Reports

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.

The Committee on Economic, Social and Cultural Rights considered the combined fifth and sixth periodic report of the Philippines on the implementation of the International Covenant on Economic, Social and Cultural Rights (E/C.12/PHL/5-6) at its 65^th and 66^th meetings (E/C.12/2016/SR.65 and 66) held on 28 and 29 September 2016, and adopted the following concluding observations at its 79^th meeting, held on 7 October 2016.

This study investigates the operations of Bridge International Academies in Uganda where it has quickly expand since February 2015, with an estimated 12,000 fee-paying students. The company’s profit-driven, standardised ‘Academy-in- a-Box’ approach involves the neglect of legal and educational standards established by the Government of Uganda. This includes requirements to employ qualified teachers, observe the national curriculum and standards related to school facilities.

The present report, submitted pursuant to Human Rights Council resolutions 8/4 and 26/17, is devoted to lifelong learning and the right to education. 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 realisation and underlines the key importance placed on lifelong learning in the 2030 Agenda for Sustainable Development.

There is no robust evidence that private schools aimed at low-income families provide a better education than public schools in developing countries, according to GCE's new major report on for-profit, privatised education. The report sets out the corrosive consequences – greater inequality and social segregation – of increasing privatisation in education, and casts serious doubt on the ability of for-profit, low-fee private schools to achieve quality education for all.

This report was submitted by the Right to Education Initiative and nine organisations - including British organisations, organisations based in developing countries and international organisations on the occasion of the 3rd Cycle of the Universal Periodic Review (UPR) of the United Kingdom of Great Britain and Northern Ireland (UK). 

The Education at a Glance OECD Indicators report provides in depth analysis, across a range of indicators, of the state of education in all 35 OECD countries, as well as in a selection of partner countries. The full report is available to view below, and each individual section can also be downloaded as a PDF, here.

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 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 report assesses the PPP policy in education in Uganda and its compliance with the human rights standards as well as the right to education for all children. In addition, the report examines issues of regulation and supervision of PPP schools, equitable geographical access to education, access by vulnerable groups, financing and costeffectiveness, as well as quality of education and value for money.