Search Tips
sorted by
25 shown of 25 entities
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
Lifelong learning and the right to education 2016, para. 45
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 46
- Paragraph text
- 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.
- 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
Protecting education against commercialization 2015, para. 90
- Paragraph text
- 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.
- 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
Assessment of the educational attainment of students 2014, para. 65
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 93
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 61
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 59
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 59
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 53
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Assessment of the educational attainment of students 2014, para. 75
- Paragraph text
- 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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 68
- Paragraph text
- In 1997, the Constitutional Court of Colombia ruled that by excluding pupils on an economic basis, schools violate their right to education. The Constitutional Court of South Africa held that “affirmative action in education, which would give preference to previously disadvantaged persons to gain admission (to university), is allowed by section 9(2) of the Constitution.” Other rulings from the same court in South Africa also protect the right to education and language rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 65
- Paragraph text
- In the case of Latin America and the Caribbean, gender issues are stated to be important at all levels. However, the regional average shows that countries are still not dealing with all aspects of sexual inequality in official programmes. Moreover, the question of discrimination based on sexual orientation or preference is practically omitted from school curricula in the region. Only Uruguay reports that it is included in all programmes, while Colombia and Argentina report that it is addressed in most programmes.45
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Assessment of the educational attainment of students 2014, para. 66
- Paragraph text
- It is up to States to adopt national assessment mechanisms which ensure that their education systems are in conformity with human rights law, including but not limited to those relating to the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 75
- Paragraph text
- The participation and engagement of civil society organizations, including in particular teachers, students, their parents and communities, is important for a well-functioning national education system, and for its success.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 85
- Paragraph text
- Singapore is an especially noteworthy example of how States can effectively regulate private education providers with sanctions in cases of abusive practices. According to the country's Private Education Act, private educational establishments must be registered and abide by very strict quality standards and norms. They can be refused permission to operate if the private education institution is not in the public interest. The Act establishes duties and management accountabilities. It provides that "any registered private education institution which contravenes any requirement or restriction imposed … shall be guilty of an offence" and makes acting "fraudulently or dishonestly" or "misleading" the public punishable by law. The Act contains comprehensive provisions on inspection, enforcement and offences, as well as a detailed section on offences by corporate bodies, including unincorporated associations that, when found guilty of an offence, shall be liable to be prosecuted and punished accordingly.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 88
- Paragraph text
- As Global Corruption Report: Education has demonstrated, "From primary to higher education level, no part of the education cycle is immune to corruption."18 Corruption by private providers remains unscathed due to lack of financial regulations, scrutiny of their operations and control mechanisms. As a result, the provision of primary or basic education can be turned into a family business by running a school in a private house. In addition, in some cases, teachers in private schools are actually paid less than the amount the proprietors make them declare on paper. Private schools even engage teachers employed by public schools, which is not above board.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 75
- Paragraph text
- It is often difficult or impossible for disadvantaged groups to address claims of non-discrimination, in part because they lack the knowledge and financial resources to pursue legal remedies. Few people in any country are fully aware of the protections they are entitled to under the right to education. Worse still, they are unaware of what mechanisms exist for them to attempt to realize their rights. Without reforms of the education system, and a public awareness campaign, violations are most likely to occur against disadvantaged groups, which may result in their continued marginalization without challenge.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 41
- Paragraph text
- Communications on cases of violations of an individual’s right to education are another important avenue of quasi-judicial procedures for the enforcement of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 35
- Paragraph text
- Finally, in case of inter-State conflict, recourse can be made to the International Court of Justice by one State against another State for protecting the right to education of its citizens, as provided for under UNESCO’s Convention against Discrimination in Education. In this respect, the advisory opinion rendered by the International Court of Justice in response to the United Nations General Assembly resolution on what legal consequences arose from Israel’s construction of a wall in the Occupied Palestinian Territory, considering the rules and principles of international law, is a historic example in showing how the right to education can be safeguarded by the world court. The International Court of Justice held that the construction of the wall in Occupied Palestinian Territory is a violation of international law and impedes the enjoyment of various human rights, including that to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Humanitarian
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 42
- Paragraph text
- The need to “identify steps to strengthen and harmonize, where necessary, the legislative framework within which the right to education is guaranteed” was recognized at various stages of the EFA process. As a consequence, a large number of countries have also developed or modernized their national legislation. Such laws establish the right to basic education, and include provisions on non-discrimination and equality of opportunity in education. This further demonstrates the importance accorded to the equality of opportunity in education in national legal systems. Moreover, in some countries, the regulatory frameworks for private educational institutions have also been developed as part of national legal frameworks protecting equal opportunities in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 27
- Paragraph text
- Other treaty bodies have also stressed obligations connected to ensuring equality of opportunity in education. Article 5 of the Convention on the Elimination of All Forms of Racial Discrimination protects the right to education and training for everyone without discrimination. In its general recommendations concerning specific groups, particularly in relation to discrimination against Roma and discrimination based on descent, the Committee on the Elimination of Racial Discrimination addressed, inter alia, “measures in the field of education.” These elements especially address issues of access to education, quality of education, drop-out rates, and special measures to ensure inclusion of communities which face discrimination. The general recommendation on discrimination against non-citizens also places particular emphasis on access to and quality of education for non-citizens.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
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:] • Pay increased attention to quality linguistic and culturally appropriate early childhood, primary, post-primary and tertiary education that is responsive to the developmental needs of a region and the value of regional understanding and tolerance.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 44
- Paragraph text
- It is now widely recognized that having a home language that differs from that used in schools has a negative impact on achievement, learning and integration into the wider community. Policy and pedagogic responses require host-language training combined with the preservation of mother tongue. This requirement was recognized in many questionnaire responses. The Special Rapporteur concurs with those who view diversity in language within a State as a national resource and invites States to promote such diversity and accord it full recognition.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 37
- Paragraph text
- States, civil society and global international agencies have, in their own ways, sought to address some of the issues noted above. The Special Rapporteur points to three examples of how to strengthen educational opportunity and quality across all groups in disadvantaged communities. First, a number of European States have weighted additional funding according to the socio-demographic characteristics of the student population. Switzerland, aiming to halt native middle-class “flight” from inner city districts with a high proportion of ethnically-diverse populations, has focused on raising the quality of existing multi-ethnic schools by introducing an area-wide model of quality assurance. In Ecuador, human rights organizations and international non-governmental organizations (NGOs) have collaborated to organize inclusive workshops to design and implement “codes of living together” based upon respect for diversity, solidarity, equity and justice.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
25 shown of 25 entities