This online library provides resources from the Right to Education Initiative as well as from other partner organisations. You can filter relevant resources by topic, region, country, content type and language. Note that resources in other languages will be available soon.

See also our list of useful databases for information on the implementation of the right to education at national level.

This thesis aims at a better understanding of the challenging right to education emergence, often embedded within “social rights” or “debts” categories. This study is performed through the demonstration that the positive aspects of education are usually grasped using indirect references like the education public service and two civil liberties: education and conscience. These references remain the norm today despite the reality of the existence of a right to education since its supranational recognition and the recasting of education within the french domestic law. The conditions allowing for this new approach are studied. Furthermore the hypothesis of a gendered meaning of this right's absence within the French secularism context is developed.  

Open letter to the World Bank in support of development aid going to free, quality public education signed by the Right to Education Initiative, together with 173 civil society organizations, national education coalitions and unions, based in 63 different countries.  

In this case, ISER successfully petitioned the High Court seeking declarations to the effect that the government policy on public financing of secondary education in Uganda infringes on the rights to; equality and non – discrimination; and quality education as guaranteed under Articles 21; and 30 and 34(2) of the Constitution respectively. The court directed that; government must ensure equity for all children in the design and implementation of education programs; and that government should take its lead position in regulating private involvement in education to ensure adherence to minimum standards – in doing so, it should make good use of the Abidjan Principles on the human rights obligations of states to provide public education and regulate private involvement in education to offer the necessary guidance. ISER successfully petitioned the High Court seeking declarations to the effect that the government policy on public financing of secondary education in Uganda infringes on the rights to; equality and non – discrimination; and quality education as guaranteed under Articles 21; and 30 and 34(2) of the Constitution respectively. The court directed that; government must ensure equity for all children in the design and implementation of education programs; and that government should take its lead position in regulating private involvement in education to ensure adherence to minimum standards – in doing so, it should make good use of the Abidjan Principles on the human rights obligations of states to provide public education and regulate private involvement in education to offer the necessary guidance. 

In this case,  ISER successfully petitioned the High Court seeking declarations to the effect that the government policy on public financing of secondary education in Uganda infringes on the rights to; equality and non – discrimination; and quality education as guaranteed under Articles 21; and 30 and 34(2) of the Constitution respectively. The court directed that; government must ensure equity for all children in the design and implementation of education programs; and that government should take its lead position in regulating private involvement in education to ensure adherence to minimum standards – in doing so, it should make good use of the Abidjan Principles on the human rights obligations of states to provide public education and regulate private involvement in education to offer the necessary guidance. ISER successfully petitioned the High Court seeking declarations to the effect that the government policy on public financing of secondary education in Uganda infringes on the rights to; equality and non – discrimination; and quality education as guaranteed under Articles 21; and 30 and 34(2) of the Constitution respectively. The court directed that; government must ensure equity for all children in the design and implementation of education programs; and that government should take its lead position in regulating private involvement in education to ensure adherence to minimum standards – in doing so, it should make good use of the Abidjan Principles on the human rights obligations of states to provide public education and regulate private involvement in education to offer the necessary guidance. 

On 13th February 2019, a group of eminent human rights experts from around the world adopted the Abidjan Principles on the human rights obligations of States to provide public education and to regulate private involvement in education in Ivory Coast. This landmark text is a major step for the right to education worldwide. The principles unpack and compile the existing obligations of States under international human rights law and provide a new reference point to address the role of the State and private actors in education. They were adopted following four years of work by various education stakeholders, including some community consultations. 

Factsheet detailing the legal and policy framework in Kenya applicable to early and unintended pregnancy and the right to education. 

UNESCO’s 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges not walls, highlights countries’ achievements and shortcomings in ensuring the right of migrant and displaced children to benefit from a quality, inclusive education, a right that serves the interests of both learners and the communities they live in. 

Read the report, here.

In Kenya, teenage pregnancy almost certainly means the end of a girl’s education. It remains one of the main reasons why girls do not complete their education—keeping an estimated 13,000 girls out of school each year. 

This photo essay is the culmination of interviews with government officials, policy experts, human rights activists and the girls themselves. It identifies systemic failings in the education system, uncovers the barriers to returning to school—including stigmatisation, school fees, and lack of childcare—and recommends actions to ensure girls’ human rights are respected.

Start reading, here.

Key resource

France’s investment in the education multinational Bridge International Academies (BIA) has raised serious concerns regarding the extraterritorial obligations (ETOs) of France, in relation to the rights set out in the International Covenant on Economic, Social and Cultural Rights (ICESCR), particularly, the right to education.

Alternative report submitted in March 2020 by 13 civil society organisations, including the Right to Education Initiative, to the UN Committee on Economic, Social and Cultural Rights at the occasion of the review by the independent experts of the Committee of the implemention by France of its human rights obligations, as definied under the ICESCR.

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