocational Education and Training (TVET) 2012, para. 8
- Paragraph text
- The knowledge, skills and competencies imparted by education are generally understood as primary vehicles for the empowerment of individuals and the promotion of social and economic development. Technical and vocational education and training is frequently recognized as being instrumental in confronting the challenges of unemployment and underemployment, both in developed and developing countries. Ensuring adequate and relevant technical and vocational education and training is central to responding to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world. In this context, increased attention to such education and training is evidenced in all regions of the world, in appreciation of its potential to contribute to individual development and employability, as well as to stimulate economic and social development.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Economic Rights
- Education
- Personnes concernées
- All
- Année
- 2012
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 99
- Paragraph text
- Education should be central to the notion and concepts of global public goods and intellectual commons which are increasingly being discussed in international forums. Education benefits both the individual and the society, and it should be safeguarded by avoiding its mercantilization, geared towards commercial gains only. Providing public services that contribute to a healthy, educated labour force helps build national stability and strengthens the legitimacy of government. Education should be preserved as a public good so that it does not become devoid of social interest.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 39
- Paragraph text
- A rights-based approach recognizes that all human rights are universal and indivisible, and provide for equality, participation, transparency and accountability. The education goals and targets should apply to all nations. National targets should be developed in full consultation with citizens and civil society. Each goal must ensure that education is available to all, and when limited by the lack of resources it is made progressively available without discrimination. Education goals, implementation efforts and financing by Governments must be transparent. Finally, through national legislation, the right to education shall be given to all people, who shall have national recourse to ensure those commitments are honoured.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Justiciability of the right to education 2013, para. 17
- Paragraph text
- “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”. The right to education creates complex, intertwined obligations and responsibilities for multiple stakeholders. States have the primary responsibility to realize the right to education for all individuals in their territories and subject to their jurisdiction. They must establish an educational system respectful of the right to education, and refrain from any action which may prevent or limit access to education. The State’s obligations remain in case of privatization of education. States must ensure that the right to education is provided and promoted; they must also ensure that it is respected and fulfilled, both as entitlement in terms of universal access to basic education as well as empowerment in terms of acquisition of knowledge, skills and competencies and their quality and standard.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 81
- Paragraph text
- Developing a set of indicators and their use is therefore important. Such a set of indicators will enable legal mechanisms to better identify and assess whether Government policies, programmes and their implementation are leading to improved education and learning achievements. Indicators also enable the examination of situations to ensure that vulnerable groups are not being left behind. Disaggregated indicators are important for revealing disparities among vulnerable groups, and show rural and urban divides or disparate effects on the poor.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 72
- Paragraph text
- The proposed post-2015 development agenda should also advance a framework of international development cooperation, founded upon the principle of international solidarity. International support is critically important in assisting the developing world in achieving the right to education, especially the poorest and most fragile States. Financial and technical support must be provided to least developed countries by development partners to implement their national education plans and programmes, while recognizing the need for strengthening national education systems. The emerging concept of "responsible sovereignty", whereby countries would engage in "fair, rule-based and accountable international cooperation, joining in collective endeavours that enhance global welfare",5 must also be taken into consideration in the post-2015 development agenda.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2013
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 55
- Paragraph text
- The growing importance of lifelong learning as a means to find employment and escape poverty suggests that it be better studied and clarified as part of the right to education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Personnes concernées
- All
- Année
- 2013
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
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2014
Paragraphe
Privatization and the right to education 2014, para. 52
- Paragraph text
- The Special Rapporteur considers it important to recall the outcome document of the United Nations Conference on Sustainable Development, entitled "The Future We Want" (General Assembly resolution 66/288, annex), in which the General Assembly underlined the importance of the right to education and expressed the resolve of the international community to work for a "world that is just, equitable and inclusive". Raising public debate on fundamental justice questions posed by forces of globalization is laudable and deserves to be carried further, since this is critically important.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personnes concernées
- All
- Année
- 2014
Paragraphe
Public-private partnerships in education 2015, para. 92
- Paragraph text
- Governments, and through them all providers of education, whether operating independently or jointly with Governments, remain accountable for respecting and fulfilling the right to education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2015
Paragraphe
Privatization and the right to education 2014, para. 91
- Paragraph text
- Private providers of education are accountable to the State and to the public for their activities, as demonstrated by a large number of court rulings worldwide. The Supreme Court of Nepal determined that exorbitant fees charged by private providers of education are increasing social and economic disparity between working and middle classes. The Court issued a verdict demanding that educational authorities devise reform programmes to control private schools - regulating fees, prohibiting the sale of unregistered and overpriced textbooks and limiting the number of private schools obtaining accreditation.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2014
Paragraphe
Protecting education against commercialization 2015, para. 42
- Paragraph text
- Private providers undermine the right to education, both as an entitlement and as empowerment.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Mode d'adoption
- N.A.
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- All
- Année
- 2015
Paragraphe