Applying the Right to Education to the Post-2015 Education Agenda
Delphine Dorsi, Right to Education Project
The Right to Education Project has just published a paper titled Applying Right to Education Indicators to the Post-2015 Education Agenda. This paper is our contribution to the on-going discussions to agree the formulation of the post-2015 education goal and targets, and to identify appropriate indicators to measure progress towards them.
The paper argues that the post-2015 education agenda should incorporate a human rights perspective. We warn that the goal and targets that States will politically commit to should not undermine their existing legal commitments to realise the right to education under international human rights law. To clarify the link between the post-2015 agenda and the right to education, the paper indicates the relevant treaties and specific provisions that apply for each target, explaining the different types of States’ obligations.
To read the full blog post, click here.
To download the full paper, click here.
There has been much talk and much blogging about the ‘post 2015’ agenda -in other words what should be the international goals following the Millenium Development Goals? Many organisations have participated in debates and discussions and publshed position papers – here is one example:
Framework for the Future
Save the Children
Save the Children’s new report, Framework for the Future presents our vision for a universal post-2015 sustainable development framework to replace the Millennium Development Goals (MDGs) building upon our initial framework outlined in Ending Poverty in Our Generation that was released in January 2013.
The report presents twelve concrete goals with associated targets that, if achieved, would help build a world that is prosperous, resilient and free from poverty. To address key weaknesses in the MDGs and to help tackle inequalities, our proposed universal framework introduces key measures including interim “stepping stone” equity targets as well as goals and targets that integrate economic, social and environmental dimensions of sustainable development.
To read the full report, please click here.
The movement towards ‘agreement’ on the post 2015 development goals is gathering pace, particularly with the publication of a new report -read on……
INEE’s Response to the UN’s Report on the Post-2015 Development Agenda
Lori Heninger, INEE Director
On 30 May, the UN Secretary-General’s High-Level Panel of Eminent Persons on the Post-2015 Development Agenda released its report. The 27 member panel met multiple times over the past year, and their report provides recommendations on advancing international development beyond 2015. INEE welcomes this report, and congratulates the High-Level Panel for the forward-looking nature of the final document, specifically for the inclusion of education both in the body of the report, and as one of the 11 Universal Goals and National Targets.
The report links education to sustainability, and connects education and conflict, particularly through citing the 28 million of out-of-school children in situations of conflict. It also cites the need to move beyond access to primary education, and to ensure the completion of a full course of primary and early secondary education for all children and youth regardless of circumstance.
To read the full text and make your comment, please click here.
More discussion on the post 2015 agenda.
Report of Policy Seminar: Education in Conflict Emergencies in the Context of the post-2015 MDG and EFA Agendas
The NORRAG policy seminar on Education in Conflict Emergencies in the Context of the post-2015 MDG and EFA Agendas was held on 30 May 2013 at the Graduate Institute of International and Development Studies (Geneva) with 25 participants from intergovernmental agencies (UN and EC), NGOs, research institutes and academia. The purpose of the policy seminar was to put the Education in Emergency (EIE) issues is some larger perspectives, to generate strategies of how to advocate for a suitable place for education and training in conflict emergency settings within post-2015 MDG and EFA policy frameworks, identifying the most appropriate advocacy messages, entry points and activities.
To download the report of the seminar, please click here.
INEE has just posted this:
Global Thematic Consultation on Education in the Post-2015 Development Agenda
Do you want to take part in shaping the future of EDUCATION?
The draft Executive Summary of the Global Consultation on Education is open for public online commenting through 27th May. Share your views today!
You can participate and leave your comments following these easy steps:
1. Read the draft Executive Summary – it is posted online;
2. In the Post a Reply box start by typing in your name, age, gender, country, organization; Continue typing in your comments:
3. Be brief and precise; try to limit your comment to 300 words referring only to the draft executive summary.
Your opinion matters! This is a unique opportunity for you to participate and directly contribute with your practical recommendations. You are encouraged to post your ideas and thoughts as an individual or a group and share the voices of the people, organizations or communities you represent. You are welcome to inviteindividuals and organizations to take part. Views and comments can be posted in English or in any of the 60 languages that the Google translator supports on the web space.Your inputs will help finalize the Executive Summary and the Synthesis Report of the Global Thematic Consultation on Education which will then feed into the inter-governmental debate on the post-2015 development agenda at the 2013 UN General Assembly in September.
Comment online now and spread the word -> click here
Follow the latest updates from the Education Global Consultation on Twitter @Education2015UN or using #education2015
The INEE newsletter keeps us up to date with news on the discussions centred around post 2015 agendas. TVET often is a ‘Cinderella’ area but in this report it takes precedence:
Latest Working Papers: Post-2015 Agendas: Northern Tsunami, Southern Ripple? The Case Of Education And Skills
Network for Policy Research, Review and Advice on Education and Training
NORRAG carried out an analysis of what looked like the gathering storm of proposals around education and skills in the post-2015 development agendas back in August 2012 (King and Palmer, 2012).
In this new occasional paper, NORRAG revisit the architecture of the post-2015 movement, paying particular attention to the role of the South in post-2015 debates; and the role of ‘Skills Development’ or ‘TVET’ in the Education and Skills debate. But with a battery of different levels of meetings and consultations, from local, to national, regional to international, how is it possible to contribute effectively to the debate? So another dimension of this paper analyses the route map itself, and explores the process whereby any goals or targets for new development agendas might be established, and what are the key meetings that could determine this process.
A particular education challenge in this mapping of the landscape is that there are currently three processes for proposing an education dimension of post-2015 framework: a post-MDG process, a post-EFA process and an SDG-process.
To download the full paper, please visit the website.
Even before the realisation that EFA and the MDGs may not be fully achieved much of the discussion is focussed on what should be the priorities after 2015. Equity is an important issue…
Report: Ending the Hidden Exclusion: Learning and Equity in Education Post-2015
Save the Children
On April 18th Save the Children launched its report “Ending the hidden exclusion: Learning and equity in education post-2015”
which aims at providing an ambitious framework for education development goals post-2015. The report includes a section on challenges for education in humanitarian emergencies. The last decade has witnessed enormous progress in expanding access to education worldwide, but 61 million primary-school aged children are still denied the opportunity to learn. The report urges the international community to finish the job on ensuring access to education for all children. But it also highlights the need to shift the focus on the next big challenge: ensuring that all children are both in school and learning. Millions of children suffer from a “hidden exclusion”. They may appear to be included – they are in school. But in reality, they are learning little or nothing.
The report explores a number of these new trends which have particular consequences for education post-2015, one of these trends being the impact of humanitarian emergencies on education. To ensure millions of children affected by humanitarian emergencies are able to access a good quality education the humanitarian community and countries affected will need to plan efficiently, adopt innovative approaches and ensure education is adequately financed so that learning happens in very context.
To Download full report, please click here.
To Download executive summary, please click here.