“Today, Syrian refugee children in Jordan face a bleak educational present, and an uncertain future. Close to one in three—226,000 out of 660,000—Syrians registered with the United Nations refugee agency in Jordan are school-aged children between 5-17 years old. Of these, more than one-third (over 80,000) did not receive a formal education last year.”

This report looks at the needs of Syrian refugee children in Jordan specifically around access to education, what success the Jordanian government has already had in getting Syrian child refugees into education, but also the considerable work still needs to meet the Jordanian government's ambitious target of increading enrollment amongst those children currently still without access to education.  The report also looks at what role donor financial aid is playing in helping to alleviate the situation.

The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.

With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.

The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.

The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.

The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing. The report also contains an update on the situation of education in emergencies, pursuant to General Assembly resolution 64/290. The Special Rapporteur underlines that the attention and funding dedicated to education in emergencies continue to be insufficient and inadequate, and calls for more investment in preventive efforts and for a better protection of education during armed conflict. 
 
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Ce rapport est consacré à la question du financement national de l’éducation de base. Il passe en revue les obligations de financement de l’éducation des États en vertu des droits de l’homme et fournit des exemples concrets de cadres juridiques nationaux qui garantissent un financement national. Le rapport contient également une mise à jour sur l’éducation dans les situations d’urgence, conformément à la résolution 64/290 de l’Assemblée générale. Le Rapporteur spécial souligne que l’attention et les financements accordés à l’éducation dans les situations d’urgence continuent d’être insuffisants et inadaptés. Il demande un accroissement des investissements dans l’action préventive et l’amélioration de la protection de l’éducation lors des conflits armés. 

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Le présent rapport de la Rapporteuse spéciale sur le droit à l’éducation, Farida Shaheed, est soumis à l’occasion du vingt-cinquième anniversaire de la création du mandat relatif au droit à l’éducation. Dans son rapport, la Rapporteuse spéciale passe en revue les résultats obtenus dans le domaine du droit à l’éducation et expose la manière dont on conçoit ce droit et les obligations qui en découlent, ainsi que les questions contemporaines et nouvelles dont il convient de tenir compte pour garantir le droit à l’éducation pour tous, aujourd’hui et à l’avenir.

 

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Este informe de la Relatora Especial sobre el derecho a la educación, Farida Shaheed, se presenta con ocasión del 25º aniversario del establecimiento del mandato sobre el derecho a la educación. En su informe, la Relatora Especial examina los logros realizados en este ámbito, cómo se entiende el derecho a la educación y las obligaciones que conlleva, así como cuestiones tanto contemporáneas como emergentes que deben tenerse en cuenta para garantizar el derecho a la educación para todos, hoy y en el futuro.

 

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Key resource

In her first report to the Human Rights Council, 25 years after the establishment of the mandate on the right to education, the Special Rapporteur reviews achievements, particularly on how the right to education is understood today and the obligations it entails, as well as contemporary and emerging issues that need to be considered to ensure the right to education for all, today and in the future.

A/HRC/53/27

 

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