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Issues and challenges to the right to education in the digital age
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2016
- Document code
- A/HRC/32/37
- Date added
- Aug 19, 2019
Document
Assessment of the educational attainment of students
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2014
- Document code
- A/HRC/26/27
- Date added
- Aug 19, 2019
Document
Privatization and the right to education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2014
- Document code
- A/69/402
- Date added
- Aug 19, 2019
Document
Justiciability of the right to education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2013
- Document code
- A/HRC/23/35
- Date added
- Aug 19, 2019
Document
Normative action for quality education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2012
- Document code
- A/HRC/20/21
- Date added
- Aug 19, 2019
Document
Equality of opportunity in education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2011
- Document code
- A/HRC/17/29
- Date added
- Aug 19, 2019
Document
Lifelong learning and the right to education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2016
- Document code
- A/71/358
- Date added
- Aug 19, 2019
Document
Protecting education against commercialization
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2015
- Document code
- A/HRC/29/30
- Date added
- Aug 19, 2019
Document
Public-private partnerships in education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2015
- Document code
- A/70/342
- Date added
- Aug 19, 2019
Document
Report on the Post-2015 Education Agenda
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2013
- Document code
- A/68/294
- Date added
- Aug 19, 2019
Document
Technical and Vocational Education and Training (TVET)
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2012
- Document code
- A/67/310
- Date added
- Aug 19, 2019
Document
Financing education and update on education in emergencies
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2011
- Document code
- A/66/269
- Date added
- Aug 19, 2019
Document
The right to education of migrants, refugees and asylum-seekers
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2010
- Document code
- A/HRC/14/25
- Date added
- Aug 19, 2019
Document
Sexual education
- Body
- Special Rapporteur on the right to education
- Legal status
- Non-negotiated soft law
- Document type
- Special Procedures' report
- Year
- 2010
- Document code
- A/65/162
- Date added
- Aug 19, 2019
Document
Equality of opportunity in education 2011, para. 24
- Paragraph text
- General comment No. 13 dedicates one section to the obligations related to the principles of non-discrimination and equality. The prohibition against discrimination “applies fully and immediately to all aspects of education and encompasses all internationally prohibited grounds of discrimination”. It further stipulates that “the adoption of temporary special measures intended to bring about de facto equality for men and women and for disadvantaged groups is not a violation of the right to non-discrimination with regard to education, so long as such measures do not lead to the maintenance of unequal or separate standards for different groups, and provided they are not continued after the objectives for which they were taken have been achieved”. It also indicates that “sharp disparities in spending policies that result in differing qualities of education for persons residing in different geographic locations may constitute discrimination under the Covenant.” Further, “States parties must closely monitor education –including all relevant policies, institutions, programmes, spending patterns and other practices – so as to identify and take measures to redress any de facto discrimination.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 38
- Paragraph text
- The right to comprehensive sexual education is also confirmed by recommendations and declarations of international bodies, as well as by documents reflecting the global consensus among States. For example, the Programme of Action adopted by the International Conference on Population and Development recognizes that sexual and reproductive health education must begin in primary school and continue through all levels of formal and non-formal education.3 The Joint United Nations Programme on HIV/AIDS (UNAIDS) has found that sexual education is more effective if given prior to first intercourse. The World Health Organization (WHO) believes that it is crucial for sexual education to start early, especially in developing countries. The Organization has also provided specific guidance on how to incorporate sexual education into school curricula and recommends that sexual education should constitute a separate subject, rather than being incorporated into other subjects. In addition, comprehensive sexual education is a basic tool for achieving many of the Millennium Development Goals (MDGs), such as promoting gender equality and empowering women (Goal 3), reducing child mortality (Goal 4), improving maternal health (Goal 5) and combating HIV/AIDS (Goal 6).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Children
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 71
- Paragraph text
- Digital education, in all its forms, relies on teaching materials, textbooks and other forms of transmitting information that are subject to copyright law.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 61
- Paragraph text
- In digital classrooms, the teacher remains responsible for selecting and developing the curriculum. Guidance, attention and commitment are necessary for student-centred learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 67
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 116
- Paragraph text
- States should put in place an elaborate framework of regulations that are prescriptive, prohibitory and punitive, in order to control private providers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 114
- Paragraph text
- Bearing in mind the issues highlighted in the present report, the Special Rapporteur would like to offer the recommendations below.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 50
- Paragraph text
- The Special Rapporteur considers it essential, when looking at privatization in education, to bear in mind State obligations in respect of the right to education: States must ensure promote, respect and fulfil the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 91
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 78
- Paragraph text
- The State is responsible for providing the right to education as the apex of its public service functions; it also remains responsible when it provides such services in partnership with other education providers and non-State actors.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 77
- Paragraph text
- Governments cannot divest themselves of their core public service functions. The State has the principal responsibility for "the direct provision of education in most circumstances", on account of its international legal obligations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 61
- Paragraph text
- A number of studies show that the quality of education provided in private schools is no better than those in public schools. In most countries in Europe, the quality of education provided in public schools is much better than in private schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 52
- Paragraph text
- Some Governments provide subsidies and financial support to private providers instead of investing in expanding educational opportunities in public education, thus neglecting or abandoning their core responsibility.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 41
- Paragraph text
- Cross-border higher education, which involves international branch campuses and direct foreign ownership or investment in national educational institutions, is being promoted under the guise of public-private partnerships.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Assessment of the educational attainment of students 2014, para. 29
- Paragraph text
- Education is invaluable for the preservation of the cultural heritage of humankind. Inculcating in students a commitment to preserving and enriching multicultural and multilingual diversity and promoting a better understanding and appreciation of the richness of cultural diversity deserves an important place in any education system. National curricula should aim to prepare students for the defence of cultural diversity as an ethical imperative, inseparable from respect for human dignity, as expressed in the UNESCO Universal Declaration on Cultural Diversity of 2001. The main lines of the action plan for the implementation of the Declaration clearly provide for promoting through education an awareness of the positive value of cultural diversity and improving to this end both curriculum design and teacher education. The education provided, as well as the assessments of students, should show the importance attached to the preservation and promotion of cultural diversity and pluralism as an essential part of human-centred development. The assessment of students should demonstrate their understanding of common values shared by all humankind, with respect for people from different civilizations, cultures and religions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 121
- Paragraph text
- No private school or educational establishment should be allowed to operate unless its credentials and standards are verified by designated public authorities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph