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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
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
Justiciability of the right to education 2013, para. 74
- Paragraph text
- The role of courts and adjudicatory mechanisms in further defining and adjudicating the right to education is clear. However, significant challenges remain, particularly for disadvantaged groups, to bring allegations of violations to court.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 107
- Paragraph text
- Punitive regulations are required to address fraudulent practices, including the awarding of fake degrees and diplomas. It is important that corrupt and fraudulent practices be investigated and that operators who act illegally be prosecuted.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 89
- Paragraph text
- Digital technologies necessarily involve private partners and agencies that collaborate with universities, both public and private, on the procurement and operationalization of not only hardware but also software. The use of digital technologies in education has led to more consumer-oriented attitudes in universities and is resulting in the commodification of knowledge and the valuing of information in economic terms rather than for its social and cultural significance. Sponsored by a range of entities, including individual proprietors and profit-seeking businesses, private institutions of higher education now constitute the fastest-growing segment of higher education. Corporate funding of higher education raises questions of academic independence, as well as ethical questions. Universities are moving away from their social function. The commercialization of education could divert attention away from the classical type of higher education by accumulating advantages in the most advanced countries and institutions, by discriminating against the most deprived and by contributing to brain drain in many poor countries. There is evidence of an emerging global marketplace and a growing spirit of competition in higher education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 85
- Paragraph text
- Open educational resources are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property licence that permits others to use them freely and for different purposes.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 83
- Paragraph text
- Copyright law reserves all rights to the author or owner and requires either legislative or licensed exceptions to be set out in an agreement. On the other hand, open licensing allows authors to publish their work for anyone to share and use, while still allowing them to reserve more rights if they choose.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 74
- Paragraph text
- Currently, most massive open online course providers establish a proprietary claim on material included in their courses, license the access and use of that material to the user and exercise ownership over user-generated content. To fully exercise academic freedom, however, higher education teaching personnel should retain ownership of their course material, including material used in distance and online courses.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 59
- Paragraph text
- The introduction of technology in the classroom does, however, have an important impact on the role of the teacher. Electronic materials should complement the existing classroom practices, as videos or online exercises supplement traditional learning. Through face-to-face interactions the teacher can more easily gauge the level of understanding and participation of learners and implement interventions to address issues.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 55
- Paragraph text
- The autonomy of teachers to teach as they deem best can be hampered by technology-based education models. From scripted tablet-based learning to massive open online courses with prescribed teaching modules, the ability of teachers to select content that they feel is relevant for their local conditions and classes is being impaired.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 49
- Paragraph text
- One of the main challenges for higher education today is how it can respond to the massive global demand for professional qualifications while maintaining its key role in research. This must be seen in the context of the online provision of education.
- 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. 85
- Paragraph text
- States must take measures to ensure that the social elements of education are not lost in the transition to online education provision. Care must be taken to ensure that the negative effects of digital technology in education are addressed or mitigated. In his 2015 report to the Human Rights Council (A/HRC/32/37), the Special Rapporteur outlined a number of risks that emerge from online 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. 84
- Paragraph text
- In addition, providers of dubious quality are using Internet-based education and training simply to cut costs by undermining teachers' working conditions, particularly in offshore provision. Governments must take measures to regulate online educators and develop national qualifications frameworks and standards to allow learners to receive a quality education and to allow employers to value the credentials of their applicants and employees.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- 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. 68
- Paragraph text
- The Moscow Declaration adopted at the meeting of the Ministers of Education of Brazil, China, India, the Russian Federation and South Africa on 18 November 2015 expresses the commitment of those countries in the field of technical and vocational education and training to "promote lifelong learning and encourage self- education through both formal and informal modes, and strive towards a state of excellence".
- 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. 52
- Paragraph text
- In this respect, the Special Rapporteur commends the position taken by ILO with regard to corporate social responsibility and the call upon multinational enterprises "to provide training for all levels of their employees in home and host countries, to meet the needs of the enterprises and contribute to the development of the country".
- 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
Protecting education against commercialization 2015, para. 101
- Paragraph text
- The lack of effective oversight and regulating mechanisms is one of the most significant failures of States. In spite of regulations for registration and recognition, the rapid growth of unregistered low-fee private schools in the developing world shows that implementation gaps remain. The State has the responsibility to establish an oversight mechanism for private schools and must ensure its laws are being complied with.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 75
- Paragraph text
- As has been done in law in some countries, conditions under which private schools can operate must be fixed by the State. In the Netherlands, for-profit, privately funded schools, rather than private schools established for a specific religion, philosophy or educational ethos, must meet the conditions laid down and obtain approval from the education inspectorate if they wish to provide education to students of compulsory school age.
- 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. 88
- Paragraph text
- In another case, the South African Constitutional Court found that the primary positive obligation with respect to the right to education rests on the State and that private actors providing basic education have an obligation not to infringe on the students' right to education.
- 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. 84
- Paragraph text
- In Japan, the School Education Act fixes minimum standards in education with curriculum guidelines, and the ordinance for the enforcement of the Act provides a basis for application of the guidelines. The country's Private Schools Act lays down requirements for the establishment and management of private schools. Failure to follow specific regulations is punishable by sanctions of a civil nature.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 111
- Paragraph text
- States have the obligation under human rights law to establish conditions and standards for private education providers and maintain a transparent and effective system to monitor those standards with sanctions in case of abusive practices. That responsibility cannot be fulfilled through voluntary compliance systems or inadequate State monitoring and oversight.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 105
- Paragraph text
- Moreover, regulations should be prohibitive as regards, for example, ill founded propaganda and commercial advertising in education, misleading claims as to quality education by private partners and the repatriation of surpluses by foreign-owned private institutions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 94
- Paragraph text
- The Special Rapporteur emphasizes that accountability in education is part of the obligations of the State, so that Governments must be monitored and held responsible for their shortcomings in failing to fulfil their obligations for the realization of the right to free education and in failing to adhere to minimum educational standards of quality learning, even when outsourcing education to private 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. 91
- Paragraph text
- If a State enters into partnership with private providers, it must progressively assume full responsibility for the provision of education, as in the case of community schools built or run in collaboration with local authorities, which the Government takes over at a later date. Collaboration based on social interest in education can lead to public education systems being reinforced through public-private partnerships.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 89
- Paragraph text
- Public-private partnerships in education also present a number of concerns relating to social justice and human rights. States must ensure that education is valued and safeguarded as a public good. The principle of social justice, which is at the core of the global mission of the United Nations to promote development and human dignity, also underpins human rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 87
- Paragraph text
- Governments should ensure that public-private partnerships in education do not lead to the private sector building a stronghold in the education system through a process that is in fact geared to the advantage of private partners to the detriment of public education institutions and the public interest in education.
- 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. 86
- Paragraph text
- When a private entity operates in education in collaboration with a public entity, the larger cause of education as a social good should not be compromised. The provision of education cannot be made subservient to private interests. Education is a public good and a social cause and public-private partnerships must be protected from the growing influence of a market-based model of private education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 81
- Paragraph text
- The State should preserve the fundamental nature of the right to education as a societal or public good, rather than a private good. It is therefore important to develop a human rights-based understanding in relation to several crucial issues raised by public-private partnerships in education.
- 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. 62
- Paragraph text
- The Special Rapporteur considers it important to recognize that quality in education is not improved by resorting to public-private partnerships, but by employing qualified teachers, providing quality teaching material and allocating sufficient budgetary support to improve quality. Investments to improve quality are rarely made because most education budgets are consumed by recurring expenses.
- 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. 47
- Paragraph text
- The Special Rapporteur considers that a critical appraisal of public-private partnerships in education is important for public policy responses. He outlines herein some areas which he considers to be of key importance in meeting the challenges of public-private partnerships in education.
- 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
Assessment of the educational attainment of students 2014, para. 69
- Paragraph text
- The quality of teaching and learning at the basic education level is an important factor in national assessment. Teachers are also key to linking assessments to improved learning. Moreover, they play a valuable role in accomplishing the humanistic mission of education.
- 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