"Achieving the right to education for all is one of the biggest challenges of our times. The second International Development Goal addresses this challenge: universalizing primary education in all countries by 2015. This is also one of the main objectives set at the World Education Forum (April 2000), where the right to basic education for all was reaffirmed as a fundamental human right.
The fundamental question is how the obligations relating to the right to education undertaken by Member States under international and regional instruments are incorporated into national legal systems? This is all the more important for achieving the Dakar goals, in keeping with the commitments made by Governments for providing education for all, especially free and compulsory quality basic education. But in spite of such legal obligations and political commitments, millions of children still remain deprived of educational opportunities, many of them on account of poverty. They must have access to basic education as of right, in particular to primary education which must be free. Poverty must not be a hindrance and the claim by the poor to such education must be recognized and reinforced."
With the adoption of the Sustainable Development Goals (SDGs), countries have promised to achieve universal completion of primary and secondary education by 2030. This paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, illustrates the magnitude of this challenge. Globally, 263 million children, adolescents and youth between the ages of 6 and 17 are currently out of school, according to a new set of UIS indicators. A key obstacle to achieving the target is persistent disparities in education participation linked to sex, location and wealth, especially at the secondary level. Selected policy responses to promote enrolment in secondary education are reviewed.
In this policy brief, the Global Campaign for Education, outlines ten clear recommendations for the Education Financing Commission, which will launch its report on 18th Spetember, 2016. The recommendations are:
- Ensure harmony with existing education efforts (the right to education and Education 2030) as wells as existing mechanisms, such as the Global Partnership for Education
- Support free education
- Support public education
- Ensure long term, predictable, and sustainable financing
- Ensure inclusive and democratic country-led processes
- Emphasise the diverse aims of education and look beyond standardised testing to a wide range of indicators
- Ensure governments allocate at least 20% of their budgets to education
- Ensure governments increase budget size
- Budgets should prioritise equity
- Budgets should be transparent and subject to scrutiny
The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084. This means the world would be half a century late for the 2030 SDG deadline.
The publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education - considered a cornerstone of Education 2030.
The examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international instruments.
The compendium seeks to provide an overview of promising measures taken to ensure equality of educational opportunities and non-discrimination – determining factors for the realisation of Sustainable Development Goal 4, while also serving as a tool for information sharing and advocacy in connection with the right to education.
In this report, the Special Rapporteur argues that treating economic and social rights as human rights is essential both for efforts to eliminate extreme poverty and to ensure a balanced and credible approach in the field of human rights as a whole. He argues that economic and social rights currently remain marginal in most contexts, thus undermining the principle of the indivisibility of the two sets of rights.
Conventional wisdom celebrates the great strides that have been made in recent years in relation to economic and social rights. At the international level, the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights has been adopted, an impressive number of special procedures have been created to focus on these rights and bodies like the Human Rights Council spend much more time than they once did debating these issues. At the national level, economic and social rights proponents celebrate the impressive degree of constitutional recognition of some or most economic and social rights, the growing capacity of courts in many countries to enforce them, the growth of national non-governmental organisations working on economic and social rights and the emergence of a vibrant scholarly literature on the justiciability of those rights.
However, despite important recent progress, the reality is that economic and social rights remain largely invisible in the law and institutions of the great majority of States. In support of this proposition, the Special Rapporteur notes that: many of the States whose Constitutions recognise economic and social rights have not translated that recognition into a human rights-based legislative framework; the increasingly widespread constitutional acceptance of the justiciability of economic and social rights contrasts with the resistance of many of the relevant courts to acting on these rights; many of the States that enjoy the world’s highest living standards have specifically rejected proposals to recognise economic and social rights in legislative or constitutional form; most national-level institutional mechanisms for promoting human rights neglect economic and social rights; and national economic and social rights accountability mechanisms are generally much rarer than mainstream accounts would suggest.
The extent to which economic and social rights remain unacknowledged as human rights is the frequency with which debates about economic and social rights slide imperceptibly and almost naturally into broad discussions of development. But, in fact, development initiatives might not be rights-promoting, or even rights-protecting. In this report, the Special Rapporteur spells out why it matters that economic and social rights be treated as human rights and examines the ways in which this can be done by outlining the recognition, institutionalisation and accountability (RIA) framework that focuses primary attention on ensuring recognition of the rights, institutional support for their promotion and accountability mechanisms for their implementation.
The aim of this briefing is to propose a human rights-centered policy agenda to tackle economic inequality and the social inequalities it reinforces. It sets out to illustrate how human rights can provide both a normative framework and a set of accountability mechanisms to accelerate success in meeting this most cross-cutting of sustainable development goals.
Who Will Be Accountable? Human Rights and the Post-2015 Development Agenda explains that embedding accountability into the very DNA of the post-2015 sustainable development architecture will be critical to ensure the new plan ensures political commitments made at the international level actually result in policy changes on the ground. The publication examines accountability gaps that have impeded realisation of global and national development goals thus far. It highlights shortcomings in the accountability of actors within, above and beyond the state, including the responsibilities of wealthier states, international institutions and the private sector to ensure their policies and practices do not undermine human development and the fulfilment of human rights. It also explains how these shortcomings can be overcome in the design of a new set of post-2015 goals by aligning these more closely with international human rights standards.
More than 40 percent of Tanzania’s adolescents are left out of quality lower-secondary education despite the government’s positive decision to make lower-secondary education free.
This report examines obstacles, including some rooted in outmoded government policies, that prevent more than 1.5 million adolescents from attending secondary school and cause many students to drop out because of poor quality education. The problems include a lack of secondary schools in rural areas, an exam that limits access to secondary school, and a discriminatory government policy to expel pregnant or married girls.
For a summary, see here.
For an esay to read version, in English, see here.