Intervención en el Consejo de Derechos Humanos

Claire de Lavernette,  representante de OIDEL en Naciones Unidas, hizo una intervención oral en el marco del Diálogo Interactivo con el Alto Comisionado de Derechos Humanos en nombre de OIDEL que estaba firmada por otras 14 ONGs de la Plataforma de ONGs sobre el Derecho a la Educación.

La intervención se centró en varias recomendaciones al Alto Comisionado relativas a la educación en el marco del Post-2015. Recordando que la educación no es una simple herramienta sino un derecho  Mme de lLaernette hizo incapié en al necesidad de un enfoque de derechos en los indicadores del post-2015: La inclusión de indicadores estructurales y la inclusión de ciertos indicadores previstos por  la Oficina del Alto Comisionado Derechos Humanos sobre la participación de la sociedad civil.

Igualmente, basándose en los informes del Relator Especial en Derecho a la Educación –Kishore Singh- se  recordó que el derecho a la educación incluye mucho más que matemáticas y lengua. Asimismo,  basándose en los informes de Kishore Singh, OIDEL insistió en que  las competencias en el contexto del desarrollo no deben centrarse solo en el contexto laboral y de iniciativa empresarial, sino que también debería considerar una visión humanística.

Adjuntamos la intervención completa al inglés.

Ignasi Grau

Sans titre

 Post 2015: A holistic approach to education indicators

I speak on behalf of 13 NGOs, members of the NGO Platform on the right to education and three other institutions.

We welcome the report of the High Commissioner for Human Rights, and fully support his views and contribution at all levels to mainstream human rights into the UN system for a transformative post-2015 development agenda, promoting strong accountability architecture and human rights indicators.

OIDEL and the co-signing NGOs think that a human rights based approach is indeed essential, notably for the Post 2015 education indicators developed by the Advisory Group of UNESCO. Education cannot just be seen as a tool for sustainable development but as a right.

Concerning this approach, we propose concrete suggestions:

  1. the inclusion of structural indicators, for example the Constitutional guarantees for Universal Primary Education.
  2. the inclusion of indicators taken from the document of the Office of the High Commissioner, for example the date and entry into force and coverage of domestic law on the freedom of individuals and groups to establish and direct educational institutions.

Concerning primary and secondary education, as stated by the Special Rapporteur in his last report to the Council, a holistic approach of the right to education is broader than the narrow approach of performance evaluation of only mathematic, literacy and language skills. It includes all obligations relating to the right to education under international law so that the real content of quality education is taken into account.

An indicator could be built on article 14 of the International Covenant on Economic, Social and Cultural Rights. This article notes that each State at the time of becoming a party undertakes, within two years, to adopt a detailed plan of action for the progressive implementation of a compulsory primary education system, free of charge. For the Platform, it is a good way to analyse the commitment of States regarding the right to education, especially those who have not been able to secure it in their territory.

We are happy that the necessity of collecting disaggregated data (separated by gender) in the post 2015 targets on education is reflected. However, we would like to stress the need to secure the routes to school and the schools themselves, improve infrastructure and recruit well-qualified female teachers, so that girls benefit.

Concerning skills, Mr Singh underlines in his last report that they are an integral part of basic education and a cornerstone for developing countries to raise the aspirations of youth. Furthermore, it is also essential that skills development should not only be focused on employment and entrepreneurship but should also take into consideration the humanistic vision of education.

Finally, concerning the content of human rights education, we would suggest indicators built by HRE 2020, a new Global Coalition, to analyze whether and how HRE is implemented, for example in curriculum , teachers training or evaluation program.



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