Education

Education is the process by which a society passes on its accumulated knowledge, skills and values ​​from one generation to the next. In the broadest sense of the word, education can include any activity or experience that has a learning effect on the mind, character or physical abilities of a person. It has a critical impact on the abilities and potential of individuals and communities to achieve development and social and economic success. It is one of the key factors in development, as well as increasing the potential of people. Education provides people with knowledge and information, and also helps to develop a sense of self-esteem and self-confidence, and helps to realize their abilities.

Education is both a human right and a necessary means for the realization of other human rights. As a broad opportunity, the right to education is a key means by which economically and socially marginalized groups of children can escape poverty and gain full participation in their communities. Education plays a vital role in strengthening women's rights, protecting children from backbreaking and dangerous labor and sexual exploitation, promoting human rights and democracy, protecting the environment and controlling population growth.

General Comment No. 13 on the right to education – Article 13 of the International Covenant on Economic, Social and Cultural Rights ¹

How has education affected the way you think, feel and act today? 

Education in the world

The first system of universal primary education was created in Prussia in 1717. It was greatly expanded during the first half of the 19th century and then adopted by other European countries and the United States. Many countries followed suit in the 20th century, resulting in an increase in the number of people able to read and write throughout the world.

According to UNESCO, the global literacy rate in 1950 was 56% and 76% in 1990. Since then, several international initiatives have been taken to bring it to 100%. In 1990, the World Conference on Education for All in Jomtien, Thailand, set the goal of Education for All. In 2000, the World Education Forum (WEF) in Dakar, Senegal, adopted the Dakar Framework for Action to achieve quality basic education for all by 2015. The WFO initiative coincided with the adoption of the Millennium Development Goals (MDGs).
The MDGs included eight goals with targets to combat poverty, hunger, disease, lack of adequate housing and exclusion, while promoting gender equality, education, environmental sustainability by 2015. Goals 2 and 3 focused on education.   

The 2015 Millennium Development Goals Report (un.org) summarizes the state of education around the world at the end of the draft:  

Goal 2: achieve universal primary education

• The net enrollment rate in primary education in developing regions reached 91 percent in 2015, up from 83 percent in 2000.
• The number of primary school-aged children out of school worldwide has dropped by almost half, from 100 million in 2000 to an estimated 57 million in 2015.
• Since the adoption of the MDGs, sub-Saharan Africa has seen the largest improvements in primary education compared with other regions. From 2000 to 2015, the region's net enrollment rate in primary education increased by 20 percentage points, compared with an increase of 8 percentage points between 1990 and 2000.
• The literacy rate among youth aged 15 to 24 worldwide increased from 83 percent to 91 percent between 1990 and 2015. The gap between women and men has narrowed.

Goal 3: Promote gender equality and empower women

• Many more girls are now attending school than 15 years ago. Overall, developing regions have achieved the goal of eliminating gender disparities in primary, secondary and higher education.
• In 1990, in South Asia, for every 100 boys, only 74 girls were enrolled in primary school. Today, for every 100 boys enrolled, there are 103 girls.

According to UNESCO, literacy worldwide was 84% ​​in 2014. Literacy - the ability to read and write - is one of the most important goals of education. As a component of basic education and the foundation of learning, literacy enhances human potential and provides benefits not only to the individual, but also to families, communities and society. Literacy helps eradicate poverty and increase participation in society.

In 2015, there were 757 million adults with inadequate basic reading and writing skills, including 115 million young people who still cannot read or write a simple sentence. About two thirds of them are women. Youth literacy (ages 15 to 24) has risen steadily to 91% globally, thanks to better access to schooling for this generation. But in sub-Saharan Africa and South and West Asia, youth literacy rates are still only 70% and 84% respectively. Countries in these regions are far from gender parity, with literacy rates for women aged 15 and over being 24% lower than for men in the same age group. At the same time, youth in East Asia and the Pacific have achieved gender parity, as have adults and youth in Central Asia, Latin America and the Caribbean, and Central and Eastern Europe.

Despite significant improvements, the EFA and MDG goals have not been achieved and we still have much work to do. To this end, the UN, at the Sustainable Development Summit in New York (USA) in September 2015, approved the agenda “Changing our world: the 2030 Agenda for Sustainable Development.” 17 Sustainable Development Goals (SDGs) were presented; Goal 4, with seven targets, is dedicated to education.

Goal 4 is about ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Tasks within this goal

1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education that achieves relevant and effective learning outcomes.
2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and early learning systems so that they are ready for primary education.
3. By 2030, ensure equal access for all women and men to affordable and quality vocational and higher education, including university education.
4. By 2030, substantially increase the number of young people and adults with in-demand skills, including vocational skills, for employment, decent work and entrepreneurship.
5. By 2030, eliminate gender inequality in education and ensure equal access to education and vocational training at all levels for vulnerable groups, including people with disabilities, indigenous peoples and children in vulnerable situations.
6. By 2030, ensure that all young people and a significant proportion of adults, both men and women, can read, write and do math.
7. By 2030, ensure that all students acquire the knowledge and skills needed to promote sustainable development, including through education on sustainable development and sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, global citizenship and value consciousness cultural diversity and the contribution of culture to sustainable development.

Human rights are inseparable from the SDGs. For reference, the relationship between SDG 4 (quality education) and international human rights treaties:

• Right to education [UDHR, art. 26; International Covenant on Economic, Social and Cultural Rights , art. 13], in particular in relation to children [ Convention on the Rights of the Child , articles 28, 29]; persons with disabilities [CRC art. 23(3), Convention on the Rights of Persons with Disabilities, Art. 24]; as well as in relation to indigenous peoples [UN Declaration on the Rights of Indigenous Peoples, art. 14]
• Equal rights for women and girls in education [ Convention on the Elimination of All Forms of Discrimination against Women , Art. 10] 23 (4), 28 (3)], for persons with disabilities [CRPD, art. 32], and for indigenous peoples [UNDRIP, art. 39] ( www.ohchr.org )
• The right to work, including to receive technical and vocational education [ ICESCR , art. 6], international cooperation [UDHR, art. 28; Declaration on the Right to Development, art. 34], in particular in relation to children [CRC, art.

Education and women

“Investing in women's literacy produces significant results: improved livelihoods, improved child and maternal health, and increased girls' access to education. Overall, women who become literate have a ripple effect on all development indicators.” UNESCO Director-General Irina Bokova, in her message on the occasion of International Literacy Day 2010, “Investing in women's literacy has very high returns: it improves living conditions, leads to better maternal and child health, and improves girls' access to education. In short, by becoming literate, women begin to positively influence all development indicators.” UNESCO Director-General Irina Bokova in her message for International Literacy Day 2010, whose theme was literacy and women's empowerment.

UNESCO data from 2010 showed that of the world's 796 illiterate adults, about two-thirds are women. The 2015 data is not much different: of the 757 million illiterate adults, 63% were women.

Why do you think twice as many women as men are illiterate? 

Education as a human right

The right to education is central to any idea of ​​human rights. In 1948, the Universal Declaration of Human Rights established the right to free and compulsory primary education as a fundamental human right. Education is seen not only as a right, but also as a means to the full and effective realization of other human rights. The International Covenant on Economic, Social and Cultural Rights, which came into force in 1976 and has been ratified by 160 countries, reaffirmed the right to education as a legal obligation. Article 13 is the strongest provision in the Covenant and the most sweeping and comprehensive article on the right to education in international human rights law.

Article 13

1. The States Parties to the present Covenant recognize the right of everyone to education. They agree that education should be aimed at the full development of the human personality and the creation of its dignity and should strengthen respect for human rights and fundamental freedoms. They further agree that education should enable all to be productive participants in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic and religious groups, and contribute to the work of the United Nations in maintaining peace.
2. The States Parties to the present Covenant recognize that for the full realization of this right: (a) primary education shall be compulsory and free for all; (b) secondary education in its various forms, including vocational secondary education, should be opened and made accessible to all by taking all necessary measures and, in particular, by gradually introducing free education; (c) higher education should be made equally accessible to all, on the basis of each individual's abilities, by taking all necessary measures and, in particular, by the gradual introduction of free education; (d) elementary education should be encouraged or intensified, if possible, for those who have not attended or completed the full course of their elementary education; (e) the development of a network of schools at all levels should be actively pursued, a satisfactory system of scholarships should be established and the material conditions of teaching staff should be constantly improved. 
3. The States Parties to the present Covenant undertake to respect the freedom of parents and, where appropriate, legal guardians, to choose for their children not only schools established by the public authorities, but also other schools meeting such minimum educational requirements as may be established or approved by the State, and provide for the religious and moral education of their children in accordance with their own convictions.
4. Nothing in this article shall be construed to impair the freedom of individuals and institutions to establish and conduct educational institutions, subject always to the principles set forth in paragraph 1 of this article and to the requirement that the education given in such institutions meet that minimum requirements that may be established by the state.

The right to education is also enshrined in many other human rights instruments, including the Convention on the Rights of the Child, and in a number of regional instruments (for example, the European Social Charter or the African Charter on Human and Peoples' Rights or the Revised Arab Charter), as well as in conventions that focus on specific groups of people (such as the Convention on the Rights of Persons with Disabilities or the Convention on the Elimination of All Forms of Discrimination against Women).

All human rights instruments are based broadly on knowledge and education regarding their standards and objectives. This is recognized in the preamble of the Universal Declaration of Human Rights, which states that “universal understanding of the nature of these rights and freedoms is essential to the full fulfillment of this obligation” to promote universal respect for and observance of human rights. It follows that human rights education is essential to creating a world in which human rights are respected.

Education should be accessible, open, acceptable and adaptable. The concept of these four A's (in English) was developed by Katarina Tomaszewski, former UN Special Rapporteur on the right to education. 

• Availability: education is free and government funded; There are proper infrastructures, including trained teachers.
• Accessibility: The system is non-discriminatory and open to all, with positive action taken to include excluded persons.
• Acceptability: Education content is relevant, non-discriminatory and culturally appropriate, while ensuring quality. 
• Adaptability: Education can evolve with the changing needs of society, and the education system can be adapted to local conditions.

Governments must respect, protect and fulfill the right to education by ensuring that it is accessible, inclusive, acceptable and adaptable. However, there are other stakeholders who have specific responsibilities in the education process, including children who benefit from the right to education and are implied to fulfill mandatory educational requirements, parents of children who are the “first educators” and are responsible for raising a child, as well as specialists in the field of education.

Is education open and accessible to everyone in your country? 

Education and discrimination

The principle of non-discrimination in relation to education covers a number of issues.

1. The first principle is that education at all levels should be open and accessible to all without discrimination.
2. The second is that the very provision, quality and content of education should strengthen non-discrimination.
3. The third is that education itself should be aimed at instilling respect and tolerance.

In connection with the first issue, the Universal Declaration of Human Rights aims to ensure that primary education is free and compulsory. Technical and vocational education should generally be open, and higher education should be accessible to all, based on ability. The UN Committee on Economic, Social and Cultural Rights has confirmed that the obligation of non-discrimination in relation to education applies to all persons residing in the territory of a State Party, including non-citizens, and has stated that “the enjoyment of the right to an elementary education is not limited by age or gender identity; this applies to children, youth and adults, including the elderly”. The Committee recognized the right of access to public education on a non-discriminatory basis as the minimum fundamental obligation of States with regard to the right to education. Ensuring non-discrimination in access to education requires overcoming stereotypical attitudes, for example among those who impede the right of girls or disadvantaged groups to access education. The second issue relates to the idea that education itself should be carried out on a non-discriminatory basis. The Committee on Economic, Social and Cultural Rights has emphasized “acceptability” as a critical aspect of enjoying the right to education. It is important that the quality of education is equivalent in all public educational institutions of the same level. If there are separate educational institutions for specific groups of people, such as groups formed by gender or along religious or ethnic lines, then the quality of teachers and school facilities and equipment should be equivalent.

Do boys and girls receive equal treatment in educational institutions in your country? If not, what is this difference in treatment?

In recent years, the issue of integrated rather than segregated education has become the subject of heated debate. The right to inclusive education is recognized in international human rights law. The UN Convention on the Rights of Persons with Disabilities specifically states that education for children with disabilities must be inclusive. However, inclusive education should not be limited to students with disabilities or special needs, but should extend to all excluded, excluded and stereotyped individuals, including ethnic minorities. A learning environment that extends to all types of people has an advantage also for the more privileged, for it allows for the development of sensitivity to the needs of others, thereby strengthening social inclusion and tolerance. stion: Are there any segregated schools in your community? For whom?

Regarding the third issue, the Universal Declaration of Human Rights provides that education should be aimed at the full development of the human person, human rights and peace, and the Convention on the Rights of the Child contains an additional provision on respect for the natural environment. Literacy and numeracy, as components of primary education and providing the basis for lifelong learning, are key factors in the development of human capabilities; however, the right to education includes much more. Education is intended to prepare the child “for conscious life in a free society in the spirit of understanding, peace, tolerance, equality of men and women and friendship among all peoples, ethnic, national and religious groups, as well as indigenous people”. Its key role in countering extremism and radicalization, promoting social cohesion, challenging gender and other stereotypes, promoting respect for pluralism and strengthening people's abilities to participate effectively in democratic and pluralistic societies is increasingly recognized.  

We all have the right to education aimed at creating and maintaining a culture of human rights. We need to be able to learn about human rights and generally learn in an environment where these rights are respected. This is precisely the role of human rights education. Thus, we can conclude that the right to education includes the right to human rights education. As discussed above, human rights instruments guarantee the right to education for all, but this cannot be achieved without ensuring equality of opportunity.

In addition to making education open and accessible to all without discrimination, special temporary measures may need to be taken, as well as supporting vulnerable groups or individuals to receive equal opportunities. For example, people with mental, physical or learning disabilities, members of disadvantaged or marginalized groups, or ethnic minorities facing language and cultural barriers may require additional support.

Education and the situation of vulnerable groups in Europe

Although many binding human rights instruments provide for everyone's right to education without discrimination, the reality is that not everyone enjoys this right to the same extent. There are some social groups whose rights are violated more often than the rights of other people. Council of Europe experts have identified three main groups of young people who are particularly vulnerable within educational systems: 

1. young people from disadvantaged families;
2. young people whose parents have limited experience in education;
3. ethnic minorities, immigrants and people without permanent residence (so-called “itinerants”). 

In Europe, according to official statistics published by Eurostat, 14.4% of young people aged 18 to 24 left the education system in 2009. This means that more than six million people, or one in seven young people, leave school with only lower secondary education or less. Moreover, in 14 member states this figure exceeds the European average. The highest rates of withdrawal from the education system are found in Malta (36.8%), Portugal (31.2%) and Spain (31.2%). Roma Gypsies, the largest ethnic minority in Europe, are particularly vulnerable to human rights violations in education. Social marginalization,  poverty, language difficulties and cultural differences may prevent them from fully accessing education even though it is legally open to them. In some countries, Roma children are often placed in “special” classes or schools, even though they do not have any mental or learning disabilities, or are sent separately to Roma-only schools. According to a UNESCO report8, approximately 50% of Roma children never complete primary education. Primary education is compulsory under international human rights law and therefore stakeholders must make every effort to achieve this.

Can you think of any other groups not mentioned on this list that are particularly vulnerable in your community? 

Existing challenges in the field of education

In 1996, UNESCO presented a summary of seven major tensions facing the world that affect education in the 21st century :

1. tension between the global and the local;
2. tension between the universal and the individual;
3. tension between tradition and modernity;
4. tension between the spiritual and the material;
5. tension between short-term and long-term factors;
6. tension between competition and equality of opportunity;
7. the tension between the widespread dissemination of knowledge and the ability of people to absorb that knowledge.

As for a strategy that could help overcome these challenges, UNESCO identified the “four pillars” of education: 

1. Learning to live together: Specifically, this means that education should strengthen among students the skills and abilities necessary to make them aware of their interdependence in relation to other people; regulated conflicts; worked and planned with others to achieve common goals and a common future; respected pluralism and diversity (eg gender, ethnicity, religion and culture); actively participated in the life of the community.
2. Teaching knowledge: This means that education should help students acquire the tools of knowledge: the essential tools for learning communication and oral expression, literacy, numeracy and problem solving; gaining broader knowledge and in-depth understanding of a number of areas; understanding of rights and responsibilities; and most importantly, learning how to learn.
3. Action learning: Education should help students acquire vocational skills and social and psychological competencies that will enable them to make informed decisions about various life situations, to exist in the social and labor system, to participate in the local and global market, to use technological tools, to satisfy basic needs and improve the quality of your own life and the lives of others.
4. Existence Education: Education should promote personal development and help people act more independently, develop judgment, critical thinking and personal responsibility. It should be aimed at developing all aspects of potential: those that include memory, thinking, aesthetic feelings, spiritual values, physical abilities and communication skills; healthy lifestyle and sports and leisure activities; the ability to appreciate one's own culture; existence of an ethical and moral code; the ability to express one’s opinion and defend oneself; performance.

Complementary roles of formal and non-formal education

As our world changes faster than ever, acquiring new skills and competencies becomes essential to better respond to new challenges. There are two main concepts that are included in European education policy: “lifelong education” and “education in society”. It is about a community in which people are given the opportunity to develop their competencies through their own lives. On the one hand, formal education systems must become more open and flexible in order to meet this need. On the other hand, non-formal education, thanks to its wide range of methodologies and flexible approaches, can help adapt more quickly and easily to the ever-changing needs of societies and the demands of individual learners. 

How is non-formal education represented in your own community? 

However, non-formal education is rarely recognized at the same level as formal schooling, both from an administrative point of view and in people's perceptions. The two main challenges facing non-formal education are quality assurance and competency certification. Policy initiatives in Europe also raise the issue of recognition and certification of non-formal learning in general. Nowadays, there is increasing recognition not only of the role of formal education, but also of the opportunities that are provided through non-formal education, namely programs outside the formal education system. Such programs are often run by non-governmental organizations, including youth organizations. In 1998, the Conference of European Youth Ministers identified non-formal education as a priority of the Council of Europe and emphasized the importance of recognizing and expanding competencies acquired through non-formal education. The partnership between the European Commission and the Council of Europe on youth issues coordinates the strategies of both organizations and their partners to support non-formal education, in particular through the common document “Pathways to Recognition”.

Education experts talk about the importance of “crossing boundaries” between formal and non-formal education, promoting communication and collaboration that will help synchronize learning activities and create educational environments that provide students with a coordinated set of opportunities. 

Role of the Council of Europe

The Council of Europe supports cooperation among its 47 member states in many areas, including education. The overall goal is to develop a coherent vision of the role of education, with particular attention to the protection and promotion of human rights, democracy and the rule of law, and the ability of our societies to support intercultural dialogue. This program is based on a broad vision of education that includes both values ​​and competencies. Common challenges are identified, solutions are proposed, and effective practices are exchanged. 

Member States have developed a number of important documents that provide guidance and ways to take action at national level and spread good practice and raise standards across Europe. These documents include the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (CM/Rec(2010)7), Recommendation on the promotion and recognition of non-formal education/training for young people (CM/Rec(2003)8), Recommendation of the Committee of Ministers Member States on Gypsy and Traveler Education in Europe (CM/Rec(2009)4), Recommendation on Public Responsibility for Higher Education and Research (CM/Rec(2007)6) and Recommendation on Intercultural Dialogue and the Image of the Other in History Teaching ( CM/Rec(2011)6E).

Another area of ​​cooperation is the right to quality education, developing policies and practices regarding the right to education for every person as an empowering right, making quality education a precondition for the full enjoyment of other human rights. This work includes defining government responsibilities with respect to the right to quality education and recognizing, protecting and promoting diversity through the implementation of the right to quality education. 

The role of non-governmental organizations

The role of NGOs is essential in promoting the right to education and other related rights. Among these NGOs, trade unions, student unions, teachers' and parents' associations play an indispensable role, especially at local and national levels. 

At the European level, youth organizations have found ways to make their voice heard on education issues. This has been achieved, for example, by student organizations such as AEGEE - European Student Forum , the European Students' Union (ESIB) and the Organizing Office of European School Student Unions (OBESSU), which is the European platform of national student union organizations active in the field of general secondary and secondary education. vocational education. These organizations work to encourage the exchange of information, experience and knowledge between student organizations and play an important role in representing the views of students in Europe. Like other youth and student organizations, they work directly to end discrimination in European education systems, promote improved quality and access to education in Europe, and address issues such as equality and access in education. 

The European Youth Forum , the main platform for youth organizations in Europe, views education as a strategic priority for youth policy. The Forum calls for comprehensive approaches to education that recognize and support quality formal education, non-formal education and informal training. The Forum's core mission is to “build a truly life-long and experiential learning society, where all learning is valued, where young people can decide their own learning paths, and where youth organizations would be recognized as the most important organizers of quality non-formal education for young people”.

The DARE Network - Democracy and Human Rights Education in Europe - is a pan-European network of NGOs and other organizations dedicated to disseminating information on education for democratic citizenship and human rights education, promoting transcultural and transnational cooperation, and improving the quality of education in these areas. One of the network's initiatives is the Synchronized Days of Action (SynAct), which take place every year around the theme of Human Rights Day (10 December).

The Human Rights Education Association (HREA) is an international non-governmental organization that supports human rights education, the training of activists and professionals, the development of educational materials and programs, and the building of communities through Internet technologies (such as the HREA email list).