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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
Issues and challenges to the right to education in the digital age 2016, para. 39
- Paragraph text
- The use of digital technology risks creating divisions within society. Devices such as computers, tablets and smartphones, and broadband services, are required to access the Internet. People in urban areas receive access of better quality first, leaving those in remote areas disadvantaged or cut off. Reliable access to electricity to charge devices is often a problem in the developing world.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Person(s) affected
- All
- 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. 60
- Paragraph text
- 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.
- 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. 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
Report on the Post-2015 Education Agenda 2013, para. 112
- Paragraph text
- Aligning development planning with human rights norms and principles is essential to avoid economic progress that continues to leave untouched those who remain marginalized and therefore are deprived of educational opportunities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 54
- Paragraph text
- In a globalized economy, employment opportunities are shifting quickly. The rapid ongoing evolution in the information technology sector requires continuing access to technical education. A global goal for lifelong learning may include the right to minimum literacy, but could also include lifelong access to technical and vocational education and training programmes, or other career training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 26
- Paragraph text
- According to the Committee on Economic, Social and Cultural Rights, the right to technical and vocational education includes the following aspects: "(a) It enables students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability and enhances the productivity of their families and communities, including the State party's economic and social development; (b) It takes account of the educational, cultural and social background of the population concerned; the skills, knowledge and levels of qualification needed in the various sectors of the economy; and occupational health, safety and welfare; (c) It provides retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes; (d) It consists of programmes which give students, especially those from developing countries, the opportunity to receive TVE in other States, with a view to the appropriate transfer and adaptation of technology; and (e) It consists, in the context of the Covenant's non-discrimination and equality provisions, of programmes which promote the TVE of women, girls, out-of-school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 95
- Paragraph text
- A cost-sharing approach makes good sense under the principle that those who benefit should also pay. Learners will be motivated to make better choices when they are required to contribute to the cost of their education and training. Technical and vocational education and training programmes that provide learners with the skills needed by industry and for gainful employment can be so devised as to allow learners to repay their education and training costs.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 66
- Paragraph text
- Similarly, a recent decision by the Supreme Court of Nepal issued a verdict demanding that educational authorities devise reform programmes to regulate private schools – regulating fees, prohibiting the sale of unregistered and over-priced textbooks, and limiting the number of private schools gaining accreditation. Exorbitant fees charged by private providers of education are causing greater social and economic disparity between working and middle classes.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- All
- 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
Lifelong learning and the right to education 2016, para. 54
- Paragraph text
- Education and training for lifelong learning involve "the rights and obligations of all concerned under labour-related laws and other forms of labour regulation". Public authorities are responsible for active labour market measures for the unemployed, and for promoting learning for all, both within and outside the labour market. As noted by the European Commission, trade unions increasingly deliver learning to their members and participate in activities to promote and facilitate learning among members and non-members alike. Together, social partners conduct social dialogue at all levels and negotiate and implement agreements in respect of education and training in the workplace.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- 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
Privatization and the right to education 2014, para. 67
- Paragraph text
- Privatizing education aggravates growing disparities in access to education, further marginalizing the poor. Available experience shows that the voucher system to help children from poor households to gain access to fee-charging private schools has failed in quality education and the Special Rapporteur would like to support the proposition in the OXFAM briefing paper entitled "Working for the Many: Public Services Fight Inequality" that it be discontinued. Similarly, user fees in education are counterproductive, since they take money out of the pockets of ordinary working families, bankrupting them when they need help the most and preventing them from sending their children to school.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Poverty
- Person(s) affected
- Children
- 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. 65
- Paragraph text
- The working conditions of teachers remain generally poor, with limited incentives and career development perspectives. On account of very low salaries, teachers often seek to raise extra income by offering private tuition (exerting pressure on students or parents) and/or by doing side jobs. The Committee on Economic, Social and Cultural Rights noted this common concern. UNICEF similarly recognizes the importance of enhancing teacher capacity, morale, commitment, status and income so as to ensure a rights-based, child-friendly school environment that promotes effective learning. As previously mentioned, the UNESCO-ILO Recommendation concerning the Status of Teachers (1966) provides the most comprehensive guidance to secure adequate working conditions for teachers. Adequate salaries are essential to ensuring that the teaching profession becomes more attractive. Better emoluments can increase teachers’ readiness to accept deployment in rural and remote areas. National laws can contribute to improving salary scales. In Ecuador, for instance, teachers’ salaries were doubled after the adoption the Law on Intercultural Education (2008).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- 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
Technical and Vocational Education and Training (TVET) 2012, para. 16
- Paragraph text
- New directions on the changing landscape of technical and vocational education and training were provided recently at the Third International Congress on Technical and Vocational Education and Training, "Transforming TVET: Building Skills for Work and Life", organized by UNESCO and hosted by the Government of China in Shanghai from 14 to 16 May 2012. The outcome document of that Congress provides new guidance to States on transforming technical and vocational education and training for green economies and societies in the light of climate change, and rising global unemployment and inequalities. It also recognizes the importance of adapting technical and vocational education and training programmes to rapidly changing labour market demands, economies and societies; of integrating technical and vocational education and training with information and communication technologies; and of developing mechanisms to promote the involvement of relevant stakeholders in the planning and implementation of these programmes.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 8
- Paragraph text
- The knowledge, skills and competencies imparted by education are generally understood as primary vehicles for the empowerment of individuals and the promotion of social and economic development. Technical and vocational education and training is frequently recognized as being instrumental in confronting the challenges of unemployment and underemployment, both in developed and developing countries. Ensuring adequate and relevant technical and vocational education and training is central to responding to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world. In this context, increased attention to such education and training is evidenced in all regions of the world, in appreciation of its potential to contribute to individual development and employability, as well as to stimulate economic and social development.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
30 shown of 30 entities