Realising the Right to Education: Experiences and Insights by Archana Mehendale and Rahul Mukhopadhyay — NORRAG

This blog is part of the NORRAG Debates stream on the Right to Education, and follows on from the recent publication of NORRAG Special Issue 01, “The Right to Education Movements and Policies: Promises and Realities,” of which Archana Mehendale and Rahul Mukhopadhyay were guest editors. Archana Mehendale is a Professor at the Centre for……

via Realising the Right to Education: Experiences and Insights by Archana Mehendale and Rahul Mukhopadhyay — NORRAG

It seems our brains  have still not evolved -we still prefer to spend national finances on arms, conflict and wars than on education and health. It does not demand such effort discussing whether some children can access education or not -we have the means ,the technology -we just governments to act on behalf of all their citizens.

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More on the Post – 2015 Education Agenda

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.

New Training Module – Human Rights and Accountability

Education in Emergencies used to be the forgotten dimension in emergency work as the immediate reaction was to deal with more structural dimensions of an emergency such as health,  food , water and shelter. The work of INEE has changed all that and provided emergency teams with a comprehensive package of guidance ,developed by practitioners in the field.

INEE and the Global Education Cluster have added a new training module on Human Rights and Accountability to the Education in Emergencies harmonized training package.

 

The Human Rights and Accountability Training Module complements the rest of the training package by creating awareness around human rights and serving as a tool to achieve quality education and a life of dignity. The module includes a Powerpoint presentation, handouts, interactive dialogue sections and exercises to guide participants through the various steps of using Human Rights in their education work. Learning points include good practices to support rights-holders, as well as how to identify key duty-bearers and lines of accountability available to affected populations and education actors.

 

The module was developed for INEE and the IASC Education Cluster by Peter Hyll-Larsen andActionAid International – The Right to Education Project, in consultation with members of the Education Cluster Working Group and the INEE Working Group on Minimum Standards and INEE Tools. The Right to Education Project aims to promote social mobilisation and legal accountability by focusing on the legal challenges to the right to education.

 

Explore the Education in Emergencies Training Package!

The package contains the following 14 modules with presentations, facilitators’ guides and exercises, available on the INEE Toolkit. Modules on Youth, Gender and Inclusive Education are currently under development.

0.    Guidance and Time Tabling

1.    The Rationale for Education in Emergencies

2.    INEE Minimum Standards Framework

3.    Technical Components for Education in Emergencies

4.    Education in Emergencies Coordination

5.    Action Planning and Follow-Up

6.    Assessment

7.    Programme Design, Monitoring and Evaluation

8.    Links Between Education and Other Sectors

9.    Contingency Planning

10.  Early Recovery and Transition

11.  Advocacy and Policy

12.  Risk Reduction

13.  Teaching and Learning

14.  Human Rights and Accountability

OTHER TRAINING AND CAPACITY DEVELOPMENT RESOURCES

 

E-learning Module on the INEE Minimum Standards: Learn more about the INEE Minimum Standards through the INEE e-learning module. The module employes a variety of resources and methods and uses the Darfur refugee crisis as an example to demonstrate how the INEE Minimum Standards can be used as a framework for designing quality education programmes in conflict-induced situations.

 

Training Adaptations: The Education in Emergencies Training Package has already been used in many contexts, and the training materials have been adapted to suit the context and participants’ needs for each training. The training adaptations are available on the INEE website. If you wish to share your training agenda and supporting materials, please contact minimumstandards@ineesite.org.

 

For more information and questions on the Education in Emergencies Training Package and capacity development initiatives of INEE and the Education Cluster, please contactminimumstandards@ineesite.org and educationclusterunit@gmail.com.

 

At What Age… Are School Children Employed, Married and Taken to Court?

INEE has reported on a recent report from Right to Education

This publication analyses national legislation on the duration of compulsory education and legal safeguards against adult responsibilities infringing on children’s education. What it shows is that children’s right to education is currently under threat from early marriage, child labour and imprisonment; States have not adapted their legislation in favour of the right to education, and they do not have agreed standards for the transition from childhood to adulthood either internationally or nationally.

The full report is available here

Right to Education – UN General Assembly Report

The new INEE newsletter included this important report on the Right to Education. I am working on Inclusive Education which has, as its basis, every child’s right to education and an education of quality wherever they may live and whatever conditions affect their lives.(UN Special Rapporteur on the right to education)

This report by the UN Special Rapporteur on the right to education It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing. The report also contains an update on the situation of education in emergencies. The Special Rapporteur underlines that the attention and funding dedicated to education in emergencies continue to be insufficient and inadequate, and calls for more investment in preventive efforts and for a better protection of education during armed conflict.

The full report is available here