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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
Protecting education against commercialization 2015, para. 120
- Paragraph text
- Nationally designated authorities should undertake full-scale investigations of fraudulent practices, including tax evasion by private providers who reap profits in the name of education. States should ensure that the financial operations of all private providers are regularly scrutinized and that this information is publicly shared.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 55
- Paragraph text
- Yet, instead of controlling the growth of privatized, for-profit education, Governments often support private providers through subsidies and tax incentives, thus divesting themselves of their primary public function. As a result, rather than supplementing government efforts, private providers are supplanting public education and commercializing education in the process.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- 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. 138
- Paragraph text
- Public sector borrowing is normally the lowest-cost way to raise money and improving tax collection and reducing national and international tax avoidance can do more to increase education spending than any amount of private investment. Financial support for education can also be mobilized through corporate social responsibility.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- 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. 72
- Paragraph text
- In Viet Nam, for example, multinational manufacturing companies have partnered with universities to provide specialized courses in the workplace to train workers in work-specific skills. Scaling up such partnerships more broadly, through cost-sharing models, provides an example of where the interests of the public and private sectors most closely align and should be emulated more widely.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 95
- Paragraph text
- There is growing recognition that market-centred approaches to development have exacerbated various forms of inequality and that the question of equality has not featured as prominently as it should on the international development agenda. Equality matters both for its intrinsic value as a human right and for instrumental reasons linked, for example, to economic growth and social cohesion.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 79
- Paragraph text
- Fees to file complaints, however minor, have the effect of deterring claimants. This effect is more pronounced on the poor, who in turn are often those most affected by violations. Quasi-judicial mechanisms should never require payment to bring a claim, and subsidies for court proceedings should be available on a needs-based assessment.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- 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. 91
- Paragraph text
- Private sector enterprises are emerging key players in digitization. The commercial interest of providers, which enables them to enter the higher education market using a massive open online course approach, can be the reason for offering such courses. Governments, institutions and private providers may misuse massive open online courses and other distance education technologies to promote privatization, reduce public funding and increase managerial control over academic staff.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Assessment of the educational attainment of students 2014, para. 59
- Paragraph text
- Governments, enterprises and TVET institutions must thus be collectively involved in defining the vocational trades and in developing assessment mechanisms of the attainments of students as part of a tripartite system. This is indispensable for ensuring that TVET graduates are responsive to ever-changing national and private sector employment requirements, with the State also ensuring that TVET programmes and the assessments of them are supplemented by a broader human rights-based education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 93
- Paragraph text
- The norms and principles that underlie the right to education are affected by the market forces associated with digital technologies. It is of utmost importance that education be safeguarded against the forces of privatization.
- 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
Issues and challenges to the right to education in the digital age 2016, para. 90
- Paragraph text
- Massive open online courses and other distance education formats can promote privatization, reduce public funding and increase managerial control over academic staff. "Market-leading" universities could capture the higher education market as a whole, since customers will choose the most prestigious courses in elite universities associated with "star" professors. This phenomenon has been termed "an emerging brand of academic capitalism" that is associated with entrepreneurship, as it seeks to raise significant income from the private sector.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 94
- Paragraph text
- Governments can support learners in various ways, such as by mandating that employers provide educational leave for employees or paid training to upgrade skills and by encouraging more people to avail themselves of unpaid educational or training leave. During his recent visit to Fiji, the Special Rapporteur was informed that the Ministry of Education provided qualified teachers up to one year 's paid leave to upgrade their qualifications. The Special Rapporteur also notes that the Government of Austria pays an allowance at the same rate as unemployment benefits to compensate for the income that has been forgone, and trainees receive a further training allowance (Weiterbildungsgeld) from the Employment Service equivalent to the level of unemployment benefit to which they are entitled. In Finland, participants can also avail themselves of a grant equal to the unemployment benefit.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 55
- Paragraph text
- Considerations pertaining to labour law are especially important as regards agreements between providers of learning opportunities and their beneficiaries. For example, the Workers Vocational Skills Development Act (2010) in the Republic of Korea has the objective of promoting and stabilizing the employment of workers, raising their social and economic status, improving the productivity of enterprises and thus contributing to social and economic development by promoting and supporting workers' skills development throughout their lives, training the skilled and technical workforces required by industries and conducting projects for industry-academia collaboration, among others.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 36
- Paragraph text
- A recent in-depth study on privatization has shown that education as a sector is increasingly being opened up to profit-making and trade, and to agenda-setting by private, commercial interests that conceptualize the learner as a consumer and education as a consumer good. The reconfiguration of public services within neoliberal globalization has placed education squarely in the headlamps of the private sector and international trade agreements such as the General Agreement on Trade in Services and the Trade in Services Agreement. Low-fee private schools in developing countries are a glaring example of the commercialization of education, characterized as "edu-business". A potentially very large proportion of these schools are unregistered.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Assessment of the educational attainment of students 2014, para. 97
- Paragraph text
- The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: Similarly, ILO and the United Nations Industrial Development Organization have special roles and responsibilities in the area of skills development, and should reinforce their activities in technical assistance for assessment of new areas of technical knowledge and competencies, while improving linkages between informal apprenticeship and formal vocational education and training. Recognition of the qualifications of students who have undertaken technical and vocational education and training should include graduate apprentices in rural economies and the informal sector;
- 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
- 2014
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 70
- Paragraph text
- The EFA Global Monitoring Report 2005 notes that many approaches in the economic tradition have assumed that there is a workable analogy between schools and factories, in the sense that a set of inputs to schooling is transformed by teachers and pupils into a set of outputs in a fairly uniform way. However, attempts to assess the extent to which changing the mix of inputs affects the outputs, so as to identify the most cost-effective policy levers for quality improvement, have often proved inconclusive. Human rights cannot be subjected to a cost-benefit analysis. Provision of the right to quality basic education, free of cost for all, is a core obligation of States and should not be compromised at any cost.
- 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
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 60
- Paragraph text
- Standards ensuring good working conditions for teachers, such as providing a clear teaching-career structure, including evaluation, training and progression, and ensuring adequate salaries, were adopted in several countries. In Germany, for example, teachers have either civil servant or public service employee status, which guarantees a very high level of employment security. China’s Teachers Law (1993) recognizes the Government’s responsibility to take measures to strengthen professional training of teachers, improving their working and living conditions and raising their social status (art. 4). Further examples exist in many countries, including Argentina, Colombia, Indonesia, Latvia, the Philippines and Poland.
- 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
- 2012
- Date added
- Aug 19, 2019
Paragraph
17 shown of 17 entities