Select a country from the following list in order to find out more about documents mainly related to the report on the UPR and Human Rights Education (HRE).
Date of 1st Review : 7 mai 2008
Date of first review: 7 May 2008 The troika consisted of Nicaragua, Madagascar and Germany.
Date of next review: 25 October 2012, 9:00-12:30 The troika will consist of Kuwait, Romania and Botswana.
National report http://www.upr-info.org/IMG/pdf/NR_F.pdf
NGOs which have submitted a report:
Among these NGOs, three have dealt with education:
For the 2nd cycle see « Une coalition pour l'EPU du Bénin »
Le résumé des informations de la société civile aborde la question de l'éducation aux points 47 et 48
Excerpts from the summary by the High Commissioner for Human Rightse
47. FI (Franciscans International) noted that boys are given preference where education is concerned. As a result, many children are not enrolled in schools. Some go with their parents to the pasturing grounds.
48. L’OMCT (World Organization Against Torture) recommended that the Government of Benin reinforce the action of NGOs working for the promotion and the defence of women's rights by investing towards the elimination of illiteracy, the education and instruction of girls and women, notablyy in the northern part of the State.
A total of 34 recommendations have been made, five on education and two on human rights education.
A - 4. Reinforce measures to ensure that women are no longer subjected to forced marriage. This could be supported by developing and implementing comprehensive educational measures on the provisions of the Persons and Family Code and on other relevant laws (Denmark);
A - 11. Develop an awareness campaign to address traditional beliefs that are harmful to the rights of children, especially their right to life (Holy See);
A - 22. Give more importance to the schooling of girls in its education programmes, which would certainly contribute to combat female genital mutilation (Mauritania);
A - 24. Consider, with targeted international support, the extension of free education up to the secondary level, and continue the information campaign in favour of admitting girls to school. (Algeria);
A - 25. Continue its efforts to ensure greater promotion of the rights of women in particular those of girls in the areas of education and health care (Tunisia);
A - 26. Intensify its efforts to favour support and material assistance to the most marginalized families and the most underprivileged families to effectively guarantee the rights of children through a sufficient standard of living and the right to education inter alia (Belgium).
Benin has submitted a mid-term report on the implementation of the recommendations in the framework of the UPR (march 2012).
2nd cycle : 14th session (October/November 2012)
Deadlines for the submissions second cycle (2012-2016)
Date of first review:10 February 2010 The troika consisted of Kyrgyzstan, Burkina Faso and Uruguay.
Date of 2nd review: October 2014
Date of first review:10 February 2010 The troika consisted of Kyrgyzstan, Burkina Faso and Uruguay.
Bolivia's national report in PDF format http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G09/170/78/PDF/G0917078.pdf?OpenElement
Civil society organizations which have submitted a report
* NGOs with consultative status at the Economic and Social Council (ECOSOC)
AI Amnesty International*, London, United Kingdom;
CDDHHL Consejo de Defensa de los Derechos Humanos y la Libertad, Santa Cruz de la Sierra, Bolivia; Informe sobre violaciones a los derechos humanos y a las garantías constitucionales de las personas generadas desde el Gobierno de Bolivia presidida por Evo Morales Ayma.
CPTI Conscience and Peace Tax International*, Thônex, Switzerland; FIDH Fédération Internationale des droits de l'homme*, Geneva, Switzerland; GIEACPC Global Initiative to End All Corporal Punishment of Children, London, UK; Help Age. Help Age. International*, La Paz, Bolivia;
IGUALDAD-LGBT Fundacion IGUALDAD LGBT, Santa Cruz de la Sierra, Bolivia;
JS1 − Derechos de la Niñez Joint Submission by: Coalición Boliviana de organizaciones no gubernamentales y sin fines de lucro que trabajan en la temática de derechos de la niñez (ADULAM; Aldeas Infantiles SOS, Ayuda en Acción; Cooperación para el Desarrollo, ECO Jóvenes, Plan Internacional; Visión Mundial Bolivia y Child Fund), Bolivia ;
JS2 – Colectivo DDHH Joint submission by: Colectivo de Organizaciones e Instituciones de Derechos Humanos de Bolivia. Organizaciones participantes: Capítulo Boliviano de Derechos Humanos, Democracia y Desarrollo (CBDHDD); Asamblea Permanente de los Derechos Humanos de Bolivia ( APDHB); Comunidad de Derechos Humanos (CDH); AIPE; AIS Bolivia; Agua Sustentable; AMUPEI; Asociación Rehabilitación Integral en la Comunidad (RIC); Asociación RIC Cochabamba; ADESPROC - Libertad; APDH Beni; APDH Cochabamba; APDH Chuquisaca; APDH La Paz; APDH Oruro; APDH Pando; APDH Potosí; APDH Tarija; APDH Santa Cruz; ASOFAMD; Centro Afroboliviano para el Desarrollo Integral y Comunitario (CADIC); Casa de la Mujer; Católicas por el Derecho a Decidir (CDD); Capacitación y Derechos Ciudadanos (CDC); Centro Boliviano de Investigación y Acción Educativa (CEBIAE); Centro de Estudios Aplicados a los Derechos, Económicos, Sociales y Culturales (CEADESC); Centro de Documentación e Información Bolivia (CEDIB); Centro de Promoción de los Misioneros Oblatos de María Inmaculada (CEPROMI); Centro de Orientación Socio legal para el Adulto Mayor; Centro de Promoción de Radiofónica (CEPRA); Centro Vicente Cañas- Fundación Social Urumanta; CIPCA; Colectivo otras voces; Comisión Interinstitucional de Derechos Humanos de Cochabamba; CEHM Comunidad Educativa Hermano Manolo - Congregación Hermanos Cristianos; CONALPEDIS; Consorcio Boliviano de Juventudes (CONBOJUV); Conferencia Boliviana de Religiosos y Religiosas de Cochabamba (CBR); Coordinadora de la Mujer; Centro una Brisa de Esperanza CUBE; Defensa de Niñas y Niños Internacional sección Bolivia (DNI Bolivia); DESAFIO; DNI – filial Cochabamba; Equipo Comunicación Alternativa con Mujeres (ECAM); Acción Andina; Ex Sense Internacional; Foro Boliviano sobre Medio Ambiente y Desarrollo (FOBOMADE); FOCOMADE; Fundación Solón; Fundación Mujeres del Sol; Red HABITAT; INFANTE, Promoción Integral de la Mujer y la Infancia; Instituto Investigación Cultural para Educación Popular (INDICEP); Instituto de Terapia e Investigación sobre las secuelas de la tortura y violencia Estatal ( ITEI); MAP Internacional; Mosoj Yan; Pastoral de Movilidad Humana; Red Tinku; Red contra Agresiones sexuales a niños niñas y adolescentes; Red contra el Racismo; Red Nacional de Asentamientos Humanos RENASEH; Ayni Ruway; ALAS; CDI Cochabamba; CEJIS; LIDEMA.Bolivia;
JS3 − AS-EarthJustice Joint submission by: Agua Sustentable y Earthjustice*, Oakland, USA;
JS4 − Derechos Sexuales Joint submission by: La Iniciativa por los Derechos Sexuales – Coalición integrada por ACPD-Action Canada for Population and Development*; CREA-India; Mulabi-Espacio Latinoamericano de Sexualidades y Derechos; Polish Federation for Women and Family Planning y otras -, Buenos Aires, Argentina;
JS5-Derechos de las Mujeres Joint submission by: la Articulación de Mujeres por la Equidad y la Igualdad -AMUPEI, Católicas por el Derecho a Decidir -CDC; Centro de Información y Desarrollo de la Mujer - CIDEM; Comité Latinoamericano y del Caribe para la Defensa de los Derechos de la Mujer -CLADEM*; Colectivo Cabildeo; Comunidad de Derechos Humanos; Coordinadora de la Mujer; Fundación La Paz; Fundación Solón; Red Boliviana de Mujeres Transformando la EconomíaREMTE y Red Habitat, La Paz, Bolivia;
JS6 - RENASEH Joint submission by: Red Nacional de Asentamientos Humanos, Bolivia;
JS7-ONGs Cubanas Joint submission by: Asociación Cubana de las Naciones Unidas*, MovPaz, CEE, FMC, Centro Félix Varela, ANEC, UNJC, OCLAE, UNEAC, OSPAAAL, Centro de Estudios sobre la Juventud, AMECA, Sociedad Cultural José Martí, Fundación Antonio Núñez Jiménez de la Naturaleza y el Hombre, CEAO*, La Habana, Cuba;
Excerpts from the summary by the High Commissioner for Human Rights
8. Right to education and to participate in the cultural life of the community.
49. According to the Colectivo DDHH coalition, the quality of teaching in public schools is mediocre (114). The People's Defense service notes that the policy of encouraging bilingual teaching is not adequately implemented, and the possibility to access an educational center and to remain in it depends on one's affinity with regional leaders (115).
50. The Derechos de las Mujeres coalition mentions two Government achievements, namely the literacy program «Yes, I can» and its follow-up program «Yes, I can go on» (116). The coalition notes that the bill on education is not designed on the base of human rights and the promotion of gender equality (117). It recommends the Government to guarantee access to education by creating the necessary conditions for enabeling everybody to access all school levels according to all modalities, on the long run and by respecting equality. It moreover recommands to devote a fair budget to all sectors of education (118).
114 JS2, p. 5.
115 DPB, p. 3.
116 JS5, p. 9.
117 JS5, p. 8.
118 JS5, p. 10
JS2 – Colectivo DDHH Joint submission by: Colectivo de Organizaciones e Instituciones de Derechos Humanos de Bolivia. Organizaciones participantes: Capítulo Boliviano de Derechos Humanos, Democracia y Desarrollo (CBDHDD); Asamblea Permanente de los Derechos Humanos de Bolivia ( APDHB); Comunidad de Derechos Humanos (CDH); AIPE; AIS Bolivia; Agua Sustentable; AMUPEI; Asociación Rehabilitación Integral en la Comunidad (RIC); Asociación RIC Cochabamba; ADESPROC - Libertad; APDH Beni; APDH Cochabamba; APDH Chuquisaca; APDH La Paz; APDH Oruro; APDH Pando; APDH Potosí; APDH Tarija; APDH Santa Cruz; ASOFAMD; Centro Afroboliviano para el Desarrollo Integral y Comunitario (CADIC); Casa de la Mujer; Católicas por el Derecho a Decidir (CDD); Capacitación y Derechos Ciudadanos (CDC); Centro Boliviano de Investigación y Acción Educativa (CEBIAE); Centro de Estudios Aplicados a los Derechos, Económicos, Sociales y Culturales (CEADESC); Centro de Documentación e Información Bolivia (CEDIB); Centro de Promoción de los Misioneros Oblatos de María Inmaculada (CEPROMI); Centro de Orientación Socio legal para el Adulto Mayor; Centro de Promoción de Radiofónica (CEPRA); Centro Vicente Cañas- Fundación Social Urumanta; CIPCA; Colectivo otras voces; Comisión Interinstitucional de Derechos Humanos de Cochabamba; CEHM Comunidad Educativa Hermano Manolo - Congregación Hermanos Cristianos; CONALPEDIS.
DPB - Defensoría del Pueblo de Bolivia (National Human Rights Institution).
JS5-Derechos de las Mujeres Joint submission by: la Articulación de Mujeres por la Equidad y la Igualdad -AMUPEI, Católicas por el Derecho a Decidir -CDC; Centro de Información y Desarrollo de la Mujer - CIDEM; Comité Latinoamericano y del Caribe para la Defensa de los Derechos de la Mujer -CLADEM*; Colectivo Cabildeo; Comunidad de Derechos Humanos; Coordinadora de la Mujer; Fundación La Paz; Fundación Solón; Red Boliviana de Mujeres Transformando la EconomíaREMTE y Red Habitat, La Paz, Bolivia.
Download summary in PDF format: http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G09/172/15/PDF/G0917215.pdf?OpenElement
Six recommendations by the Council to Bolivia are aimed at education
13 - Take effective measures and provide funds for the development of standards and policies to meet the needs of the most vulnerable groups in various areas, in particular education, health and housing (Islamic Republic of Iran);
25 - Continue efforts to ensure equal opportunities for girls and women in terms of education, access to employment, housing and working conditions (Egypt);
29 - Ensure that all children living in detention are accorded special protection, including the nutrition, health and educational services necessary for their proper development (Austria);
68 - Continue its reforms to improve the level and the quality of social protection, education and health (Belarus);
71 - Explore possibilities for further cooperation at the regional and international levels with relevant stakeholders with a view to achieving the Millennium Development Goals related to poverty eradication, nutrition, water and sanitation and environmental sustainability (Malaysia); Seek development assistance from development partners and United Nations specialized agencies in order to find solutions to identified challenges hampering the enjoyment of human rights and the achievement of the Millennium Development Goals (Nigeria); Continue efforts to ensure the implementation of the Millennium Development Goals, in particular by ensuring universal primary education and combating illiteracy, which would guarantee that the population enjoys its social and economic rights (Lebanon);
73- Consolidate the progress made within the framework of literacy programmes (Algeria);
Read all recommendations: http://www.upr-info.org/IMG/pdf/recommendations_to_bolivia_2010.pdf
Go to the Mid-term report (in Spanish)
Date of review : 4 november 2010
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Tous les documents sur le site du Haut Commissariat aux droits de l'homme
Date of 1st Review : 4th november 2010
National Report : http://lib.ohchr.org/HRBodies/UPR/Documents/Session9/BG/A_HRC_WG.6_9_BGR_1_E_Bulgaria.pdf
The right to education is dealt with in several occasions and once there is an explicit reference to human rights education (point 126, below).
113. The Constitution guarantees the right to education of everybody in Bulgaria, which includes compulsory school education until the age of 16. Primary and secondary education in public schools is free of charge. In principle, education in state universities is free of charge as well. The state encourages education by creating and financing schools, assisting
talented pupils and students, and creating conditions for professional training and qualification.
114. According to article 54, paragraph 1 of the Constitution everyone is entitled to avail himself/herself of the national and human cultural values, and to develop his/her culture in conformity with his/her ethnic belonging.
115. Article 36, paragraph 2, of the Constitution provides the guarantee that “citizens whose mother tongue is not Bulgarian shall be entitled to learn their own language and to use it alongside the study of Bulgarian.” The state shall provide the required protection and control.
116. The National Education Act contains the following principles: citizens are entitled to education; they can constantly improve their education and qualification; there shall be no limitations or privileges on grounds of race, nationality, sex, ethnic or social origin, religion and social status.
117. Pupils in municipal schools whose mother tongue is not Bulgarian are entitled to study their mother tongues in addition to the compulsory study of the Bulgarian 24 .
118. Turkish is being studied as a mother tongue, on the basis of school programmes, text books and dictionaries, approved by the Ministry of Education and Sciences for all classes from the first to the eighth grades. Turkish is studied in private secondary Muslim and other schools as well. A number of universities educate teachers in Turkish. Armenian, Hebrew are also studied as mother tongues in Bulgarian schools in several cities and towns.
119. Romani as a mother tongue has not been taught and studied systematically. Teaching Romani began in some municipal schools in 1992. Despite the efforts undertaken in past years by state institutions and universities, there are not many qualified teachers and necessary text books for the primary and secondary levels and also for specialized philological education.
120. Romanian and Greek are studied in schools upon request of parents if the required number of pupils is available.
121. In addition to public schools, there are a lot of private schools where those and other languages are studied.
122. Pupils and students from foreign countries legally residing in Bulgaria are entitled under the National Education Act, the Higher Education Act and the Asylum and Refugees Act to receive free education in Bulgarian in state and municipal schools and universities.
123. An important objective of the educational system is to educate and train Bulgarian citizens to respect and observe the rights of others, their mother tongue, religions and cultures.
124. Legislation ensures equal access to education and training of children and pupils with special educational needs, including mentally retarded and disabled children. Practical measures are directed at integrating education and reconstructing the network of special schools by shutting down some of them and reforming the activities of the rest 42. Until January 2010 there were 8305 children and pupils with special educational needs in kindergartens and schools. The normative requirements for the integrated education at such institutions are laid down in the National Education Act and its Regulations, the National
Plan, the Integration of Retarded and Disabled Persons Act.
125. There is also the National Education and Youth Policies Development Programme for 2009–2013. It sets out the strategic priorities of the Ministry of Education, Youth and Sciences aimed at ensuring equal access to education and an open educational system.
126. The educational system in Bulgaria also makes extensive use of the UN documents on education. The Human Rights Education in Bulgaria is part of regular curricula in Bulgaria, under Ordinance No2, dated 18 May 2000. Civic education, which is a compulsory cross-curricular element of the general school education and training, ensures plenty of other possibilities for teaching and learning human rights.
Civil society organizations which have submitted a report.
* NGOs with consultative status at the Economic and Social Council (ECOSOC)
EAJCW The European Association of Jehovah’s Christian Witnesses, London, UK.
JS1 Bulgarian Gender Research Foundation, Bulgaria; The Advocates for Human Rights, USA.
BGRF Bulgarian Gender Research Foundation, Bulgaria.
ILGA The European Region of the International Lesbian and Gay Association*, Brussels, Belgium.
NNC National Network for Children, Sofia, Bulgaria.
BHC Bulgarian Helsinki Committee, Bulgaria.
MDAC Mental Disability Advocacy Centre, Budapest, Hungry.
JS2 Equal Opportunities Association, Sofia, Bulgaria; Centre on Housing Rights and Evictions*, Geneva, Switzerland.
WECF Women in Europe for a Common Future*, Germany.
STP Society for Threatened People*, Göttingen, Germany.
IRPP The Institute on Religion and Public Policy*, Alexandria, USA.
Excerpts from the summary by the High Commissioner for Human Rights which deal with the right to education.
60. MDAC stated that thousands of children with intellectual disabilities were denied their right to education, due to disability based discrimination. (117) NNC recommended that educational institutions be adapted to meet the needs of children with disabilities. (118) It also
recommended that general education schools and kindergartens should be encouraged to admit children with special educational needs and their teachers should be trained to teach these children (119).
61. BHC indicated that most of the Roma children were schooled in territorially segregated schools. (120) PACE noted that the segregated schools, which were in charge of the education of 70 percent of Roma children, have poorer infrastructure and less resources and materials than that of mainstream schools. (121) NNC stated that Roma children had the highest school drop-out rate. (122) It also noted the low percentage of participation of Roma children in the pre-school education. (123) STP stated that a larger investment by Bulgaria in inclusive and quality education for Roma children, including early childhood education and lifelong learning opportunities for Roma adults was required (124).
62. BHC mentioned that despite not having any disabilities, some Roma children were placed in special schools for children with disabilities. (125) ECRI urged Bulgaria to take steps to remove Roma children who are not handicapped from specialised establishments. It recommended taking steps to avoid such placements in future (126).
63. ILGA stated that the educational curricula in Bulgaria was strictly gender biased, represented strong hetero-normative and sexist role of men and women, and excluded lesbian, gay, bisexual and transgender people. It urged Bulgaria to ensure that educational methods, curricula and resources serve to enhance understanding of and respect for, inter
alia, diverse sexual orientations and gender identities (127).
64. ECRI stated that Turks had a lower standard of education as compared to people of Bulgarian extraction. (128) It recommended that Bulgaria take steps to improve the standard of education for Turks, which should include the learning of their mother tongue (129).
117 MDAC (Mental Disability Advocacy Centre), p. 6.
118 NNC (National Network for Children), p. 7.
119 NNC, p. 8.
120 BHC (Bulgarian Helsinki Committee), p. 3.
121 PACE, p. 10.
122 NNC, p. 7.
123 NNC, p. 7.
124 STP (Society for Threatened People), pp. 1-2.
125 BHC, p. 3.
126 ECRI (European Commission against Racism and Intolerance), p. 21.
127 ILGA (International Lesbian and Gay Association), p. 4.
128 ECRI, p. 28.
129 ECRI, p. 29
Read the summary of reports for Bulgaria http://lib.ohchr.org/HRBodies/UPR/Documents/Session9/BG/A.HRC.WG.6.9.BGR.3-Bulgaria_eng.pdf
Bulgaria has received 107 recommendations, 95 of which were accepted. Of the latter, nine dealt with education and one directly with human rights education.
92- Persist in its national efforts aimed at the systematic inclusion of human rights education in its educational and vocational systems and at all school levels (Morocco);
93 - Ensure that Roma children are not sent to special schools for the disabled, but instead are schooled together with other Bulgarian children (Finland);
94 - Evaluate the need for tuition in a special school on the basis of the child's personal characteristics, not on his or her ethnicity (Finland);
95 - Avoid the practice of the school segregation of Roma children, for example with primary school teachers, who are speaking their mother tongue, with the objective of achieving an effective learning of the Bulgarian language and other subjects taught (Spain);
96 - Communicate more efficiently to Roma parents the importance of literacy and the positive effect of education on the children's future, and, in this task, use the help of school assistants with a Romani background (Finland);
97 - Guarantee that the implementation of the law on compulsory preschool education for all children, adopted by Parliament on 23 September, covers the Roma as well as other minorities (Finland);
98 - Continue its efforts on the issue of inclusion of children with disabilities in the general school system and reducing the number of schools for children with special educational needs (Slovenia);
105 - Pursue its integration policy for the Roma population, guaranteeing access to basic health and social services, education, housing and employment (Spain);
106 - Promote the identity of the Armenian minority by further addressing its educational, religious and cultural needs (Armenia)
Date of 2nd Review: May 2015)
Review Date: December 2008.
Rapporteurs responsible for expediting the review: Switzerland, Qatar and Madagascar.
Date of first review: 9 December 2008
Date next review : 22 April - 3 May 2013
Burkina Faso appeared before the 3rd session of the Univeral Periodic Review in December 2008. The delegation was headed by S.E. Mme Salamata SAWADOGO, Minister of the Promotion of Human Rights.
Extract of the national report (link 90 p. 17) In French
The government of Burkina Faso views basic education as a national priority. Measures and actions carried out in this field are stipulated under the Decennial Plan for the Development of Basic Education 2001-2010. Among the many actions targeting universal education are the introduction of human rights education in teaching, the opening of bilingual schools, free distribution of textbooks and supplies, which will be gradually introduced from 2001 to 2006 and on a larger scale as of 2007, tuition waivers for orphans and disadvantaged children, funding for female pupils and donating supplies for student meals.
Report of the Working Group on the Universal Periodic Review
NGOs having submitted a report
• FI Franciscans International; Geneva, Switzerland.
• FIACAT and ACAT International Federation of Action by Christians for the Abolition of Torture and ACAT; Burkina Faso; Paris, France.
• GIEACPC Global Initiative to End All Corporal Punishment of Children; London, UK.
• HAI HelpAge International, Promo-Femmes Développment Solidarité and Association le TOCSIN ; London, UK.
• MBDHP Burkinabé Movement of Human and Peoples’ Rights ; Ouagadougou, Burkina Faso.
• RSF Reporters without Borders ; Paris, France.
The following are extracts regarding education from the HRC summary of the seven communications of parties participating in the Universal Periodic Review.
33. Sexual Rights Initiative states that illiteracy runs high with rates estimated at 18.9% in 1994 and 21% in 2003. This rate is 11.4% among men and 15.4% among women. According to Franciscans International, the Decennial Plan for the Development of Basic Education has certainly produced results for the 2002-2005 period, but this momentum declined during 2006 and 2007. In order to increase school enrolment and literacy, Burkina Faso requires greater commitment and a strengthened partnership with actors in the field of education in addition to sufficient allocations in financial, human and logistical resources in order to render education effective.
34. According to Franciscan International, there is a lack of equal opportunity in education between male and female children as well as certain provinces, such as Oudalan, Comoé, Tapoa or Kadiogo. Between 2000 and 2006, the net enrolment rate for primary education was 50% for males and 40% for females. The gap between the enrolment rates of urban areas and disadvantaged areas is over 30%. Furthermore, Franciscans International adds that there is a substantial gap between enrolment rate in primary education and that of secondary education. According to UNICEF figures for the 2000-2006 period, the net enrolment rate for males was 50% in primary education and 13% in secondary education. Among females, it was 40% in primary education and 9% in secondary education.
Out of the total recommendations directed toward Burkina Faso, 27 have been accepted, 18 have been rejected and 1 resulted in reservations.
All recommendations issued by the Human Rights Council (HRC) with respect to education have been accepted. However, just how will States proceed with these recommendations? A follow-up of their implementation will be the topic of the next review in 2012.
A Sample of the HRC Recommendations
1 Adhere to the UNESCO Convention against Discrimination in Education (Algeria).
8 Pursue efforts so that human rights terminology accurately reflects equality between the sexes (Canada).
17 Take all necessary steps so that child labour does not infringe on their right to education (United Kingdom).
18 Continue to strengthen educational policies (Angola), make concerted efforts to give substance to the right to education (Ivory Coast) and, with the assistance of the international community, reinforce human and institutional capacities in the areas of education and healthcare (Ghana).
19 Pursue efforts to guarantee to educate females and re-educate children who dropped out of school or never attended, with the support of the UN (Burundi), and continue to make progress in its campaign to guarantee a basic education for all, including by means of after-school instruction, through the support and cooperation with the international community (Bangladesh).
23 Fight against poverty and guarantee the right to education for all, with the support of the international community (Mauritus).
25 Carry out its ambitions in regard to the promotion and protection of human rights, with the technical support of the international community (Gabon).
27 Through the assistance of the international community, develop activities to integrate human rights education into standard academic programmes and strengthen the capacity of national authorities to promote the exercising of human rights (Ghana).
Coming soon
Accounts of actors acquired onsite, results of surveys, interviews etc.
2nd cycle 16th session (may/june 2014)
Deadline for the national report: October 2nd 2012
-Reports by States
-HCHR Summary
-Reports by NGOS and Civil Society
-Related Auxiliary Documents
Date of first review: 9 December 2008 The troika consisted of China, Cuba and Senegal.
Cameroon was reviewed during the 4th UPR session (February 2009). The delegation was lead by H.E. Joseph DION NGUTE, Minister Delegate at the Minister for Foreign Affairs in charge of the Commonwealth.
Although the report of Cameroon contains five points on education, it doesn't mention Human Rights education at all.
See pages 12 and 13 of the national report.
CED Le Centre pour l’Environnement et le Développement, Yaoundé, Cameroun
CHRI Commonwealth Human Rights Initiative*, New Delhi, India
FI Franciscans International*, Geneva, Switzerland.
FIACAT/ACAT Fédération internationale de l’Action des chrétiens pour l’abolition de la Torture*, Paris, France et Action des chrétiens pour l’abolition de la Torture au Cameroun, Bamenda, Cameroun
FIDH/MDHC Fédération Internationale des Ligues des droits de l’Homme*, Paris, France et Maison des Droits de l’Homme du Cameroun, Douala, Cameroun
FONI Fondation Idole*, Yaoundé, Cameroun RSF Reporters Without Borders*, Paris, France
UNPO Unrepresented Nations and Peoples Organization, The Hague, the Netherlands
Franciscans International has pointed out that a children's parliament has been established in Cameroon in 1998, and that little is known about its contribution to the actual enjoyment of the rights of the child, the setting up of structures promoting the access to rights by children, or any other program for the promotion of children's rights. Thus, doubts are raised on the real impact of this structure.
Six points of the summary are about education and one of them (point 33) deals explicitly with Human Rights education.
Excerpts of the summary established by the High Commissioner for Human Rights
9. CNDHL (Commission Nationale des Droits de l’Homme et des Libertés), says the strategy implemented by the State for people with disabilities aims at insuring their education, training and socio-professional integration through the creation of a special legal and institutional frame and several diverse supports. CNDHL adds that the main challenge is in the actual implementation of all these measures, especially since Cameroon still has not ratified the 2006 Convention on the rights of persons with disabilities, and since these persons lament discrimination, under-education, under-employment, non recognition of their problems in the development of policies, near absence of structures adapted to their condition, under-representation in decision taking bodies and poverty(12).
19. Franciscans International underlines that the phenomenon of street children in Cameroon is frightening (31), that the minimum age of admission to employment isworrying because the rules of Convention nr. 138 of the BIT, which Cameroon ratified in 2001, are not respected, and this very common situation has an influence on the education of the children who are victims of such practices (32). Franciscans International recommends the Government of Cameroon to take any measure necessary in order to abolish child labor (33) and prevent and fight child trafficking (34). FI also recommends the implementation of a national policy for an improved protection of the children of divorced couples by establishing, i.e., schools with psycho-social centers with the aim of detecting bad treatment of and discrimination-like practices against children in families (35).
20. CNDHL adds that the protection of the rights of the child in Cameroon is still teinted with many problems such as: infanticide, corruption of youngsters, indecent exposure in the presence of persons below 16 years of age, violence on children, kidnapping of minors, trafficking, exploitation, lack of schooling, in partticular for girls and disabled children, juvenile crime, social maladjustment, exclusion, female genital mutilations, street children, abandoned children, malnutrition and infant mortality (36).
33. With the help of other partners, CNDHL has prepared a Pedagogical manual for Human Rights education at all levels of teaching, thinking of the implementation of the recommendations by the two UN Decades for Human Rights Education (1995-2004 and 2005-2014). Nevertheless, according to CNDHL, many challenges remain in matters of education in Cameroon, in particular: too little infrastructure in rural areas; high costs for school books; existence of compulsory additional fees such as fees for adhering to the pupils' parents associations (APE) (despite elementary education being for free); high costs for preparing the personal file for the preparation to official competitions and exams; absence of teachers in certain rural areas; budget owed preference given to boys over girls; suspension of schooling of young girls because of early marriage (59).
34. Franciscans International underlines that in 2004 the Government of Cameroon has made elementary education free according to article 28 of the Convention on the Rights of the Child, yet certain practices voluntarily or involuntarily ancouraged by the Governement seem to go against this measure (60). Franciscans International adds that schools in Cameroon are ill-equipped in technical and didactic material and suffer from a lack of infrastructure, all of which causes overcrowding in school classes of up to 150 pupils per class (61). According to Franciscans International, despite legislation, pupils are not at all made to be closer to schools (62), and disabled children are ever more marginalized even though they should benefit from special help and an effective access to education (63). The school enlistening rate of girls compared to boys is still low, and the country still suffers from the preference given to educating the boys rather than the girls, especially in rural areas (64).
35. Franciscans International recommends the Government: to implement the recommendations of the UN Committee for the Rights of the Child concerning health, forceful marriage, child labor, children trafficking and children conflicting with the law (65); to actually implement free elementary education by eliminating unexpected expenses which influence the children's education (66); to adapt the competences and the role of the pupils' parents associations so that elementary school may actually be free (67); to accompany the buildinng of schools with the recruitment of a sufficient and well trained teaching body, and to insure the availability of needed material (68).
(12) CNDHL, p.5.
(31) FI (Franciscans International), p.5, para.4.1.
(32) FI, p.5, para.4.2.
(33) FI, p.5, para.4.4.
(34) FI, p.5, para.5.2.
(35) FI, p.6, para.9.2.
(36) CNDHL, p.5.
(59) CNDHL, p.4.
(60) FI, p.3, para.1.1.
(61) FI, p.3, para.1.2.
(62) FI, p.3,para.1.3.
(63) FI, p.3, para.1.4.
(64) FI, p.3, para.1.5.
(65) FI, p.3, para.1.8.
(66) FI, p.3, para.1.9.
(67) FI, p.3, para.1.10.
(68) FI, p.3, para.1.11.
On the total of recommendations adressed to Cameroon, 41 have been accepted, 16 rejected and 4 have been subjected to reservations.
All Human Rights Council (HRC) recommendations concerning education have been accepted. Only one of these deals with Human Rights Education.
36. Continue its efforts to ensure equal access to education throughout its territory for all, without distinction as to sex or social origins (France); continue its work to improve the scope of education and its quality at every level (Belarus); continue its efforts to universalize free primary education (Brazil); step up its efforts to provide free primary education to ensure the right to education of all children (Indonesia); strengthen the national strategy to guarantee better access to education for all children and to include in the school system, at any level, appropriate measures in the area of human rights education in accordance with the 2005-2009 Plan of Action of the World Programme for Human Rights Education (Italy)
76 (24) Cameroon accepts these recommendations and committs to continuing cooperation with the Special Procedures. Cameroon nevertheless underlines that the rights of all human rights defenders are respected and calls upon them to comply with article 3 of the Declaration on Human Rights Defenders and respect the laws and regulations of the Republic. Human Rights training and education sessions are regularly organized for police and justice personnel. Human Rights courses are on the program of the schools wich train this personnel.
Until today, no follow-up to the implementation has been notified.
2nd cycle 16th session (may/june 2013)
Deadline for sending in the national report: october 9th 2012
Le rapport national aborde la question de l'éducation à de plusieurs reprises et fait explicitement référence à l'éducation aux droits de l'homme à sept occasions (28 à 30, 39 à 41, 91).
Public human rights awareness
28. To reinforce human rights culture, various Government bodies responsible for human rights issues in general or specific rights, the NCHRF and civil society organizations permanently organised activities to promote human rights (seminars, workshops, awareness campaigns, celebration of international days etc.). As part of these activities, some international and regional legal instruments on human rights treaties to which Cameroon is party, were translated into some local languages to facilitate their dissemination and understanding. These instruments are distributed in the form of leaflets or booklets.
29. National Human Rights Education Programme for all levels of education was drawn up with the technical coordination of the NCHRF. Its implementation started in 2009 with a pilot phase in primary and secondary education. It aims at raising awareness and educating citizens on their rights and the respect for other’s rights (See Annex II).
30. In addition, the media also contributes through information and public awareness campaigns in weekly radio programmes by some ministries. The main topics discussed relate to women’s specific rights, children’s rights, the rights of persons with disabilities, or other specific rights such as the right to education and the right to health etc.
Training of judicial staff in human rights (Recommendations 7, 8)
39. Curricula for the training of the Police, Gendarmerie, Prison Administration and Army staff as well as Judicial and Legal Officers contain modules on human rights.
40. Such specific courses that focus on a variety of topics and given many credit hours are aimed at familiarising these officials with human rights issues in the administration of justice and at building their capacity in this area, for a better protection of citizens' rights.
41. Besides the initial training, judicial staff undergo training in the form of seminars, workshops, educational talks etc. (the list of related activities carried out since 2010 is attached as Annex IV).
Right to education (Recommendation 36)
56. Full and universal education is one of Government’s priorities as illustrated by the strengthening of measures to ensure effective free education in public primary schools decided in 2000. As part of universal access to education, incentives such as scholarships, books and school canteens were provided in Priority Education Areas (PEA).
57. Overall, Government took measures to improve on education offer (in public secondary schools from 1,525 in 2010 to 1,876 in 2011 and the authorisation of private schools from 965 to 1,003 during the same period). In higher education, the 8th public university was set up in 2010 as well as the opening of 4 university establishments in 2011. Furthermore, major strides were taken concerning the quality of supervision, the professionalisation of education with the introduction of new fields of study in technical and professional education establishments, the introduction of technical modules in the general education system; promotion of bilingualism and national languages through testing of special bilingual education programme, the issuing of a bilingual end-of-first cycle certificate as from 2013, the teaching of national languages and cultures and the strengthening of human rights education in formal education as well as the promotion of inclusive education.
91. Human rights education and awareness initiatives should be intensified while waiting for a greater number of people to be reached. These initiatives include the production of educational specifications and guidelines on teaching human rights in schools initiated by the NCHRF, supported by the UNDP, in collaboration with the Ministries in charge of Education and the Ministry of Justice.
Liste des activités y relatives, menées depuis 2010
Le premier examen de la Colombie a eu lieu le 10 décembre 2008. La troika était constituée du Burkina Faso, du Bahreïn et de l’Italie
The national report of Colombia, point 23, mentions a national plan for Human Rights Education.
23. The National plan for Human Rights Education is an instrument meant to guide the public powers policies so that, through formal and informal teaching, human rights become a reality for all citizen, in their social, cultural, political and economic life. The Education Ministry has launched a pilot project which has been implemented in seven departments in 2006.
NGOs which have submitted a report
. Amnesty International
. Centre on Housing Rights and Evictions
. CLADEM
. Coalition of Colombian NGOs
. Colombia Diversa
. Colombia’s Human Rights Defenders in Danger
. Conscience and Peace Tax International
. Federacion de Acociaciones de Defensay Promocion de los Derechos Humanos (Joint Submission)
. Germán Humberto Rincón Perfetti
. Global Initiative to End All Corporal Punishment of Children
. Human Rights Defenders Coalition (HRFirst, OMCT, FIDH, Frontline)
. Human Rights Watch
. Institute on Religion and Public Policy
. International Commission of Jurists
. MULABI - Espacio Latino Americano de Sexualidades y Derechos Humanos (Joint Submission)
. Norwegian Refugee Council’s Internal Displacement Monitoring Centre
. Oficina Internacional de Derechos Humanos - Acción Colombia (Joint Submission)
. Red de Apoyoa - Transgenerista
. Reporters sans Frontières
. Vides International
. World Federation of Trade Union
. World Vision
The summary for Colombia has one point which deals with the right to education.
Excerpts of the summary by the Hight Commissioner for Human Rights
36. The JS1 organizations reported that in Colombia primary education is not free of charge. According to official data, the rate of illiteracy among persons over the age of 15 is 7.9 per cent. The rate among Afro-Colombian women is 18.4 per cent and men 16.9 per cent, among indigenous men 13.1 per cent and indigenous women 22 per cent. According to the JS3 organizations, discrimination on the ground of sexual preference is encouraged by several bodies in the education
system, which is reflected in the lack of public policies in favour of the LGBT population.
http://lib.ohchr.org/HRBodies/UPR/Documents/Session3/CO/A_HRC_WG6_3_COL_3_E.pdf
Of the 78 recommendations to Colombia, 65 have been accepted, 7 of which deal with education. Of of these deals with Human Rights Education.
19. - Demobilize, within the guerrilla and the paramilitaries, children combatants who have been forcibly recruited (Uruguay); take all necessary steps to ensure the recovery, rehabilitation and reintegration of child soldiers and address the underlying exclusion and marginality, which makes rural children particularly vulnerable to recruitment by armed groups (Austria); address the issue of unaccounted for children not handed over after the demobilization process of the paramilitaries and guarantee free primary education as a preventive measure against forced recruitments (Slovenia);
56. - Consider the possibility of implementing free primary education (Argentina)
57. - Adopt concrete measures to ensure universal access to quality primary education (Czech Republic)
58. - Expand access to education by offering free public primary education (Brazil)
85. - 26. a) Enhance human rights education programmes for citizens and the armed forces to promote a culture of peace and respect for human rights; (Philippines)
131. - 22. a) Consider the possibility of implementing free primary education; (Argentina)
132. - 43. b) Expand access to education by offering free public primary education; (Brazil)
Read the recommendations
http://www.upr-info.org/IMG/pdf/recommendations_to_colombia_2008.pdf
Colombia has issued five reports on the implementation of the recommendations.
2nd cycle 16th session (may/june 2013)
Deadline for sending in the national report: october 2nd 2012
Date of first review: 8 November 2010
Date of the 2nd review : May 2015
Croatia was reviewed on 8 November 2010. The troika consisted of Pakistan, the United States and Burkina Faso.
Deux recommandations font explicitement référence à l'éducation aux droits de l'homme, plusieurs autres concernent l'éducation des Roms, notamment des filles.
6 - Give special attention to educating Roma girls, many of whom are often unable to finish school because of their gender (Finland);
17 - Take supplementary measures aimed at the integration of human rights education and training into school curricula, and at training Government officials, as coordinated action along these lines could facilitate better implementation of the existing legal and institutional framework (Morocco);
18 - Consider organizing additional human rights training for media employees, judges, prosecutors and police officers (Bosnia-Herzégovina);
43 - Step up the education and awareness-raising campaigns so as to prevent ill treatment of boys and girls, in accordance with recommendations of the Committee on the Rights of the Child (Chile);
74 - Pursue its ongoing positive efforts to promote and protect the rights of children in the area of access to health and education, as well as to ensure the empowerment of women (Cuba); ;
75 - Ensure equal access to quality education for Roma children (Finland);
Five points of the summary are about education (13, 30, 56, 60, 61) and one of them deals explicitly with Human Rights education.
13. ORC indicated that, although there has been a National programme for human rights education since 1999, education about human rights and democratic citizenship was implemented in the educational system on a non-obligatory and unsystematic basis.
30. ORC reported that there was a lack of efficient preventive programmes to protect children from all kinds of violence and that improved coordination between relevant stakeholders and continued work with and treatment of both victims and perpetrators had not been organized. ORC noted that in spite of legal prohibition, corporal punishment of children continues to be tolerated and meets no adequate response by competent bodies. ORC mentioned that there were worrying cases of questionable quality of care and treatment in institutions for children and referred to the problem of violence in educational institutions.
56. ORC was concerned about the decision by the Government not to introduce health education in schools, which should have integrated all areas of risk to children's health.102 JS1 reported that there was no systematic sexual education as part of the school curriculum.
60. ORC reported that members of the Roma minority were not fully included in the educational system, the main reason being poor coordination between central and local government bodies in providing quality integrated educational services. The position of Roma women was particularly difficult, as they were often unable to finish school for reasons of gender. Two important measures of the National programme for the Roma and the Action plan for inclusion of the Roma 2005–2015 (a free two-year preschool programme for Roma children and a clear integration policy in primary schools) were not being implemented in a consistent manner, in spite of a considerable increase in the funds made available from the Government and from donations.
61. ASA reported that children with disabilities were refused access to most kindergartens, although the law prescribed for their integration. It also reported that, within primary education, apart from children categorised as persons with a mild intellectual disability, children with intellectual disabilities were referred to special schools. This situation was even worst in secondary education. ASA recommended that Croatia integrate children with intellectual disability in regular schools and to change the law accordingly. DODIR expressed similar concerns with regard to deafblind children. It added that at the national level, no sign language interpreters are provided in classes and that children with disabilities are educated for certain professions according to a stereotypical and outdated understanding of their abilities. DODIR recommended that Croatia adapt educational programs intended for children with disabilities to the needs of the labour market of today.
NGOs which have submitted a report
Le rapport mentionne l'existence d'un Comité national pour l’éducation aux droits de l’homme et à la citoyenneté démocratique (15). Il est fait mention du rôle de la société civile dans l’éducation pour la citoyenneté démocratique et les droits de l’homme (20) La question de l'éducation aux droit de l'homme fait l'objet d'une attention en ce qui a trait aux efforts à consentir pour être développée (23) Par ailleurs le droit à l'éducation fait l'objet de trois points (75 - 77). dont le point 75 qui fait état du Programme national d’éducation aux droits de l’homme et à la citoyenneté démocratique. Au chapitre de la protection des droits des minorités nationales, l'éducation est abordée pour les enfants Roms (105) et pour l'enseignement des langues des minorités nmationales (108).
15. De nombreux organes nationaux s’occupent également des droits de l’homme et de la protection des groupes vulnérables, comme la Commission du Gouvernement croate pour les droits de l’homme, le Comité national pour l’éducation aux droits de l’homme et à la citoyenneté démocratique, la Commission du Gouvernement croate pour le suivi de la mise en œuvre du programme national pour les Roms, la Commission pour les personnes handicapées, la Commission du Gouvernement croate pour l’amélioration de la protection contre la violence familiale, etc.
20. Les organisations de la société civile ont joué un grand rôle dans la promotion et la protection des droits de l’homme, et un cadre juridique et institutionnel a été créé pour les soutenir et les développer. Des organisations de la société civile volontaristes contribuent à une cohésion sociale plus forte, à la démocratie participative, à la philanthropie et au volontariat ainsi qu’à l’éducation pour la citoyenneté démocratique et les droits de l’homme. Des centres familiaux, créés par le Ministère de la famille, des anciens combattants et de la solidarité entre les générations contribuent également à la protection et à la promotion des droits de l’homme par le biais de consultations, activités de programme et actions publiques
23. Dans certains domaines de la protection des droits de l’homme, des efforts supplémentaires doivent être déployés pour la rendre plus efficace. Il s’agit de la protection des droits des personnes privées de liberté, de certains aspects du droit à l’éducation relatifs à l’éducation aux droits de l’homme et du droit à l’aide juridictionnelle gratuite. En ce qui concerne la protection des droits des personnes privées de liberté, il est nécessaire d’accorder une plus grande attention à l’embauche des prisonniers et à leur réadaptation et réintégration sociale, et il est important de faire participer les organisations de la société civile à la mise en œuvre de programmes spéciaux pour les détenus ayant des besoins particuliers. En ce qui concerne l’éducation aux droits de l’homme, il faut l’intégrer à tous les niveaux et à tous les types d’éducation. Le fait que l’adoption d’une loi relative à l’aide juridictionnelle gratuite ait été l’une des plus importantes mesures en faveur de la protection des droits de l’homme des groupes particulièrement vulnérables doit entraîner l’amélioration des mécanismes de contrôle systématique de l’application de la loi.
35. En Croatie, il n’y a pas d’inégalité entre les sexes dans l’accès à l’éducation, les statistiques faisant état d’une représentation à parts égales de garçons et de filles parmi les élèves de l’enseignement primaire et secondaire. L’avènement d’une éducation sensible à la différence entre les sexes à tous les niveaux, avec l’élimination de stéréotypes fondés sur le sexe et une formation systématique du personnel enseignant, a été définie comme étant une priorité stratégique nationale
108. L’application de la Loi constitutionnelle revient aussi à donner effet aux engagements contractés en vertu des instruments internationaux auxquels la Croatie est partie, en particulier pour ce qui est de la Convention-cadre pour la protection des minorités nationales, que la Croatie a été un des premiers pays à ratifier, et de la Charte européenne des langues régionales ou minoritaires. Suite à l’adoption de la Charte européenne, la loi sur l’éducation dans les langues des minorités nationales a été adoptée en vue de garantir le droit à l’éducation des minorités ethniques nationales.
Télécharger le rapport national de la Croatie http://www.upr-info.org/IMG/pdf/a_hrc_wg.6_9_hrv_1_f.pdf
Pour le 1er cycle, la France a été examiné le 14 mai 2008. Le prochain examen est prévu entre le 21 Janvier et le 1er Février 2013
The national report deals with education three times, twice concerning Human Rights Education.
9. Human rights education is vital if citizens are to be aware of their rights. It is dispensed through curricula and educational activities based on the Universal Declaration of Human Rights and the fundamental treaties. For example, civics is taught in the primary and middle school curricula, and civics, law and social studies are taught in high school.
10. These are supplemented by other educational activities organized on an occasional basis. Since 1988, the René Cassin Human Rights Prize has been awarded by the CNCDH and the Directorate of School Education for the best projects on a human rights theme submitted by middle and high school pupils. The prize may also be awarded for projects on the memory of the slave trade and slavery. To mark the sixtieth anniversary of the Universal Declaration of Human Rights, the subject of the prize for 2008 is “1948-2008: the Universal Declaration of Human Rights today”. As part of the planned programme of educational activities for 2007-2008, schools are encouraged to take part in national and international awareness days on human rights. This year, awareness-raising activities in schools have focused on the sixtieth anniversary of the Universal Declaration of Human Rights. Lastly, CNIL has worked closely with the Ministry of National Education and the Children’s Ombudsman to plan human rights awareness activities in schools on the subject of protection of personal data.
42. With regard to the right to education, a Ministry of Education circular dated 25 April 2002 recalled that ordinary law applied to all travellers’ children. They are required to attend school, regardless of the length of stay and location where they are living, and must comply with the same rules on attendance as other pupils. A national survey (2003) showed an increase in school attendance, which varied according to regional education authority, and was especially marked at lower secondary school level. Children whose families have set up their quarters a long way from any school structure, or who travel a great deal, may benefit from 1 of the 42 mobile school units. Intermediary mechanisms exist to provide a “bridge” to the standard curriculum. In each regional education authority an inspector/coordinator is tasked with facilitating, at local level, the enforcement of legal instruments and there are special teachers and special posts to support travellers in many regional educational authorities.
The following NGOs have submitted reports.
The summary by the HCHR mentions education only at point 19.
19. CNCDH took part in the revision of school curricula and the introduction of the national plan of action for education and training in human rights, in the context of the United Nations Decade. 73 DEI noted a discrepancy between educational programmes affirming a commitment to education in human rights and their actual implementation in schools, which continues to be largely theoretical and takes second place to the teaching of so-called “basic” disciplines. 74
(73) Commission nationale consultative des droits de l’homme, UPR submission, January 2008, Paris, p. 5.
(74) Défense des enfants international, section française, UPR submission, January 2008, Saint-Denis, p.4.
France has given no clear response to any of the 33 recommendations received. One of them dealt with Human Rights Education.
19 Increase human rights training for law enforcement officials in response to reports of excessive use of force, notably in detention centres and holding areas for migrants. (United Kingdom)
See all the recommendations http://www.upr-info.org/IMG/pdf/Recommendations_to_France_2008_F.pdf
In the «Mid term follow-up on the recommendations and additional committments», point 25 deals with right to education for recidivist minors (page 24).
25. Continue on the path of favoring integration and social reintegration of recidivist minors.
Date of first review: May 14th 2008
Date of next review: January 21st - February 1st 2013
Deadline for the submission of the national report: July 9th 2012
Date of first review: 10 February 2010
The troika consisted of Cameroon, Jordan and Ukraine.
The report of The Gambia mentions the creation of a National Council for Civic Education (p. 12)
42. Civic Education in The Gambia is a process through which the citizenry acquires knowledge, skills and values that are needed for effective democratic citizenship. It was against this background and the need to promote the civic consciousness of the citizens that the National Council for Civic Education (NCCE) was created under section 198 of the Constitution of the Republic of The Gambia, 1997 as an independent and non-partisan institution. Section 199(1) of the said Constitution outlined the mandate of NCCE as follows:
a) To create and sustain within society an awareness of the principles and objectives of this Constitution as the fundamental law of The Gambia;
b) To educate and encourage the public to defend this Constitution against all forms of abuse and violence;
c) To formulate, from time to time, for the consideration of the Government
programmes at national and district levels aimed at realising the objects of this Constitution;
d) To formulate, implement and oversee programmes aimed at inculcating in the citizens of The Gambia awareness of their civic and fundamental rights, duties and responsibilities;
e) To educate the citizens of The Gambia about international, regional and subregional matters relevant to The Gambia.
43. The independence of the NCCE has been protected in the Constitution. It states under section 199(3); ‘in the exercise of its functions, the Council shall be apolitical and, save as may be provided by an Act of the National Assembly, shall not be subject to the direction or control of any other person or authority.'
(p.15)
59. The NCCE conducts routine community meetings in towns and villages to educate the public on their constitutional rights, duties and responsibilities. It also conducts regular live radio and television programs on topical issues relevant to good governance. It
conducts voter education anytime elections are approaching to enable voters to make informed choices. It recently completed a one year pilot of the teaching of civic and human rights education in Gambian schools.
The right to education is stated and dealt with in several paragraphs (73, p. 17, 76 and 79, p.18)
76. With respect to education of children, Government has taken steps to ensure that all schools are accessible to learners within a radius of three kilometres.
79. Girls’ education in The Gambia is also given attention through such interventions as the establishment of the renowned Girls’ Scholarship Trust Fund to defray the cost of education for the girls and ensuring a safe environment for them in all schools. The President’s Empowerment of Girls’ Education Project (PEGEP), which provides financial support for girls at the upper basic and senior secondary levels, complements Government sponsorship of needy students. An important outcome of these interventions is that gender parity has now been attained at the basic level and enrolment for girls has soared at both the senior secondary and higher levels. This marks a reversal of previous trends.
See also pp. 18 and 19.
I. Right to education
80. The provision of education in The Gambia is anchored to a number of national and international constitutional and legal frameworks, such as the 1997 Constitution of The Gambia, the National Vision 2020, the National Education Policy 2000-2015, the Educational for All Goals, the Millennium Development Goals and the Poverty Reduction Strategy Paper (PRSP) II. Therefore, in accordance with the Constitution, which states that basic education shall be free and compulsory, the government of the Gambia seeks to attain universal basic education by 2015. In this direction, the expanded vision of basic education – encompassing early childhood development, lower basic education, upper basic education and non-formal education – forms the basis of education service delivery in the country.
81. Based on evaluations of various interventions, there is evidence indicating that significant successes have been registered within the education sector over the past fifteen years, thus demonstrating the positive impact that the educational reform in the country has
precipitated. These include tremendous expanded access to education across all levels of the school system. The University of The Gambia (UTG), the only university on the country, has maintained also the policy of non-discrimination for access to university education and most of its students are sponsored by the Government.
82. The expanded vision of basic education (comprising early childhood education, adult and non-formal education and nine years of continuous formal schooling - i.e., from Grades 1 to 9) stands out as a successful model in Africa. The partnership and link between the conventional schools and the madrassa institutions, through the General Secretariat for Islamic/Arabic Education, continues to enhance access and, simultaneously, improvement of the quality of education provided in the school system. The teaching of English language in the grant-aided madrassas and the harmonization of the various syllabuses of the madrassas and their synchronization with the curriculum of the conventional schools have contributed to this success.
83. There is a more equitable distribution of qualified teachers, as shown by the impact reports from the Regional Directorates on the ‘hardship allowances’ currently paid to teachers. The textbook rental scheme has been abolished, and the student-textbook ratio is 1:1 for the core subjects at the lower basic level; that is, from Grades 1 to 6.
G. The right to education (p.21)
95. In spite of the achievements made over the years, critical challenges still remain within the education sector. These embody matters of access, quality, resources and management. Prominent among these the issues are:
• The disparity between boys and girls in enrolment, retention and performance;
• Providing quality education for all;
• Training and retaining qualified teachers and staffing all schools with qualified teachers;
• Mobilising sufficient resources for both recurrent and development purposes;
• Curriculum gaps and shortcomings have been identified and need to be addressed;
• Results of a recent Early Grade Reading Assessment (EGRA) and the National Assessment Test (NAT) conducted in 2008 and 2009 suggest that the number of children at the lower basic level who able to read and acquiring cognitive skills is low;
• The school age population is growing at a rapid rate in the country, and the demand for school places is greatest in urban and peri-urban areas. Therefore, additional places at both the lower and upper basic levels will have to be created at an accelerated pace;
• Crucially, in The Gambia, secondary education continues to be a challenge, as most of the schools at this level are privately operated, thus rendering access difficult for children from poor families, particularly in the peri-urban areas.
E. Education (p.23)
107. The priority areas for the Ministry of Basic and Secondary Education (MoBSE) as outlined in the Medium Term Plan (2009-2011), which is derived from the Education Sector Strategic Plan, are basically three: Equitable Access, Quality Education and Sector Management. Technical and Vocational Education and Training, Tertiary and Higher Education and Science and Technology are the priority areas for the Ministry of Higher Education, Research and Science and Technology.
The following NGOs have submitted reports:
. AI - Amnesty International
. CCPR - Centre for Civil and Political Rights
. CHRI - Commonwealth Human Rights Initiative
. FMDVP - Fundación Mundial Déjame Vivir En Paz
. GIEACPC - Global Initiative to End All Corporal Punishment of Children
. IGLHRC - International Gay and Lesbian Human Rights Commission
. Joint Submission
. MFWA - Media Foundation for West Africa
. PEN - International PEN
. SRI - Sexual Rights Initiative
. TUC - Trades Union Congess
. ACHPR - African Commission on Human and People’s Rights
The summary by the HCHR does not deal wih education, but it mentions corporal punishment in schools (p. 5)
21. The Global Initiative to End All Corporal Punishment of Children (GIEACPC) reported that corporal punishment is lawful in the home and in schools and that there is no explicit prohibition of corporal punishment as a disciplinary measure in penal institutions and alternative care settings. GIEACPC recommended that the government introduce legislation as a matter of urgency to prohibit all corporal punishment of children in the home, schools, penal institutions and alternative care settings.
OHCHR Summary of stakeholders’ information
68 recommendations have been accepted, 30 rejected, 45 have received no clear answer, 5 have been considered. 7 dealt with education and were all accepted.
42 - Take adequate measures to combat illiteracy and poverty (Djibouti);
48 - Increase level of education to cover disabled children (Kyrgizstan);
49 - Continue applying the measures adopted with a view to achieving the proposed goals relating to education (Cuba);
50 - Continue efforts to promote education for the good of all (Kuwait);
51 - Strengthen national education programmes in favour of girls and persons with disabilities (Niger);
53 - Promote human rights education and training in all types of education, as well as for public officials in order to generate a greater understanding about human rights and help cultivate a human rights culture within the society (Thailand);
62 - Consolidate efforts to improve educational infrastructure at secondary, tertiary and higher education levels to ensure equitable access and quality education for all (Pakistan);
No intermediary report has been published as of now.
Date of first review: 10 February 2010. The troika consisted of Cameroon, Jordan and Ukraine.
Date of 2nd review October 2014
Deadline for the submission of the national report: March 1st 2014
Date of first review: 4 November 2010
Date of 2nd review : may 2015
Date of first review: 4 November 2010. The troika consisted of Thailand, the United Kingdom and the Russian Federation.
Honduras has been reviewed at the 9th session of the Universal Periodic Review on november 4th 2010. The delegation was directed by the Vice President of the Republic of Honduras, María Antonieta Guillén de Bográn.
Excerpts of the national report (points 42 to 49 p. 8) on the right to education. References to Human Rights Education are green in the text
42. According to the Constitution, “education is an essential function of the State in conserving, promoting and disseminating culture, the benefits of which must be transmitted to society without discrimination of any kind; public education shall be secular and based on fundamental principles of democracy. It shall instil and promote in all students a deep feeling of Honduran patriotism and shall be directly connected with the country’s economic and social development process”.
43. The Ministry of Education is responsible for administering the national education system. A process of educational change and reform was launched in 2000 with the aim of ensuring that children and young people acquire the necessary basic skills; a national core curriculum with corresponding syllabus was devised, in order to ensure quality education with social and gender equity and allow the social and cultural development of communities. The National Core Curriculum includes human rights education with an emphasis on participatory democracy, which aims to provide an education based on ethical, moral and civic values, in a framework of equality, justice, interculturality and sex education.
44. As to higher education, the State universities such as the National Autonomous University of Honduras and the Francisco Morazán National Pedagogical University have introduced postgraduate programmes in human rights at the diploma and master’s levels.
45. Through the Ministry of Education, around 32.28 per cent of the national budget is invested in preschool, basic and lower secondary education, a relatively low figure by comparison with national demand.
46. The biggest effort is being made in primary education, where net coverage is 86 per cent of the population of primary school age; gross coverage is 99.25 per cent, however, which includes children under 7 and over 13. A large sector of the population has no access to primary education, particularly in rural areas.
47. Illiteracy remains a priority issue for the national education system. Various programmes have been implemented to eliminate illiteracy, including EDUCATODOS, the basic education support programme PRALEBAH, “El Maestro en Casa” (“A teacher in the home”), Telebásica and “Yo, sí puedo” (“Yes I can”). Non-governmental sectors also make a major contribution with educational programmes on radio and television to facilitate access to basic and lower secondary education in the areas most remote from schools, like those broadcast by the Institute of Radio Education. All these projects are supported by the Honduran Government.
48. In terms of progress in 2006–2010, there have been percentage gains in student numbers, in the establishment of schools across the country and in the creation of new teaching posts by the Ministry of Education. Comparative figures show that total student enrolment in 2006 at all levels was 2,054,612, while in 2009 total enrolment was 2,089,901, an increase of 10.17 per cent.
Following NGOs have submitted reports mentioning education.
Coordinadora de Instituciones Privadas por los Derechos de la Niñez. Suscriben como miembros:
IMA Instituto Internazionale Maria Ausiliatrice, Geneva (Switzerland);
ME ANNA THERESA CRUZ (Istituto Internazionale Maria Ausiliatrice delle Salesiane di Don Bosco) has recoognized efforts made by the Government of Honduras in protecting children's rights. However, the low quality of education in the country remains worrying. Although 90% of children are enrolled in primary school, it takes an average of more than 9 years to go from first to sixth grade, mainly because of the poverty of the families, the schooling conditions, absenteeism and inefficient teaching methods. The government has been asked to adopt measures in order to insure education for all and improve schooling conditions, in particular in rural areas. The persistence of corporal punishments, child labor and the situation of street children, which are estimated to amount to 10'000, are also sources of concern. The Government of Honduras must react and provide housing, food, health care and education to these children according to the Convention on the Rights of the Child to which Honduras is a party.
Education has come up only three times in the HRC Summary.
Right to education and to participate in the cultural life of the community (p.9)
64. COIPRODEN señaló que hay avances en materia legislativa orientados a garantizar el derecho a la enseñanza primaria gratuita y universal, lo que ha contribuido a un incremento de las tasas netas y brutas de matricula en la educación básica.
65. IMMA (1) recommended to ensure equal access to quality education, literacy, healthcare and facilities; to provide subsidies for families and implement a program to reduce the poverty level among the communities of indigenous people; to devote more and bettertargeted resources to education in the national budget; and to strengthen controls over public schools.
66. COIPRODEN indicó que a pesar de contar con políticas públicas de educación para niños/as y jóvenes con discapacidad, aun no se abren las puertas de los centros educativos a dichos niños/as y no se están capacitando a los maestros y maestras.
Corporal punishments, which are explicitly forbidden in schools, are also mentioned (p.6, point 32).
(1) IIMA Instituto Internazionale Maria Ausiliatrice, Geneva (Switzerland);
(2)Coordinadora de Instituciones Privadas por los Derechos de la Niñez. Suscriben como miembros: Aldeas Infantiles (S.O.S.), APANJE, Asociación Nuevo Amanecer, Asociación Brigadas de Amor Cristiano (Hogar Renacer), Asociación Compartir, Asociación Hondureña de Apoyo al Autista (APOAUTIS), Asociación Juventud Renovada (Hogar Diamante), Asociación Libre Expresión, Asociación para una Sociedad más Justa. (ASJ), Asocian Cristiana de Jóvenes (A.C.J.), Casa Alianza de Honduras, Casa del Niño, Casa Domingo, Centro de Formación, Capacitación y Gestión Social (CENFODES), Centro San Juan Bosco, Fundación Abrigo, Fundación Desarrollo, Amistad y Respuesta (FUNDAR), Fundación Hondureña de Rehabilitación e Integración del Limitado (FUHRIL), GOAL, Hogar San Jerónimo Emiliano, Instituto Psicopedagógico “Juana Leclerc”, K.N.H. Honduras, Médicos sin Fronteras, Muchachas Guías de Honduras, Nuestros Pequeños Hermanos, Olimpiadas Especiales, ONG-GAVITOA, PREPACE, Prevención de Discapacidades (PreNatal Honduras), Proyecto Alternativas y Oportunidades, Proyecto Victoria, REPAHDEG, puerta al Mundo, Save The Children Honduras, Visión Mundial Honduras. Colaboradores: Plan Internacional, Honduras, Honduras.
Recommendations on educational issues which Honduras has accepted.
A - 82.14. Incorporate strategies for human rights education and training, focused in particular on the armed forces (Costa Rica);
A - 82.15. Promote human rights education and training, particularly among such administrators of justice as police officers, judges and prosecutors (Thailand);
A - 82.16. Devise programmes of human rights education on behalf of the police and the security forces, and constantly monitor the effectiveness of such programmes (Italy);
A - 82.17. Improve the policies for the protection of the rights of children, and guarantee due access to justice for child victims of violence (Brazil);
Source : http://www.upr-info.org/IMG/pdf/recommendations_to_honduras_2011.pdf
No intermediary report has been published up to now.
Date of 2nd review: May 2015
Deadline for sending in the national report: november 1st 2014
Coming soon
Date of the first review 10 avril 2008
The troika consisted of Indonesia, the Netherlands and Ghana.
Several points in the report deal with education, in particular concerning discriminations on the basis of castes (points 30. 31, 33)
The right to education is dealt with at the points 16, 53, 70
Education for women at the points 59, 60.
Child labor at the point 66
Download the report in PDF format http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G12/116/85/PDF/G1211685.pdf?OpenElement
The following NGOs have submitted reports
Several points of the summary deal with the right to education
Point 9 : MIDRA (International Movement against All Forms of Discrimination and Racism − IMADR) and the Lutheran World Federation − LWF underline that the lack of detailed statistics on some aspects of discrimination based on caste hinders in depth analysis and targeted planning. This can lead to more discrimination against Dalits concerning the right to land, housing, health, education and employment.
10. The Society for Threatened Peoples − STP indicated that despite constitutional guarantees, scheduled tribes or adivasis have been hit by several types of discrimination over generations. Thus, the situation of these peoples concerning health, education, food security and political representation is particularly bad.
41 The Youth Coalition for Sexual and Reproductive Rights indicated that most schools don't provide any form of sexual education and recommended that India launched a complete program on this subject in all schools, be they public or private.
45. KIIR notes that in Kashmir 80% of schools are occupied by the Indian army. Because people fear the army, they don't want to send their children to school. AAI mentions that although law forbids the hand removal of excrements since 1993, this is still practiced by 1,2 million people. As soon as families stop the practice, they are refused the aid for schooling of their children which is provided by the program for the children of families practicing unhealthy pofessions. Thus, some children must give up school, especially girls.
Download summary: http://www.upr-info.org/IMG/pdf/A_HRC_WG6_1_IND_3_E.pdf
Of the 18 recommendations to India, 5 have been accepted. The remaining 13, which comprise those on education (n. 13 and 18), have received an unclear answer.
13. Strengthen human rights education, specifically in order to address effectively the phenomenon of gender-based and caste-based discrimination (Italy);
18. Continue efforts to allow for a harmonious life in a multi-religious, multi-cultural, multi-ethnic and multi-lingual society and to guarantee a society constituting one-fifth of the world’s population to be well fed, well housed, well cared for and well educated (Tunisia).”
Download HRC Recommendations http://www.upr-info.org/IMG/pdf/Recommendations_India_2008.pdf
Follow-up: NGO reports - Working Group on Human Rights in India and the UN (2011)
Joint written statement* submitted by the Habitat International Coalition, the Asian Centre for Human Rights, the Commonwealth Human Rights Initiative, nongovernmental organizations in special consultative status http://www.upr-info.org/IMG/pdf/a_hrc_17_ngo_50_wg_on_hr_in_india_and_the_un_2011.pdf
Date of the first review : 10 April 2008. The troika consisted of Indonesia, the Netherlands and Ghana.
Date of the 2nd review : 24 May 2012. The troika consisted of Kuwait, Mauritius and Mexico.
Next Review : 2017
The national report mentions the question of education several times, and some sections are specially dedicated to it. Section V, «Economic, social and cultural rights», contains one chapter called «Right of cchildren to free and compulsory education»(points 39 to 42). Another section is called «Human rights education» (117)
10. [...] In 2009, the Right to Education Act was enacted, which introduced a new fundamental right for free and compulsory education of children in a neighbourhood school;
B. Right of children to free and compulsory education
39. The right to education is now guaranteed under Article 21-A as a part of the right to live with dignity. The Right of Children to Free and Compulsory Education (RTE) Act, 2009 came into effect from April 1, 2010. It makes it mandatory for every child between the ages of 6-14 to be provided free and compulsory education by the State. It is a justiciable right up to 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood. The Act has special provisions for girl child education, including out of school girl children. It further mandates the private schools to ensure at least 25% of its seats are available for marginalised households. The implementation of RTE Act is a shared responsibility of both the central and the state governments and the total expenditure managed by the centre-state ratio of 68:32.
40. The Act has considerable implications for the implementation of Sarva Shiksha Abhiyan (SSA), which is Government’s flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner. SSA is being implemented in partnership with State Governments and address the needs of 192 million children in 1.1 million habitations. The vision, strategy and norms under SSA are being harmonised with the RTE Act of 2009 mandate. The Right of Children to Free and Compulsory Education Rules, 2010 have been formulated and a National Advisory Council was set-up in 2010 to advise on implementation in an effective manner.
41. The Sarva Shiksha Abhiyan (SSA) has positively impacted the access and retention in schools and availability of teachers. SSA has ensured almost universal access to primary education and provides special focus on education of girls. The following achievements are worth mentioning:
42. Further, for increased access to quality secondary education with equity, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in March 2009.
67. [...] The Commission constituted an Expert Group in 2009 with eminent persons for advice NCPCR’s role in monitoring children’s right to education. NCPCR has also involved civil society in the Social Audit of the RTE to strengthen the process of performance and delivery.
72. [...] The ICDS, launched in 1975, is a comprehensive programme addressing the health, nutrition and preschool needs of children under six. It provides a package of services comprising of supplementary nutrition, pre-school non-formal education, nutrition & health education, immunization, health check-up and referral services [...].
73. The Pre-School Education (PSE) component of the ICDS Scheme is being strengthened to ensure universalisation of early childhood education and preparation of children, particularly those belonging to socially disadvantaged groups, for formal schooling. The beneficiaries under PSE have increased from 21.4 million in 2004-05 to 33 million in 2007-08 and further to 35 million by December 2010.
80. The coverage of this immensely popular and effective Mid-Day Meals Scheme for children in schools, which satisfies both ‘hunger’ and ‘education,’ has been extended even further in August 2009 and now covers all children studying in Classes I-VIII in Government, Government-aided and Local Body schools and Education Guarantee Scheme (EGS) and Alternative and Innovative Education centres supported under SSA, including Madarasas and Maqtabs as well as children under National Child Labour Projects.
94. In order to incentivise the birth of a girl child and encourage families to place a premium on her education and development, a number of States are implementing Conditional Cash Transfer schemes. Government is also implementing a similar scheme – ‘Dhanalakshmi’, launched in March, 2008, on a pilot basis. For nutrition and skill development of adolescent girls, a pilot scheme ‘Sabla’ has been launched in 200 districts.
Points 105 and 108 deal with the issue of castes.
105. [...] A programme of ‘compensatory discrimination’ reserves 15% for SCs and 7.5% for STs in employment, education and a range of areas. Quota for the OBCs has also been earmarked [...].
108. Improving the educational status of SCs, especially of women and girl children in
this category is one of the main priorities. The Centrally Sponsored Scheme (CSS) of postmatric Scholarships to SC students, involving 100 per cent Central assistance, has been accorded high priority in the Eleventh Plan. This scheme benefits about 4 million SC students annually and has been revised in 2010. Rajiv Gandhi National Fellowship (RGNF) scheme for SC students was launched in 2006 for providing financial assistance to SC students pursuing MPhil and PhD. Under this scheme, 2000 fellowships are provided annually to SC beneficiaries. There are parallel educational development schemes for ST candidates and students also.
VIII. Human rights education
117. The National curriculum for school education of National Council of Educational Research and Training (NCERT), has included the human rights education component in social science subjects. In order to create human rights education sensitivity and skills amongst the teachers in schools, a module for teacher training programme has also been prepared by the taskforce of the NHRC for this purpose. NHRC has continued to play an active role in raising all round human rights literacy and awareness, including month-long internship programmes for University students and programmes focussed on public servants especially police in collaboration with the Administrative Training Institutes and Police Training Institutions. In addition, the Central Board of Secondary Education (CBSE) has also evolved a syllabus for human rights education at lower level, which has come into force in 2008.
Download the report in PDF format daccess-dds-ny.un.org/doc/UNDOC/GEN/G12/116/85/PDF/G1211685.pdf
The following NGOs and NGO coalitions have submitted reports dealing with education
ERI Edmond Rice International , Geneva, Switzerland;
JS3 Istituto Internazionale Maria Ausiliatrice and International Volunteerism Organization for Women, Education, Development, San Paulo, Brazil (Joint Submission 3);
JS6 World Vision India, India, National Coalition for Education, India (Joint Submission 6);
JS9 National Coalition for Strengthening PoA Act, New Delhi, India, comprising of National Campaign on Dalit Human Rights, New Delhi, India, National Dalit Movement for Justice, New Delhi, India (Joint Submission 9);
JS15 Digital Empowerment Foundation, New Delhi, India, India, and Association for Progressive Communication, California, USA (Joint Submission 15);<“
JS18 International Association for Religious Freedom, Geneva, Switzerland, Rama Krishna Mission, Mahabodhi International Meditation Centre, Unitarian Universalist of India, Forum for Harmony, Caussanal Inter -Religious Movement, Bahai's Spiritual Center, World Zoroastrian Culture Federation, Thenkasi Harmony, Bala Vikas Foundation, Vishaka Patnam, Sadhrana Brama Samaj, and Interfaith Fellowship for Peace and Progress (Joint Submission 18);
JS20 Asian Centre for Human Rights, New Delhi, India, Asian Indigenous and Tribal Peoples Network, New Delhi, India, Adivasi Development Council, India, Banglar Manab Adhikar Suraksha Mancha, West Bengal, India, Mising Bane Kebang, Assam, India, Karbi Human Rights Watch, Assam, India, Integrated Rural Women Development Service Organization, Manipur, India, Zomi Human Rights Foundation, India, Rural Women Upliftment Society, Manipur, India, Mizoram Bru Displaced Peoples’ Forum, India, Young Chakma Association, Marpara Zone, Mizoram, India, Kheruk Majdoor Chetna Sangat Alirajpur, Madhya Pradesh, India, Samaj Chetna Adhikar Manch, Madhya Pradesh, India, Dialogue on Indigenous Culture and Environment Foundation, India, National Campaign for Survival and Dignity, Sundargarh, India, Indigenous Tribal Peoples Development Centre, Tripura, All Bodo Students' Union, Assam, India, All Rabha students' Union, Assam, India, Dimasa students' Union, Assam, India, and Barak Valley Chakma Students’ Association, Assam, India (Joint Submission 20);
WGHR Working Group on Human Rights in India and the UN comprising of Action Aid India, Asian Centre for Human Rights, Citizens for Justice and Peace, Commonwealth Human Rights Initiative, FIAN India, HAQ: Centre for Child Rights, Housing and Land Rights Network, Human Rights Alert, India Alliance for Child Rights, Lawyers Collective, Multiple Action Research Group, National Campaign on Dalit Human Rights, Partners for Law in Development, and People’s Watch, India (Joint Submission)
The summary by the High Commissioner for Human Rights deals with education six times (points 5, 27, 40, 88, 89 and 90), twice concerning Human Rights Education.
5. NHRC reported that there was still no national action plan for human rights. There was little progress in strengthening human rights education and almost none of the States in India had given education priority.
27. The quality of education, particularly in the villages, was dismal; the infrastructure was appalling, teachers were absent, para-teachers were poorly trained. Learning levels and literacy were very low.
40. WGHR stated that there was no public information available of a developed national action plan for human rights education and JS18 recommended its development. JS9 recommended that India formulate a coherent plan to provide training on the prevention of discrimination to, inter alia, law enforcement and judicial personnel.
9. Right to education
88. JS6 was concerned about inadequate funding to implement the Right of Children to Free and Compulsory Education Act (RTE) and involvement of the private sector. While acknowledging the RTE, JS15 referred to widespread internet use and indicated that the internet could be a medium to access information and knowledge at low cost.
89. JS3 noted that discrimination against ST and SC children affected children in the educational system. JS9 stated that a disproportionate number of SC students, in higher education, had committed suicide. ERI recommended zero tolerance for any form of discrimination based, inter alia, on religion, caste, or disability, in schools.
90. HRW reported on Maoist attacks on schools and on the government occupation of schools for their anti-insurgency operations. Related concerns were raised by JS20, UNM-M and JS13. ERI recommended that the army or police should not occupy schools during conflict situations.
See authors of Joint submissions (JS)
In english : http://www.cifedhop.org/epu-upr.org/?q=en/content/ngo-contributions-india-2e-cycle
Of the 169 recommendations received by India, X deal with education. Among these, some are quite general in scope, others are more focused, one only deals with Human Rights Education (55)
A - 138.52. Enhance the coordination of both the central and state governments in an effective manner in order to guarantee the smooth implementation of the 2010 Right of Children to Free and Compulsory Education Act (Indonesia) - Accepted
P - 138.54. Establishment and implementation of a National Human Rights Plan which cover access to education and health, including aspects of sexual and reproductive and health, as well as, concrete measures to eliminate violence against women (Spain); Pending
A - 138.55. Continue with action to include human rights education in the school curricula (Sri Lanka); Accepted
P - 138.71. Continue its efforts to eliminate discrimination against and empower marginalized and vulnerable groups particularly by ensuring effective implementation of relevant laws and measures through proper and active coordination among line ministries, national and state governments; by extending disaggregated data to caste, gender, religion, status and region; and by increasing sensitization and reducing discriminatory attitudes among law enforcement officers through human rights education and training (Thailand); Pending
P - 138.73. Monitor and verify the effectiveness of, and steadily implement, measures such as quota programmes in the areas of education and employment, special police and special courts for effective implementation of the Protection of Civil Rights Act and the Scheduled Caste and Scheduled Tribes Act, and the work of the National Commission for Scheduled Castes (Japan); Pending
P - 138.115. Extend the minimum age to 18 years for any form of labour that prevents children from accessing a full education (Ireland); Pending
A - 138.135. Allocate more resources in sectors that provide basic services such as health, education and employment opportunities (Malaysia); Accepted
A - 138.158. Redouble its efforts in the field of education and health (Senegal); Accepted
A - 138.160. Further promote children’s right to education (Greece); Accepted
A - 138.161. Reinforce its efforts in provision of free and compulsory primary education (Slovakia);Accepted
A - 138.162. Continue implementing a non-discriminatory and inclusive policy and guarantee quality education to all the girls and boys in its country (Ecuador); Accepted
P - 138.164. Ensure universal, compulsory and free education, carrying out on a priority basis measures aimed at eradicating discrimination, particularly discrimination that affects girls, marginal groups and persons with disabilities (Mexico); Pending
NC - 138.165. Continue its efforts to promote the right to children’s education and ensure the importance of the principles of children’s education in the country (Qatar); Recommendation as read in the Addendum: “Continue its efforts with regard to education for children and take the necessary measures to allow women to participate on an equal footing with men in all developmental efforts.”
A - 138.166. Prioritise efforts to ensure that children with disabilities are afforded the same right to education as all children (Australia); Accepted
Read the recommendations http://www.upr-info.org/IMG/pdf/recommendations_to_india_2012.pdf
Date of the 3rd review in 2017
Date of first review: 16 February 2010
Date of the 2nd rewiew: October 2014
Date of first review: 16 February 2010. The troika consisted of Bosnia and Herzegovina, India and the United Kingdom
The national report deals with Human Rights Education on several occasions (points 29, 41, 52, 128)
29. [...] The Ministry has created structures on the basis of principles which are consistent with the realization of its goals: oversight and monitoring systems; a process for overcoming the legacy of past human rights abuses; and systems for disseminating a human rights culture
and human rights education. [...]
41. [...] There are dozens of organizations devoted mainly to disseminating a human rights culture and human rights education through educational and training programmes. [...]
52. The “Friends of Human Rights” groups established in schools via direct and free elections is one of the key achievements to which attention may be drawn. In 2008/09, during the first phase of the experiment which was carried out under the auspices of the Ministry of Education, “Friends of Human Rights” groups were set up in 90 schools in Baghdad. In 2009/10, during the second phase, the experiment was extended to include all the governorates.
128. In that connection, Iraq calls for continued international support in building its capacities in the fields of human rights monitoring, protection and education and in the preparation of periodic and other human rights reports.
Among the achievements mentioned in the report, several deal with Human Rights Education.
From the voluntary pledges we shall mention the one to «Adopt a five-year plan on human rights education, focusing on students and young persons of both sexes, in line with the World Programme for Human Rights Education.»
Download the Report PDF http://lib.ohchr.org/HRBodies/UPR/Documents/Session7/IQ/A_HRC_WG.6_7_IRQ_1_E.pdf
Date of first review: 6 October 2011
Date of 2nd review May 2016
Ireland was reviewed on 6 October 2011. The troika consisted of Bangladesh, Italy and Republic of Moldova.
Les paragraphes 67 à 70 du résumé établi par le Haut-Commissariat aux droits de l’homme, concernent le droit à l'éducation, le point 11 est consacré à la formation aux droits de l'homme (11)
11. Irish-HRC recommande à l’Irlande d’appliquer la première et la deuxième phase du Programme mondial d’enseignement des droits de l’homme et de donner la priorité à la formation aux droits de l’homme des fonctionnaires et autres agents de l’État, ainsi que des enseignants et des éducateurs
Droit à l’éducation et droit de participer à la vie culturelle de la communauté
67. Les auteurs de la communication conjointe 1 indiquent que l’enseignement en Irlande est étroitement lié à la religion chrétienne majoritaire, et plus particulièrement à la religion catholique, et qu’un enseignement religieux doctrinal est donné dans les écoles 125 . Ils recommandent à l’Irlande de mettre en place un réseau national d’écoles garantissant l’égalité d’accès et d’estime envers les enfants, quelle que soit leur appartenance religieuse, culturelle ou sociale 126 . Irish-HRC recommande de clarifier la situation des aspirants enseignants de manière à ce que les personnes sans appartenance confessionnelle ou /HRC/WG.6/12/IRL/3 GE.11-15177 11 appartenant à des groupes religieux minoritaires ne soient pas découragées de suivre une formation ou de prendre un emploi d’enseignant dans le pays 127 . Pavee Point Travellers’ Centre (PPTC) évoque les coupes draconiennes qui ont été faites dans les services d’enseignement des gens du voyage en dépit des inégalités existant déjà entre les enfants des gens du voyage et la population en général 128 .
68. ERI évoque la tendance des jeunes à quitter précocement l’école et indique que la loi de 2000 sur l’éducation (aide sociale) négligeait de préciser de quelle manière fonctionneraient les formules d’enseignement de substitution et ne prévoyait aucune mesure contraignante pour leur réglementation officielle; il fait une recommandation à ce sujet 129 . GLEN évoque les brimades que subissent les lesbiennes, gays, bisexuels et transgenres à l’école, en dépit des politiques en vigueur 130 .
69. La CMHC et l’OCO font état de problèmes liés à l’accès des enfants présentant des besoins spéciaux 131 aux formules d’aide et l’OCO exprime l’avis que l’Irlande devrait préciser les mesures qu’elle entend prendre pour mettre en œuvre la loi de 2004 sur l’éducation des personnes ayant des besoins éducatifs spéciaux (EPSEN) 132 . La CMHC fait des recommandations à propos de la promotion de la santé mentale dans les écoles, aux fins d’améliorer le programme d’éducation sociale, personnelle et à la santé 133 .
70. Grassroots Leadership Support Network (GLSN) indique que le Livre blanc (2000) Learning for Life a été perçu comme un tournant dans le domaine de l’éducation des adultes, particulièrement ceux venant de communautés marginalisées, mais fait observer que bon nombre des aspirations de ce Livre blanc n’ont pas encore été concrétisées, notamment en ce qui concerne l’importance de l’éducation pour tous. GLSN recommande en particulier de revoir le Livre blanc.
78. Les auteurs de la communication conjointe 2 décrivent les conditions de vie des demandeurs d’asile accueillis dans les structures mises à leur disposition dans le cadre de la prise en charge directe et font des recommandations concernant la réforme et l’amélioration du système existant 151 . Ils décrivent également les obstacles auxquels se heurtent les enfants demandeurs d’asile dans la jouissance de leur droit à l’éducation, dont ils peuvent pourtant se réclamer, et font des recommandations à l’effet d’améliorer l’accès à l’éducation 152 . Le GRSG évoque la ségrégation dont sont victimes les enfants dans les centres de prise en charge directe 153 . Les auteurs de la communication conjointe 2 font également état de plaintes relatives à l’efficacité du processus de regroupement familial pour les réfugiés reconnus et font des recommandations en vue d’améliorer cette situation, notamment en accélérant la procédure de regroupement familial pour les enfants 154
Télécharger le résumé en français
http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G11/151/77/PDF/G1115177.pdf?OpenElement
Les paragraphes 67 à 70 du résumé établi par le Haut-Commissariat aux droits de l’homme, concernent le droit à l'éducation, le point 11 est consacré à la formation aux droits de l'homme (11)
11. Irish-HRC recommande à l’Irlande d’appliquer la première et la deuxième phase du Programme mondial d’enseignement des droits de l’homme et de donner la priorité à la formation aux droits de l’homme des fonctionnaires et autres agents de l’État, ainsi que des enseignants et des éducateurs
Droit à l’éducation et droit de participer à la vie culturelle de la communauté
67. Les auteurs de la communication conjointe 1 indiquent que l’enseignement en Irlande est étroitement lié à la religion chrétienne majoritaire, et plus particulièrement à la religion catholique, et qu’un enseignement religieux doctrinal est donné dans les écoles. Ils recommandent à l’Irlande de mettre en place un réseau national d’écoles garantissant l’égalité d’accès et d’estime envers les enfants, quelle que soit leur appartenance religieuse, culturelle ou sociale. Irish-HRC recommande de clarifier la situation des aspirants enseignants de manière à ce que les personnes sans appartenance confessionnelle ou appartenant à des groupes religieux minoritaires ne soient pas découragées de suivre une formation ou de prendre un emploi d’enseignant dans le pays. Pavee Point Travellers’ Centre (PPTC) évoque les coupes draconiennes qui ont été faites dans les services d’enseignement des gens du voyage en dépit des inégalités existant déjà entre les enfants des gens du voyage et la population en général.
68. ERI évoque la tendance des jeunes à quitter précocement l’école et indique que la loi de 2000 sur l’éducation (aide sociale) négligeait de préciser de quelle manière fonctionneraient les formules d’enseignement de substitution et ne prévoyait aucune mesure contraignante pour leur réglementation officielle; il fait une recommandation à ce sujet 129 . GLEN évoque les brimades que subissent les lesbiennes, gays, bisexuels et transgenres à l’école, en dépit des politiques en vigueur.
69. La CMHC et l’OCO font état de problèmes liés à l’accès des enfants présentant des besoins spéciaux aux formules d’aide et l’OCO exprime l’avis que l’Irlande devrait préciser les mesures qu’elle entend prendre pour mettre en œuvre la loi de 2004 sur l’éducation des personnes ayant des besoins éducatifs spéciaux (EPSEN). La CMHC fait des recommandations à propos de la promotion de la santé mentale dans les écoles, aux fins d’améliorer le programme d’éducation sociale, personnelle et à la santé.
70. Grassroots Leadership Support Network (GLSN) indique que le Livre blanc (2000) Learning for Life a été perçu comme un tournant dans le domaine de l’éducation des adultes, particulièrement ceux venant de communautés marginalisées, mais fait observer que bon nombre des aspirations de ce Livre blanc n’ont pas encore été concrétisées, notamment en ce qui concerne l’importance de l’éducation pour tous. GLSN recommande en particulier de revoir le Livre blanc.
78. Les auteurs de la communication conjointe 2 décrivent les conditions de vie des demandeurs d’asile accueillis dans les structures mises à leur disposition dans le cadre de la prise en charge directe et font des recommandations concernant la réforme et l’amélioration du système existant. Ils décrivent également les obstacles auxquels se heurtent les enfants demandeurs d’asile dans la jouissance de leur droit à l’éducation, dont ils peuvent pourtant se réclamer, et font des recommandations à l’effet d’améliorer l’accès à l’éducation. Le GRSG évoque la ségrégation dont sont victimes les enfants dans les centres de prise en charge directe. Les auteurs de la communication conjointe 2 font également état de plaintes relatives à l’efficacité du processus de regroupement familial pour les réfugiés reconnus et font des recommandations en vue d’améliorer cette situation, notamment en accélérant la procédure de regroupement familial pour les enfants.
Télécharger le résumé en français
http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G11/151/77/PDF/G1115177.pdf?OpenElement
ONG ayant soumis un rapport
AI Amnesty International, London, United Kingdom;
AkiDwA Akina Dada wa Africa, Dublin, Ireland;
AREA Autism Rights and Equality Alliance, Ireland;
ARA Adoption Rights Alliance, Malahide; Ireland;
Atheist-Irl Atheist Ireland, Dublin, Ireland;
Becket Fund The Becket Fund for Religious Liberty, Washington, D.C., United States of America;
Cairde Cairde, Dublin, Ireland;
CDLP Centre for Disability Law and Policy at the National University of Ireland, Galway, Ireland;
CMHC The Children’s Mental Health Coalition (coalition of 50 members), Dublin, Ireland (joint submission); CnG Conradh na Gaeilge, Dublin, Ireland ; v CORI Conference of Religious of Ireland, Dublin, Ireland (joint submission);
CSHF The Cork Social Housing Forum composed of: Baile an Aoire (Sheltered Housing Service), Clúid Housing Association, Cork City Partnership, Cork Simom Community, Disability Federation of Ireland, Focus Ireland, Good Shepherd Services, Health Service Executive – Homeless Persons Unit, The Irish Immigrant Support Centre (Nasc), O’ Connell Court, Respond Housing Association, Social Housing Development Company Ltd, Sophia Housing Association, Society of St. Vincent De Paul, Threshold Ltd, Traveller Visibility Group; Cork City, Ireland (joint submission);
DL Doras Luimní, Limerick, Ireland;
Dóchas Dóchas, The Irish Association of Non-Governmental Development Organisations, Dublin, Ireland;
EFI Equality for Fathers in Ireland, Ireland;
ELN European Life Network, Dublin, Ireland;
ENAR-Irl European Network Against Racism-Ireland composed of : African Cultural Project; Akidwa; Anti Racism Network (ARN); Ballyfermot Traveller Action Project; Cairde; Comhlamh ; Community Workers Coop; Cultúr; Donegal Failte Project; Doras Luimni; European Anti Poverty Network (EAPN) Ireland; Galway Refugee Support Centre; Galway Traveller Movement ; Immigrant Council of Ireland (ICI); Integration Centre; Irish Refugee Council; Irish Traveller Movement; Lir Anti Racism Training Project; Longford Women’s Link (LWL); Louth Minority Ethnic Consortium; Mayo Intercultural Action (MIA) ; Migrant Rights Centre Ireland (MRCI) ; The Irish Support Immigrant Centre (Nasc) ; National Traveller Women’s Forum; National Women’s Council Ireland; New Communities Partnership; Pavee Point (Traveller Centre); Show Racism the Red Card (SRRC); Sport Against Racism Ireland; St. Vincentian Refugee Centre, Dublin, Ireland (joint submission);
ERI Edmund Rice International, Geneva, Switzerland;
ET Educate Together, Dublin, Ireland;
FLAC Free Legal Advice Centres, Dublin, Ireland;
FLAC-TC Free Legal Advice Centre-Trinity College, Dublin, Ireland;
GIEACPC Global Initiative to End All Corporal Punishment of Children, London, United kingdom of Great Britain and Northern Ireland;
GLEN Gay and Lesbian Equality Network; Dublin, Ireland;
Plusieurs point du rapport concernent l'éducation dont un traite en particulier de l'éducation aux droits de l'homme. (22)
22. L’Irlande a à cœur de continuer à soutenir les efforts d’éducation et de formation aux droits de l’homme sur le plan interne, de manière à renforcer la prise de conscience et le respect des droits de l’homme. Les questions relatives aux droits de l’homme sont traitées aux niveaux primaire et postprimaire de l’enseignement, et il existe des programmes sur les droits de l’homme dans un certain nombre d’établissements d’enseignement supérieur. L’enseignement des droits de l’homme figure également en bonne place dans la formation des forces de police et de défense, à tous les niveaux. La Commission irlandaise des droits de l’homme assure la formation des fonctionnaires et des agents de l’État concernant leurs obligations au regard des droits de l’homme.
120. Le droit à l’éducation est inscrit dans l’article 42 de la Constitution. L’éducation en Irlande s’étale en gros sur cinq niveaux: préscolaire, primaire, postprimaire, formation complémentaire et pour adultes, et formation supérieure. Les dépenses brutes en matière d’éducation ont augmenté de 121 % entre 2000 et 2009, passant ainsi de 4,23 milliards à 9,36 milliards d’euros. Compte tenu des contraintes financières actuelles, les ressources disponibles pour l’éducation sont utilisées de la manière la plus efficiente et la plus efficace possible.
121. Pour la très grande majorité des élèves, l’enseignement aux niveaux préscolaire, primaire et postprimaire est gratuit. Des ressources additionnelles sont allouées aux écoles qui prennent en charge des élèves ayant des besoins éducatifs particuliers, ce qui est le cas des élèves provenant de la couche socioéconomique inférieure qui fréquentent des établissements spéciaux, des enfants immigrés ayant besoin d’un soutien linguistique et des élèves présentant des besoins particuliers ou souffrant d’un handicap. La priorité va au développement des compétences des élèves en termes de lecture et de calcul. Le 8 juillet 2011, le Ministre de l’éducation et des compétences procédera au lancement de la Stratégie nationale d’amélioration des savoirs fondamentaux chez les enfants et les adolescents.
122. La part prise par l’enseignement supérieur a atteint un niveau sans précédent au cours des quatre dernières décennies. Le taux d’admission dans l’enseignement supérieur était environ de 65 % des jeunes de 18 ans en 2010, contre 55 % en 2004. Le financement de l’enseignement supérieur s’est accru de 80 % durant la période 2000-2010, passant de 942 millions d’euros à près de 1,7 milliard d’euros. La majorité des fonds mis à la disposition des étudiants vient de l’initiative Free Fees et des programmes de bourses.
124. En avril 2011, le Gouvernement a lancé le Forum sur le parrainage et le pluralisme dans le secteur de l’enseignement primaire. Le défi à relever est de faire en sorte que les droits des parents et de leurs enfants soient respectés, que ce soit dans le cadre des dispositions existantes ou des nouvelles dispositions en matière de parrainage. Le Forum devra également examiner le rôle de l’enseignement religieux à l’école primaire dans le contexte de son action. Le Groupe consultatif du Forum analysera les communications reçues de plus de 200 parties prenantes, puis consultera et examinera les données pertinentes afin de les aider à rédiger leur rapport au Ministre de l’éducation et des compétences pour la fin de 2011.
131. Entre 2008 et 2010, un total de 363 millions d’euros a été dépensé dans le cadre des programmes relatifs aux gens du voyage, pour couvrir un ensemble de besoins allant de la santé à l’éducation, en passant par le logement. C’est ainsi que les taux de participation des gens du voyage ont progressé de manière constante à tous les niveaux d’enseignement depuis les vingt-cinq dernières années.
Date of Review: December 2009
Ivory Coast was reviewed on 3 December 2009. The troika consisted of Slovakia, Ghana and Bolivia.
The national report states that conceiving, planning and implementing Human Rights Education programs is the responsibility of the Ministry of Justice and Human Rights (MJDH), which has structures for the promotion and protection of human rights. In particular, there is a regular audit process of the legislation, the publication of a free newspaper called «Mes Droits» ("My Rights"), which is printed in over 5 000 copies in order to inform and educate the population on human rights and fundamental freedoms. This specific structures also oversee the creation, follow-up and management of about one thousand human rights clubs in cooperation with NGOs and ONUCI.
The document deals with Human Rights Education on a few occasions.
In the chapter dedicated to the protection of women's rights (p.16) : « As regards awareness-raising and public education, since 1995 the Ministry of the Family, Women and Social Affairs (MFFAS) has been conducting education campaigns about the law in urban, peri-urban and rural areas, and on international days has organized training sessions on the basic concepts of the rights of women, families and children. Between 1995 and 2000 a Ministry-run advice and information centre handled 2,350 cases of marital problems, abandoned women, widows, teenage mothers and pregnant adolescents.
Within the prospects, in the chapter on consolidation of the rule of law and the campaign against impunity (p.20), Human Rights Education gets a special focus. «Human rights education will help citizens to familiarize themselves with the international legal instruments on human rights, and to gain a sound understanding of the values which underpin them. It will also contribute in the long term to preventing attacks on human rights and building a just society upholding respect for the dignity and equality of all citizens.»
Point 4 on economic, social and cultural rights (p.15) is devoted to the right to education and training.
Report submitted by Ivory Coast in PDF format,
NGOs having submitted a report:
• Action for Protection of Human Rights (APDH)
• Coalition of the Ivory Coast for the Universal Periodic Review (CEPU-CI)
• International Defence of Children (DEI-CI)
• School as an Instrument of Peace (EIP-CI)
• International Federation for Human Rights (FIDH)
• Franciscans International (FI)
• Franciscans International (FI) Ivoirian Human Rights League (LIDHO)
• Ivoirian Human Rights Movement (MIDH)
• Ivoirian Human Rights Actors Group (RAIDH)
Read the coalition report (in French), specifically point E on p. 5, which pertains to the right to education.
Read the EIP contribution on the Ivory Coast to the Universal Periodic Review.
Extract of a summary of the contributions of the civil society to the UPR (point 9, page 10).
According to APDH, the enrolment rate is quite low in rural areas and those controlled by the Forces nouvelles (FN) due to wide-scale underreporting of births.
CEPU-CI reported that according to PNUD, the pre-crisis gross enrolment rate was 75%, which slipped to 46% in 2008.
Among the many reasons for this situation, EIP-CI cited massive population displacement, a lack of schools in certain areas at the onset of the crisis and a deterioration in school infrastructures.
Furthermore, EIP-CI and FI have cited disparities between the country’s regions.
According to CEPU-CI, many school-aged children are not educated, whereas others are withdrawn from the system before the age of 15, either to work in the fields or force young girls into a pre-mature marriage.
EIP-CI reported that there are no legal measures requiring parents to send their children to school.
FI cited a high drop-out rate, which is more prominent among female rather than male students.
DEI-CI noted that female and handicapped students experience difficulties in access to education in spite of the law that incorporated non-discrimination and the idea of an “ inclusive school system.”
DEI-CI and CEPU-CI recommended rendering primary education compulsory and free of charge.
EIP-CI recommended implementing effective measures with the aim of making primary education free for everyone.
Moreover, DEI-CI recommended reinforcing education for girls.
EIP-CI recommended taking advantage of the cancellation of the nation’s foreign debt through the Heavily Indebted Poor Countries programme in order to improve the educational system by building school infrastructure and recruiting and training teachers.
EIP-CI recommended strike prevention and conflict management within the school and university setting, in addition to making schools a safe haven through measures against acts of violence.
Extracts from the High Commissioner of Human Rights Summary
7. DEI-CI recommended that the government reinforce its child protection policy, especially in regard to children deprived of education and freedom.
53. According to APDH, the enrolment rate is quite low in rural areas and those controlled by the Forces nouvelles (FN) due to wide-scale underreporting of births. CEPU-CI reported that according to PNUD, the pre-crisis gross enrolment rate was 75%, which slipped to 46% in 2008. Among the many reasons for this situation, EIP-CI cited massive population displacement, a lack of schools in certain areas at the onset of the crisis and a deterioration in school infrastructures. Furthermore, EIP-CI and FI have cited disparities between the country’s regions. According to CEPU-CI, many school-aged children are not educated, whereas others are withdrawn from the system before the age of 15, either to work in the fields or force young girls into a pre-mature marriage. EIP-CI reported that there are no legal measures requiring parents to send their children to school. FI cited a high drop-out rate, which is more prominent among female rather than male students. DEI-CI noted that female and handicapped students experience difficulties in access to education in spite of the law that incorporated non-discrimination and the idea of an “inclusive school system.”
54. DEI-CI and CEPU-CI recommended rendering primary education compulsory and free of charge. EIP-CI also recommended implementing effective measures with the aim of making primary education free for everyone. Moreover, DEI-CI recommended reinforcing education for girls. EIP-CI recommended taking advantage of the cancellation of the nation’s foreign debt through the Heavily Indebted Poor Countries programme in order to improve the educational system by building school infrastructure and recruiting and training teachers.
55. EIP-CI and CEPU-CI reported that the educational sector is continually shaken up by strikes organised by educators and students alike. EIP-CI recommended strike prevention and conflict management within the school and university setting, in addition to making schools a safe haven through measures against acts of violence.
Read the High Commissioner for Human Rights Summary in PDF format
Out of all recommendations directed at the Ivory Coast, 108 were accepted, none were rejected and 39 resulted in reservations.
With respect to education, the Ivory Coast accepted the following recommendations:
• Improve detention centres and the conditions of detentions in general, specifically through providing security forces with training in the field of human rights (Italy).
• Adhere to the UNESCO Convention against Discrimination in Education from 1960 (Algeria).
• Continue to reinforce educational policies (Angola), make concerted efforts to give substance to the right to education (Ivory Coast) and, with the assistance of the international community, strengthen its human and institutional capacities in the fields of education and healthcare (Ghana).
• Pursue efforts to guarantee to educate females and re-educate children who dropped out of school or never attended, with the support of the UN (Burundi), and continue to make progress in its campaign to guarantee a basic education for all, including by means of after-school instruction, through the support and cooperation with the international community (Bangladesh).
• Take all necessary steps so that child labour does not infringe on a child’s right to education (United Kingdom).
• Pursue its efforts in the field of economic, social and cultural rights in order to consolidate the progress already achieved (Cuba), fight against poverty and guarantee the right to education for all, with the support of the international community (Mauritus).
• Through the assistance of the international community, develop activities to integrate human rights education into standard academic programmes and strengthen the capacity of national authorities to promote the exercising of human rights (Ghana).
No follow-up has been reported up to now.
Date of first review: 3 December 2009
Date of next review : May 2014
Date of first review:
3 May 2010
Date of the 2nd : January/February 2015
Date of first review: 3 May 2010. The troika consisted of Burkina Faso, Nicaragua and China.
Excerpts from the summary by the High Commissioner for Human Rights which deal with the right to education. (37 - 57)
37. Becket Fund for Religious Society BF noted a newly proposed Law on Religious Education and Educational Institutions, which would create new restrictions on institutions that provide religious education.
Right to Education
57. JS2 noted that school curricula and textbooks did not reflect the cultural diversity of society, and recommended the development of ethnic and religious tolerance by including the cultural diversity of Kyrgyzstan in educational programmes.(1)
(1) Joint Submission by NGOs: “Youth human rights defense group” Public Foundation; “Kylym shamy” Human Rights Center; “Open position” Public Foundation; Media Representative Institute; “Coalition for democracy and civil society” Public Foundation; “Adilet” Legal Clinic; “Citizens against corruption” Public Foundation; Agency of Social technologies; NGO Network for Children; Center of Public Technologies; “Voice of Freedom” Public Foundation; Independent Human rights group; Association of Civil Society Support Centers; Bishkek, Kyrgyzstan.
NGOs which have submitted a report:
Education is dealt with on several occasions (points 43, 61, 79, 80 81), yet there's no mention of Human Rights Education.
43. The Constitution provides for the responsibility of society as a whole for caring for families and children, and it specifies that responsibility for children and their education is the natural right and civil duty of parents and that the State must ensure the support, instruction and education of orphans and children whose parents have lost custody. Child labour is prohibited, as is forced labour for adult citizens, except in the event of war, in the context of addressing the consequences of natural disasters, epidemics and other unusual circumstances, and in cases of enforcement of a court sentence.
61. [...] promotion of gender equality, ensuring gender balance at all
decision-making levels, introducing a gender perspective in the socio-economic sphere, focusing on gender aspects of health and health care, promoting gender equality in education and culture, reducing gender violence and raising public awareness of issues of gender equality.
79. The Constitution provides that every Kyrgyz citizen has the right to education. General basic education is compulsory and free, and everyone has the right to education in State and municipal schools. The State establishes the conditions for all citizens to receive preschool and basic education and to learn the State language and two foreign languages. Every citizen may choose between schooling that is either free of charge or on a paying basis.
80. The Education Act, the Preschool Education Act and the Elementary Vocational Education Act define basic policy principles in the area of preschool education and child development and the legal, organizational and financial foundations of the country’s preschool educational system.
81. Budgetary expenditure for supporting and developing the educational system grew perceptibly over the period 2001–2008. Its share of GDP increased 1.5 times over that period and accounted for six per cent of GDP in 2008. Vocational education provides training for occupations in demand on the labour market. There are 110 educational
establishments, including 103 secondary schools, one college and six secondary schools in prisons.
Read the report: http://www.upr-info.org/IMG/pdf/A_HRC_WG-6_8_KGZ_1.pdf
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Date of the 1st review : 15 mai 2008
The troika consisted of Mauritius, Brazil and Japan.
Le rapport national du Mali présente les lois qui encadrent le droit à l'éducation et précise les actions mises en œuvre aux points 61 à 69. Il dresse un portrait des difficultés rencontrées en matière de protection des droits de l'enfant (86, 90, 91, 92, 101). Les points 104 à 108 sont consacrés à la sensibilisation aux droits de l'homme.
61. Article 18 of the Constitution of Mali recognizes the right to education. The Outline Education Act, which provided for the incorporation of international juridical instruments relating to the right to education in domestic legislation, was adopted in 1999.
62. With a view to realizing this right the Government adopted a series of policies and measures which have led to tangible results.
63. It was in the context of these efforts that the Ten-year Education Development Programme (PRODEC) was adopted for the period 1998-2008.
64. PRODEC constitutes a response to the education-related recommendations contained in the International Covenant on Economic, Social and Cultural Rights. The programme is supported by multilateral and bilateral technical and financial partners and is aimed at improving the design and planning of education and promoting major educational and pedagogical reforms and innovations.
65. PRODEC is being implemented through the Education Sector Investment Programme (PISE), the overall objective of which is to launch a comprehensive strategy to ensure fair and universal access to quality education and promote efficient management of the sector.
66. Implementation of PISE has led to significant progress in terms of an increase in overall basic education enrolment rates, improved quality of teaching and training and better management of the education sector.
67. The support provided by technical and financial partners for the building and installation of educational infrastructure has contributed greatly to the increase in enrolment rates and the improvement in the quality of teaching.
68. From 2002 to 2007, enrolment rates at the basic education level increased from 67 per cent to 77.6 per cent for the first cycle and from 30 per cent to 44.3 per cent for the second cycle.
69. Despite progress made over the past 10 years with regard to realization of the right to education, many problems and challenges still need to be addressed: a further increase in enrolment rates; development of education infrastructure, which is not keeping pace with the very high population growth rate; the very high student-to-teacher ratio; inequality and difference in opportunity between girls and boys; and lastly, uneven geographic distribution of schools. These factors adversely affect the quality of teaching and contribute to an overall decline in student performance and the quality of human resources.
86. Despite these efforts, the effects and legacy of certain traditional practices, the application of customary law in matters of succession, and certain provisions of the Marriage and Guardianship Code, in force since 1962, perpetuate discriminatory practices against women. For example, levirate and sororate marriages are still practised in traditional society, despite education and awarenessraising campaigns undertaken by the Government, civil society organizations and NGOs.
90. In spite of the criminalization of all forms of violence in the Criminal Code, acts of domestic violence against women and children still occur in Mali. The Government has therefore adopted a National Plan to Combat Violence against Women and Girls with a view to eliminating domestic violence. The implementation of the Plan, which covers the period 2006 to 2011, has led to encouraging results which must be consolidated by the adoption of a specific law on domestic violence.
91. In the area of the rights of the child, a child’s most basic right is the right to have his or her birth registered. The rate of birth registrations nevertheless remains too low, in particular in rural areas.
92. The increase in the availability of government services to the population as a result of decentralization, the registration of births free of charge and citizenship education campaigns have, however, led to an improvement in the situation..
101. Despite these measures, protecting children remains an enormous challenge. Malian attitudes towards child labour have traditionally been favourable, as work is viewed as a form of education or apprenticeship for children, which makes it difficult to fight against this scourge. Education and sensitization of the population are therefore important.
D. Raising public awareness of human rights
104. 104. A variety of actors are involved in promoting and protecting human rights through training, dissemination of human rights instruments and campaigns to raise awareness of human rights aimed at the general public and at the information, communication and media sectors.
105. The main function of the National Human Rights Commission is to contribute to the promotion and protection of human rights and to prevent torture and other cruel, inhuman or degrading treatment or punishment. To that end, it conducts information, education and communication campaigns aimed at raising awareness among public officials and the general population. Similar campaigns are undertaken with a view to preventing torture.
106. To build national capacity in the area of human rights, Mali has launched, in collaboration with the United Nations Development Programme (UNDP), a project for the promotion and protection of human rights (APPDH project).
107. C107. This project furthers the promotion and protection of human rights by enhancing the capacity of government entities and non-governmental organizations to improve the human rights situation and strengthen the rule of law in Mali. The project’s strategies include awareness-raising and training..
108. The introduction of education on citizenship, democracy, human rights and peace in educational curricula is one of the approaches being used by the Government to raise public awareness and understanding of human rights and international humanitarian law.
The following have contributed to the UPR:
GIEACP Global Initiative to End All of Corporal Punishment of Children; London, United Kingdom.
FIDH (International Federation of Human Rights); Geneva, Switzerland
Three points of the summary are about education (19, 20, 21)
19. According to FIDH, the illiteracy rate is as high as 70 per cent.26 FIDH also noted that while inequality in education has been substantially reduced thanks to government measures, it is still very high, especially in rural areas. It appears that there are fewer girls and young women than men in schools and universities, because families consider that male children constitute a “better investment”.
20. FIDH mentioned that the CEDAW Committee has expressed concern at the situation, recalling that education is vital for the promotion of women. According to FIDH, the Committee has urged the Malian Government to make public opinion more aware of the importance of public education and has asked it to take steps to change the traditional attitudes that hinder progress in this respect. Lastly it has called on the Government to take the necessary measures to increase the proportion of girls admitted to school.
21. FIDH recommended that the Malian authorities prepare and implement a real strategy in favour of girls’ schooling, especially in rural areas, and that they reform the school guidance system in order to improve girls’ access to general higher education.
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Accounts of actors acquired onsite, results of surveys, interviews etc.
- Reports by States
- HCHR Summary
- Reports by NGOs and Civil Society
- Related Auxiliary Documents
Date of review: February 10th 2009
The delegation was lead by H.E. Mr. Fernando GÓMEZ-MONT, Interior Ministry.
In order to access all the main documents of the last review, follow this link
Points of the national report which deal with education.
79. Education is a fundamental right that is guaranteed and promoted by the Mexican State. Both the right to education and human rights education are promoted, thereby generating inclusion, learning and participation and developing a sense of citizenship. Primary education is virtually universal. The national education system now has 33.3 million pupils and students at the basic, upper secondary and higher levels and in vocational training. The objectives of the 2007-2012 Sectoral Education Programme include improving the quality of education; expanding educational opportunities as a means of reducing inequality and promoting equality between social groups; and offering an all-round education.
80. This programme includes a scholarship scheme that currently benefits some 6 million low-income pupils at all levels of education. Significant efforts are also being made to integrate children and young people with disabilities.61 During the 2007/08 school year, 21,997 basic education facilities met the minimum conditions for integrating pupils with special educational needs and attended to 177,856 pupils with such needs. A major effort is being made to provide instruction in indigenous languages, including the development of teaching materials, teacher training and the promotion of indigenous language instruction. During the 2006/07 school year, 1.4 million sets of material were distributed to 583,202 primary school pupils in 33 indigenous languages.
81. Improving the quality of education represents a major challenge. The Alliance for Quality in Education, a programme launched in May 2008, promotes infrastructure improvement, refresher training for teachers and evaluation of the education system. The plan is to renovate 27,000 schools and to equip 14,000 schools so as to enable three out of every four students to connect to the Internet. Primary, secondary and upper secondary curricula have a high human rights content.62
122. Although it develops educational materials, promotes initial and specialist teacher training and promotes the teaching of indigenous languages in schools, Mexico still has not managed to guarantee indigenous peoples full access to compulsory bilingual intercultural education with qualified teachers who can speak and write a given community’s language variant. The Federal Government has developed intercultural universities in various federal entities.
(61) Durante el ciclo escolar 2007-2008 se distribuyeron libros de texto gratuitos de educación primaria: 5,535 en sistema Braille.
(62) V Informe Interamericano de la Educación en Derechos Humanos. Instituto Interamericano de Derechos Humanos.
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A few recommendations deal with education, yet none with Human Rights Education as such
12. Address discrimination and violence against women through education and specific legislation both in the public and private sectors; and develop affirmative programmes to uplift the living standards of women and ensure their presence in decision-making positions (Pakistan)
22. Provide adequate funding for investigations of violence against women, victim support programmes for affected women, and special training for the police to sensitize them to the problem of violence against women (Austria)
70. Continue efforts and take further steps / strengthen the national programme to ensure the right to food (Vietnam), to health (Saudi Arabia, Vietnam), and to education (Saudi Arabia), particularly for the vulnerable groups living in extreme poverty, including indigenous people (Vietnam)
74. Seek to improve the enrolment rate of girls in primary and secondary schools (Philippines)
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Date of first review: 8 May 2008
Date of 2nd review 30 October 2012
Date of first review: 8 May 2008
The troika consisted of Saudi Arabia, Ghana and Azerbaijan.
The summary of stakeholders' contributions deals with the right to educationat its point 32.
32. According to JS1, nearly one third of the population is illiterate, noting that 2.42 per cent of the budget was allocated in 2007-08 on public education. JS1 noted that a huge disparity exists in the literacy ratio between men and women due to unequal access to education for girls and gender biases in education materials.
JS1 Joint submission (1) of National Commission for Justice and Peace, Democratic Commission for Human Development, Supreme Court Bar Association of Pakistan, Aurat Foundation, Pakistan Federal Union Of Journalists, Lok Sangat, Pakistan Forum for Social Democracy, Strengthening Participatory Organization, Lahore, Pakistan
Download the summary: http://www.upr-info.org/IMG/pdf/A_HRC_WG6_2_PAK_3_E.pdf
Civil society organizations which have submitted a report
. Amnesty International
. Anti Slavery International
. Asian Center for Human Rights
. Asian Legal Resource Centre
. Becket Fund for Religious Liberty
. Christian Solidarity Worldwide
. Commonwealth Human Rights Initiative
. Global Initiative to End All Corporal Punishment of Children
. Human Rights First
. Human Rights Watch
. Interfaith International
. International Commission of Jurists
. International Displacement Monitoring Centre
. International Federation for Human Rights
. International Gay and Lesbian Association
. International Gay and Lesbian Human Rights Commission
. Institute on Religion and Public Policy
. Jammu and Kashmir Council for Human Rights
. National Commission for Justice and Peace
. Thardeep Rural Development Programme
. Unrepresented Nations and Peoples Organization
Four out of the 51 recommendations received by Pakistan deal with education.
3 To continue to spearhead progress toward gender equality and development for women in areas of education and employment (Algeria);
34 To take effective measures to allow women, particularly in rural areas, to have access to health services, education, clean water and sanitation (Luxembourg);
36 To take urgent measures to ensure that adequate resources are allocated for education (Finland);
43 That achievements in reducing poverty and illiteracy be emulated by other countries (United Arab Emirates).
Download Recommendations : http://www.upr-info.org/IMG/pdf/Recommendations_Pakistan_2008.pdf
Human Rights Education is dealt with at one specific point in the national report I, 74.
Besides the chapter on education (points 62 to 72), several other points deal with the subject, namely in the chapters on children (46) and on people with disabilities (52).
I. Human rights education
74. Human Rights Education Curricula has been developed through consultative processes at the Curriculum Wing of the Ministry of Law, Justice and Human Rights 2001 with the support of the Norwegian and Canadian governments. This Ministry in cooperation with Norway (NORAD) and Government of Switzerland worked jointly with the Ministry of Education on a project "Human Rights Mass Awareness for Education". The most important step taken in this direction is the incorporation of the main concepts related to child rights into curriculum and teachers training materials. The materials produced have been incorporated in the relevant subjects taught at school levels. Textbooks contain messages of human rights together with articles of the Universal Declaration of Human Rights. In Sindh textbooks on human rights education, citizenship and conflict resolution education have been integrated in the government prescribed social studies textbooks of primary and elementary levels. The new National Curriculum has made efforts to include principles of human rights, upholding diversity and difference along with universal rights.
46. Pakistan has made progress towards achieving MDGs- Gross Enrolment Rate (GER) has increased from 72 per cent in the year 2000-01 to 87 per cent in the year 2005-06. Net Enrolment Rate (NER) has also shown an upward trend. Pakistan has made progress in NER at primary school level. Infant mortality rate at 70 and under five mortality rate at 100 are showing exponential decline. The Ministry of Education launched the National Plan of Action for Education for All in April 2003, for achieving universal primary education by 2015. Gender disparities are being narrowed through mixed primary schools, compensatory programs, focusing on missing facilities in girls' schools and appointment of female teachers. According to EFA goals and targets, by 2015, all children, with special emphasis on girls and children in difficult circumstances, should have access to completely free education. It also aims at eliminating gender disparities in primary and secondary education and achieving gender equality in education by 2015.
52. The Directorate General of Special Education in collaboration with Ministry of Education and provincial departments of education is working on a Pilot Project for Integrated Education of Children with Disabilities. To attain the goal of mainstreaming, 14 regular schools of the federal/provincial Governments have been selected for inclusive education with targets of 25-50 students each year in each school. The equipment provided to 14 selected primary schools each for boys and girls includes Braille Machines, Audiovisual, hearing aids, wheel, chairs, crutches, other education equipment and furniture items. Similar programs are initiated with the technical and financial assistance of Sight Saver UK, World Bank and Braillow Norway. The main purpose of this program is to shift from a focus on disability to seeing inclusive education as fundamental right of every child and a means of meeting the Millennium Development Goals
2. Education
62. The Government's Education Policy (1998-2010) and the Education Sector Reforms (ESR) Action Plan 2002-2006 recognizes the fact that quality of education is an important factor in national development. The monitoring of learning achievements of students is, therefore, one of the key components to assess and to improve the quality of education. National Education Assessment System (NEAS) is one of the key programs under the Education Policy to improve the quality of education at elementary level. The program aims to develop national capacity for monitoring the learning achievements of elementary level students in order to improve the quality of services (curriculum, textual material, teachers' delivery, policy formulation, etc) in the education sector.
63. Education in general and primary education in particular is on the concurrent list of the Constitution. After nationwide devolution in 2001 education up to grade 12 is a district subject. All implementation lies at district and provincial level. However; three of the four provinces, Federally Administered Areas and the Islamabad Capital Territory (ICT) have compulsory primary education laws. Primary education was made compulsory in the provinces.
64. The lack of physical infrastructure is becoming one of the major causes for low enrolment and high drop out rates in the country. Rs. 1.05 billion has been earmarked for 2006-07 for the provision of missing facilities to the government schools under the Education Sector Reforms. This would be spent on provision of water, toilets, science and computer labs and other facilities. The program would continue until infrastructure and facilities in all schools are upgraded.
65. An Education for All (EFA) National Plan of Action (NPA) has been developed through broad-based consultations with principal actors of EFA and other stakeholders. The Ten Year Perspective Development Plan 2001-2011 links education with other social sectors and views EFA as the centerpiece of human capital formation. Emphasis is placed on three priority areas, with targets to be reached by 2015, namely: - Universal primary education and quality EFA. - Raising the net participation rate of early childhood education to 50 per cent. - Adult literacy rate rose to 86 per cent.
66. The Ministry of Education launched the National Plan of Action for Education for All on 3rd April 2003, for achieving universal primary education by 2015. Gender disparities are being narrowed through mixed primary schools, compensatory programs (nutrition, stipends) targeted towards girls at the primary, middle and matric levels, and appointment of female teachers.
67. In Pakistan, education is provided by public and private sector at 65:35 per cent ratios. Most non-state providers or private sector charge fees. However, some philanthropic providers provide free or virtually free of cost education such as the Citizen's Foundation, as well as the Provincial Education Foundations through its Financially Assisted Schools (FAS) program is ensuring that education is provided free of cost at Rs.300 per child in non-elite private schools. Education Foundations being quasi government institutions are acting on behalf of the government to buy places for children in the private sector up to secondary level to provide choice and quality. The National Education Foundation and the Sindh Education Foundation also subscribe to highly subsidized community based schools for the disadvantaged The overall reach of these programs is about .5 million children.
68. Overall gender gap in the GER has been considerably reduced. This can be attributed to increase in female enrolment rate during the same period. There are areas in which significant progress has been made and indicators point to a steady though slow improvement in the ratio of girls to boys at all levels of education, the ratio of literate females to males, share of women in urban employment (as proxy indicator for share of women in wage employment in non-agricultural sector) has improved marginally and improvement in participation of women in national decision making process.
69. There are several explanations for this persistent gap in literacy. A recent World Bank Country Gender Assessment Report 2005 highlights the two most important constraining factors that impede female access to education. Distance from school and physical costs of attending schools for girls affect their enrollment. The latest PRHS-2 2004-05 also indicate lack of access of girls.
70. To encourage regular attendance at schools and to reduce drop out rates many positive measures have been taken. Extensive compensatory support programs are in place to offset costs of education and reduce household burden. In the far flung areas of Pakistan there are large initiatives of World Food Program and Tawana or School Nutrition Program to support students and their families. The latter program in progress across 25 poorest districts in the country was reviewed and revamped from providing hot cooked meals on the premises to high nutrition milk and biscuits and scaled up to 55 districts. However, this is restricted to government schools targeting girls and mixed schools. Provincial Governments have waived user charges and are providing free books up to matric level, to attract students who cannot continue their studies due to poverty. Scholarships are being provided, particularly to female students to increase enrolment.
71. The reforms program for Madrassahs (seminaries) has been termed "mainstreaming of Madrassahs", providing insertion of additional subjects offered in regular schools, teachers support, training and maximum perks to teachers and improving the quality of education. More than 95 per cent of the country's estimated 13,000 Madrassahs had been registered. Madrassahs students constituted 4.5 per cent of the enrolled students in the country. Pakistan Studies, English, Mathematics and computer science has been incorporated in the curricula of Madrassahs.
72. A project titled "Madrassahs Reforms" was launched in 2002-03 with the directive of the President for a period of 5 years at a capital cost of Rs. 5759.4 million. The main objective of this program is to provide financial assistance to 8000 Deeni Madaris (religious seminaries) to introduce formal subjects in their curricula. The progress made toward the goals of this reform program include, simplification of the process of registration of Madaris, the standard procedure prescribed by the Ministry of Interior to control funds has produced positive results, a large number of Madaris have applied to provincial/area governments for financial assistance under the project, Most of Madaris in AJ&K have been cleared for financial assistance and a great breakthrough by the FATA administration have been made by distributing checks among registered Deeni Madaris.
Read the report (in english) http://www.upr-info.org/IMG/pdf/A_HRC_WG6_2_PAK_1_E.pdf
Pakistan was reviewed on 8 May 2008. The troika consisted of Saudi Arabia, Ghana and Azerbaijan.
Education is dealt with in several points of the summary by the High Commissionner for Human Rights.
67. La HRCP (1) 67. HRCP and JS7 (2) noted the Government did not make the required financial commitment to realise this right and was unlikely to meet the MDG on universal primary education by 2015. JS6 (3), JS11 (4), JS14 (5), noted that although the Constitution provides free and compulsory education to all children aged 5-16, low investment has resulted in poor education and low literacy (just over 50%).
68. JS6 (6) stated that schools are in poor condition and poorly equipped and noted that whilst the tuition fees in government schools may be low, the monetary cost of purchasing books and school uniforms prevent access to education among the poorer families.
69. JS14 (7) noted the curricula for schools and colleges are loaded with so-called religious material laden with biases and recommended removing material instigating discrimination and hatred towards religious minorities.
70. JS9 (8) recommended the Government take serious measures to ensure equal access to education, including for children from the Scheduled Caste community.
76. CSW (9) CSW recommended Pakistan accelerate and prioritise the reform of the national school curriculum to eliminate discriminatory teaching materials and practice. 149
80. JS14 (10) recommended incorporating human rights education in the curriculum of educational institutions, and that the security of women and children living in IDP camps be ensured.
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(1) HRCP Human Rights Commission of Pakistan, Pakistan
(2) JS7 Joint submission (5) of Justitia et Pax and 10 Pakistani CSOs;
(3) JS6 Joint submission (JS6) of Marist International Solidarity Foundation (FMSI), Franciscans International (FI), Dominicans for Justice and Peace: Order of Preachers, VIVAT International;
(4) JS11 Joint submission (JS11) of the Child Rights Movement (CRM);
(5) JS14 Joint Submission (JS14) of South Asia Partnership-Pakistan, National Commission for Justice and Peace, Aurat Foundation -War against Rape - SUNGI, Muthida Labor Federation, Centre for Human Rights Education, WISE (Women in Struggle for Empowerment), PODA-Pakistan;
(6) JS6 Joint submission
(7) JS14 Joint Submission
(8) JS9 Joint submission (JS9) of the International Dalit Solidarity Network (IDSN) and the Pakistan Dalit Solidarity Network (PDSN);
(9) CSW Christian Solidarity Worldwide, New Malden, United Kingdom;
(10) JS14 Joint Submission
Thirty eight communications have been submitted by the following NGOs for Pakistan's second UPR.
AMC Ahmadiyya Muslim Lawyers Association, USA;
AI Amnesty International*, London, United Kingdom;
ADF Alliance Defense Fund, Pakistan;
BPCA British Pakistani Christian Association, United Kingdom;
BWA Baptist World Alliance, USA;
CHRI Commonwealth Human Rights Initiative*, New Delhi, India;
CRIN Child Rights International Network, London, United Kingdom;
CSW Christian Solidarity Worldwide, New Malden, United Kingdom;
EN Equality Now, USA;
ECLJ European Centre for Law and Justice , France;
GIECP Global Initiative to End All Corporal Punishment of Children, London, United Kingdom;
HRI Harm Reduction International;
HRF Human Rights First*, New York, NY, USA;
HRW Human Rights Watch*, New York, NY, USA;
HRCP Human Rights Commission of Pakistan, Pakistan;
ICJ International Commission of Jurists*, Geneva, Switzerland;
IDMC International Displacement Monitoring Centre of the Norwegian Refugee Council, Geneva, Switzerland;
IHRC Islamic Human Rights Commission, London, United Kingdom;
JS1 Joint submission (1) of Pakistan Paediatric Association (PPA), ECPAT international and Acting for Life, Lahore, Pakistan;
JS2 Joint submission (2) of CIVICUS: World Alliance for Citizen Participation and the Pakistan NGOs Forum (PNF), Mithi, Pakistan;
JS3 Joint submission (3) of International Association for Religious Freedom (IARF) and South Asia Centre for Peace (SACP);
JS4 Joint submission (4) of ARTICLE 19 and BoloBhi’s;
JS5 Joint submission (5) of Bytes for All (B4A), Pakistan, Association for Progressive Communications (APC) and Freedom House (FH);
JS6 Joint submission (JS6) of Marist International Solidarity Foundation (FMSI), Franciscans International (FI), Dominicans for Justice and Peace: Order of Preachers, VIVAT International;
JS7 Joint submission (5) of Justitia et Pax and 10 Pakistani CSOs; JS8 Joint submission (JS8) of Global Human Rights Defence, (GHRD) and Human Rights Focus Pakistan, Faisalabad (HRFP);
JS9 Joint submission (JS9) of the International Dalit Solidarity Network (IDSN) and the Pakistan Dalit Solidarity Network (PDSN);
JS10 Joint submission (JS10) of the Asian Legal Resource Centre (ALRC) and Action by Christians Against Torture France (ACAT-France);
JS11 Joint submission (JS11) of the Child Rights Movement (CRM);
JS12 Joint submission (JS12) of Rahnuma Family Planning Association of Pakistan (FPAP), the MDG5b Alliance and the Sexual Rights Initiative (SRI);
JS13 Joint Submission (JS13) of Shirkat Gah on behalf of Aurat Foundation, Home Net Pakistan, Bedari, Church of Pakistan-Lahore Diocese, Simorgh, Sudhar Development Organization, Women in Struggle for Empowerment (WISE), Ittehad Foundation and Women’s Organization for Rights and Development (WORD);
JS14 Joint Submission (JS14) of South Asia Partnership-Pakistan, National Commission for Justice and Peace, Aurat Foundation -War against Rape - SUNGI, Muthida Labor Federation, Centre for Human Rights Education, WISE (Women in Struggle for Empowerment), PODA-Pakistan;
Liberation Liberation, United Kingdom;
PFP Peace Foundation Pakistan;
RWB Reporters Without Borders, Geneva, Switzerland;
STP Society for Threatened Peoples;
UNPO Unrepresented Nations and Peoples Organization, The Hague, Netherlands.
The report submitted by Pakistan deals with the follow-up to the education-related recommendations (recommendations 3, 34 and 36)
B. Education (Recommendations 3, 34 and 36)
91. The literacy rate in Pakistan is 58 percent. 34 It is higher in urban areas than in rural areas. There is also a disparity between men and women and between the provinces. Efforts are being made to remove this disparity and to increase emphasis on education. With the passage of the 18th Amendment to the Constitution, right to free and compulsory education is now recognized as a fundamental right.
92. In July 2012, the Parliament passed a bill to provide free and compulsory education to all children, aged between five and 16 years, in Islamabad. The aim of this is to start a national tradition for providing free education to all children. “Every child regardless of sex, nationality or race shall have the fundamental right to free and compulsory education in a neighbourhood school.” It provides that both boys and girls of migrants, including nonPakistani families should benefit from attending schools.
93. At the federal level, Higher Education Commission (HEC) awards scholarships for higher education in Pakistan and in select universities abroad. Furthermore, programmes like Presidents’ Funni Maharat programme and Prime Minister’s Hunarmand Pakistan Programme have been introduced to increase opportunities of vocational training to the youth. In 2011-12, a total of 134, 118 youth received this training. 35
94. In the Punjab province, a sum of Rs 10 billion have been allocated to the Punjab Education Foundation for promotion of school education in marginalised areas through public-private partnership. Under the Women Empowerment Plan launched in 2012, the Punjab government plans to earmark at least 70 percent of jobs for women in primary education. About 60 percent of the funds out of Punjab Education Sector Reforms Programme will be earmarked for the provision of missing facilities for girls’ schools in the Annual Development Plan for 2012-13.
95. The Khyber Pakhtunkhwa Government has announced an educational emergency in the province aimed at improving literacy rates and standards of education. It has increased its educational budget to 4 percent of its GDP and has allocated 64 Billion PKR for education in the 2012-13 budget. The province has also introduced a policy of establishing daycare centers in women colleges to facilitate students and teachers. 96. In Sindh and Balochistan budget allocations for education have been increased considerably. 36 Sindh will spend PKR 9 billion on education while Balochistan has allocated PKR 22.4 billion for the education sector, most of which would be spent on renovation of school buildings.
Download the report http://www.upr-info.org/IMG/pdf/A_HRC_WG6_2_PAK_1_E.pdf
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Date of 1st review: 12 October 2011
Date of the 2nd review : October 2016
Date of first review: 12 October 2011
The troika consisted of Mauritius, Hungary and Kyrgyzstan.
Various points in the report deal with education, (59 to 62, 89), twice concerning Human Rights Education, which is even considered among the national priorities and initiatives: « To review and improve the component on human rights education and training ».
59. The right of a child to education is realised compulsory and free of charge by respecting the principle of non-discrimination and major interest of the child, and resides in free and harmonious development and shaping of a creative personality. The Law on Education provides the necessity of continuous education and the psycho-physiological peculiarities of the age, classifying the education system on levels and stages 24 , as well as forms (particular, complementary).
60. In accordance with the Consolidation Education Strategy for the years 2011–2015 and the Consolidated Action Plan for the Education Sector for the years 2011–2015, the overall objective of the education is to provide access to basic, quality education to all children by 2015.
61. Currently, the "Civic education" Course is implemented as a compulsory subject, aimed at training Moldovan citizens in the complex construction of the contemporary world: acquisition of the knowledge about fundamental human rights and duties and shaping the skills to implement them in everyday life; education based on general human and democratic values; building the sense of responsibility for social actions; cultivating the civic sense.
62. In the context of extracurricular programs and children involvement in the decisionmaking process, the Local Councils of Children, the Group of Children’s Rights, the creation of peer trainers in HIV/AIDS prevention and healthy life promotion etc. represent positive models of participation.
89. The national legislation grants the right to choose the language of education and training at all levels of education. The right of citizens to education in their mother tongue is ensured by creating the necessary number of educational institutions, classes, and conditions for their operating. The network of pre-university institutions in the country includes 1489 institutions (schools, gymnasiums, high schools) of which 280 Russianlanguage and 82 mixed institutions.
NGOs which have submitted a report:
AI Amnesty International, London, United Kingdom*
ASCCS Association for the Support of Children with Convulsive Syndrome, Republic of Moldova
CLAPD Center for Legal Assistance for Persons with Disabilities, Republic of Moldova
CNR Roma National Centre, Chisinau, Republic of Moldova
CPTI Conscience and Peace Tax International, Leuven, Belgium*
ERT Equal Rights Trust, London, United Kingdom
GENDERDOC-M Information Centre GENDERDOC-M, Chisinau, Republic of Moldova
HelpAge HelpAge International, London, United Kingdom*
HRIC/CIDO Human Rights Information Center, Republic of Moldova
IDOM Moldova Institute for Human Rights, Chisinau, Republic of Moldova
JS1 Joint Submission No 1: Alliance of Active NGOs in Social Protection of the Child and Family (ASPCF) and Independent Experts: Tatiana Jalba, Elena Prohnitchi, Veaceslav Luca and Sergiu Rusanovschi, Chisinau, Republic of Moldova.
JS2 Joint Submission No 2: Coalition on Anti-Discrimination: National Youth Council in Moldova, CNTM; Informational Center “GenderDoc-M”; Roma National Center in Moldova, CNR; Resource Center for Human Rights, CReDO; Association of Roma people “Porojan”, Association “Young and Free”; Hyde Park civic initiative group; Center of Partnership for Development,CPD; Human Rights Institute, IDOM; National Center for Durable Development, CNDD; HomoDiversus association – observer member; “The Stoics” association for youth with functional disabilities; “Sprijin si Speranta” Association for support of persons with disabilities. The Association for Charity and Social Assistance “ACASA”; Center for Partnership and Development, CPD and HelpAge Moldova
JS3 Human Resource Group: 13 human rights activists
JS4 HomoDiversus; Human Rights Information Centre (CIDO) and the Association of Social and Cultural Development (“Delfin”), Chisinau, Republic of Moldova
TEAJCW The European Association of Jehovah’s Christian Witnesses, London, United Kingdom.
THe right to education is dealt with several times, in particular regarding the Roma people (13, 70-75)
13. JS2 reported that the Roma faced widespread and systematic discrimination when accessing employment, education, health care and social services. Similarly, CoE-CM mentioned that many of the Roma continued to live in isolated settlements in substandard housing and extreme poverty conditions, and had low rates of participation in the education system, and they often faced discrimination and sometimes hostile societal attitudes.
Right to education
70. JS1 stated that although the primary and secondary education were free of charge, the practice of informal payments was widespread in the education system. As a result, the children from poor families were prone to drop-out and to be subjected to discrimination.
71. JS1 reported that the enrolment rate had constantly decreased during the last years mostly in the rural areas. Furthermore, JS1 stated that the rural schools were ill-equipped and understaffed to meet the existing educational standards. 1
72. While noting the initiatives taken to improve the enrolment of Roma children at schools and their integration in the education system, CoE-ACFC was concerned that the main difficulties faced by the Roma in the education system persisted: lower enrolment in education, higher drop-out rates, much lower educational attainment and higher illiteracy rates among Roma compared to the majority population.
73. Furthermore, CNR claimed that unequal teatement by teachers who tended to give less attention to Roma children in the classrom and the discriminatory attitude towards Roma students discouraged them from attending school and became one of the reasons for school drop-outs among the Roma. It added that the problem of early marriages among the Roma communities was another reason that negatively affected education of children, which usually led to school drop-out, especially of Roma girls.
74. According to CNR, Roma faced difficulties in accessing higher education, because they were the last ones on the list of quota for disadvantaged groups. JS3 made similar observations. CNR recommended that the Government support the inclusion in the school system of all children of Roma origin and reduce drop-out rates, especially among Roma girls, in cooperation with Roma parents, associations and local communities.
75. JS1 reported that children with disabilities were generally studied in segregated educational settings, which offered reduced opportunities for the rehabilitation of these children. The access of these children to mainstream education was limited by the lack of comprehensive policies on inclusive education and the practical mechanisms for their integration in mainstream educational institutions. JS1 and JS3 recommended that the Government adopt the concept of Inclusive Education.
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JS2: Joint Submission No 2: Coalition on Anti-Discrimination: National Youth Council in Moldova, CNTM; Informational Center “GenderDoc-M”; Roma National Center in Moldova, CNR; Resource Center for Human Rights, CReDO; Association of Roma people “Porojan”, Association “Young and Free”; Hyde Park civic initiative group; Center of Partnership for Development,CPD; Human Rights Institute, IDOM; National Center for Durable Development, CNDD; HomoDiversus association – observer member; “The Stoics” association for youth with functional disabilities; “Sprijin si Speranta” Association for support of persons with disabilities. The Association for Charity and Social Assistance “ACASA”; Center for Partnership and Development, CPD and HelpAge Moldova.
JS1 : Joint Submission No 1: Alliance of Active NGOs in Social Protection of the Child and Family (ASPCF) and Independent Experts: Tatiana Jalba, Elena Prohnitchi, Veaceslav Luca and Sergiu Rusanovschi, Chisinau, Republic of Moldova.
JS3 Human Resource Group: 13 human rights activists
73.19. Eliminate discriminatory practices against persons with disabilities in the medical setting and ensure physical access of children with disabilities to educational and public institutions, as part of its implementation of the Strategy of social inclusion of persons with disabilities (Thailand);
73.22. Provide social services on health and access to education to children belonging to the most vulnerable groups (Uruguay);
73.23. Undertake efforts to prevent child labour, the segregation of children with disabilities in educational system and prevent the crimes committed against children, especially smuggling and sexual harassment (Poland);
73.59. Consider ways and means to ensure the right to education of children with disabilities, also in collaboration with the relevant international organizations and agencies (Italy);
75.24. Strengthen the training programmes on human rights for the benefit of law enforcement officials (Algeria);
76.11. Support and develop education programmes and institutions for national minorities in their mother-tongue (Russian Federation);
76.12. Maintain the network of pre-university institutions with access to education in minority languages in line with the recommendation by the Committee on Economic, Social and Cultural Rights on the guarantees for the rights of ethnic minorities (Bulgaria);
76.15. Establish legislation and the necessary measures to guarantee freedom of religion in the country, particularly in public education (Mexico).
Date of 1st review: 12 October 2011
Date of the 2nd review : October 2016
- Reports by States
- HCHR Summary
- Reports by NGOs and Civil Society
- Related Auxiliary Documents
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- Reports by States
- HCHR Summary
- Reports by NGOs and Civil Society
-Related Auxiliary Documents
Switzerland was reviewed on 8 May 2008. The troika consisted of Uruguay, Pakistan and South Africa.
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The following measures were taken by a coalition of Swiss NGOs prior to Switzerland’s appearance before the UPR in May 2008:
• Informing Swiss civil society actors of this new mechanism and making them aware of the importance of addressing certain issues on an international level in order to bring about improvements on a regional level;
• Creating a coalition of 30 NGOs and producing a joint report submitted to the High Commissioner of Human Rights;
• Lobbying State delegations with a view to submitting recommendations on the coalitions behalf. This coalition monitors in order to ensure a better implementation of fundamental rights in Switzerland.
See the Contribution of CIFEDHOP to the Drafting of the Declaration on Human Rights Education and Training (in French).
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Switzerland was reviewed on 29 October 2012. The troika consisted of Nigeria, Belgium and Costa Rica.
Point 30 deals with the right to education for foreign children who are born in Switzerland. Point 45 deals with Human Rights Education iin the context of the fight against racism. Points 77 and 78 are devoted to education.
30. The Federal Commission on Migration is of the opinion that weaknesses are still to be found in the area of children’s and young people’s affairs in connection with migration – especially the naturalization of foreigners born in Switzerland who do not benefit from a facilitated procedure and education for children and young people without residence permits.
45. The Service for Combating Racism carries out and coordinates activities to prevent racism, anti-Semitism and xenophobia and gives financial assistance to numerous projects in these domains. It funds integration and migration projects and human rights education, as well as projects in schools and for combating discrimination. In 2009, the Service published a legal guide to racial discrimination outlining the legal remedies available in cases of racial discrimination in all circumstances. Between 2010 and 2012, the Service offered approximately 40 training courses based on this guide. In 2010, it also published a study on strategies for combating right-wing extremism in Switzerland, which provides an overview of the different forms this extremism takes and the measures put in place to counteract it. For its part, the Special Service against extremism in the army, established in 2002, raises awareness and gives advice, training and information to members of the army, their relatives and their families when they encounter extremism.
77. The 2009 survey conducted by OECD under its Programme for International Student Assessment (PISA) showed that 15-year-old Swiss students continue to achieve good or very good results in all the subjects tested. Gender and social background are still influential variables, but the influence of migration status on performance has fallen significantly in the last few years.
78. In May 2011, the Confederation and the cantons put forward, for the first time, common objectives for education in Switzerland with a view to making better use of the opportunities and potential of the Swiss education system. This declaration of common objectives is based on the findings of the authorities’ long-term monitoring of education. One of the early outputs of that monitoring process was the publication of the first report on education in Switzerland, in February 2010. The report addresses equal opportunity, effectiveness and efficiency issues at each level of the education system.
NGOs which have submitted a report:
GIEACPC Global Initiative to End All Corporal Punishment of Children GSsA Groupe pour une Suisse sans Armée, (Geneva, Switzerland)
JS1 Joint Submission 1: Sexual Health Switzerland; Sexual Rights Initiative
JS2 Joint Submission 2: Istituto Internazionale Maria Ausiliatrice; and Association Points Coeur (IIMA) (Geneva, Switzerland)
JS3 Joint Submission 3: Swiss NGO Coalition for the UPR (Bern, Switzerland) (1)
JS4 Joint Submission 4: Fondation Suisse pour la Protection de l’Enfant (FSPE) ECPAT
JS5 Joint Submission 5: International Fellowship for Reconciliation (The Netherlands); Conscience and Peace Tax International (Belgium)
JS6 Joint Submission 6: World Evangelical Alliance (WEA); Swiss Evangelical Alliance (SEA⋅RES); Christliche Ostmission (COM) TdF Terre des Femmes (TdF) (Switzerland)
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(1) The following 47 organizations build the Swiss NGO COalition to the UPR
ACAT
Alliance Sud
Amnesty International, Section suisse
ask Arbeitsgruppe Schweiz-Kolumbien
Association mondiale pour l'Ecole instrument de paix, EIP
Association pour la prévention de la torture apt
Augenauf Zürich
AvenirSocial
Berner Beratungsstelle für Sans-Papiers
cfd : L’ONG féministe pour la paix
Centre international de formation à l'enseignement des droits de l'homme et de la paix CIFEDHOP
CODAP
Communauté Baha’i de Suisse
Conseil suisse pour la paix
Déclaration de Berne, DB
DeutschSchweizer PEN Zentrum
Egalité Handicap
EPER, Entraide protestante suisse
Famille arc-en-ciel
Fédération genevoise de coopération
FIAN Suisse
FIZ Fachstelle Frauenhandel und Frauenmigration
Groupe de travail Tourisme et Développement
humanrights.ch – MERS
IGA SOS Racisme
Incomindios Schweiz
Juristes démocrates de Suisse
Commission internationale des juristes, Section suisse
Ligue Suisse des Droits de l'Homme
NCBI Suisse
Coordination post Beijing des ONG suisses
Observatoire romand du droit d’asile et des étrangers, ODAE
Organisation Mondiale Contre la Torture, OMCT
Organisation suisse d’aide aux réfugiés, OSAR
Organisation suisse des lesbiennes, LOS
Pink Cross
Réseau suisse des droits de l’enfant
Sans-Papiers Anlaufstelle Zürich, SPAZ
Schweiz. Beobachtungsstelle für Ausländer- und Asylrecht, SBAA
Santé sexuelle suisse Service Social International Société pour les peuples menacés
Solidarité sans frontières, Sosf
Syndicat des services publics, SSP
Terre des Femmes.
Transgender Network Switzerland RGNS
Zwischengeschlecht.org
To the alternative report http://www.humanrights.ch/upload/pdf/120423_ONG-UPR_Suisse_rapport_final_Web.pdf
Date of first review : 6 October 2011
Date of 2nd review : October 2016
Togo was reviewed on 6 October 2011. The troika consisted of Poland, Botswana and Kuwait.
Four points in the national report deal with education (57 to 60) while Human Rights Education is one of the country's priorities as stated in point 107.
108. [...] • Continuation of educational activities and finalization of the national programme for civic training and education on human rights
7. Right to education and training
57. Article 35 of the Constitution sets out the principle of free and compulsory primary education for children up to the age of 15. This was previously referred to in executive order No. 16 of 6 May 1975 on the educational reform. The first stage of providing free education began in 2008 with the abolition of school fees for public preschools and primary schools under decree No. 2008-129/PR of 2 October 2008. This led to a 16 per cent rise in school enrolment rates, thereby bringing the net enrolment rate to 87.8 per cent.
58. To meet the challenge of achieving universal primary education by 2015 and thus reach MDG 3, in 2010 Togo adopted the education sector plan 2010–2020, with the triennial medium-term expenditure framework 2010–2012. Pursuant to this, the capacity of educational establishments was increased, more schools were created, new teachers were recruited and trained, and some educational establishments which had been set up as a result of local initiatives were transformed into public schools. The budget for primary school education was increased from 15,860,000,000 CFA francs in 2004 to 34,760,000,000 CFA francs in 2010. The secondary school budget was increased from 9,260,000,000 CFA francs in 2004 to 15,320,000,000 CFA francs in 2010.
59. Under outline act 2002-016 of 30 April 2002, the Ministry responsible for technical education and vocational training manages 18 centres for initial and in-service training. A number of secular and religious private schools also play a role in various training programmes. Despite the Government’s efforts to improve access to high-quality training, a shortage of technical resources and funds makes it impossible to fully meet the demand for training.
60. In terms of higher education, besides a few private establishments, which mainly offer courses leading to the advanced vocational training certificate, Togo boasts two public universities: the University of Lomé and the University of Kara. There has been a consistent rise in student numbers: in 2005, the University of Lomé had some 14,453 students, including 2,864 girls, and by 2010, enrolment had reached 41,342, including 9,958 girls, for a capacity of 15,000 places. Over this same period, the number of students at the University of Kara increased from 2,761 (including 366 girls) to 9,908 (including 1,848 girls) for a capacity of 5,500 places.
NGOs which have submitted a report:
AFPT Association Femme Plus Togo, Lomé, Togo;
BICE Bureau international catholique de l’Enfance, Geneva, Switzerland;
GIEACPC Global Initiative to End All Corporal Punishment of Children, London, United Kingdom of Great Britain and Northern Ireland;
IIMA Istituto Internazionale Maria Ausiliatrice, Veyrier, Switzerland*;
JS1 Joint Submission 1 presented by: Fédération internationale de l’Action des chrétiens pour l’abolition de la Torture*, Paris, France; Action des chrétiens pour l’abolition de la Torture-Togo, Lomé, Togo;
JS2 Joint Submission 2 presented by: ARC International, London, United Kingdom of Great Britain and Northern Ireland; International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA) and ILGA-Europe*, Brussels, Belgium;
MFWA Media Foundation for West Africa, Accra, Ghana;
OSC Plate forme des Organisations de la Société Civile, Lomé, Togo.
Several points of the summary deal with the access to education, in particular regarding persons with disabilities and girls.
12. CNDH notes that despite the existence of a legal framework for the protection of persons with disabilities, affected individuals continue to face difficulties, particularly in terms of limited access to education, inaccessibility of most public buildings for persons with physical disabilities, and a lack of care facilities for persons with mental disabilities. 17 CNDH recommends that Togo facilitate access for persons with disabilities to education and employment. 1
45. CNDH reports that, despite Government and civil society organizations’ efforts to raise public awareness of the issue, there is still a problem of low birth registration rates. IIMA notes that this affects the right to education.
66. ICCB reports that the rights to education and to vocational training are enshrined in the Constitution and in the Children’s Code. Education is mandatory for children of both sexes until the age of 15. ICCB also notes that the abolition of tuition fees for preschools and primary schools has resulted in an increased enrolment rate, which in turn has led to an increase in the education budget.IIMA notes the adoption in 2009 of a sectoral policy declaration on education (DPSE) and in 2010 of a sectoral plan for education (PSE), which both set ambitious goals to be attained by 2020 in the field of education.
67. ICCB notes that there are still many obstacles to attaining Millennium Development Goal 2 by 2015. They include very low levels of access to preschool education, high dropout rates, insufficiently adapted textbooks, lack of textbooks, poorly trained teachers, use of volunteers as teachers, insufficient Government monitoring and guidelines, limited school infrastructure, poor sanitary conditions, child exploitation, and the lack of school cafeterias.IIMA reports similar findings.
68. ICCB recommends that Togo increase the national education budget, implement the main recommendations of the national education policy adopted in 2008, ensure better monitoring and guidance for schools, undertake flexible and proactive practical measures and provide adequate funding to organize primary and secondary school education and ensure that it is free.
69. IIMA also notes that sociocultural and economic factors result in discrimination against young girls in education. IIMA recommends that Togo take the necessary measures to promote girls’ emancipation in the collective mentality to give them the same opportunities as men in education, work and society.
70. OSC reports that children with disabilities have difficulty getting into school buildings and accessing work tools, and also reports that there are no appropriate educational facilities for students with hearing or visual impairments. IIMA reports similar findings, adding that some beliefs made parents reluctant to send their disabled children to school.
Among the recommendations which Togo received, 15 deal with education.
46 - Create favourable conditions to facilitate the access of persons with disabilities to education and to employment (Djibouti);
64 - Continue to effectively fight against child trafficking and access to education of children with disabilities, and especially girls (Turkey);
73 - Set priorities to ensure the basic social and economic rights, particularly in the fields of employment, poverty reduction, education and healthcare. At the same time, priority policies and measures should also be provided to support the social vulnerable groups, like women, children and the poor people (Vietnam);
75 - Continue implementing programmes and measures to ensure the enjoyment of quality health and education services for all its population (Cuba);
77 - Continue to work for taking the necessary steps to achieve universal primary education by 2015 (Turkey); A - 100.78. Implement measures to ensure girls’ and women’s access to all levels of education and to ensure a higher level of women’s participation in public life (Norway); © Copyright 2012, UPR Info 6 A - 100.79. Inform children with disabilities that they have the right to education on an equal basis with other children, and build capacity with organizations of persons with disabilities (Slovenia);
81 - Implement necessary measures to reduce the relative high drop-out rate in primary schools (Norway);
82 - Poursuivre la consolidation du système éducatif selon les besoins de la population en tant qu?unique moyen de progresser vers un véritable développement à visage humain, la communauté internationale devant apporter son aide et sa coopération sans poser de conditions pour remédier au manque d?enseignants et répondre aux besoins en matière d?infrastructures scolaires (Venezuela);
83 - Continue to give special emphasis to address the issue of women’s illiteracy (Turkey);
84 - Strengthen its efforts to combat illiteracy (Islamic Republic of Iran);
85 - Seek technical and financial assistance from the international community in order to build the capacity of those working in the field of human rights towards the improvement of their activities for the benefit of the population; to achieve envisaged objectives in the field of administration of justice, construction and/or rehabilitation of prisons in accordance with international standards; to implement the recommendations by the Commission on Truth, Justice and Reconciliation; to introduce human rights in school curricula and; to harmonize national legislation with international instruments (Chad);
111- Take measures to ensure free and compulsory primary education (Brazil);
117 - Pursue its efforts in order to complement its commitments towards the promotion and protection of human rights by ratifying the relevant international instruments and, in particular, the 1960 UNESCO Convention Against Discrimination in Education (Republic of Moldova);
118 - Ratify the UNESCO Convention Against Discrimination in Education (Hungary); Cette convention a été ratifiée par l'Assemblée nationale en décembre 2011.
Le 17 janvier 2012 s'est tenu à Lomé, un atelier de restitution des recommandations faites au Togo à l’issue de l’Examen Périodique Universel (EPU) du conseil des droits de l’homme de l’ONU.
Cette rencontre regroupait les membres de la commission interministérielle de rédaction du rapport nationale des droits de l’homme et visait à sensibiliser les acteurs sur ces recommandations en vue de sa mise en œuvre.
Il s’agissait pour ces acteurs de se familiariser et de posséder le contenu de ces recommandations afin de trouver des plans d’actions adéquats pour leur mise en œuvre.
http://www.radiolome.tg/template.php?pg=affichenews&idnews=9555
Voir également :
« Les initiatives au Togo » par Yao Dogbe
Posted by Yao GODBE. The follow-up to the UPR of Togo has now a national plan of action resulting from two workshops held in Kpalimé and Notse respectively from February 14th and from February 29th to March 2nd 2012.
Download the «Plan d’action du gouvernement pour la mise en œuvre des recommandations issues de l’Examen Périodique Universel (EPU)» in PDF format (French)
Date of 1st review : 8 april 2008
Date of 2nd review : 22 may 2012
Date of next review : 2017
First review: 8 avril 2008
The troika consisted of Bosnia and Herzegovina, Mauritius and China.
Part of Tunisia's report deals with progress made in diffusing a culture of Human Rights.
43. In accordance with the objectives laid down in international human rights instruments, human rights education has been introduced as widely as possible while appropriate programmes for the revision of all school curricula, including all textbooks without exception, have been implemented at the various levels of primary and secondary education. Human rights education has also been extended to all higher education bachelor’s or master’s degrees, in the form of compulsory cross-cutting modules.
44. Efforts in this regard have been aimed, in particular, at rooting out all forms of indoctrination from curricula and restoring the core mission of schools and the various educational institutions in accordance with the 1991 Act on the education system, namely:
These strategic guidelines were reaffirmed and strengthened in 2002 in the context of the education system reform aimed at enabling schools to provide education based on the promotion of human rights, the rejection of discrimination, extremism and all forms of fanaticism.
45. By way of illustration, Tunisian religious instruction manuals, in particular those intended for upper secondary school pupils, place emphasis, inter alia, on the following themes: “the need to avoid religious conflict”, “knowledge as a bulwark against fanaticism”, “education as a factor of freedom and harmonization of religion and modernity”, “education as the enemy of dictatorship”, “the Age of Enlightenment in Europe”, “the importance of consultation, tolerance and dialogue”.
46. These same guidelines are applied in higher education where human rights education, in accordance with Tunisian legislation and international instruments, and in the context of the implementation of the new Bachelor’s/Master’s/Doctorate reform, is a compulsory cross-cutting module in all bachelor’s and master’s degrees.
47. A culture of human rights is also spread through the training and retraining programmes of a number of occupational groups, notably judges, lawyers, law-enforcement officials, prison personnel, health workers including psychologists, and social workers. Thus, two decisions of the Ministry of Justice and Human Rights dated 26 June 1993 introduced this subject into the training programmes implemented by the Higher Institute of the Judiciary for serving judges, junior magistrates and judicial officials acting as a public officer. Other institutions are participating in these programmes, such as the Centre for Legal and Judicial Studies (established in 1992) and the Prisons and Rehabilitation Training School (established in 1996).
48. In the context of its commitment to the United Nations Decade for Human Rights Education (1995-2004) and of the implementation of the first phase of its new programme (2005-2007), the Government supported organizations and associations in such activities as studies, training courses, seminars and other events for awareness-raising, teaching and dissemination of human rights values and rules.
Many NGOs have submitted reports, two of them concerning education: the Congrès Mondial Amazigh and Tamazgha
AKHR: Al Karama for Human Rights;
AI: Amnesty International;
ARSIC: Association de Recherches en Sciences de l’Information et de la Communication;
APT: Association des Parlementaires Tunisiens;
ATUCOM: Association Tunisienne de Communication;
ATCT: Association Tunisienne de la Culture Numérique;
ATDE: Association Tunisienne des Droits de l’Enfant;
ATSIDA: Association Tunisienne de lutte contre les maladies sexuellement transmissibles et le SIDA;
ATSN: Association Tunisienne de Solidarité Numérique;
ATM: Association Tunisienne des Mères;
ATIM: Association Tunisienne d’Internet et de Multimédia;
ATTR: Association Tunisienne pour le développement de la Technologie numérique et des Ressources humaines;
ATLAS: Association Tunisienne pour l’Auto-Développement et la Solidarité;
ATPNE: Association Tunisienne pour la Protection de la Nature et de l’Environnement;
ATVT: Association tunisienne pour les victimes de terrorisme;
CMA: Congrès Mondial Amazigh;
FTSS: Fédération de Tunis pour la Solidarité Social;
FIDH/CNLT/LTDH: Fédération Internationale des Ligues des Droits de l’Homme/Conseil national pour les libertés en Tunisie/Ligue tunisienne des droits de l’Homme, rapport conjoint;
FL: Front Line Defenders of Human Rights defenders - International Foundation for the Protection of Human Rights Defenders;
GIECP: Global Initiative to End All Corporal Punishment of Children; HRW: Human Rights Watch;
ILGA: (ILGA-Europe, Pan African ILGA, Coalition of African Lesbians, The Rainbow Project, International Gay and Lesbian Human Rights Commission and ARC International), rapport conjoint;
ICJ: International Commission of Jurists;
PEN: International PEN, International Publishers’ Association, World Press Freedom Committee;
IHRC: Islamic Human Rights Commission;
La Fondation El Kef pour le Développement Régional;
ONET: Organisation Nationale de l’Enfance Tunisienne;
Organisation Tunisienne de Défense du Consommateur;
Organisation Tunisienne de l’Education de la Famille;
Organisation Tunisienne des Jeunes Médecins Sans Frontières (Association Tunisienne des Diabétiques);
Panafrican Federation of Disable Peoples;
RSF: Reporters sans Frontières;
Tamazgha;
TMG: Tunisia Monitoring Group;
Union Nationale de la Femme Tunisienne;
Union Tunisienne d’Aide aux Insuffisants Mentaux;
VA: Vérité Action;
OMCT: World Organisation Against Torture;
National Human Rights Institution: CSDHLFT: Comité Supérieur des Droits de l’Homme et des Libertés Fondamentales de Tunisie.
Education has been dealt with twice.
7. In its contribution, the Amazigh World Congress (CMA) expressed concern at the fact that legislation and institutional practice try to promote the Arab-Islamic identity exclusively and that, in its view, Tunisia simply denies the very existence of hundreds of thousands of Tunisian Amazighs, who comprise an indigenous non-Arabic population with its own identity (language, traditions, culture, etc). Similar concerns were raised by Tamazgha, which further indicated that the Berber language is not taught in the Tunisian educational system and that textbooks do not cover the Berbers’ history or civilization. Tamazgha further added that the Berber culture is not one of the targets for cultural development, promotion and support projects.
8. Concerns were also expressed by CMA at the fact that, as Amazigh society and culture are invisible, Amazigh children go through an education system that falsifies their history, conflicts with their personal beliefs, suppresses their freedom of conscience and despises their culture. CMA notes that the Amazigh do not have the right to form social or cultural associations; Amazigh given names are banned, there is no news in the Amazigh language in the written press or the State broadcast media in Tunisia; no Amazigh cultural activity receives State funding; and Amazigh groups in Tunisia have no right to cultural expression in their own language. Similar concerns were echoed by Tamazgha. Furthermore, according to CMA, he system of police surveillance and “preventive” institutional violence (threats, intimidation) act as effective deterrents, and Amazighs in Tunisia dare not even say openly and without fear that they are Amazighs and they even stop themselves speaking their language in public. They are thus safe from police threats, but at the price of silence and the repression of their identity.
Of th 12 recommendations received by Tunisia, just one was on education
A.1 Recommends that Tunisia pursue its programmes and consolidated approach in the promotion and protection of all human rights including in the field of education, health and the promotion of the status of women (Syrian Arab Republic) as well as the empowerment of women. (Cuba)
Tunisia was reviewed on 22 May 2012. The troika consisted of Senegal, United States of America and Romania.
Tunisia's report deals with education several times, devoting one point (60) to Human Rights Education.
5. Creation of stakeholders in the sphere of human rights
60. Tunisia follows a policy of human rights education consistent with the wider directions of phase two of the 2010-2014 action plan of the World Programme for Human Rights Education, prepared by OHCHR in consultation with the United Nations Educational, Scientific and Cultural Organization (UNESCO). This plan focuses on human rights education in higher education, for teachers, educators and staff, as well as those responsible for law enforcement, including judges, lawyers, prison staff, internal security officials and those employed in the social and military spheres.
The following have contributed to the UPR:
AI Amnesty International, London, United Kingdom of Great Britain and Northern Ireland;
AISPP Association internationale de soutien aux prisonniers politiques, Tunisia;
Alkarama Alkarama, Geneva, Switzerland;
ATDP Association tunisienne pour le développement politique tunisien, Tunisia;
ATJA Association tunisienne des jeunes avocats, Tunis, Tunisia;
CMA Congrès mondial Amazigh, Paris, France;
CNLT Conseil national pour les Libertés en Tunisie, Tunis, Tunisia;
CTPDPSH Collectif tunisien pour la promotion des droits des personnes en situation de handicap; Tunis, Tunisia;
ECLJ European Centre for Law and Justice, Strasbourg, France;
GIEACPC Global Initiative to End All Corporal Punishment of Children, London, United Kingdom of Great Britain and Northern Ireland;
HRW Human Rights Watch, New York, United States of America;
IFEX-TMG International Freedom of Expression Exchange Tunisia Monitoring Group (IFEXTMG) composed of: ARTICLE 19, Canadian Journalists for Free Expression (CJFE), GE.12-11792 13 Cartoonists Rights Network International, Index on Censorship, International Publishers Association (IPA), Norwegian PEN, World Association of Community Radio Broadcasters (AMARC), World Association of Newspapers and News Publishers (WAN-IFRA), and the Writers in Prison Committee (WiPC) of PEN International; Joint Submission;
JS1 Joint Submission 1 submitted by Arab NGO Network for Development; The Forum for Social Sciences in Tunisia; and The Center for Economic, Social and Cultural Rights-Tunisia;
JS2 Joint Submission 2 by Amnesty International - Section de Tunisie, Association internationale de soutien aux prisonniers politiques, Association des juges tunisiens, Association tunisienne des femmes démocrates, Association tunisienne de tolérance, Tunisian Forum For Youth Empowerment, Forum Al Jahed, Union des Diplômés Chômeurs; Tunisia;
JS3 Association tunisienne de lutte contre les maladies sexuellement transmissibles et le sida (ATLMSTSIDA) and Association tunisienne de prévention de la toxicomanie (ATUPRET), Tunisia, Joint Submission; JS4 Observatoire «VIH et droits Humains» and Association tunisienne pour la défense des libértés individuelles, Tunis, Tunisia (joint submission);
LTDH Ligue tunisienne pour la défense des droits de l’homme, Tunis, Tunisia;
OCTT Organisation contre la torture en Tunisie, Tunis, Tunisia.
The summary by the High Commissionner for Human Rights talks about education only at point 69.
69. JS1 (1) recommended that Tunisia immediately rehabilitate and support the infrastructure of the damaged schools; guarantee equal access of all citizens in all regions to education; and continue revising the education curricula. 130
---------
(1) JS1 Joint Submission 1 submitted by Arab NGO Network for Development; The Forum for Social Sciences in Tunisia; and The Center for Economic, Social and Cultural Rights-Tunisia
Recommendations which deal with education
19. Enhance measures on public awareness-raising and professional education to support the implementation of the law of 2010 amending article 319 of the Penal Code to remove the clause which provided a legal defence for the use of corporal punishment in child rearing (Indonesia);
21. Continue its efforts in strengthening the education system and the legal framework to protect the rights of children in accordance with its obligations under the Convention on the Rights of the Child (Singapore);
24. Adopt and implement appropriate measures to ensure that persons with disabilities, particularly women and girls, have access to an inclusive education system, and that they can participate effectively and fully in political and public life on an equal basis with others (Portugal);
70. Continue to seek technical cooperation and assistance in the field of human rights education and training (Thailand);
85. Continue to pursue current policies to ensure the enjoyment of all human rights by all Tunisians, particularly with regard to health and education (Cuba);
91. Pursue and strengthen efforts to eradicate differences between the regions and between urban and rural areas in the sphere of education (Djibouti);
Date of first review: 13 May 2008
Date of the 2nd review: 24 October 2012, 9:00-12:30
Ukraine was reviewed on 13 May 2008. The troika consisted of the Republic of Korea, the Russian Federation and Guatemala.
The report deals with education on a few occasions, namely concerning police training in Human Rights (points 106-111)
26. National legislation and the regulating of ethnic issues in education are formulated pursuant to international norms and the recommendations contained in the Universal Declaration of Human Rights, the Frame Convention on Protection of National Minorities, the European Charter of Regional Languages or Minority Languages, The Hague recommendations on the rights of national minorities to education, and other documents.
31. The requirements of the United Nations Convention on the Rights of the Child are reflected in the Law of Ukraine “On the Protection of the Child”, which sets protecting the rights of children to life, health, education, social security and all-around development as a national priority.
35. Throughout 2007 the Ministry of Education and Science, educational administrations, and educational institutions devoted increased attention to the prevention of cruelty, violence, neglect and homelessness among children.
42. As of 1 January 2008, 1,548 teenagers who should have been attending school were not. To reinforce the right of a child to education, prosecutor issued almost 2,000 orders and petitions and challenged over 1,300 illegal acts. As a result of prosecutor interventions, almost 3,000 officials were charged and 4 million UAH in scholarships, assistance and other payments were paid over to pupils and students.
92. In December, 2005 the Ministry of Internal Affaires established the Community Council, which is responsible for the protection of human rights. The council consists of a number of groups working in different areas involving human rights: detentions and investigation; election campaigns; prevention of domestic violence, including cruelty to children and human trafficking; refugees and immigrants; protection of privacy; racism and xenophobia; narcotic use prevention; legal and social protection of Ministry staff; gender A/HRC/WG.6/2/UKR/1 Page 12 equality within the Ministry; and education in human rights. In June, 2007, similar councils were established in each region of Ukraine. The councils include representatives of international, Ukrainian national and regional organizations, educational institutions, and mass media.
VII. HUMAN RIGHTS AND POLICE TRAINING
106. Serious attention is now being directed to studying human rights issues in the education and trainings of police officers.
107. Eight new disciplines related to human rights have been introduced at the BA and MA level in institutions of higher learning within the police system.
108. In 2006-2007 the OSCE together with Kharkiv Institute of Social Studies and the International Renaissance Foundation conducted training for upgrading the effectiveness of community councils and over 110 qualified members of mobile groups were prepared.
109. In 2007, Amnesty International was involved in the training of 700 police officers on dealing with hate crimes. Practical training in applying decisions of the European Court of Human Right was held together with OSCE for lecturers and MA students in educational institutions of Ministry of Internal Affaires.
110. Human rights issues are studied in secondary schools as part of the regular curriculum and are supplemented with optional courses and electives. A course entitled “Basic Law” is now obligatory and human rights are included in the program.
111. Profile education provides additional opportunities in legal and civil education, particularly in social sciences and the humanities, combining history, law, philosophy, and economics. Lectures on human rights are given courses like “Practical law”, “We are Citizens”, and “Civil Education”. The optional course “Human Rights” is recommended for senior professional schools. The optional course “Learning Humanitarian Law” has been taught in Ukraine since 2000 and has among its priorities the protection of human rights.
Download the report http://www.upr-info.org/IMG/pdf/a_hrc_wg6_2_ukr_1_e.pdf
Civil society organizations which have submitted a report
. Amnesty International
. Donetsky Memorial
. Human Rights Watch
. Human Rights Without Frontiers
. Kharkiv Human Rights Group
. Nash Mir Gay and Lesbian Center
. Ukrainian Helsinki Human Rights Union
. Unrepresented Nations and Peoples Organization
The summary of information issued by the civil society mentions the right to education twice, concerning asylum-seekers, foreigners (7) as well as Roma people (9).
7. AI (Amnesty International) reported that asylum-seekers and foreigners living in Ukraine often suffer racist attacks from members of the public and are subjected to racist treatment at the hands of the police, including disproportionately frequent document checks. There are no government statistics for the number of racist crimes and most racist attacks are classified by the police as “hooliganism”. AI highlighted that Article 161 of the Criminal Code related to racially motivated crimes is flawed because if applies only to victims who are citizens. 16 UHHRU (Ukrainian Helsinki Human Rights Union) also noted that reports of acts of violence against people from Africa, Asia and the Caucasus have become more frequent. Members of these groups claim that law enforcement officers constantly ignore, and sometimes even support, acts of violence against them. They are especially discriminated against at work, when renting accommodation, as well as when exercising their right to education. The Council of Europe’s Commissioner for Human Rights (CoE CHR) reported that anti-Semitic trends seem to be a worrying trend in Ukraine, and that there is a true risk of and anti-Semitic epidemic. AI recommended that the Government review legislation relating to racist crimes and ensure that law enforcement officers, prosecutors and judges involved in enforcing the law relating to racist crimes fully understand the nature of such crimes. The CoE CHR recommended that the Government reinforce efforts to forcefully combat racist, xenophobic and anti-Semitic behaviours and provide legal guarantees against discrimination of refugees on grounds of race, religion or country of origin.
9. UHHRU maintained that public attitudes to Roma remain negative, prejudice against them being more widespread than in relation to any other national minority. Roma face regular systemic discrimination in virtually all sectors, including access to personal documents, education, housing, health care, employment and social services. According to UHHRU, in comparison to other ethnic groups, the level of unemployment among Roma is, on average, the highest and their living conditions are the worst. School attendance figures for Roma children remain low. The CoE CHR recommended Ukraine develop programmes to ensure the social integration of Roma, notably through support of small-scale businesses, access to education and access to infrastructures.
Download OHCHR Summary of stakeholders’ information http://www.upr-info.org/IMG/pdf/a_hrc_wg.6_2_ukr_3_e.pdf
Two recommendations addressed to Ukraine deal with education, of these one deals with Human Rights Education (point 31).
28. To ensure full and effective compliance of national legislation and law enforcement practices, particularly in the areas of education and mass media with the obligation of article 27 of the International Covenant on Civil and Political Rights and the obligations that derive from Ukraine being party to other international legal instruments, including on the protection of national minorities (Russian Federation)
31. To develop a national strategy for human rights education in the school system in accordance with the Plan of Action 2005-2009 of the World Programme for Human Rights Education, including the review and revision of curricula and textbooks, the training of teachers and the practice of human rights in the school community (Italy)
Download the recommendations http://www.upr-info.org/IMG/pdf/recommendations_to_ukraine_2008.pdf
Ukraine was reviewed on 24 October 2012. The troika consisted of Cameroon, Saudi Arabia and Ecuador.
Date d'examen : 5 novembre 2010
Pour accéder aux documents clés du dernier examen, suivre ce lien
Tous les documents sur le site du Haut Commissariat aux droits de l'homme
Date of first review: 5 November 2010. The troika consisted of Cameroon, France and Japan.
The national report mentions education a few times.
8. Fairness and equality in education
47. The United States is committed to providing equal educational opportunities to all children, regardless of their individual circumstances, race, national origin, ethnicity, gender, or disability. Consistent with this commitment, the federal government uses educational programs to ensure that federal dollars assist underserved students and develop strategies that will help such students succeed. The federal government has also taken steps to ensure that students with disabilities have access to technology, and to provide lowincome students and students of color with increased access to early learning and college.
In addition, the Department of Education administers and promotes programs that seek to provide financial aid to all students in need; promotes educational equity for women and students of color; assists school districts in offering educational opportunities to Native Hawaiians, American Indians, and Alaska Natives; and provides grants to strengthen historically Black colleges and universities and other institutions serving previously underserved populations.
48. Additionally, the Departments of Justice and Education enforce numerous laws, including the Civil Rights Act of 1964, the Americans with Disabilities Act of 1990, the Patsy T. Mink Equal Opportunity in Education Act of 1972 (Title IX), and the Rehabilitation Act of 1973, that prohibit discrimination on the basis of race, color, national origin, sex, disability, and age with regard to education. In this capacity, the Justice Department is a party to more than 200 court cases addressing equal opportunities for students, and is involved in numerous out-of-court investigations, many of which have led to settlement agreements. The Department of Education investigates and resolves civil rights complaints filed by individuals, resolving 6,150 such complaints in the most recent fiscal year, and initiates compliance reviews where information suggests widespread discrimination. The Individuals with Disabilities Education Act (IDEA) requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs.
49. The federal government is working closely with civil society groups–the representatives of which frequently raised the issue of education in our UPR consultations—and with state and local education authorities in our fifty states to address the factors that contribute to the education “achievement gap,” and to ensure equality and excellence for all children in public schools, and particularly African-American and Hispanic children and children for whom English is a second language, who, like others, find linguistic discrimination a barrier to full participation.
68. Through the American Recovery and Reinvestment Act of 2009, the current Administration has made an unprecedented financial commitment of almost $100 billion to education. In November 2009, the Administration announced the Race to the Top program, a $4.35 billion fund that is the largest competitive education grant program in U.S. history. It is designed to provide incentives to states to implement large-scale, system-changing reforms that improve student achievement, narrow achievement gaps, and increase graduation and college enrollment rates. Additionally, Recovery Act funds are being used to promote high-quality early childhood education, provide an increase in available financial aid and loans for postsecondary school, and provide $12 billion for community colleges to give access to workers who need more education and training..
Joshua Cooper, coordinator of the US Human Rights Network, a coalition of several hundreds NGOs active in the US, believes civil society should start working between 12 and 18 months before the exam and should continue during the years following the UPR, that is during the follow-up phase when the State should implement the recommendations.
Although the United States have ratifies only three international Conventions (ICCPR, CAT, ICERD), civil society's action can be based on different international Human Rights texts such as:
Civil society has started working on the UPR between July and november of 2009.
Creation of an NGO coalition. Many organiyations have been contacted for this purpose. A committee has been set up and important discussions have enabled to establish a list of 25 priorities. Because of the size of the country, consultation has often been carried out by phone or video conference.
Drafting a summary. During one meeting in November, the 25 priorities (which included civil rights, economic responsibility, native peoples, environment, migrants' rights, housing rights, political prisoners etc.) have been condensed in a very short document of less than two pages. Meanwhile, many specific reports of 5-10 pages have been drafted for the HCHR. One of the most interesting aspects of this phase has been the creation of a wide civil society network where an incredible number of actors have been able to communicate and coordinate in order to better point out the indivisibility of Human Rights within the proposed recommendations.
Cooperation with the government. The new government has launched a series of consultations with civil society in twelve cities. The authorities have only listened to the people's issues without promising any actions to tackle problems.
Organizing a press conference. This has been done in April 2010 in the symbolic city of Philadelphia (historically very important for the American revolution) upon the deadline for the submission of civil society contributions for the HCHR summary.
The project « Testify! » has been an initiative through which people could send in amatorial short videos. This has enabled many Americans to denounce cases of injustice which have been posted on YouTube.
In August 2010, four months after the NGOs' mobilization, the government has submitted the its own report. Civil society has reacted to this with a press release criticizing the weal points of the national report. There have been parallel events at the UN in Geneva during the Human Rights Council session, a marathon of meetings with diplomatic missions, some more meetinngs with diplomats at the UN in New York and in Washington.
Lobbying delegates:
Organization of parallel events. It's important to plan these events to be held between 1pm and 3pm in order to attract a large audience.
Participation to events organized by the US in Geneva and Washington.
The network wants to work mainly with the media in order to spread knowledge of the UPR and its recommendations in the USA, so that recommendations may be implemented.
The examples of the action by MBDHP and by the American NGOs coalition show the importance of joint action by national civil society organizations in order to increase the power of the NGO's recommendations. Meanwhile, it is necessary to start to work several months before the UPR, so that actions may be well organized and recommendations chosen according to which are most important.
Excerpts of the summary established by the High Commissioner for Human Rights concerning education.
Right to education and right to participate in the cultural life of the community
67. USHRN indicated that the education system is highly segregated.
(109) Lack of adequate funding and zero-tolerance discipline policies push young people out of school.(110) USHRN called on the US to implement the recommendations of CERD regarding school
segregation and discrimination in educational opportunities. (111) CESR referred to gaps in educational achievements among ethnic groups (112).
68. FFF encouraged the creation of a national human rights education curriculum (113).
(109) USHRN, paragraph 29. See also USHRN separate document on Education and Toward Economic
and Social Rights in the United States: From Market Competition to Public Goods.
(110) USHRN, paragraph 28. See also USHRN separate document on Education.
(111) USHRN, paragraph 39.
(112) CESR, paragraph 10.
(113) FFF, page 2.
Excerpts from the recommendations addressed to the United States relating to education
62. Review, reform and adequate its federal and state laws, in consultation with civil society, to comply with the protection of the right to nondiscrimination established by the Convention on the Elimination of all Forms of Racial Discrimination, especially in the areas of employment, housing, health, education and justice. (Bolivia);
67. Take legislative and administrative measures to address a wide range of racial discrimination and inequalities in housing, employment and education (DPR of Korea);
70. Take appropriate legislative and practical measures to improve living conditions through its prisons systems, in particular with regard to access to health care and education (Austria);
87. Incorporate human rights training and education strategies in their public policies (Costa Rica);
100. End all forms of racial discrimination in terms of housing, education, health care, social security and labor (Libya);
109. Promote equal socio-economic as well as educational opportunities for all both in law and in fact, regardless of their ethnicity, race, religion, national origin, gender or disability (Thailand)
See all Recommendations http://www.upr-info.org/IMG/pdf/recommendations_to_united_states_2011.pdf
No follow-up to the implementation has been registered to this date.
2nd cycle 22nd session (May/June 2015)
Deadline for the submission of the national report: November 1st 2014
Date of the first review : 11 December 2008
Date of the 2nd review : 24 april 2013
Date of first review: 11 December 2008
The troika consisted of Egypt, Indonesia and Nicaragua.
Disability Awareness in Action (DAA) reported that in spite of a strong legislative
framework for inclusion, social discrimination of persons with disabilities remains a significant obstacle to full inclusion. [...] Although 40 per cent of children with disabilities attend mainstream schools, obstacles in accessing educational opportunities and overcoming social prejudice persist for many families. Children with disabilities are too frequently placed in state institutions with only minimal educational opportunities. There is lack of appropriate infrastructure to ensure persons with disabilities physical access to public and private institutions. (point 4 in the summary)
NGOs which have submitted a report
Date of first review: 9 May 2008
Date of 2nd review: 30 October 2012