Presentación del FEI en la Asamblea General del Comité Europeo por la Enseñanza Católica en Berlín

El pasado 20 y 21 de abril OIDEL participó en la Asamblea General de el Comité de la Enseñanza Católica en Berlín. Los miembros del Comité son las representaciones de los distintos grupos de escuelas católicas en los distintos países de Europa. Es importante mencionar que la Enseñanza Católica representa el grupo más grande de escuelas privadas en Europa representando más del 50% de las escuelas privadas en países como Bélgica, España, Francia, Eslovaquia, Austria entre otros.

OIDEL realizó la presentación de la investigación más reciente, el Índice de Libertad de Enseñanza. Centrándose sobre todo en las relaciones relativas a la región educativa Europa Oeste y Norte América. Los asistentes se sorprendieron al ver que a pesar de las amenazas a la libertad de enseñanza en países como Suecia, Eslovaquia o Portugal la libertad de enseñanza ha seguido creciendo en Europa desde 2002. Igualmente la presentación sirvió para mostrar que no se puede afirmar la libertad de enseñanza tenga efectos negativos sobre la cohesión social o la libertad de enseñanza, argumentos típicos en varios países ambos para su limitación.

Los asistentes al evento tuvieron la oportunidad al final del evento de clarificar sus dudas y proponer formas de difusión a dicha investigación. Para OIDEL este encuentro supuso la posibilidad además de conocer de más cerca algunas de las dificultades y oportunidades que las escuelas no gubernamentales encuentran en los distintos países de Europa.

Ignasi Grau


The 12th of March OIDEL participated in a seminar entitled “The importance of pluralism in a national school system”.

Sweden has elections the 9th of September of this year. In this context many parties have started to heat the electoral campaign. On this regard the Social democrats have announced a few weeks ago as an electoral promise that they will ban all religious schools in Europe to tackle radicalization. Many newspapers and different stakeholders of the educational domain have reacted critically to this promise.

For better or worse, educational freedom seem that is going to be one of the main issues in the next Swedish elections. In order to have some international and human rights perspective to this debate Christian Schools organize a seminar at the Swedish Parliament sponsored by the Christian Democrat Party.

OIDEL was invited and we presented the new Freedom of Education Index, which consists of a Comparative Approach of the Freedom of Education Index. The aim of the presentation of OIDEL was to show that freedom of education was an essential part of the right to education as we can observe in the article 26 of the Universal Declaration of Human Rights or in the article 13 of the International Covenant on Economic, Social and Cultural Rights. Also, we shared a part of the research of the Freedom of Education Index, to show that freedom of education does not have any effect on the social cohesion or the quality of an educational system. On this regard, we can point that the success of a freedom of education is a matter of political will.

Per Kristensen of ECNAIS presented the importance of freedom of education to ensure pluralism. Then there were two different presentations explaining the Swedish situation in a more global context done by Sven Magnusson and Lars Brandström. The event finished with a song sang by the member of the Parliament: Roland Utbult.

Ignasi Grau




Last Wednesday, March 14, OIDEL attended the interactive dialogue on minorities of the Special Rapporteur Mr. Fernand de Varennes. The report identifies four priority issues for his mandate: statelessness and the human rights of minorities; ethnic conflicts, minority rights and promoting inclusiveness and stability; tackling hate speech, xenophobic rhetoric and incitement to hatred against minorities; and education as a human right and its contours and impact for minorities.

These are extremely important issues for minorities. Beyond these priorities, the report highlights the importance of giving more visibility to minorities. It also underscores the crucial role that young people belonging to minorities play in the promotion and protection of the rights of their communities, particularly through the use of digital media and various social media platforms. The Special Rapporteur stresses the importance of including young people belonging to minorities in decision-making processes, which transform them into active agents of change in their respective contexts.

Focusing on the education issue, it is worth noting that it is the first time that a thematic report on education has been prepared within the framework of this mandate, despite the importance of education as a fundamental human right essential for the preservation of identity of minorities. However, some United Nations agencies and other entities have addressed the issue of education from different perspectives, for example in relation to language rights and racial discrimination.

One of the most important problems for minorities and many states around the world continues to be the difficult access to quality education without discrimination. The report determines that education is not only a key component of the protection of the identity of minorities, but it is fundamental for their effective and full inclusion in society. The Special Rapporteur considers that this is a main thematic priority of his mandate, since the existence of minorities should no longer be merely tolerated or accepted.

Finally, the Special Rapporteur hopes to continue promoting the implementation of the Declaration on the Rights of Minorities, by implementing the mandate and taking advantage of the knowledge and experience of international organizations, civil society groups and other interested parties. Likewise, it is necessary to continue working on the clarification of the nature and human rights of minorities in the field of education, particularly regarding the use of a minority language as a teaching language. This issue occupies a predominant place in many contexts.

Regarding the intervention of some States, all agreed that education is a tool to empower minorities. They also highlighted the important role that education plays and the need to continue advancing and working in this area.

Once again, OIDEL took the floor to make the following oral statement as it follows:


“Thank you Mr. President,

Firstly, we will like to congratulate the new Special Rapporteur on minority issues Mr. Fernand de Varennes and we wish him every success in his work. We also want to take the opportunity to offer him our support and assistance during his mandate.

We celebrate that among the priorities of the new mandate the Special Rapporteur has highlighted the right to education. We want to highlight the important role that education plays for the protection of minorities as it is already recognized in article 4.4 and 4.5 of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities. Education is a cultural right and as Emmanuel Kant said it is the process through a man becomes a man in all the spheres, including the identity. The human being cannot be conceived as an isolated island and therefore this is why it is so important that the education a child receives is culturally rooted. The respect of the cultural dimension of education enables children to understand in a holistic way who they are, where do they come from and to understand its surroundings. This is a particularly important in the context of the protection of minorities.

To guarantee the respect of the cultural dimension of education and to guarantee minorities rights, the existence of alternative schools to mainstream system is required. On this regard, we can underline the important role that the Christian Schools are playing for Christian minorities in the Middle East, the Jewish Schools in Europe or the Maori School in New Zealand. On this regard, it is also important to highlight that the States fund these schools. We cannot acknowledge proper recognition of minorities if they have to pay more to attend to schools respectful with their culture.

Thank you.”


Mar Clavijo







WORLD PROGRAMME FOR HUMAN RIGHTS EDUCATION What to focus for the fourth phase?

DXm40trX0AARXNiFirst, it is appropriate to determine who is part of this World Programme. The NGO Working Group on Human Rights Education and Learning (NGO WG on HREL) of the NGO Committee on Human Rights, Geneva, comprising more than 50 NGOs (including OIDEL), aims to ensure civil society participation in the processes of global policy making on human rights education in relation to United Nations institutions, principally the UN Human Rights Council.

The World Programme for Human Rights Education is a global initiative, which aims to provide a common sense of purposes, goals, and action as well as an incentive to enhance human rights education around the world. Thus, two objectives of the NGO WG should be highlighted:

  • To bring and share the views of the different stakeholders, particularly Member States, relevant intergovernmental organizations including UNESCO, national human rights institutions and civil society, regarding the focus on the fourth phase of the World Programme.
  • Take this opportunity to address progress and challenges regarding the on-going third phase which strengthen implementation of the first two phases and promote human rights training for media professionals and journalists.

OIDEL was part of the joint written statement for the Promotion and protection of all human rights, civil, political, economic, social and cultural rights including the right to development.

In previous sessions of the Council, one of the most repeated ideas was the importance of the acceptability and cultural appropriateness of the human rights educational programmes. In addition, some delegates stressed the need for a sound methodology that considered different cultural contexts.

The statement also highlights the importance of teaching the concepts of human rights to children correctly. Thus, teachers or instructors should always be respectful of cultural diversity, particularly of cultural minority children.

Likewise, it is necessary to quote the CESCR General Comment No.13 on the Right to Education, which highlighted the importance of education to be acceptable. The Comment understands “acceptable” as relevant, culturally appropriate and of good quality to students and parents.

The first three phases of the World Programme were focused on specific sector. Although resolution 59/113 determines that it is not necessary to focus on a specific objective, group or sector, but it is convenient to focus on a cultural approach to allow a better implementation of Human Rights Education.

Focusing now on the fourth phase, it can be said that it should address youth. One of the reasons is that youth are “critical agents of change” that will shape the future. Young people play an essential role in realizing human rights, peace and sustainable development.

As articulated in the UN Declaration on Human Rights Education and Training, young people can defend, protect and respect human rights, they can contribute to the realization of a “pluralist and inclusive society”.

The results that the NGO WG expects are the following:

  • The views of other stakeholders regarding the focus of the fourth phase of the World Programme.
  • Up-to-date information on the other relevant initiatives on human rights education, including by exploring synergies with the 2030 Agenda for Sustainable Development.

Finally, OIDEL would like to promote any initiative in this area and to continue working for the protection of the right to education.

Mar Clavijo





Quel thème pour la 4ème phase du Programme mondial d’éducation aux droits de l’homme?


L’OIDEL, qui préside le groupe d’ONGs pour l’éducation et la formation aux droits de l’homme a organisé mardi dernier un événement parallèle, dans le cadre de la 37ème session du Conseil des droits de l’homme, sur le thème de la 4ème phase du Programme mondial, qui débutera en 2020. 

Près de 80 personnes dont 19 représentants de Missions permanentes sont venus écouter les présentations riches et intéressantes des panélistes, parmi lesquels : H.E. Maurizio Enrico Serra, Ambassadeur de l’Italie, représentant ici la plateforme d’Etats sur l’éducation et la formation aux droits de l’homme ainsi que Mr Abdulaziz Almuzaini, Directeur du Bureau de Liasion de l’UNESCO à Genève, tous deux co-sponsors de l’événement. Ont suivi les interventions de Johan Olhagen du Haut-Commissariat ainsi que celle de Lydia Ruprecht, chef de la section de l’éducation à la citoyenneté mondiale et à la paix de l’UNESCO, puis celle de Charline Thiéry, de la Commission Nationale Consultative des Droits de l’Homme de la France et enfin celle de Patrice Meyer-Bisch, Directeur de l’Observatoire de la diversité et des droits culturels.

Le Bureau du Haut-Commissariat va envoyer très prochainement un questionnaire aux gouvernements des Etats membres ainsi qu’aux Institutions Internationales des Droits de l’Homme dans le but de recueillir leurs priorités pour cette quatrième phase et leurs suggestions de thématiques ou de secteurs. Le Groupe de Travail avait à cœur de réunir, à ce moment particulièrement propice, toutes les parties prenantes. L’OIDEL a pour sa part soumis au Conseil une déclaration écrite suggérant une approche culturelle transversale qui, à travers la prise en compte de la diversité culturelle, renforce l’universalité des droits de l’homme. Une perspective particulièrement intéressante pour assurer la mise en œuvre de l’éducation aux droits de l’homme.

Claire de Lavernette, Présidente du Groupe des ONGs sur l’éducation et la formation aux droits de l’homme







Comisión Europea: como mejorar la gestión del sistema educativo

La Comisión Europea ha editado un documento elaborado para reflexionar sobre la gobernanza y la gestión en los sistemas educativos. El informe parte de la base que la reforma de las políticas relativas a la gobernanza y gestión de la educación son imprescindibles para mejorar la calidad de enseñanza y para reducir la distancia entre los alumnos más desaventajados y aquellos más aventajados.

El informe resume  las evidencias científicas más recientes relativas a políticas de gobernanza y gestión de la educación. Esta perspectiva general abarca distintas temáticas entre ellas la calidad de enseñanza, la gestión escolar, el personal docente y su administración. El informe destaca la importancia de la financiación pública para las escuelas de iniciativa social o no gubernamentales. El texto indica que “en relación a la inclusión, los sistemas educativos con escuelas privadas financiadas públicamente tienen menos diferencias entre los resultados de los estudiantes de las escuelas privadas y públicas, que en los sistemas donde solo las escuelas públicas reciben financiación pública[1]. Según el informe, la financiación de las escuelas no gubernamentales debe ir acompañada de un buen marco regulatorio especialmente relativo a las admisiones y al copago.

El texto presenta igualmente un conjunto de buenas prácticas nacionales relativas  a la buena gobernanza y gestión de la educación. Entre las recomendaciones de este informe podemos destacar:

  • El establecimiento de un buen nivel de autonomía para las escuelas especialmente en áreas donde pueda mejorar la calidad y la inclusión.
  • Aumentar la rendición de cuentas especialmente en áreas donde se quiera mejorar la calidad y la inclusión.
  • Mejorar la gobernanza con modificaciones que no sean ambiguas.
  • Asegurarse que las reformas van acompañadas con actividades de desarrollo profesional para preparar a los directores de escuela y los profesores.
  • Asegurarse que todos los actores educativos afectados por las reformas educativas puedan estar involucrados en las distintas etapas de la reforma.
  • Permitir la suficiente flexibilidad en la implementación de estas políticas para asegurar que todos los actores tengan espacio de maniobra y puedan adaptar estas reformas a las especificidades culturales.

Se puede encontrar el informe completo en el siguiente link:

[1] Traducción propia