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Titre | Date ajouter | Modèle | Organe | Status juridique | Type de document | Année | Code du document | Document | Paragraph text | Thematics | Thèmes | Personnes concernées | Année |
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Le rôle et les droits des enseignants | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2023 | A/78/364 | ||||||
Garantir le droit à l'éducation : avancées et défis majeurs | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2023 | A/HRC/53/27 | ||||||
Éducation et protection de la petite enfance | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2022 | A/77/324 | ||||||
Digitalisation de l’éducation : incidences sur le droit à l’éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2022 | A/HRC/50/32 | ||||||
Le droit à l’éducation des migrants | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2021 | A/76/158 | ||||||
Les dimensions culturelles du droit à l’éducation, ou le droit à l’éducation en tant que droit culturel | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2021 | A/HRC/47/32 | ||||||
Interrelations entre le droit à l’éducation et les droits à l’eau et à l’assainissement | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2020 | A/75/178 | ||||||
Effets de la pandémie de maladie à coronavirus sur le droit à l’éducation − préoccupations, enjeux et perspectives | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2020 | A/HRC/44/39 | ||||||
Contributions du droit à l’éducation à la prévention des crimes d’atrocité ainsi que les violations graves ou massives des droits de l’homme | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2019 | A/74/243 | ||||||
Mise en œuvre du droit à l’éducation et de l’objectif de développement durable 4 face à l’importance croissante des acteurs privés dans le domaine de l’éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2019 | A/HRC/41/37 | ||||||
Le droit des réfugiés à l’éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2018 | A/73/262 | ||||||
Gouvernance et le droit à l’éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2018 | A/HRC/38/32 | ||||||
Inclusion, équité et droit à l’éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2017 | A/72/496 | ||||||
Réaliser le droit à l’éducation grâce à l’éducation non formelle | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2017 | A/HRC/35/24 | ||||||
Apprentissage tout au long de la vie comme droit à l'éducation | 18 déc. 2023 | Document | Rapporteur spécial sur le droit à l'éducation | Droit souple non-négocié | Rapport des procédures spéciales | 2016 | A/71/358 | ||||||
Lifelong learning and the right to education 2016, para. 67 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Technical and vocational education and training cuts across formal or school- based, non-formal or enterprise-based, and informal or traditional apprenticeship. It has a nexus with the right to education and the right to work and is valuable in providing "retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes ". Such education and training can enable vocational trainees to acquire further professional competence and improve their skills and competencies. Numerous initiatives taken in all regions of the world to introduce reforms in technical and vocational education and training systems are propelled by a variety of skill requirements in the rapidly changing economies of the twenty-first century and involve lifelong learning. In India, inspired by the vision of the Prime Minister, Narendra Modi, of a "skilled India", efforts are being made to align the "demands of the employers for a well-trained skilled workforce with aspirations of Indian citizens for sustainable livelihoods". With the launch of the national skill development mission (kaushal vikas yogna), a national skill development and entrepreneurship policy was adopted in 2015 for that purpose. |
| 2016 | |||||
Protecting education against commercialization 2015, para. 91 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Courts in the United States have also ruled that using public money to fund private school tuition vouchers is unconstitutional, and that public money being so used should instead go to public schools. |
| 2015 | |||||
Protecting education against commercialization 2015, para. 46 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | According to the Organization for Economic Cooperation and Development (OECD), "public schools with comparable student populations offer the same advantages" as private schools. These schools take credit for academic success, yet having educated wealthy parents is the most determining factor in such success. Generally, private schools are chosen owing to the lack or poor quality of public schools. |
| 2015 | |||||
Lifelong learning and the right to education 2016, para. 45 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | In this evolution, the Special Rapporteur emphasizes the importance of giving consideration to the State obligations laid down in international normative instruments. States have the obligation to "develop comprehensive, inclusive and integrated policies for adult learning and education in its various forms" according to their specific conditions, governing structures and constitutional provisions. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 60 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The National Agreement for Skills and Workforce Development of Australia introduced a national training entitlement for government-subsidized training to at least the Certificate III qualification, with a view to ensuring that working -age Australians without qualifications can obtain the skills that they need to work in higher-skilled jobs. |
| 2016 | |||||
Protecting education against commercialization 2015, para. 90 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The Constitutional Court of Colombia ruled in 1997 that excluding pupils from schools on an economic basis only violates their enjoyment of the right to education. The Court also ruled that because of the fundamental character of the right to education, private schools are bound by specific constitutional obligations. |
| 2015 | |||||
Assessment of the educational attainment of students 2014, para. 65 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Finally, national assessment systems for TVET can be used as leverage in valorizing social perceptions of TVET and their status, since they do not enjoy the esteem that would be commensurate with their importance for development. Instituting national awards in conjunction with an assessment of performance in TVET is an important step in that direction. The practice of rewarding TVET students in China is a good example. |
| 2014 | |||||
Justiciability of the right to education 2013, para. 61 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | For instance, providing equal funding to all schools was litigated in the Supreme Court of Kentucky. Addressing a constitutional challenge to the school finance system, the State financing of education was held to be unconstitutional because it did not provide substantially equal funding among all schools in the State. |
| 2013 | |||||
Privatization and the right to education 2014, para. 93 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Existing jurisprudence enables us to better understand obligations that the right to education imposes upon private providers. For example, the Constitutional Court of Colombia ruled in 1997 that excluding pupils from schools on an economic basis only violates their enjoyment of the right to education. The Court also ruled that because of the fundamental character of the right to education, private schools are bound by specific obligations. |
| 2014 | |||||
Normative action for quality education 2012, para. 59 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | The teaching profession is not attractive enough and often does not enjoy social esteem, and this undermines teachers’ morale and motivation. Enhancing career development perspectives for teachers is crucial. In this regard, the UNESCO-ILO Recommendation concerning the Status of Teachers (1966) provides a basis for developing national laws applicable to all teachers, in both private and public schools. |
| 2012 | |||||
Lifelong learning and the right to education 2016, para. 59 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Lifelong learning figures in the education plans and strategies of several countries, for example the strategy for lifelong learning of Denmark, adopted in 2007, which is aimed at promoting lifelong learning in all parts of society and in all areas in which the knowledge, skills and competences of people are developed and put to use. In Jamaica, the national development plan, Vision 2030 Jamaica, is aimed at empowering individuals "to learn for life" so as to be creative and productive. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 53 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 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. |
| 2016 | |||||
Lifelong learning and the right to education 2016, para. 79 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | 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. |
| 2016 | |||||
Assessment of the educational attainment of students 2014, para. 75 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | In this context, the State of Gujarat in India is exemplary in taking steps towards abolishing the conventional "character" certificate, systematically delivered to all students at the end of primary or secondary education, and replacing it with an "aptitude" certificate, which shows the aptitude of students as appraised by teachers, parents and students themselves, allowing them to pursue secondary or higher education. This has the inherent advantage of motivating students to pursue studies based on their aptitude. |
| 2014 | |||||
Report on the Post-2015 Education Agenda 2013, para. 130 | 19 août 2019 | Paragraph | Special Rapporteur on the right to education | Non-negotiated soft law | Special Procedures' report | Accordingly, effective enforcement mechanisms linked to Government accountability should be foreseen in the future agenda. The agenda should contain provisions enabling individuals and groups to claim their right to education as an entitlement in the case of violation or lack of its fulfilment. In this respect, the special role of ombudspersons and national human rights institutions and public human rights defenders should be recognized. |
| 2013 |