Right to Education Indicator based on the

4 A framework

Concept Paper

Prepared by Gauthier de Beco, Independent Consultant

for The Right to Education Project

May 2009
 Table of contents
Introduction ................................................................................................... 4

1. Background ............................................................................................. 4

2. Education versus Right to Education Indicators .................................... 6

3. Framework .............................................................................................. 8
A. Normative Basis ...................................................................................... 8
B. 4 A Framework..................................................................................... 11
C. Progressive Realisation ........................................................................ 12

4. Transversal issues ................................................................................. 14

A. Discrimination ...................................................................................... 14
B. Participation.......................................................................................... 17
C. Accountability ...................................................................................... 18

5. Methodology.......................................................................................... 19

6. Application ............................................................................................. 22

2
 Abbreviations

CEDAW Convention on the Elimination of All

Forms of Discrimination against Women
CESCR United Nations Committee on Economic,
Social and Cultural Rights
CMW International Convention on the Protection
of the Rights of All Migrant Workers and
Members of Their Families
CRC Convention on the Rights of the Child
CRC Committee United Nations Committee on the Rights
of the Child
CRPD Convention on the Rights of Persons with
Disabilities
EDI Education for All Development Index
EFA Education for All
GDP Gross domestic product
ICCPR International Covenant on Civil and
Political Rights
ICERD International Convention on the
Elimination of All Forms of Racial
Discrimination
ICESCR International Covenant on Economic,
Social and Cultural Rights
ISCED International Standard Classification of
Education
MDG Millennium Development Goal
NGO Non-governmental organisation
OECD Organisation for Economic Co-operation
and Development
OHCHR United Nations Office of the High
Commissioner for Human Rights
UDHR Universal Declaration of Human Rights
UN United Nations
UNESCO United Nations Educational, Scientific
and Cultural Organisation
UN-HABITAT United Nations Settlements Programme
WHO World Health Organisation

3
Introduction
This Concept Paper outlines the broader issues which have been addressed in order to
establish a set of right to education indicators based on the 4-A framework as developed
by Katarina Tomaševski, the former UN Special Rapporteur on the right to education. It
explains the choices made when developing these indicators and discusses human rights
indicators with a focus on the right to education.

The Concept Paper is divided into six sections. The first section sketches the
background of the proposed right to education indicators, by discussing the initiatives
undertaken to date in this regard. The second section examines the main differences
between education and right to education indicators, while explaining how the latter can
remedy the shortcomings of the former. The third section establishes a framework for
the right to education indicators through dealing with three issues. First, it explains the
importance of providing human rights indicators with a normative basis and which
international and regional human rights treaties have been used for creating right to
education indicators. Second, the advantages of using the 4-A framework are examined
and compared with those of the structural-process-outcome indicator model of the
OHCHR. Third, the way in which human rights indicators can measure a state’s
progress in the full realisation of human rights is being dealt with. The fourth section
discusses three transversal issues which are addressed alongside the right to education
indicators. First, it explains why human rights indicators should be disaggregated and
how this has been achieved. Second, it stresses the importance of participation in
education and the way in which the indicators measure this participation. Third, it deals
with accountability which is evaluated by the indicators in several ways. The fifth
section outlines the methodology, by explaining which steps have been undertaken with
a view to establishing an accurate and comprehensive set of right to education indicators
based on the 4-A framework. The sixth and last section discusses the application of the
indicators, which should already be considered at this stage in order to facilitate their
future use.

1. Background
Human rights indicators have been created since the end of the 1990s, following a
suggestion of Danilo Turk, the former UN Special Rapporteur on the realisation of
economic, social and cultural rights.1 He also recommended that the UN Centre for
Human Rights (now OHCHR) organised a seminar on indicators relating to economic,
social and cultural rights. In 1998, Paul Hunt, the UN Special Rapporteur on the right to
health, developed a few right to education indicators, which had to be disaggregated by
vulnerable groups.2 He later developed a comprehensive set of indicators relating to the
right to health.3 He also proposed to divide human rights indicators into three types,
structural, process and outcome, a division which has been taken over by the OHCHR.

1
D. Turk, The Realization of Economic, Social and Cultural Rights. Progress Report, 18 July 1991,
E/CN.4/Sub.2/1991/17, at paras 6-48; D. Turk, The Realization of Economic, Social and Cultural Rights.
Progress Report, 6 July 1990, E/CN.4/Sub.2/1990/19, at paras 1-105.
2
P. Hunt, State obligations, indicators, benchmarks and the right to education (Background paper
submitted to the Committee on Economic, Social and Cultural Rights), 16 July 1998, E/C. 12/1998/11.
3
P. Hunt, Report of the Special Rapporteur on the right of everyone to the enjoyment of the highest
attainable standard of physical and mental health, 3 March 2006, E/CN.4/2006/48, Annex. See also P.

4
Upon request of the treaty bodies, the OHCHR proposed a framework for establishing
human rights indicators as well as comprehensive lists of indicators relating to twelve
human rights, including the right to education. It set up a group of experts and
collaborated actively with international agencies and NGOs to create these indicators.
Several organisations took also the initiative to develop human rights indicators in their
own field. UN-HABITAT established right to adequate housing indicators and WHO
organised consultations on right to health indicators. No such initiatives have taken
place with a view to establishing right to education indicators.

However, several experts focused on indicators relating to the right to education. At the
beginning, the right to education was even regularly used as example to demonstrate
how human rights indicators could be created. This was the case with the initial human
rights indicators of Paul Hunt, as mentioned above, but also with those of Isabelle
Kempf, who proposed that human rights indicators take the form of a three-level
pyramid.4 More recently, sets of right to education indicators have been proposed by
Audrey Chapman as well as a group of researchers under the aegis of the UNESCO
Institute for Lifelong Learning. The Robert F. Kennedy Memorial Center for Human
Rights also developed indicators to monitor the right to education of Afro-descendant
and Indigenous People’s in the Americas.5 At the national level, several actors took the
initiative to develop right to education indicators within their jurisdiction. However,
comparatively with other human rights they have been few collective efforts to develop
indicators relating to the right to education at the international level. One of the reasons
might be that education has long time been – and still sometimes is – considered
principally as a development goal. Although the right to education is outlined in several
international and regional human rights treaties, the international community has been
quite slow to recognise it as a right.

Katarina Tomaševski, the former UN Special Rapporteur on the right to education,

considerably contributed to the understanding of the right to education. She divided the
obligations relating to the right to education into a 4-A framework: availability,
accessibility, acceptability and adaptability. She also proposed that right to education
indicators be established on the basis of this framework.6 The two first aforementioned
sets of right to education indicators, however, do not take this point of departure.
Audrey Chapman based her indicators on the structural-process-outcome indicator
model of the OHCHR, with an emphasis on CESCR General Comment No 13.7 These
indicators do not very much differ from those established by the OHCHR, although

Hunt and G. MacNaughton, ‘A Human Rights-Based Approach to Health Indicators’, in M. Baderin and
R. McCorquodale (eds), Economic, Social and Cultural Rights in Action (Oxford: Oxford University
Press, 2007) 303-330, Annex.
4
See I. Kempf, How to Measure the Right to Education: Indicators and their Potential Use by the
Committee on Economic, Social and Cultural Rights (Background paper submitted to the Committee on
Economic, Social and Cultural Rights), 13 November 1998, E/C.12/1998/22, at 3.
5
Robert F. Kennedy Memorial Center for Human Rights, Right to Education of Afro-descendant and
Indigenous People’s in the Americas, Report prepared for a thematic hearing before the Inter-American
Commission on Human Rights (Washington D.C.: The RFK Center, 2008).
6
See K. Tomaševski, Annual Report of the Special Rapporteur on the Right to Education, 7 January
2002, E/CN.4/2002/60, at 12-13.
7
A. Chapman, ‘Development of Indicators for Economic, Social and Cultural Rights: The Rights to
Education, Participation in Cultural Life and Access to the Benefits of Science’, in Y. Donders and V.
Volodin (eds), Human Rights in Education, Science and Culture. Legal Developments and Challenges
(Paris: UNESCO Publishing, 2007) 111-151.

5
their presentation is more user-friendly. The UNESCO Institute for Lifelong Learning
based its right to education indicators on the 4-A framework, but – astonishingly –
ignored the way in which the 4 As are interpreted by human rights lawyers.8 The
methodology used to establish these indicators can however be an inspiration, especially
since their establishment was combined with their immediate application in one
country, Burkina Faso. In contrast, the right to education indicators established by the
Robert F. Kennedy Memorial Center for Human Rights are based on the 4-A framework
to which is added accountability (thereby making it a ‘5-A framework’). This
framework was combined with the structural-process-outcome indicator model of the
OHCHR by dividing the indicators also into structural, process and outcome indicators.
While the indicators are limited in number, the approach is interesting because it
includes several transversal issues (in the structural indicators in particular) and because
it focuses on one vulnerable group, namely Afro-descendant and Indigenous People’s in
the Americas. National initiatives to create right to education indicators also used the 4-
A framework. The Office of the Columbian Ombudsman is currently monitoring the
right to education with right to education indicators based on the 4-A framework. US
State courts also applied the 4-A framework to develop indicators for examining the
quality – or acceptability – of education.

2. Education versus Right to Education Indicators

Development indicators have been established during the last decades, especially in the
UN context. States have shown themselves more willing to contribute to applying such
indicators, because they consider that these indictors do not aim to criticise them. In
contrast, human rights indicators have as purpose to hold duty-bearers accountable for
their human rights obligations. They do not aim to evaluate whether populations have
access to basic needs, but to which extent states respect, protect and fulfil human rights.
Furthermore, human rights indicators focus on discrimination, by requiring that the data
they use be disaggregated by vulnerable groups. They also evaluate whether states use
participatory approaches when implementing human rights. Lastly, human rights
indicators examine whether states have established accountability mechanisms to
implement human rights.

With respect to the right to education, education indicators have been developed by
several international agencies. The UNESCO Institute for Statistics has been
particularly active in this respect. The Global Education Digest 2008 for instance
provides comprehensive statistical data on trends in primary and secondary education
around the world.9 UNESCO also participates in the EFA movement and coordinates
data collection for monitoring progress in achieving the EFA Goals. The EFA
Development Index (EDI), which is limited to Goals 2, 4, 5 and 6 due to data
constraints, establishes a composite index per state for this purpose.10 OECD also
established a series of education indicators to evaluate the performance of education

8
J.-J. Friboulet et al., Measuring the Right to Education (Translation: Joanna Bourke-Martignoni)
(Paris/Hamburg: UNESCO/Institute for Lifelong Learning, 2006).
9
UNESCO Institute for Statistics (UIS), Global Education Digest 2008. Comparing Education Statistics
across the World (Montréal, UIS, 2008).
10
UNESCO, Education for All Global Monitoring Report 2009. Overcoming inequality:
why governance matters (Paris: UNESCO, 2008).

6
systems.11 Regional initiatives also exist, including those of the Asian Development
Bank and the US Department of Education, Institute of Education Science.

The aforementioned indicators, however, are not right to education indicators. They face
three problems which prevent them from monitoring compliance with human rights
treaties. The first problem is that the indicators generally take the form of composite
indexes, which allow making cross-national comparisons. Such indexes can only be
obtained by weighing different variables against each other. This is particularly
problematic with respect to human rights, because it would require to calculate how
many times one kind of human rights violation is worth another one. The second
problem is that education indicators do not sufficiently focus on discrimination. The
national average literacy rate for instance does not provide information on the risk of
vulnerable groups being denied access to education. As will be discussed, what most
characterises human rights indicators is data disaggregation. Efforts have nonetheless
been done by international agencies to provide data disaggregated by gender, which is
notably due to the fact that both EFA Goal 4 and MDG 3 aim to achieve gender parity
within a certain time (the former of which is more ambitious than the latter, because it
requires gender equality by 2015). The third problem is that education indicators mainly
provide quantitative information. Enrolment rates do not inform about the quality of the
education provided. Some education indicators however deal with this, such as the
aforementioned OECD indicators which evaluate test results against investment in
education. The OECD Programme for International Student Assessment (PISA) and the
Southern and Eastern Africa Consortium for Monitoring Educational Quality
(SACMEQ) also measure skills acquired by students. Still, these indicators do not
evaluate whether education conforms to human rights standards. In addition to
improving skills, education should promote tolerance and disseminate human rights
standards in an environment respectful of the child’s dignity. One of the advantages of
right to education indicators is thus that these indicators can also measure rights in
education and rights through education. The right to education indicators created so far,
unfortunately, do not much do this, in contrast to the proposed set of right to education
indicators.

This does not mean that education indicators are useless. They can be used to measure
compliance with the right to education in two ways. First, education and right to
education indicators overlap to a certain extent (as do development and human rights as
such). The availability of education can for instance be measured by enrolment ratios.
The budget allocated to education also reflects efforts done by states to make education
generally available. Second, it is possible to adapt education indicators by
supplementing the data they rely on with data linked to right to education standards,
which requires to disaggregate the data by vulnerable groups. This can turn the
education indicators into right to education indicators. To continue with the
aforementioned example, enrolment ratios can so be disaggregated by vulnerable groups
to evaluate discrimination in education. The task is made easier through the fact that
international agencies already focus on gender discrimination. However, it is necessary
to also disaggregate data by other vulnerable groups in order to establish proper right to
education indicators.

11
OECD, Education at a Glance 2008 (Paris: OECD, 2008).

7
3. Framework
Before creating indicators on the right to education, three key issues have to be
discussed. First, the right to education indicators must be based on international human
rights law. Second, the 4-A framework for the right to education is considered the best
starting point to create these indicators. Third, the indicators can help to track progress
in the full realisation of the right to education.

A. Normative Basis
In order to develop indicators to monitor compliance with human rights treaties it is
essential that the indicators reflect the international legal framework as closely as
possible. This is not the case with current education indicators. As mentioned earlier,
these indicators evaluate development rather than human rights achievements.
Providing indicators with a normative basis is necessary to allow actors to make claims
to governments, which might otherwise consider the indicators illegitimate. It is
therefore essential that the right to education indicators be right-based indicators.

The right to education indicators should therefore be based on international human

rights law. This requires first that the content of the right to education be properly
understood. While it might be argued that some economic, social and cultural rights are
not clearly understood, this cannot be said from the right to education (which also falls
under the category of civil and political rights). This right is probably one the most
developed rights in international and regional human rights treaties, especially with
respect to primary education. Treaty bodies issued general comments on the right to
education, and academic authors have much discussed it in recent years. The next step is
to break down the right to education into its constitutive elements in order to provide a
general structure for the right to education indicators. The 4-A framework developed by
Katarina Tomaševski has been chosen for this purpose, as explained in the next section.

Because of the importance to provide indicators with a normative basis, the right to
education indicators are primarily based on international human rights treaties, although
non-binding instruments have been taken into account. These include:

- the Universal Declaration of Human Rights (UDHR)12

- the International Convention on the Elimination of All Forms of Racial
Discrimination (ICERD)
- the International Covenant on Civil and Political Rights (ICCPR)
- the International Covenant on Economic, Social and Cultural Rights (ICESCR)
- the Convention on the Elimination of All Forms of Discrimination against
Women (CEDAW)
- the Convention on the Rights of the Child (CRC)
- the International Convention on the Protection of the Rights of All Migrant
Workers and Members of Their Families (CMW)

12
UDHR has a preeminent place among international human rights law, and although not a binding treaty
when it was concluded, many of its provisions are now considered to be customary international law and
it has an authoritative character, often referred to directly in national constitutions.

8
- the Convention on the Rights of Persons with Disabilities (CRPD)
- the UNESCO Convention against Discrimination in Education
- the Convention relating to the Status of Refugees
- the ILO Minimum Age Convention
- the ILO Worst Forms of Child Labour Convention
- the ILO Indigenous and Tribal Peoples Convention
- the Rules for the Protection of Juveniles Deprived of their Liberty
- the Standard Minimum Rules for the Treatment of Prisoners
- the Convention relating to the Status of Refugees
- the Geneva Convention Relative to the Treatment of Prisoners of War
- the Declaration on the Rights of Indigenous Peoples
- the UNESCO Recommendation against Discrimination in Education
- the UNESCO Convention on Technical and Vocational Education
- the UNESCO Revised Recommendation concerning Technical and Vocational
Education
- the UNESCO Recommendation concerning the Status of Teachers
- the UNESCO Recommendation concerning the Status of Higher Education
Teaching Personnel
- the UNESCO Recommendation on the Development of Adult Education
- the UNESCO Recommendation on Education for International Understanding
and Co-operation and Peace and Education relating to Human Rights and Fundamental
Freedoms

Two treaties deserve particular attention: ICESCR and CRC. ICESCR contains the most
developed and comprehensive provisions on the right to education. Article 13 outlines
state obligations not only relating to primary, secondary and tertiary education but also
relating to the content of education – also called the social aspect of the right to
education. It also deals with the right of parents to choose the education of their children
according to their religious and moral convictions and the right to establish private
schools – also called the freedom aspect of the right to education. Article 14 also
provides for the obligation to set up a plan of action, in case the right to free and
compulsory education is not achieved within two years after the ratification of the
ICESCR. CESCR furthermore issued two general comments on the right to education:
General Comment No 13 on the right to education (Article 13 of the Covenant) and
General Comment No 11 on plans of action for primary education (Article 14 of the
Covenant). CRC, which the most widely ratified international human rights treaty, also
includes detailed provisions on the right to education. Articles 28 and 29 repeat most of
the rights protected under Article 13 of ICESCR, and add even new dimensions to the
right to education (including the obligations to provide educational and vocational
information, to encourage school attendance, to administer school discipline in
conformity with the child’s dignity and to promote respect for the natural environment).
However, a closer reading of CRC leads to the conclusion that the human rights
standards provided by this Convention are lower than those provided by ICESCR
(except of course those that are only provided by CRC). To circumvent this problem,
CRC includes a savings clause in Article 41, which stipulates that when other
international and regional human rights treaties provide for higher human rights
standards the latter are applicable. In view of this, the right to education indicators can
safely be based only on those human rights treaties that provide for the highest
protection.

9
Regional human rights treaties are also to be considered. These include:
1. in Europe:
- Protocol 1 to the European Convention of Human Rights
- the (Revised) European Social Charter
- the EU Charter of Fundamental Rights
- the Framework Convention for the Protection of National Minorities
- the European Charter for Regional or Minority Languages
- the European Convention on the Legal Status of Migrant Workers
- the OSCE Helsinki Final Act

2. in the Americas:
- the Charter of the Organisation of American States
- the American Convention on Human Rights
- the American Declaration of the Rights and Duties of Man
- the Additional Protocol to the American Convention on Human Rights in the
Area of Economic, Social and Cultural Rights (Protocol of San Salvador)

3. in Africa:
- the African Charter on Human and Peoples’ Rights
- the Protocol to the African Charter on Human and Peoples’ Rights on the Rights
of Women in Africa
- the African Charter on the Rights and Welfare of the Child

The human rights standards provided for in these regional human rights treaties further
recognise the right to education. Naturally, they only bind those states that are parties to
them. This means that two scenarios exist regarding human rights indicators. First, a
regional human rights treaty might repeat a right already protected by international
human rights treaties. In this case, the fact that a regional instrument confirms that right
reinforces it (in the region concerned). Second, the regional human rights treaty might
recognise a right that is not provided for in international human rights treaties. It creates
then a new right only applicable to those states that are parties to the regional human
rights treaty in question. In that case, the indicators relating to this right only concern
these states.

A last question is the definition of the term ‘education’. The question has two aspects.
First, there must be an agreement on the period covered by the levels of education, i.e.
primary, secondary and tertiary levels, otherwise it is impossible to evaluate the extent
to which they are available. The International Standard Classification of Education
(ISCED) has been used as common denominator to determine the duration of these
levels of education. Second, the content of education must be defined, which
international and regional human rights treaties, in addition to treaty bodies, do. In
general, it is considered that education should not only aim at improving basic skills but
also at developing the child’s personality. This last aspect is dealt with in great detail by
the proposed right to education indicators, because this makes the very difference
between them and traditional education indicators.

10
B. 4-A Framework
The right to education indicators are based on the 4-A framework as developed by
Katarina Tomaševski, the first UN Special Rapporteur on the right to education. This
framework is best suited to identify state obligations relating to the right to education.
Although it does not provide a set of right to education indicators as such, it is the ideal
stepping stone to their creation, something which Tomaševski herself had in mind when
proposing it.

The OHCHR applied the structural-process-outcome indicator model to all human

rights, including the right to education. Through the use of this model, it sought to
standardise a framework with a view to monitoring compliance with entire human rights
treaties. This approach has its merits, because it creates a uniform method of human
rights monitoring, which facilitates the task of their future users. However, it might not
always be the most appropriate to establish a comprehensive and accurate set of
indicators for evaluating compliance with the various aspects of the right being
measured. There are, in other words, both advantages and disadvantages in the
structural-process-outcome indicator model. While taking a distance from this model,
the right to education indicators seek also to benefit as much as possible from these
advantages. This project acknowledges therefore the work of the OHCHR and considers
that both initiatives are complementary and may strengthen each other. The structural
indicators have for instance been taken over by the right to education indicators (mainly
in the governance framework). Although they only measure human rights compliance in
theory, they are necessary to evaluate the legal and institutional protection of human
rights. The division into process and outcome indicators has not been used explicitly,
but a balance has been sought between both kinds of indicators within the indicators.

They are three advantages in taking the 4-A framework as starting point to establish
right to education indicators. First, indicators based on the 4-A framework are the most
closely linked to international human rights law, since this framework appears to be the
best way to classify state obligations relating to the right to education. This not only
facilitates the creation of a comprehensive and accurate set of right to education
indicators but also helps to establish a clear general structure for these indicators.
Second, the 4-A framework has proven to be effective in bridging disciplinary gaps,
which is especially important considering that indicators stem from the development
field. As a result, it has been possible to integrate development concerns into the 4 As,
which in turn allowed to take advantage of existing education indicators. Third, the 4-A
framework emphasises both the quantitative and qualitative aspects of the right to
education, by measuring not only the right to education but also rights in education and
rights through education. In view of this, in contrast to the right to education indicators
of the OHCHR, the right to education indicators based on the 4-A framework rely no
only on quantitative but also on qualitative data.

The 4 As have been interpreted as follows. First, availability examines whether

education is generally available. Second, accessibility focuses on the various obstacles
in accessing education. Third, acceptability evaluates the various aspects of the content
of education. Fourth, adaptability examines whether education is adapted to the needs of
various categories of persons. The 4 As (in addition to the governance framework
previously called structural indicators) have been further divided into several headings,
as will be outlined later.

11
Considering the advantages of using the 4-A framework, The Right to Education
Project followed the 4 As as strictly as possible. Exceptions have however been made
when this multiplies the indicators. One of the major hurdles facing human rights
indicators is complexity, which is mainly caused through seeking to make them a
perfect intellectual exercise. To avoid this, issues which straddle different As have as a
rule not been addressed in several parts of the chart, even if the indicators relating to
these issues should in fact have been split into these parts. Whenever possible, such
issues are examined comprehensively as soon as relevant. This is however not the case
with transversal issues, which will be discussed in the next section. These transversal
issues are not only dealt with alongside the other indicators, but also, for two of them,
separately. Thus, while the indicators are disaggregated by vulnerable groups, these
vulnerable groups are also dealt with as such in the indicators on adaptability. Similarly,
accountability issues are examined not only in general in the governance framework but
also in relation to particular issues in the indicators on availability, accessibility,
acceptability and adaptability.

C. Progressive Realisation
The right to education includes both obligations which are to be realised immediately
and obligations which are subject to progressive realisation. The obligation to ensure
free and compulsory primary education (including that of establishing a plan of action
for this purpose), the prohibition of discrimination in education, the obligation to take
steps towards achieving progressively the full realisation of the right to education, the
obligation to respect to the choice of parents to choose the education of children
according to their religious and moral convictions are for instance immediate
obligations. These can also be qualified as ‘minimum core obligations’ which apply
regardless of available resources.13 This means that the indicators can be interpreted
notwithstanding the results obtained for the same indicators in the past. Most of the
obligations relating to the right to education, however, are to be realised progressively
according to the maximum available resources of a state. This is for instance the case
with the obligation to ensure that secondary and higher educations are made available
for free. This also concerns the improvement of the infrastructure of schools, the
working conditions of teachers, the quality of education, ect. It is only after having
applied the indicators several times that it will be possible to determine if a state has
fulfilled its human rights obligations.

Benchmarks can be helpful to track a state’s progress in the full realisation of the right
to education. The achievement of these benchmarks can then be regularly monitored by
the right to education indicators. Establishing benchmarks will especially be necessary

13
According to CESCR General Comment No 13 (para. 57) are minimum core obligations in the context
of Article 13 of ICESCR the obligations ‘to ensure the right of access to public educational institutions
and programmes on a non-discriminatory basis; to ensure that education conforms to the objectives set
out in article 13 (1); to provide primary education for all in accordance with article 13 (2) (a); to adopt
and implement a national educational strategy which includes provision for secondary, higher and
fundamental education; and to ensure free choice of education without interference from the State or third
parties, subject to conformity with "minimum educational standards" (art. 13 (3) and (4)).’ See also F.
Coomans, ‘In Search of the Core Content of the Right to Education’, in A. Chapman and S. Russell (eds),
Core Obligations: Building a Framework for Economic, Social and Cultural Rights (Antwerp:
Intersentia, 2002) 217-246.

12
to evaluate the extent to which a state is fulfilling its obligation to progressively realise
the right to education according to its maximum available resources. Because states
have not the same resources at their disposal, the benchmarks will however differ from
state to state or even over time in one state. It is also important to provide a proper time
framework for them and also to ensure that they are challenging enough while not being
unrealistic. Benchmarks – or rather intermediate benchmarks – can also be useful to
monitor immediate obligations (which are by themselves benchmarks). While the
failure to fulfil the latter violates the right to education, there is no reason to not set
intermediate benchmarks to encourage States to gradually reduce this human rights
violation. Thus, benchmarks can be established for the entire set of right to education
indicators where necessary. Civil society organisations can set these benchmarks in the
light of policy commitments and state practice, and put pressure on governments to
accept them, while monitoring them with the indicators.

The obligation to progressively realise human rights means that retrogressive measures
can only be justified where necessary provided all alternatives have been considered
most carefully and bearing in mind the full range of the state’s human rights obligations.
However, such measures are never tolerated with respect to obligations of immediate
nature, the fulfilment of which is easily identified by human rights indicators. This
means that retrogressive steps are forbidden with respect to these obligations. States
may for instance not increase indirect costs relating to primary education, which is why
it is important that right to education indicators examine these costs. Retrogressive
measures might also take the form of a withdrawal of support which was available in
the past.

States have to progressively realise the right to education according to their maximum
available resources. Available resources include not only immediately but also
potentially available resources, such as those that states can obtain through taxation and
reforms as well as international cooperation and assistance. Human rights compliance
will therefore not be evaluated similarly in different states or at different times in one
state. The result is that similar indicators might lead to different results depending on
the state in which and the time they on which are applied. The benchmarks will have to
take this into account. Medium scores in developed states might therefore indicate a
failure to meet human rights obligations, since their resources should allow them to do
better. The same scores in developing states might result in human rights compliance,
considering their limited capacity to progressively realise the right to education. No
improvements in a state that faced a serious decline in its available resources can also be
considered positive. In other words, a developed state that improved an already high
score might be considered worse than a developing state that improved or maintained a
medium score. It is therefore important to know the capacity of the state concerned, and
the steps it has taken to supplement inadequate resources, before reaching conclusions.

The obligation to progressively realise human rights raises therefore sensitive questions.
Whether the obligation has been fulfilled is always a matter of judgment. The problem
is exacerbated through the fact that progressively realisation gives states a certain
leeway when implementing human rights. Their freedom is however limited, because
they have immediate obligations, which also concerns the right to education. One way
to determine if the obligation to progressively realise human rights is fulfilled, besides
detecting retrogressive measures, is through budgetary analysis by for instance
examining the percentage of a state’s GDP allocated to education. This can reveal

13
whether a state is allocating sufficient resources with a view to progressively achieve
the full realisation of the right to education. However, budgetary analysis only provides
part of the necessary information, because education must not only available but also be
acceptable and adaptable. In other words, a high budget allocated to education does not
guarantee that this budget is used according to international human rights law.

4. Transversal issues
Three transversal issues are dealt with by the right to education indicators. First, the
right to education indicators have to be disaggregated in order to capture discrimination
in education. Second, they should examine to which extent states respect participatory
rights in educational matters. Third, they have to deal with issues relating to
accountability, although they already do so by their own nature.

A. Discrimination
Measuring discrimination is probably what most characterises human rights indicators.
Indicators which measure the average enjoyment of human rights do not reveal whether
states are fulfilling their human rights obligations. The principle of non-discrimination
is central to international human rights law when it comes to both civil and political and
economic, social and cultural rights. Achieving non-discrimination is not subject to
progressive realisation, which means that states violate human rights whenever
discriminations take place. According to this, states should – immediately – both
prohibit discrimination by law and seek to eliminate discrimination in practice. The
right to education, which falls under both civil and political and economic, social and
cultural rights, is no exception to this. Many provisions of international human rights
treaties moreover explicitly provide for non-discrimination in education.14 An entire
convention is even dedicated to this purpose, namely the UNESCO Convention against
Discrimination in Education.

As a result, any discrimination revealed by a human rights indicator will point to a

state’s failure to meet its human rights obligations, notwithstanding the average
enjoyment of human rights in that state. As already mentioned, this is one of the main
differences between education and right to education indicators. For this reason,
measuring the extent to which discrimination exists in the realisation of human rights is
essential when developing human rights indicators. This can be achieved by
disaggregating these indicators as much as possible, which does not prevent from
dealing with vulnerable groups also separately.

However, disaggregation is more difficult in practice than in theory for three reasons.
First, it is a costly operation, which is the main raison why data has not been much
disaggregated so far. The more data is disaggregated, the more information is required
at the individual level. So far disaggregated data have mostly been gathered in the field
of gender discrimination. However, to measure compliance with human rights, it is
necessary to also provide data on their enjoyment by other vulnerable groups, failing
which the right to education indicators will not be effective. Second, disaggregation

14
See Article 5 (e) (v), ICERD; Article 10 (b), CEDAW; Article 24 (1), CRPD.

14
requires that vulnerable groups be identified. While this might be easy for some
categories which are determined on objective criteria, such as gender and age, others
depend on less apparent criteria, such as ethnic and race. Inquiring about this could also
be considered as a violation of the right to privacy in some states and therefore be
impossible to do. In addition, the identification of a group as a minority should always
be in accordance with that group’s own interpretation of their status, as they may not
wish to be defined as a minority or as a vulnerable group. The onus is then on the data
collector to respect this view while also facilitating the non-discriminatory enjoyment of
their human rights, to education and in general. Third, governments are reluctant to
disaggregate data, or communicate these data when they have them, since this will show
whether human rights are really enjoyed in the state. It will trigger swift reactions from
the vulnerable groups discriminated against (and those organisations defending them)
and promptly confront states with their failure to meet their human rights obligations.

In order to identify discriminations, the data on which the indicators rely should be
disaggregated by vulnerable groups. It requires therefore applying the indicators to
various categories, which narrows down the indicators. A distinction can be made
between categories by which indicators should in principle always be disaggregated and
categories by which this should be done depending on the situation. The former
categories are essential to all indicators, except in certain cases when they are irrelevant,
whereas the latter categories have to be included only under certain conditions. It should
be noted that some indicators are already disaggregated from the start, because they
focus as such on vulnerable groups. These indicators should however be further
disaggregated by other specific categories.

The following categories at least are central to the development of right to education
indicators:
- gender
- geographic region
- rural/urban
- minority
- income

The gender category is self-explanatory. Girls are particularly discriminated in

education around the world, which has widely been acknowledged in recent years. The
region category aims to detect geographic differentiation, which is especially important
when regional governments have education in their attributions, such as in decentralised
or federal states. The rural/urban category is essential, because education is in general
worse in rural than in urban areas. The minority category is also necessary to examine
discriminations against minority groups. This category will however have to be further
defined according to the state under examination. Minorities could for instance be
linguistic, ethnic, non-national, cultural, religious, or other. In states which include
indigenous peoples, education indicators should also be disaggregated to reflect those
belonging to indigenous peoples. The income category is essential, because low income
happens to be one of the major obstacles to access education.

Additional discrimination grounds can be taken into account. These include:

- age
- language
- race

15
- religion
- social status and level of income
- official status (i.e. regular or irregular migrant, refugee, citizen etc.)
- origin
- disability
- sexual orientation
- opinion

Whether the aforementioned discrimination grounds must be included depends on three

factors. First, as is the case with minorities, certain categories might be present or
relevant in some states but not in others. For instance, in many states, developed
countries in particular, indicators will especially have to be disaggregated by official
status, as irregular migrants or rejected asylum seekers often face particular barriers to
realising their right to education. Second, some indicators are more sensitive to certain
categories than others. Since fundamental education should be available regardless of
age, indicators relating to this should be disaggregated by age in particular. Third,
disaggregating indicators by the aforementioned discrimination grounds will depend on
the choice of their users to focus on certain vulnerable groups. Remembering that
disaggregation has a cost, the indicators might be applied to evaluate only their
enjoyment of the right to education.

Another category included is the distinction into primary, secondary and tertiary
education levels. This category is of a different nature, because it does not regard
discrimination, but examines to which extent the state gives priority to these individual
education levels. It has nonetheless been inserted under discrimination, since doing
otherwise would have multiplied most of the indicators by three. This would have made
the chart much longer, with the risk of discouraging their future use.

Indicators should also address multiple – or intersectional – discriminations. Multiple

discriminations take place when vulnerable people are discriminated several times
because they belong simultaneously to different categories. An example is girls living in
rural areas (which belong thus to both the female and rural categories). It is therefore
necessary to disaggregate again indicators which are already disaggregated. Indicators
that have been disaggregated by specific categories have thus to be disaggregated once
more by other categories. This operation could be called “multiple disaggregation”.
Although the operation is costly, it is the most effective way of holding states
accountable for meeting their human rights obligations.

This is a simple (and fictional) example:

- NER for primary school: 60 %
- Disaggregated by gender: 40 % (female) / 80 % (male)
- Disaggregated by rural/urban: 30 % (rural) 50 % (urban) (female) / 70 % (urban)
90 % (urban) (male)
This means that 60 % children go to primary school, 40 % girls go to primary school,
and 30 % girls in rural areas go to primary school. As a result, girls living in rural areas
are the most discriminated group in achieving primary education (in contrast to boys
living in urban areas). How many times this operation must take place is a question to
be determined for each indicator.

16
B. Participation
A cross-cutting procedural right is the right to participate in decisions which affect the
realisation of human rights. This concerns the right to education more than any human
right. Participation leads to empowerment, because it allows people to contribute to
their own development, which can be achieved by education. Moreover, participation in
public affairs is a right protected by international human rights law.15 Its importance has
also been stressed by several human rights bodies, including the CRC Committee,
which often reminds states of the importance of children’s participation in education.
CRC further provides that children should have the opportunity to express their views
freely in all maters concerning them.16 Participation can therefore be considered as
procedural requirement which determines how states should implement the right to
education. In others words, it is both a means for and an end in achieving the right to
education.

Participation in education concerns various actors, including not only parents, teachers
and community leaders but also children, whose participation was often considered
accessory in the past. In view of this, provision should be made to ensure that children
have the opportunity to express their views on educational policies. Education does
therefore no longer belong exclusively to adults but also to its recipients, i.e. mainly
children. This does not mean that children’s views should be given priority, but that
they should at least be balanced with those of the adults responsible for their education.
To do so, special procedures must be put in place allowing children to participate in a
way that takes their age into account. This requires that states not only legally protect
their participatory rights but also create institutional mechanisms which are child-
friendly.

The indicators deal with participation not separately, but rather examine, as far as
possible, respect for participatory rights alongside the other indicators. As mentioned
above, participation in education concerns different actors, although that of children is
emphasised in the proposed right to education indicators. The indicators not only
evaluate whether children have the possibility to be involved in decision-making but
also whether special procedures are created for this. However, participation is only
examined with respect to certain issues, which have been determined with the aid of the
concluding observations of treaty bodies, the CRC Committee in particular. Thus,
respect for participatory rights is dealt with in relation to five issues. The chart will
nonetheless make it possible to consider participation in education in relation to other
issues later on, since participation is a transversal issue.

The five issues for which participatory rights are highlighted are the following:
- Education curriculum
- Discipline
- School attendance
- Minority rights
- Plans of action

15
According to Article 25 of the ICCPR, citizens have the right ‘[t]o take part in the conduct of public
affairs, directly or through freely chosen representatives’.
16
According to Article 12 (1) of the CRC, ‘[s]tates Parties shall assure to the child who is capable of
forming his or her own views the right to express those views freely in all matters affecting the child, the
views of the child being given due weight in accordance with the age and maturity of the child’.

17
First, people have the right to take part in defining education curricula. This not only
applies to general courses but also – and above all – to the language of instruction,
which may be different from the maternal language, and the degree and content of any
possible religious instruction, which should take the convictions of both parents and
children into account. Second, children should be allowed to personally respond to
disciplinary sanctions. They should be heard in any administrative proceeding affecting
them, as provided by CRC.17 Since this issue is closely related to complaints
mechanisms, it has however been considered under accountability. Third, since
education should be adaptable, both parents and children, but also the communities to
which they belong, should be given the opportunity to express themselves on the
strategies adopted with a view to encouraging school attendance and reducing drop-out
rates. Fourth, minorities have the right to express themselves in order to ensure that
their needs are taken into account in educational matters. Fifth, plans of action require
strong ownership, which can only be achieved through the participation of relevant
stakeholders.

Participation is mainly a qualitative issue. Although some of its aspects can be counted,
it principally requires information taking a narrative form. The only way of measuring
whether concerned people have the possibility to participate meaningfully in education
is through making appreciations. There are two questions on which indicators can focus
to measure participatory rights. First, indicators can evaluate whether states have
created special procedures allowing children, parents and community leaders to
participate. These procedures should have as purpose to consult them when making
decisions on educational matters. Second, indicators can evaluate whether school
personnel is sufficiently trained in promoting participatory rights. Indicators can for
instance examine whether training helps them to adopt participatory approaches in and
outside classes.

C. Accountability
As mentioned earlier, education has so far been measured mainly from a development
perspective. Education as a development goal took precedence over education as a right,
which left little room for right to education indicators. The latter however allow actors
to hold duty-bearers accountable for their human rights obligations. Duty-bearers are
mainly states, but can also be international organisations and individuals. However, the
proposed right to education indicators focus exclusively on states – at least at this stage
of their development – because they are principally responsible for implementing
human rights.

As with human rights indicators in general, addressing accountability is one of the most
important characteristic of the right to education indicators. The latter are closely related
to accountability, because they help actors to question governments in relation to their
human rights obligations. Provided they are based on international human rights law,
they can be a tool for identifying a state’s failure to progressively realise human rights.
The indicators not only hold states accountable for their human rights obligations by

17
According to Article 12 (3) of the CRC, ‘the child shall in particular be provided the opportunity to be
heard in any judicial and administrative proceedings affecting the child, either directly, or through a
representative or an appropriate body’.

18
their own nature, but can also evaluate whether they established appropriate
accountability mechanisms. They can also examine legal protection, including not only
the ratification of international and regional human rights treaties but also the enactment
of domestic legislation protecting human rights.

The right to education indicators deal thus with accountability in three ways. First, they
are by definition related to accountability. Any properly created set of human rights
indicators is a means to hold states accountable for their human rights obligations. Not
only to the proposed right to education indicators but also the two other transversal
issues being dealt with, which are discrimination and participation, have this function.
Second, the governance framework specifically relates to accountability. By evaluating
legal protection, plans of actions, monitoring mechanisms, and budget, these indicators
examine whether states created proper institutions with a view to making their human
rights commitments effective. Third, specific indicators address accountability as a
transversal issue, i.e. alongside the other indicators. This guarantees that accountability
is again addressed everywhere relevant in the chart.

The specific indicators relating to accountability (falling thus under the third category)
deal with the following issues:
- Legal protection
- Monitoring mechanisms
- Complaints Mechanisms

These specific indicators aim to examine whether states have taken steps which allow
citizens to hold them accountable for their obligations relating to the right to education.
They do so not in general, like in the governance framework, but in relation to those
particular issues that are being dealt with by the indicator to which they are related. In
other words, the accountability issues which are addressed in the governance framework
are refined through the specific indicators. As far as possible, it is ensured that both the
governance framework and the specific indicators do not overlap, but complement each
other.

5. Methodology
The right to education indicators have been established in three steps. First, human
rights standards were classified in a general structure based on the 4-A framework.
Second, this general structure was turned into a chart with the right to education
indicators. Third, information for their users was made available in the footnotes and in
a User’s Guide.

The first step was to classify right to education standards into a general structure based
on the 4-A framework. These standards had then to be linked to indicators, which was
done through translating human rights concepts into measurable units. This required
that the right to education standards were first clearly understood, the purpose of which
was to ensure that every single aspect of the right to education was covered in the
general structure. To make the general structure as didactic as possible, as already
mentioned, those issues that straddled different As were as a rule not dealt with at
different places but were fully dealt with as soon as relevant. The only exception to this
is the three aforementioned transversal issues which are addressed with respect to all the

19
right to education indicators. Another aspect is that expressions used in human rights
treaties were not always literally taken over by the right to education indicators. Most of
the future users of the indicators are not human rights lawyers which understand the
correct meaning of these expressions. In addition, some human rights concepts are
difficultly measurable, at least in the way they are framed in international and regional
human rights treaties. The translation process of human rights concepts into measurable
units required that the indicators rather use the concrete and understandable sense of
these human rights concepts. Priority was therefore given as much as possible to the
usual sense of human rights concepts.

The second step was to turn the general structure (which was only an intermediary step)
into a chart with the right to education indicators. The chart is composed of five parts:
governance framework, indicators on availability, indicators on accessibility, indicators
on acceptability and indicators on adaptability. Each part has been divided into several
headings which were identified according to international human rights law. The
headings of the five parts are the following:

Governance Framework:
- Normative framework
- Educational policy
- Plan of action
- Recourses
- Monitoring
- Budget
- International assistance and cooperation

Availability indicators:
- Early childhood care and education
- Primary education
- Secondary education (including training and vocational education)
- Tertiary education (including training and vocational education)
- Fundamental education
- Adult basic and literacy education
- Educational and vocational information and guidance
- Private schools
- Closing schools
- School infrastructure
- Working conditions of teachers

Accessibility indicators:
- Physical obstacles
- Economic obstacles
- Administrative obstacles
- Gender obstacles
- Socio-cultural obstacles
- Out-of-school children

Acceptability indicators:
- Skills
- Tolerance

20
- Qualification of teachers
- Gender
- Discipline
- Religion
- Language

Adaptability indicators:
- Child labour
- Child soldiers
- Minorities
- Disabled
- Prisoners
- Armed conflict

The five parts of the chart are outlined in individual documents. Under each heading
figures a list of right to education indicators. In order to facilitate the future use of the
indicators, it has been made sure that these indicators clearly provide what kind of
response is needed for their application. This was part of the exercise to make the right
to education indicators user-friendly. Depending on the kind of data required, responses
can take the form of percentages, ratios, yes or no answers, or a choice in a list or open
responses. Where different answers are possible, a non-exhaustive list of answers has
been provided by the indicator. The indicators have also taken advantage of existing
education indicators. This particularly concerns the indicators on availability, which use
a certain number of education indicators (which are supplemented by data linked to the
right to education through disaggregation). Where sufficiently related to international
human rights law, the terminology of the education indicators has been taken over by
the right to education indicators in order to make clear what the latter are measuring.
The chart has furthermore been divided into five columns. While the first two columns
list the headings and the indicators, respectively, the three last columns deal with the
three transversal issues (which are discrimination, participation and accountability). One
column disaggregates the indicator by those categories that are enumerated in this
column. The two other columns examine participation and accountability. As mentioned
earlier, these two transversal issues have only been addressed with respect to certain
issues, which is why they are not dealt with in relation to every single indicator. In this
way, the transversal issues are addressed in vertical columns which run up the side of all
indicators.

The third step was to make the right to indicators workable, which has been done in two
ways. First, the indicators themselves include footnotes which provide information for
their future users. The footnotes under each indicator refer to the provisions of
international and regional human rights treaties on which the indicator is based and to
the other indicators to which the indicator is related. The full text of the provisions
referred to are available in the Annex to this Concept Paper. The purpose of the
references to related indicators is to help actors to contextualise the indicators in order
to reach balanced conclusions. Second, User’s Guides will have to be elaborated to help
future users to correctly apply the right to education indicators. It explains what
information is necessary to use the indicators, how their results should be interpreted,
the prioritisation process they should undergo as well as the actors potentially involved
in the testing phase.

21
6. Application
To increase the chances of applying the right to education indicators, conceptual issues
relating to their application have to be discussed at the first stage of their development.
These issues include the purposes of the indicators, the importance of their application,
and data availability, which is maybe the most difficult question with respect to human
rights indicators.

The main purpose of human rights indicators is to help actors to monitor compliance
with human rights treaties. They can help actors to identify a state’s human rights
violations and evaluate its progress in the full realisation of human rights. As mentioned
earlier, human rights indicators can hold duty-bearers accountable for their human rights
obligations. In view of this, they can help actors to make recommendations to
governments so that they improve their human rights record. This can lead a concrete
dialogue with state authorities on how to reach this objective, which can be furthered by
establishing benchmarks the achievement of which can be evaluated by the human
rights indicators. Human rights indicators can also be useful in judicial proceedings, by
informing courts on human rights issues before they make their decisions. Statistical
data helped for instance the European Court of Human Rights in solving alleged cases
of discrimination in the D.H. and others v. Czech Republic case.18

The proposed right to education indicators have also been established with another
purpose in mind, which appears less to be an issue in other sets of human rights
indicators. This is to help their future users to better understand state obligations
relating to the right to education. The right to education indicators have thus been
considered a promotion tool as such, which is also why importance has been attached to
make them intelligible and user-friendly. As already mentioned, it should be kept in
mind that the indicators will often be used by non human rights lawyers. This requires a
certain extent of vulgarisation (which does not mean that the indicators are not strictly
based on international human rights law), which requires that the human rights
indicators use an understandable language. One of the purposes of the indicators is thus
to provide actors with a clear picture of the right to education and to enable them to ask
relevant questions to governments.

Another important aspect of human rights indicators is the importance to apply them.
This might sound obvious, but it happens that most of the sets of human rights
indicators have never been tested in reality. Avoiding this scenario is another reason
why it is important to make the right to education indicators as user-friendly as possible.
Application is not only necessary to avoid creating purely theoretical indicators but also
for the development of the human rights indicators as such. Human rights indicators are
a learning-by-doing instrument, in that they should be adapted continuously after their
application, which is a requisite to make them useful. They should raise comments from
their users, which should subsequently lead to their adaptation so as to make them more
operational. In view of this, they should be applied repeatedly, which is also necessary
to track a state’s progress in the full realisation of human rights.

The last question which should be dealt with is data availability. This is probably the
most delicate questions with respect to human rights indicators. On the one hand,

18
ECtHR D.H. and others v. Czech Republic (57325/00), 13 November 2007.

22
human rights indicators must not overly be determined by the data that are available.
They must primarily be established according to international and regional human rights
treaties. Human rights indicators should also be an incentive to collect human rights-
related data and to disaggregate available data by vulnerable groups. On the other hand,
considering data availability is a necessary step to make sure the indicators can
effectively be applied. Some data can simply not be provided or will not be collected
because this can only be done at an overly disproportionate cost. However, the right to
education indicators were exclusively guided by the international legal framework in the
first stage of their development. Only later will they be contrasted with the availability
of data to develop a workable framework.

23
 ANNEX
Article 55, Charter of the United Nations

With a view to the creation of conditions of stability and well-being which are necessary
for peaceful and friendly relations among nations based on respect for the principle of
equal rights and self-determination of peoples, the United Nations shall promote:

1. higher standards of living, full employment, and conditions of economic and

social progress and development;

2. solutions of international economic, social, health, and related problems; and

international cultural and educational cooperation; and

3. universal respect for, and observance of, human rights and fundamental
freedoms for all without distinction as to race, sex, language, or religion.

Article 56, Charter of the United Nations

All Members pledge themselves to take joint and separate action in co-operation with
the Organization for the achievement of the purposes set forth in Article 55.

Article 2, Universal Declaration of Human Rights (UDHR)

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status...

Article 26, Universal Declaration of Human Rights (UDHR)

1. Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the maintenance of
peace.

3. Parents have a prior right to choose the kind of education that shall be given to their
children.

Article 5, International Convention on the Elimination of All Forms of Racial

Discrimination (ICERD)

In compliance with the fundamental obligations laid down in article 2 of this

Convention, States Parties undertake to prohibit and to eliminate racial discrimination in
all its forms and to guarantee the right of everyone, without distinction as to race,

24
colour, or national or ethnic origin, to equality before the law, notably in the enjoyment
of the following rights:

(e) Economic, social and cultural rights, in particular:

(v) The right to education and training;

Article 2, International Covenant on Civil and Political Rights (ICCPR)

1. Each State Party to the present Covenant undertakes to respect and to ensure to all
individuals within its territory and subject to its jurisdiction the rights recognized in the
present Covenant, without distinction of any kind, such as race, colour, sex, language,
religion, political or other opinion, national or social origin, property, birth or other
status.

Article 6, International Covenant on Civil and Political Rights (ICCPR)

1. Every human being has the inherent right to life. This right shall be protected by law.
No one shall be arbitrarily deprived of his life.

Article 7, International Covenant on Civil and Political Rights (ICCPR)

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or

punishment. In particular, no one shall be subjected without his free consent to medical
or scientific experimentation.

Article 9, International Covenant on Civil and Political Rights (ICCPR)

1. Everyone has the right to liberty and security of person. No one shall be subjected to
arbitrary arrest or detention. No one shall be deprived of his liberty except on such
grounds and in accordance with such procedure as are established by law.

2. Anyone who is arrested shall be informed, at the time of arrest, of the reasons for his
arrest and shall be promptly informed of any charges against him.

3. Anyone arrested or detained on a criminal charge shall be brought promptly before a

judge or other officer authorized by law to exercise judicial power and shall be entitled
to trial within a reasonable time or to release. It shall not be the general rule that persons
awaiting trial shall be detained in custody, but release may be subject to guarantees to
appear for trial, at any other stage of the judicial proceedings, and, should occasion
arise, for execution of the judgement.

4. Anyone who is deprived of his liberty by arrest or detention shall be entitled to take
proceedings before a court, in order that that court may decide without delay on the
lawfulness of his detention and order his release if the detention is not lawful.

5. Anyone who has been the victim of unlawful arrest or detention shall have an
enforceable right to compensation.

25
Article 18, International Covenant on Civil and Political Rights (ICCPR)

4. The States Parties to the present Covenant undertake to have respect for the liberty of
parents and, when applicable, legal guardians to ensure the religious and moral
education of their children in conformity with their own convictions.

Article 19, International Covenant on Civil and Political Rights (ICCPR)

1. Everyone shall have the right to hold opinions without interference.

2. Everyone shall have the right to freedom of expression; this right shall include
freedom to seek, receive and impart information and ideas of all kinds, regardless of
frontiers, either orally, in writing or in print, in the form of art, or through any other
media of his choice.

3. The exercise of the rights provided for in paragraph 2 of this article carries with it
special duties and responsibilities. It may therefore be subject to certain restrictions, but
these shall only be such as are provided by law and are necessary:
(a) For respect of the rights or reputations of others;
(b) For the protection of national security or of public order (ordre public), or of public
health or morals.

Article 19, International Covenant on Civil and Political Rights (ICCPR)

1. Any propaganda for war shall be prohibited by law.

2. Any advocacy of national, racial or religious hatred that constitutes incitement to

discrimination, hostility or violence shall be prohibited by law.

Article 22, International Covenant on Civil and Political Rights (ICCPR)

1. Everyone shall have the right to freedom of association with others, including the
right to form and join trade unions for the protection of his interests.

2. No restrictions may be placed on the exercise of this right other than those which are
prescribed by law and which are necessary in a democratic society in the interests of
national security or public safety, public order (ordre public), the protection of public
health or morals or the protection of the rights and freedoms of others. This article shall
not prevent the imposition of lawful restrictions on members of the armed forces and of
the police in their exercise of this right.

3. Nothing in this article shall authorize States Parties to the International Labour
Organisation Convention of 1948 concerning Freedom of Association and Protection of
the Right to Organize to take legislative measures which would prejudice, or to apply
the law in such a manner as to prejudice, the guarantees provided for in that
Convention.

26
Article 26, International Covenant on Civil and Political Rights (ICCPR)

In those States in which ethnic, religious or linguistic minorities exist, persons

belonging to such minorities shall not be denied the right, in community with the other
members of their group, to enjoy their own culture, to profess and practise their own
religion, or to use their own language.

Article 2, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

1. Each State Party to the present Covenant undertakes to take steps, individually and
through international assistance and co-operation, especially economic and technical, to
the maximum of its available resources, with a view to achieving progressively the full
realization of the rights recognized in the present Covenant by all appropriate means,
including particularly the adoption of legislative measures.

2. The States Parties to the present Covenant undertake to guarantee that the rights
enunciated in the present Covenant will be exercised without discrimination of any kind
as to race, colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status.

Article 4, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

The States Parties to the present Covenant recognize that, in the enjoyment of those
rights provided by the State in conformity with the present Covenant, the State may
subject such rights only to such limitations as are determined by law only in so far as
this may be compatible with the nature of these rights and solely for the purpose of
promoting the general welfare in a democratic society.

Article 6, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

1. States Parties recognize that every child has the inherent right to life.
2. States Parties shall ensure to the maximum extent possible the survival and
development of the child.

Article 7, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

The States Parties to the present Covenant recognize the right of everyone to the
enjoyment of just and favourable conditions of work which ensure, in particular:

(a) Remuneration which provides all workers, as a minimum, with:

(i) Fair wages and equal remuneration for work of equal value without distinction of
any kind, in particular women being guaranteed conditions of work not inferior to those
enjoyed by men, with equal pay for equal work;

27
(ii) A decent living for themselves and their families in accordance with the provisions
of the present Covenant;

(b) Safe and healthy working conditions;

(c) Equal opportunity for everyone to be promoted in his employment to an appropriate

higher level, subject to no considerations other than those of seniority and competence;

(d ) Rest, leisure and reasonable limitation of working hours and periodic holidays with
pay, as well as remuneration for public holidays

Article 8, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

1. The States Parties to the present Covenant undertake to ensure:

(a) The right of everyone to form trade unions and join the trade union of his choice,
subject only to the rules of the organization concerned, for the promotion and protection
of his economic and social interests. No restrictions may be placed on the exercise of
this right other than those prescribed by law and which are necessary in a democratic
society in the interests of national security or public order or for the protection of the
rights and freedoms of others;

(b) The right of trade unions to establish national federations or confederations and the
right of the latter to form or join international trade-union organizations;

(c) The right of trade unions to function freely subject to no limitations other than those
prescribed by law and which are necessary in a democratic society in the interests of
national security or public order or for the protection of the rights and freedoms of
others;

(d) The right to strike, provided that it is exercised in conformity with the laws of the
particular country.

2. This article shall not prevent the imposition of lawful restrictions on the exercise of
these rights by members of the armed forces or of the police or of the administration of
the State.

3. Nothing in this article shall authorize States Parties to the International Labour
Organisation Convention of 1948 concerning Freedom of Association and Protection of
the Right to Organize to take legislative measures which would prejudice, or apply the
law in such a manner as would prejudice, the guarantees provided for in that
Convention.

Article 9, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

The States Parties to the present Covenant recognize the right of everyone to social
security, including social insurance.

28
Article 12, International Covenant on Economic, Social and Cultural Rights
(ICESCR)

1. The States Parties to the present Covenant recognize the right of everyone to the
enjoyment of the highest attainable standard of physical and mental health.

2. The steps to be taken by the States Parties to the present Covenant to achieve the full
realization of this right shall include those necessary for:

(a) The provision for the reduction of the stillbirth-rate and of infant mortality and for
the healthy development of the child;

(b) The improvement of all aspects of environmental and industrial hygiene;

(c) The prevention, treatment and control of epidemic, endemic, occupational and other
diseases;

(d) The creation of conditions which would assure to all medical service and medical
attention in the event of sickness.

Article 13, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

1. The States Parties to the present Covenant recognize the right of everyone to
education. They agree that education shall be directed to the full development of the
human personality and the sense of its dignity, and shall strengthen the respect for
human rights and fundamental freedoms. They further agree that education shall enable
all persons to participate effectively in a free society, promote understanding, tolerance
and friendship among all nations and all racial, ethnic or religious groups, and further
the activities of the United Nations for the maintenance of peace.

2. The States Parties to the present Covenant recognize that, with a view to achieving
the full realization of this right:

(a) Primary education shall be compulsory and available free to all;

(b) Secondary education in its different forms, including technical and vocational
secondary education, shall be made generally available and accessible to all by every
appropriate means, and in particular by the progressive introduction of free education;

(c) Higher education shall be made equally accessible to all, on the basis of capacity, by
every appropriate means, and in particular by the progressive introduction of free
education;

(d) Fundamental education shall be encouraged or intensified as far as possible for those
persons who have not received or completed the whole period of their primary
education;

29
(e) The development of a system of schools at all levels shall be actively pursued, an
adequate fellowship system shall be established, and the material conditions of teaching
staff shall be continuously improved.

3. The States Parties to the present Covenant undertake to have respect for the liberty of
parents and, when applicable, legal guardians to choose for their children schools, other
than those established by the public authorities, which conform to such minimum
educational standards as may be laid down or approved by the State and to ensure the
religious and moral education of their children in conformity with their own
convictions.

4. No part of this article shall be construed so as to interfere with the liberty of

individuals and bodies to establish and direct educational institutions, subject always to
the observance of the principles set forth in paragraph I of this article and to the
requirement that the education given in such institutions shall conform to such
minimum standards as may be laid down by the State.

Article 14, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

Each State Party to the present Covenant which, at the time of becoming a Party, has
not been able to secure in its metropolitan territory or other territories under its
jurisdiction compulsory primary education, free of charge, undertakes, within two years,
to work out and adopt a detailed plan of action for the progressive implementation,
within a reasonable number of years, to be fixed in the plan, of the principle of
compulsory education free of charge for all.

Article 23, International Covenant on Economic, Social and Cultural Rights

(ICESCR)

The States Parties to the present Covenant agree that international action for the
achievement of the rights recognized in the present Covenant includes such methods as
the conclusion of conventions, the adoption of recommendations, the furnishing of
technical assistance and the holding of regional meetings and technical meetings for the
purpose of consultation and study organized in conjunction with the Governments
concerned.

Article 10, Convention on the Elimination of All Forms of Discrimination against

Women (CEDAW)

States Parties shall take all appropriate measures to eliminate discrimination against
women in order to ensure to them equal rights with men in the field of education and in
particular to ensure, on a basis of equality of men and women:

(a) The same conditions for career and vocational guidance, for access to studies and for
the achievement of diplomas in educational establishments of all categories in rural as
well as in urban areas; this equality shall be ensured in pre-school, general, technical,
professional and higher technical education, as well as in all types of vocational
training;

30
(b) Access to the same curricula, the same examinations, teaching staff with
qualifications of the same standard and school premises and equipment of the same
quality;

(c) The elimination of any stereotyped concept of the roles of men and women at all
levels and in all forms of education by encouraging coeducation and other types of
education which will help to achieve this aim and, in particular, by the revision of
textbooks and school programmes and the adaptation of teaching methods;

(d ) The same opportunities to benefit from scholarships and other study grants;

(e) The same opportunities for access to programmes of continuing education, including
adult and functional literacy programmes, particularly those aimed at reducing, at the
earliest possible time, any gap in education existing between men and women;

(f) The reduction of female student drop-out rates and the organization of programmes
for girls and women who have left school prematurely;

(g) The same Opportunities to participate actively in sports and physical education;

(h) Access to specific educational information to help to ensure the health and well-
being of families, including information and advice on family planning.

Article 2, Convention on the Rights of the Child (CRC)

1. States Parties shall respect and ensure the rights set forth in the present Convention to
each child within their jurisdiction without discrimination of any kind, irrespective of
the child's or his or her parent's or legal guardian's race, colour, sex, language, religion,
political or other opinion, national, ethnic or social origin, property, disability, birth or
other status.

2. States Parties shall take all appropriate measures to ensure that the child is protected
against all forms of discrimination or punishment on the basis of the status, activities,
expressed opinions, or beliefs of the child's parents, legal guardians, or family members.

Article 4, Convention on the Rights of the Child (CRC)

States Parties shall undertake all appropriate legislative, administrative, and other
measures for the implementation of the rights recognized in the present Convention.
With regard to economic, social and cultural rights, States Parties shall undertake such
measures to the maximum extent of their available resources and, where needed, within
the framework of international co-operation.

Article 24, Convention on the Rights of the Child (CRC)

1. States Parties recognize the right of the child to the enjoyment of the highest
attainable standard of health and to facilities for the treatment of illness and
rehabilitation of health. States Parties shall strive to ensure that no child is deprived of
his or her right of access to such health care services.

31
2. States Parties shall pursue full implementation of this right and, in particular, shall
take appropriate measures:

(a) To diminish infant and child mortality;

(b) To ensure the provision of necessary medical assistance and health care to all
children with emphasis on the development of primary health care;

(c) To combat disease and malnutrition, including within the framework of primary
health care, through, inter alia, the application of readily available technology and
through the provision of adequate nutritious foods and clean drinking-water, taking into
consideration the dangers and risks of environmental pollution;

(d) To ensure appropriate pre-natal and post-natal health care for mothers;

(e) To ensure that all segments of society, in particular parents and children, are
informed, have access to education and are supported in the use of basic knowledge of
child health and nutrition, the advantages of breastfeeding, hygiene and environmental
sanitation and the prevention of accidents;

(f) To develop preventive health care, guidance for parents and family planning
education and services.

3. States Parties shall take all effective and appropriate measures with a view to
abolishing traditional practices prejudicial to the health of children.

4. States Parties undertake to promote and encourage international co-operation with a

view to achieving progressively the full realization of the right recognized in the present
article. In this regard, particular account shall be taken of the needs of developing
countries.

Article 28, Convention on the Rights of the Child (CRC)

1. States Parties recognize the right of the child to education, and with a view to
achieving this right progressively and on the basis of equal opportunity, they shall, in
particular:

(a) Make primary education compulsory and available free to all;

(b) Encourage the development of different forms of secondary education, including

general and vocational education, make them available and accessible to every child,
and take appropriate measures such as the introduction of free education and offering
financial assistance in case of need;

(c) Make higher education accessible to all on the basis of capacity by every appropriate
means;

(d) Make educational and vocational information and guidance available and accessible
to all children;

32
(e) Take measures to encourage regular attendance at schools and the reduction of drop-
out rates.

2. States Parties shall take all appropriate measures to ensure that school discipline is
administered in a manner consistent with the child's human dignity and in conformity
with the present Convention.

3. States Parties shall promote and encourage international cooperation in matters

relating to education, in particular with a view to contributing to the elimination of
ignorance and illiteracy throughout the world and facilitating access to scientific and
technical knowledge and modern teaching methods. In this regard, particular account
shall be taken of the needs of developing countries.

Article 29, Convention on the Rights of the Child (CRC)

1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child's personality, talents and mental and physical abilities
to their fullest potential;

(b) The development of respect for human rights and fundamental freedoms, and for the
principles enshrined in the Charter of the United Nations;

(c) The development of respect for the child's parents, his or her own cultural identity,
language and values, for the national values of the country in which the child is living,
the country from which he or she may originate, and for civilizations different from his
or her own;

(d) The preparation of the child for responsible life in a free society, in the spirit of
understanding, peace, tolerance, equality of sexes, and friendship among all peoples,
ethnic, national and religious groups and persons of indigenous origin;

(e) The development of respect for the natural environment.

2. No part of the present article or article 28 shall be construed so as to interfere with the
liberty of individuals and bodies to establish and direct educational institutions, subject
always to the observance of the principle set forth in paragraph 1 of the present article
and to the requirements that the education given in such institutions shall conform to
such minimum standards as may be laid down by the State.

Article 30, Convention on the Rights of the Child (CRC)

In those States in which ethnic, religious or linguistic minorities or persons of

indigenous origin exist, a child belonging to such a minority or who is indigenous shall
not be denied the right, in community with other members of his or her group, to enjoy
his or her own culture, to profess and practise his or her own religion, or to use his or
her own language.

33
Article 38, Convention on the Rights of the Child (CRC)

2. States Parties shall take all feasible measures to ensure that persons who have not
attained the age of fifteen years do not take a direct part in hostilities.

Article 1, International Convention on the Protection of the Rights of All Migrant

Workers and Members of Their Families (CMW)

1. The present Convention is applicable, except as otherwise provided hereafter, to all

migrant workers and members of their families without distinction of any kind such as
sex, race, colour, language, religion or conviction, political or other opinion, national,
ethnic or social origin, nationality, age, economic position, property, marital status, birth
or other status.

Article 30, International Convention on the Protection of the Rights of All Migrant
Workers and Members of Their Families (CMW)

Each child of a migrant worker shall have the basic right of access to education on the
basis of equality of treatment with nationals of the State concerned. Access to public
pre-school educational institutions or schools shall not be refused or limited by reason
of the irregular situation with respect to stay or employment of either parent or by
reason of the irregularity of the child's stay in the State of employment.

Article 5, Convention on the Rights of Persons with Disabilities (CRPD)

1. States Parties recognize that all persons are equal before and under the law and are
entitled without any discrimination to the equal protection and equal benefit of the law.

2. States Parties shall prohibit all discrimination on the basis of disability and guarantee
to persons with disabilities equal and effective legal protection against discrimination on
all grounds.

3. In order to promote equality and eliminate discrimination, States Parties shall take all
appropriate steps to ensure that reasonable accommodation is provided.

4. Specific measures which are necessary to accelerate or achieve de facto equality of

persons with disabilities shall not be considered discrimination under the terms of the
present Convention.

Article 24, Convention on the Rights of Persons with Disabilities (CRPD)

1. States Parties recognize the right of persons with disabilities to education. With a
view to realizing this right without discrimination and on the basis of equal opportunity,
States Parties shall ensure an inclusive education system at all levels and life long
learning directed to:

(a) The full development of human potential and sense of dignity and self-worth, and
the strengthening of respect for human rights, fundamental freedoms and human
diversity;

34
(b) The development by persons with disabilities of their personality, talents and
creativity, as well as their mental and physical abilities, to their fullest potential;

(c) Enabling persons with disabilities to participate effectively in a free society.

2. In realizing this right, States Parties shall ensure that:

(a) Persons with disabilities are not excluded from the general education system on the
basis of disability, and that children with disabilities are not excluded from free and
compulsory primary education, or from secondary education, on the basis of disability;

(b) Persons with disabilities can access an inclusive, quality and free primary education
and secondary education on an equal basis with others in the communities in which they
live;

(c) Reasonable accommodation of the individual's requirements is provided;

(d) Persons with disabilities receive the support required, within the general education
system, to facilitate their effective education;

(e) Effective individualized support measures are provided in environments that

maximize academic and social development, consistent with the goal of full inclusion.

3. States Parties shall enable persons with disabilities to learn life and social
development skills to facilitate their full and equal participation in education and as
members of the community. To this end, States Parties shall take appropriate measures,
including:

(a) Facilitating the learning of Braille, alternative script, augmentative and alternative
modes, means and formats of communication and orientation and mobility skills, and
facilitating peer support and mentoring;

(b) Facilitating the learning of sign language and the promotion of the linguistic identity
of the deaf community;

(c) Ensuring that the education of persons, and in particular children, who are blind,
deaf or deafblind, is delivered in the most appropriate languages and modes and means
of communication for the individual, and in environments which maximize academic
and social development.

4. In order to help ensure the realization of this right, States Parties shall take
appropriate measures to employ teachers, including teachers with disabilities, who are
qualified in sign language and/or Braille, and to train professionals and staff who work
at all levels of education. Such training shall incorporate disability awareness and the
use of appropriate augmentative and alternative modes, means and formats of
communication, educational techniques and materials to support persons with
disabilities.

5. States Parties shall ensure that persons with disabilities are able to access general
tertiary education, vocational training, adult education and lifelong learning without

35
discrimination and on an equal basis with others. To this end, States Parties shall ensure
that reasonable accommodation is provided to persons with disabilities.

Rule 38, Rules for the Protection of Juveniles Deprived of their Liberty

Every juvenile of compulsory school age has the right to education suited to his or her
needs and abilities and designed to prepare him or her for return to society. Such
education should be provided outside the detention facility in community schools
wherever possible and, in any case, by qualified teachers through programmes
integrated with the education system of the country so that, after release, juveniles may
continue their education without difficulty. Special attention should be given by the
administration of the detention facilities to the education of juveniles of foreign origin
or with particular cultural or ethnic needs. Juveniles who are illiterate or have cognitive
or learning difficulties should have the right to special education.

Rule 39, Rules for the Protection of Juveniles Deprived of their Liberty

Juveniles above compulsory school age who wish to continue their education should be
permitted and encouraged to do so, and every effort should be made to provide them
with access to appropriate educational programmes.

Article 40, Standard Minimum Rules for the Treatment of Prisoners

Every institution shall have a library for the use of all categories of prisoners,
adequately stocked with both recreational and instructional books, and prisoners shall
be encouraged to make full use of it.

Article 77, Standard Minimum Rules for the Treatment of Prisoners

1. Provision shall be made for the further education of all prisoners capable of
profiting thereby, including religious instruction in the countries where this is possible.
The education of illiterates and young prisoners shall be compulsory and special
attention shall be paid to it by the administration.

2. So far as practicable, the education of prisoners shall be integrated with the

educational system of the country so that after their release they may continue their
education without difficulty.

Article 22, Convention relating to the Status of Refugees

1. The Contracting States shall accord to refugees the same treatment as is accorded to
nationals with respect to elementary education.

2. The Contracting States shall accord to refugees treatment as favourable as possible,

and, in any event, not less favourable than that accorded to aliens generally in the same
circumstances, with respect to education other than elementary education and, in
particular, as regards access to studies, the recognition of foreign school certificates,
diplomas and degrees, the remission of fees and charges and the award of scholarships.

36
Article 38, Geneva Convention Relative to the Treatment of Prisoners of War

While respecting the individual preferences of every prisoner, the Detaining Power shall
encourage the practice of intellectual, educational, and recreational pursuits, sports and
games amongst prisoners, and shall take the measures necessary to ensure the exercise
thereof by providing them with adequate premises and necessary equipment.

Article 50, Geneva Convention relative to the Protection of Civilian Persons in

Time of War

The Occupying Power shall, with the cooperation of the national and local authorities,
facilitate the proper working of all institutions devoted to the care and education of
children.

Should the local institutions be inadequate for the purpose, the Occupying Power shall
make arrangements for the maintenance and education, if possible by persons of their
own nationality, language and religion, of children who are orphaned or separated from
their parents as a result of the war and who cannot be adequately cared for by a near
relative or friend.

Article 14, Declaration on the Rights of Indigenous Peoples

1. Indigenous peoples have the right to establish and control their educational systems
and institutions providing education in their own languages, in a manner appropriate to
their cultural methods of teaching and learning.

2. Indigenous individuals, particularly children, have the right to all levels and forms
of education of the State without discrimination.

3. States shall, in conjunction with indigenous peoples, take effective measures, in

order for indigenous individuals, particularly children, including those living outside
their communities, to have access, when possible, to an education in their own culture
and provided in their own language.

UNESCO Convention against Discrimination in Education

Declaration on the Rights of Indigenous Peoples

ILO Minimum Age Convention

ILO Worst Forms of Child Labour Convention

ILO Indigenous and Tribal Peoples Convention

UNESCO Recommendation against Discrimination in Education

UNESCO Convention on Technical and Vocational Education

37
UNESCO Revised Recommendation concerning Technical and Vocational
Education

ILO/UNESCO Recommendation concerning the Status of Teachers

UNESCO Recommendation concerning the Status of Higher Education Teaching

Personnel

UNESCO Recommendation on Education for International Understanding and

Co-operation and Peace and Education relating to Human Rights and
Fundamental Freedoms

UNESCO Recommendation on the Development of Adult Education

Principles relating the Status and Functioning of National Institutions for

Protection and Promotion of Human Rights (The Paris Principles)

Article 2, Protocol 1 to the European Convention on Human Rights

No person shall be denied the right to education. In the exercise of any functions which
it assumes in relation to education and to teaching, the State shall respect the right of
parents to ensure such education and teaching in conformity with their own religious
and philosophical convictions.

Article 7, (Revised) European Social Charter

With a view to ensuring the effective exercise of the right of children and young persons
to protection, the Contracting Parties undertake:

3. to provide that persons who are still subject to compulsory education shall not be
employed in such work as would deprive them of the full benefit of their education;

Article 17, (Revised) European Social Charter

With a view to ensuring the effective exercise of the right of children and young persons
to grow up in an environment which encourages the full development of their
personality and of their physical and mental capacities, the Parties undertake, either
directly or in co-operation with public and private organisations, to take all appropriate
and necessary measures designed

2. to provide to children and young persons a free primary and secondary education as
well as to encourage regular attendance at schools.

Article 13, Framework Convention for the Protection of National Minorities

1. Within the framework of their education systems, the Parties shall recognise that
persons belonging to a national minority have the right to set up and to manage their
own private educational and training establishments.

2. The exercise of this right shall not entail any financial obligation for the Parties.

38
Article 14, Framework Convention for the Protection of National Minorities

1. The Parties undertake to recognise that every person belonging to a national

minority has the right to learn his or her minority language.

2. In areas inhabited by persons belonging to national minorities traditionally or in

substantial numbers, if there is sufficient demand, the Parties shall endeavour to ensure,
as far as possible and within the framework of their education systems, that persons
belonging to those minorities have adequate opportunities for being taught the minority
language or for receiving instruction in this language.

3. Paragraph 2 of this article shall be implemented without prejudice to the learning of

the official language or the teaching in this language.

Article 8, European Charter for Regional or Minority Languages

With regard to education, the Parties undertake, within the territory in which such
languages are used, according to the situation of each of these languages, and without
prejudice to the teaching of the official language(s) of the State:

a
i to make available pre-school education in the relevant regional or minority
languages; or

ii to make available a substantial part of pre-school education in the relevant

regional or minority languages; or

iii to apply one of the measures provided for under i and ii above at least to those
pupils whose families so request and whose number is considered sufficient; or

iv if the public authorities have no direct competence in the field of pre-school

education, to favour and/or encourage the application of the measures referred to under i
to iii above;

b
i to make available primary education in the relevant regional or minority
languages; or

ii to make available a substantial part of primary education in the relevant regional

or minority languages; or

iii to provide, within primary education, for the teaching of the relevant regional or
minority languages as an integral part of the curriculum; or

iv to apply one of the measures provided for under i to iii above at least to those
pupils whose families so request and whose number is considered sufficient;

c
i to make available secondary education in the relevant regional or minority
languages; or

39
ii to make available a substantial part of secondary education in the relevant regional
or minority languages; or

iii to provide, within secondary education, for the teaching of the relevant regional or
minority languages as an integral part of the curriculum; or

iv to apply one of the measures provided for under i to iii above at least to those
pupils who, or where appropriate whose families, so wish in a number considered
sufficient;

d
i to make available technical and vocational education in the relevant regional or
minority languages; or

ii to make available a substantial part of technical and vocational education in the

relevant regional or minority languages; or

iii to provide, within technical and vocational education, for the teaching of the
relevant regional or minority languages as an integral part of the curriculum; or

iv to apply one of the measures provided for under i to iii above at least to those
pupils who, or where appropriate whose families, so wish in a number considered
sufficient;

e
i to make available university and other higher education in regional or minority
languages; or

ii to provide facilities for the study of these languages as university and higher
education subjects; or

iii if, by reason of the role of the State in relation to higher education institutions,
sub-paragraphs i and ii cannot be applied, to encourage and/or allow the provision of
university or other forms of higher education in regional or minority languages or of
facilities for the study of these languages as university or higher education subjects;

f
i to arrange for the provision of adult and continuing education courses which are
taught mainly or wholly in the regional or minority languages; or

ii to offer such languages as subjects of adult and continuing education; or

iii if the public authorities have no direct competence in the field of adult education, to
favour and/or encourage the offering of such languages as subjects of adult and
continuing education;

g to make arrangements to ensure the teaching of the history and the culture which is
reflected by the regional or minority language;

40
h to provide the basic and further training of the teachers required to implement those of
paragraphs a to g accepted by the Party;

i to set up a supervisory body or bodies responsible for monitoring the measures taken
and progress achieved in establishing or developing the teaching of regional or minority
languages and for drawing up periodic reports of their findings, which will be made
public.

2 With regard to education and in respect of territories other than those in which the
regional or minority languages are traditionally used, the Parties undertake, if the number
of users of a regional or minority language justifies it, to allow, encourage or provide
teaching in or of the regional or minority language at all the appropriate stages of
education.

Article 14, European Convention on the Legal Status of Migrant Workers

1. Migrant workers and members of their families officially admitted to the

territory of a Contracting Party shall be entitled, on the same basis and under the same
conditions as national workers, to general education and vocation training and retraining
and shall be granted access to higher education according to the general regulations
governing admission to respective institutions in the receiving State.

2. To promote access to general and vocational schools and to vocational training

centres, the receiving State shall facilitate the teaching of its language or, if there are
several, one of its languages to migrant workers and members of their families.

3. For the purpose of the application of paragraphs 1 and 2 above, the granting of
scholarships shall be left to the discretion of each Contracting Party which shall make
efforts to grant the children of migrant workers living with their families in the
receiving State – in accordance with the provisions of Article 12 of this Convention –
the same facilities in this respect as the receiving State's nationals.

4. The workers' previous attainments, as well as diplomas and vocational

qualifications acquired in the State of origin, shall be recognised by each Contracting
Party in accordance with arrangements laid down in bilateral and multilateral
agreements.

5. The Contracting Parties concerned, acting in close co-operation shall endeavour

to ensure that the vocational training and retraining schemes, within the meaning of this
Article, cater as far as possible for the needs of migrant workers with a view to their
return to their State of origin.

Article 14, EU Charter of Fundamental Rights

1. Everyone has the right to education and to have access to vocational and continuing
training.

2. This right includes the possibility to receive free compulsory education.

41
3. The freedom to found educational establishments with due respect for democratic
principles and the right of parents to ensure the education and teaching of their children
in conformity with their religious, philosophical and pedagogical convictions shall be
respected, in accordance with the national laws governing the exercise of such freedom
and right.

OSCE Helsinki Final Act

Article 49, Charter of the Organization of American States

The Member States will exert the greatest efforts, in accordance with their constitutional
processes, to ensure the effective exercise of the right to education, on the following
bases:
a) Elementary education, compulsory for children of school age, shall also be offered
to all others who can benefit from it. When provided by the State it shall be without
charge;
b) Middle-level education shall be extended progressively to as much of the
population as possible, with a view to social improvement. It shall be diversified in such
a way that it meets the development needs of each country without prejudice to
providing a general education; and
c) Higher education shall be available to all, provided that, in order to maintain its
high level, the corresponding regulatory or academic standards are met.

Article 50, Charter of the Organization of American States

The Member States will give special attention to the eradication of illiteracy, will
strengthen adult and vocational education systems, and will ensure that the benefits of
culture will be available to the entire population. They will promote the use of all
information media to fulfill these aims.

Article 26, American Convention on Human Rights (Pact of San José)

The States Parties undertake to adopt measures, both internally and through
international cooperation, especially those of an economic and technical nature, with a
view to achieving progressively, by legislation or other appropriate means, the full
realization of the rights implicit in the economic, social, educational, scientific, and
cultural standards set forth in the Charter of the Organization of American States as
amended by the Protocol of Buenos Aires.

Article XII, American Declaration of the Rights and Duties of Man

Every person has the right to an education, which should be based on the principles of
liberty, morality and human solidarity. Likewise every person has the right to an
education that will prepare him to attain a decent life, to raise his standard of living, and
to be a useful member of society. The right to an education includes the right to equality
of opportunity in every case, in accordance with natural talents, merit and the desire to
utilize the resources that the state or the community is in a position to provide. Every
person has the right to receive, free, at least a primary education.

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Article 7, Additional Protocol to the American Convention on Human Rights in the
Area of Economic, Social and Cultural Rights (Protocol of San Salvador)

f. The prohibition of night work or unhealthy or dangerous working conditions and, in

general, of all work which jeopardizes health, safety, or morals, for persons under 18
years of age. As regards minors under the age of 16, the work day shall be subordinated
to the provisions regarding compulsory education and in no case shall work constitute
an impediment to school attendance or a limitation on benefiting from education
received;

Article 13, Additional Protocol to the American Convention on Human Rights in

the Area of Economic, Social and Cultural Rights (Protocol of San Salvador)

1. Everyone has the right to education.

2. The States Parties to this Protocol agree that education should be directed towards the
full development of the human personality and human dignity and should strengthen
respect for human rights, ideological pluralism, fundamental freedoms, justice and
peace. They further agree that education ought to enable everyone to participate
effectively in a democratic and pluralistic society and achieve a decent existence and
should foster understanding, tolerance and friendship among all nations and all racial,
ethnic or religious groups and promote activities for the maintenance of peace.

3. The States Parties to this Protocol recognize that in order to achieve the full exercise
of the right to education:

a. Primary education should be compulsory and accessible to all without cost;

b. Secondary education in its different forms, including technical and vocational

secondary education, should be made generally available and accessible to all by every
appropriate means, and in particular, by the progressive introduction of free education;

c. Higher education should be made equally accessible to all, on the basis of individual
capacity, by every appropriate means, and in particular, by the progressive introduction
of free education;

d. Basic education should be encouraged or intensified as far as possible for those

persons who have not received or completed the whole cycle of primary instruction;

e. Programs of special education should be established for the handicapped, so as to

provide special instruction and training to persons with physical disabilities or mental
deficiencies.

4. In conformity with the domestic legislation of the States Parties, parents should have
the right to select the type of education to be given to their children, provided that it
conforms to the principles set forth above.

5. Nothing in this Protocol shall be interpreted as a restriction of the freedom of

individuals and entities to establish and direct educational institutions in accordance
with the domestic legislation of the States Parties.

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Article 17, African Charter on Human and Peoples’ Rights

1. Every individual shall have the right to education.

Article 12, Protocol to the African Charter on Human and Peoples’ Rights on the
Rights of Women in Africa

1. States Parties shall take all appropriate measures to:

a) eliminate all forms of discrimination against women and guarantee equal opportunity
and access in the sphere of education and training;

b) eliminate all stereotypes in textbooks, syllabuses and the media, that perpetuate such
discrimination;

c) protect women, especially the girl-child from all forms of abuse, including sexual
harassment in schools and other educational institutions and provide for sanctions
against the perpetrators of such practices;

d) provide access to counselling and rehabilitation services to women who suffer abuses
and sexual harassment;

e) integrate gender sensitisation and human rights education at all levels of education
curricula including teacher training.

2. States Parties shall take specific positive action to:

a) promote literacy among women;

b) promote education and training for women at all levels and in all disciplines
particularly in the fields of science and technology;

c) promote the enrolment and retention of girls in schools and other training institutions
and the organisation of programmes for women who leave school prematurely.

Article 11, African Charter on the Rights and Welfare of the Child

1. Every child shall have the right to an education.

2. The education of the child shall be directed to:

(a) the promotion and development of the child's personality, talents and mental and
physical abilities to their fullest potential;

(b) fostering respect for human rights and fundamental freedoms with particular
reference to those set out in the provisions of various African instruments on human and
peoples' rights and international human rights declarations and conventions;

(c) the preservation and strengthening of positive African morals, traditional values and
cultures;

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(d) the preparation of the child for responsible life in a free society, in the spirit of
understanding tolerance, dialogue, mutual respect and friendship among all peoples
ethnic, tribal and religious groups;

(e) the preservation of national independence and territorial integrity;

(f) the promotion and achievements of African Unity and Solidarity;

(g) the development of respect for the environment and natural resources;

(h) the promotion of the child's understanding of primary health care.

3. States Parties to the present Charter shall take all appropriate measures with a view to
achieving the full realization of this right and shall in particular:

(a) provide free and compulsory basic education;

(b) encourage the development of secondary education in its different forms and to
progressively make it free and accessible to all;

(c) make the higher education accessible to all on the basis of capacity and ability by
every appropriate means;

(d) take measures to encourage regular attendance at schools and the reduction of drop-
out rates;

(e) take special measures in respect of female, gifted and disadvantaged children, to
ensure equal access to education for all sections of the community.

4. States Parties to the present Charter shall respect the rights and duties of parents, and
where applicable, of legal guardians to choose for their children's schools, other than
those established by public authorities, which conform to such minimum standards may
be approved by the State, to ensure the religious and moral education of the child in a
manner with the evolving capacities of the child.

5. States Parties to the present Charter shall take all appropriate measures to ensure that
a child who is subjected to schools or parental discipline shall be treated with humanity
and with respect for the inherent dignity of the child and in conformity with the present
Charter.

6. States Parties to the present Charter shall have all appropriate measures to ensure that
children who become pregnant before completing their education shall have an
opportunity to continue with their education on the basis of their individual ability.

7. No part of this Article shall be construed as to interfere with the liberty of individuals
and bodies to establish and direct educational institutions subject to the observance of
the principles set out in paragraph I of this Article and the requirement teal the
education given in such institutions shall conform to such minimum standards as may
be laid down by the States.

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