Education 2030

In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals.

The Special Rapporteur concludes by calling for States to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.

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In this report, the Special Rapporteur sheds light on the vision and concept of lifelong learning and highlights the emergence of the “right to learning”, intertwined with the right to education and training as a social right. He also examines State responsibility, along with that of other social partners, for its realization and underlines the key importance placed on lifelong learning in the 2030 Agenda for Sustainable Development.

In this report, the Special Rapporteur examines the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education.

Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000.

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.

The report focuses on the legal obligations of states and private entities to mobilise all resources at their disposal, including those that could be collected through taxation or prevention of illicit financial flows, to satisfy minimum essential levels of human rights and finds that states who facilitate or actively promote tax abuses, at the domestic or cross-border level, may be in violation of international human rights law.

This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities? These are critical questions, because we know that there’s a long way to go before all young people around the world have access to a quality education: