A Human Rights Based Approach to Education For All

Dina Craissati (Editor), Upala Devi Banerjee (Editor), Linda King (Editor), Gerison Lansdown (Editor), Alan Smith (Editor)

Research output: Book/ReportAnthology

Abstract

This document brings together the current thinking and practice on human rightsbasedapproaches in the education sector. It presents key issues and challengesin rights-based approaches and provides a framework for policy and programmedevelopment from the level of the school up to the national and international levels.Rights-based approaches have only recently become a focus within the educationsector. This document was thus developed as a resource for government offi cials,civil society organizations, United Nations and bilateral agencies, and otherdevelopment partners strategically involved in the development of educationpolicies and programmes. It is intended to guide the dialogue of the UnitedNations Development Group and Education for All (EFA) partnerships and facilitatea breakthrough from the rhetoric of the ‘right to education’ to concrete andaccelerated interventions at policy and programme levels for attaining the EFA goalsand the Millennium Development Goals related to education.
LanguageEnglish
Number of pages146
Publication statusPublished - 2007

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human rights
education
civil society
UNO
rhetoric
dialogue
resources
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Keywords

  • Education For All
  • Human Rights

Cite this

Craissati, D., Devi Banerjee, U., King, L., Lansdown, G., & Smith, A. (Eds.) (2007). A Human Rights Based Approach to Education For All.
Craissati, Dina (Editor) ; Devi Banerjee, Upala (Editor) ; King, Linda (Editor) ; Lansdown, Gerison (Editor) ; Smith, Alan (Editor). / A Human Rights Based Approach to Education For All. 2007. 146 p.
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title = "A Human Rights Based Approach to Education For All",
abstract = "This document brings together the current thinking and practice on human rightsbasedapproaches in the education sector. It presents key issues and challengesin rights-based approaches and provides a framework for policy and programmedevelopment from the level of the school up to the national and international levels.Rights-based approaches have only recently become a focus within the educationsector. This document was thus developed as a resource for government offi cials,civil society organizations, United Nations and bilateral agencies, and otherdevelopment partners strategically involved in the development of educationpolicies and programmes. It is intended to guide the dialogue of the UnitedNations Development Group and Education for All (EFA) partnerships and facilitatea breakthrough from the rhetoric of the ‘right to education’ to concrete andaccelerated interventions at policy and programme levels for attaining the EFA goalsand the Millennium Development Goals related to education.",
keywords = "Education For All, Human Rights",
editor = "Dina Craissati and {Devi Banerjee}, Upala and Linda King and Gerison Lansdown and Alan Smith",
note = "Reference text: Annan, Kofi , ‘In Larger Freedom: Towards development, security and human rights for all’, Report of the Secretary-General, United Nations General Assembly Fifty-ninth Session, March 2005. Booth, Tony, and Mel Ainslow, Index for Inclusion: Developing learning and participation in schools, Centre for Studies on Inclusive Education, Bristol, 2000. Bush, Kenneth D., and Diana Saltarelli, eds., The Two Faces of Education in Ethnic Conflict: Towards a peacebuilding education for children, UNICEF Innocenti Research Centre, Florence, 2000. CARE Human Rights Initiative, ‘Basic Introduction to Human Rights and Rights- Based Programming: Facilitators’ guidebook’, Care International, London, 2004, <www.reliefweb.int/rw/rwt.nsf/db900SID/NVEA-5ULK9G/$File/care-hrguide.pdf?OpenElement>, accessed 29 June 2007. Crisp, Jeff, Christopher Talbot and Daiana B. Cipollone, eds., Learning for a Future: Refugee education in developing countries, United Nations Refugee Agency, Geneva, 2001. Dahlberg, Gunilla, Peter Moss and Alan Pence, Beyond Quality in Early Childhood Education and Care, Routledge/Falmer, London and New York, 1999. Delors, Jacques, Learning: The treasure within, Report to UNESCO of the International Commission on Education for the Twenty-fi rst Century, UNESCO Publishing, Paris, 1996. Frankovits, Andr{\'e}, ‘Mainstreaming Human Rights: The human rights-based approach and the United Nations system’, desk study prepared for UNESCO, 2005. Fountain, Susan, It’s Only Right! A practical guide to learning about the Convention on the Rights of the Child, United Nations Children’s Fund, New York, 1993. Furniss, Elaine, Assessing Learning Achievement, United Nations Children’s Fund, New York, 2003. Graham-Brown, Sarah, ‘The Role of the Curriculum’, Chapter 6, Education Rights and Minorities, Minority Rights Group, London, 1994. Grimshaw, Patricia, Katie Holmes and Marilyn Lake, eds., Women’s Rights and Human Rights: International historical perspectives, Palgrave, London, 2001. Hammarberg, Thomas, A School for Children with Rights: The signifi cance of the United Nations Convention on the Rights of the Child for modern education policy, UNICEF Innocenti Research Centre, Florence, 1998. Hart, Roger, with Alfhild Petren, ‘The right to play’, in Alfhild Petren and James Himes, eds., Children’s Rights: Turning principles into practice, Save the Children Sweden/UNICEF ROSA, Stockholm, 2000. Hart, Stuart N. et al., eds., Eliminating Corporal Punishment: The way forward to constructive child discipline, UNESCO Publishing, Paris, 2005. Hodgkin, Rachel, and Peter Newell, Implementation Handbook on the Convention on the Rights of the Child, United Nations Children’s Fund, New York, 2002. Human Rights Watch, Failing our Children: Barriers to education, HRW, New York, 2005. Inter-Agency Network for Education in Emergencies, ‘Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction’, INEE/UNESCO, Paris, 2004. International Center for the Defense and Promotion of the Rights and Potential of All Children, Crossing Boundaries: Ideas and experiences in dialogue for a new culture of education of children and adults, Edizioni Junior, Azzano San Paolo, 2006. Jochnick, Chris, and Pauline Garzon, Rights-based Approaches to Development, CARE and Oxfam America, Atlanta, 2002. Jonsson, Urban, A Human Rights Approach to Development Programming, United Nations Children’s Fund, New York, 2003. Kattan, Raja Bentaouet, ‘Implementation of Free Basic Education Policy’, Education Working Paper Series No. 7, World Bank, Washington, D.C., December 2006. Kattan, Raja Bentaouet, and Nicholas Burnett, User Fees in Primary Education, World Bank, Washington, D.C., 2004. Kerr, David, Citizenship Education in Primary Schools, Institute for Citizenship Studies, London, 1999. Lansdown, Gerison, Betrayal of Trust: An overview of Save the Children’s fi ndings on children’s experience of physical and humiliating punishment, child sexual abuse and violence when in conflict with the law, Save the Children, Stockholm, 2006. —, What’s the Difference? Implications of a child-focus in rights-based programming, discussion paper for Save the Children UK, London, March 2005. —, The Evolving Capacities of the Child, UNICEF Innocenti Research Centre, Florence, 2005. —, Promoting Children’s Participation in Democratic Decision-Making, UNICEF Innocenti Research Centre, Florence 2001. Lawrence, John, The Right to Education for Persons with Disabilities: Towards inclusion – An EFA flagship paper, Inclusion International, London, 2004. Melchiorre, Angela, At What age? ...are school children employed, married and taken to court, 2nd ed., Right to Education Project, Lund, 2004. Nyamu-Musembi, Celestine, and Andrea Cornwall, ‘What is the “rights-based approach” all about? Perspectives from international development Office of the United Nations High Commissioner for Human Rights, Frequently Asked Questions on a Human Rights-Based Approach to Development Cooperation, United Nations, New York and Geneva, 2006. —, ABC: Teaching human rights, practical activities for primary and secondary schools, United Nations, New York and Geneva, 2005. —, The United Nations Human Rights Treaty System: An introduction to the core human rights treaties and the treaty bodies, Fact Sheet No. 30, United Nations, Geneva, June 2005, <www.ohchr.org/english/about/publications/docs/fs30.pdf>, accessed 27 June 2007. —, Human Rights and Poverty Reduction: A conceptual framework, United Nations, New York and Geneva, 2004. Pigozzi, Mary Joy, ‘Education in Emergencies and for Reconstruction: A developmental approach’, Working Paper Series, Education Section, United Nations Children’s Fund, New York, 1999. Rogoff, Barbara, Eugene Matsuov and Cynthia White, ‘Models of Teaching and Learning: Participation in a community of learners’, in David R. Olson and Nancy Torrance, eds., The Handbook of Education and Human Development: New models of learning, teaching and schooling, Blackwell, Oxford, 1996. Santos Pais, Marta, ‘The Convention on the Rights of the Child’, in Office of the High Commissioner for Human Rights, United Nations Institute for Training and Research, and United Nations Staff College Project, Manual on Human Rights Reporting under Six Major International Human Rights Instruments, United Nations, Geneva, 1997. Save the Children, Child Rights Programming: How to apply rights-based approaches to programming, 2nd ed., Save the Children Sweden, Stockholm, 2005. —, Rights Based Monitoring and Evaluation: A discussion paper, Save the Children, London, 2003. —, Children’s rights: equal rights? Diversity, difference and the issue of discrimination, Save the Children, London, 2000. Schweisfurth, Michele, Lynn Davies and Clive Harber, eds., Learning Democracy and Citizenship: International experiences, Symposium Books, Oxford, 2002. Smith, Alan, and Tony Vaux, Education, Confl ict and International Development, Department for International Development, London, 2003. Symonides, Janusz, ed., Human Rights: International protection, monitoring, enforcement, United Nations Educational, Scientific and Cultural Organization, Paris, 2000. —, Human Rights: Concept and standards, United Nations Educational, Scientifi c and Cultural Organization, Paris and Ashgate, Aldershot, 2000. —, Human Rights: New dimensions and challenges, United Nations Educational, Scientific and Cultural Organization, Paris and Ashgate, Aldershot, 1998. Symonides, Janusz, and Vladimir Volodine, A Guide to Human Rights: Institutions, standards, procedures, United Nations Educational, Scientifi c and Cultural Organization, Paris, 2001. —, Human Rights of Women: A collection of international and regional normative instruments, United Nations Educational, Scientifi c and Cultural Organization, Paris, 1999. Theis, Joachim, Promoting Rights-Based Approaches: Experiences and ideas from Asia and the Pacific, Save the Children Sweden, 2004. Tomaševski, Katarina, Human Rights Obligations in Education: The 4-A Scheme, Wolf Legal Publishers, Nijmegen, 2006. —, Education Denied: Costs and remedies, Zed Books, London, 2003. —, Racism, Racial Discrimination, Xenophobia and Related Intolerance Relating to Education, United Nations Educational, Scientifi c and Cultural Organization, Paris, February 2003. —, Human Rights in Education as Prerequisite for Human Rights Education, Right to Education Primers No. 4, Raoul Wallenberg Institute/Swedish International Development Cooperation Agency, Stockholm, 2001. Tomaševsk{\'i}, Katarina, and United Nations Educational, Scientifi c and Cultural Organization Bangkok, Manual on Rights-Based Education: Global human rights requirements made simple, UNESCO Bangkok, Bangkok, 2004. United Nations, ‘The Human Rights-Based Approach to Development Cooperation: Towards a common understanding among UN agencies’, Report of The Second Interagency Workshop on Implementing a Human Rights-based Approach in the Context of UN Reform, Stamford, May 2003. United Nations Children’s Fund, The ‘Rights’ Start to Life: A statistical analysis of birth registration, UNICEF, New York, 2005. —, The State of the World’s Children 2004: Girls, education and development, UNICEF, New York, 2003. —, ‘A League Table of Educational Disadvantage in Rich Nations’, Innocenti Report Card No. 4, UNICEF Innocenti Research Centre, Florence, November 2002. —, Implementation Handbook for the Convention on the Rights of the Child - Fully Revised Edition, UNICEF, New York, 2002. —, The State of the World’s Children 1999: Education, UNICEF, New York, 1998. —, Education Rights and Minorities, UNICEF Innocenti Research Centre, Florence, 1994. United Nations Children’s Fund and Minority Rights Group International, War: The impact on minority and indigenous children, Minority Rights Group International, London, 1997. United Nations Committee on Economic, Social and Cultural Rights, General Comment No. 16: The equal right of men and women to the enjoyment of all economic, social and cultural rights (article 3), 2005. —, General Comment No. 13: The right to education (article 13), 1999. —, General Comment No. 11: Plans of action for primary education (article 14), 1999. United Nations Committee on the Elimination of Discrimination against Women, General Recommendation No. 3: Education and public information programmes, 1987. United Nations Committee on the Rights of the Child, General Comment No. 7: Implementing child rights in early childhood, 2005. —, General Comment No. 4: Adolescent health, 2003. —, General Comment No. 3: HIV/AIDS and the rights of the child, 2003. —, General Comment No. 1: The aims of education, 2001. United Nations Development Programme, An Introduction into the Use of Human Rights Indicators for Development Programmes, UNDP, New York, 2005. United Nations Educational, Scientifi c and Cultural Organization, EFA Global Monitoring Report, UNESCO Publishing, Paris, annually, 2002–ongoing. —, Overcoming Exclusion through Inclusive Approaches to Education, UNESCO, Paris, 2003. —, Education in a Multilingual World, Education Position Paper, UNESCO, Paris, 2003. —, Education for All: Initiatives, issues and strategies, Report of the Working Group on Education for All held at UNESCO Headquarters, 22-24 November 2000, UNESCO, Paris, 2001. —, Country Guidelines on the Preparation of National EFA Plans of Action, UNESCO, Paris, 2000. —, World Education Report: The right to education, UNESCO, Paris, 2000. United Nations Educational, Scientifi c and Cultural Organization Bangkok, Strengthening Inclusive Education by Applying a Rights-Based Approach to Education Programming, UNESCO Bangkok, Bangkok, 2005. —, Guidelines for Implementing, Monitoring and Evaluating: Gender responsive EFA plans, UNESCO Asia and Pacifi c Regional Bureau for Education, Bangkok, 2004. United Nations Educational, Scientifi c and Cultural Organization/East Asia and Pacific Regional Office of the United Nations Children’s Fund, Government Action to Reduce Disparities in Education, UNESCO/EAPRO, 2005. United Nations Educational, Scientifi c and Cultural Organization/International Institute for Educational Planning, The Guidebook for Planning Education in Emergencies and Reconstruction, UNESCO/IEEP, Paris, 2005. United Nations Educational, Scientifi c and Cultural Organization/Joint United Nations Programme on HIV/AIDS, HIV/AIDS and Human Rights: Young people in action – A kit of ideas for youth organizations, UNESCO/UNAIDS, 2001. United Nations Educational, Scientific and Cultural Organization/Offi e of the United NationsHigh Commissioner for Human Rights, United to Combat Racism: Selected articles and standard-setting instruments, UNESCO, Paris, 2001. United Nations Educational, Scientific and Cultural Organization/World Education Forum, Thematic Study: Education in situations of emergency and crisis – Challenges for the new century, UNESCO, Paris, 2000. Wilson, Duncan, Minority Rights in Education: Lessons for the European Union from Estonia, Latvia, Romania and the Former Yugoslav Republic of Macedonia, Swedish International Development Agency, Stockholm, 2002. Wright, Cream, ‘HRBAP in Education: Global perspectives, challenges and options’, draft paper for Second UNICEF Global Consultation on Human Rights-Based Approaches to Programming, Quito, September 2003.",
year = "2007",
language = "English",
isbn = "978-92-806-4188-2",

}

Craissati, D, Devi Banerjee, U, King, L, Lansdown, G & Smith, A (eds) 2007, A Human Rights Based Approach to Education For All.

A Human Rights Based Approach to Education For All. / Craissati, Dina (Editor); Devi Banerjee, Upala (Editor); King, Linda (Editor); Lansdown, Gerison (Editor); Smith, Alan (Editor).

2007. 146 p.

Research output: Book/ReportAnthology

TY - BOOK

T1 - A Human Rights Based Approach to Education For All

A2 - Craissati, Dina

A2 - Devi Banerjee, Upala

A2 - King, Linda

A2 - Lansdown, Gerison

A2 - Smith, Alan

N1 - Reference text: Annan, Kofi , ‘In Larger Freedom: Towards development, security and human rights for all’, Report of the Secretary-General, United Nations General Assembly Fifty-ninth Session, March 2005. Booth, Tony, and Mel Ainslow, Index for Inclusion: Developing learning and participation in schools, Centre for Studies on Inclusive Education, Bristol, 2000. Bush, Kenneth D., and Diana Saltarelli, eds., The Two Faces of Education in Ethnic Conflict: Towards a peacebuilding education for children, UNICEF Innocenti Research Centre, Florence, 2000. CARE Human Rights Initiative, ‘Basic Introduction to Human Rights and Rights- Based Programming: Facilitators’ guidebook’, Care International, London, 2004, <www.reliefweb.int/rw/rwt.nsf/db900SID/NVEA-5ULK9G/$File/care-hrguide.pdf?OpenElement>, accessed 29 June 2007. Crisp, Jeff, Christopher Talbot and Daiana B. Cipollone, eds., Learning for a Future: Refugee education in developing countries, United Nations Refugee Agency, Geneva, 2001. Dahlberg, Gunilla, Peter Moss and Alan Pence, Beyond Quality in Early Childhood Education and Care, Routledge/Falmer, London and New York, 1999. Delors, Jacques, Learning: The treasure within, Report to UNESCO of the International Commission on Education for the Twenty-fi rst Century, UNESCO Publishing, Paris, 1996. Frankovits, André, ‘Mainstreaming Human Rights: The human rights-based approach and the United Nations system’, desk study prepared for UNESCO, 2005. Fountain, Susan, It’s Only Right! A practical guide to learning about the Convention on the Rights of the Child, United Nations Children’s Fund, New York, 1993. Furniss, Elaine, Assessing Learning Achievement, United Nations Children’s Fund, New York, 2003. Graham-Brown, Sarah, ‘The Role of the Curriculum’, Chapter 6, Education Rights and Minorities, Minority Rights Group, London, 1994. Grimshaw, Patricia, Katie Holmes and Marilyn Lake, eds., Women’s Rights and Human Rights: International historical perspectives, Palgrave, London, 2001. Hammarberg, Thomas, A School for Children with Rights: The signifi cance of the United Nations Convention on the Rights of the Child for modern education policy, UNICEF Innocenti Research Centre, Florence, 1998. Hart, Roger, with Alfhild Petren, ‘The right to play’, in Alfhild Petren and James Himes, eds., Children’s Rights: Turning principles into practice, Save the Children Sweden/UNICEF ROSA, Stockholm, 2000. Hart, Stuart N. et al., eds., Eliminating Corporal Punishment: The way forward to constructive child discipline, UNESCO Publishing, Paris, 2005. Hodgkin, Rachel, and Peter Newell, Implementation Handbook on the Convention on the Rights of the Child, United Nations Children’s Fund, New York, 2002. Human Rights Watch, Failing our Children: Barriers to education, HRW, New York, 2005. Inter-Agency Network for Education in Emergencies, ‘Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction’, INEE/UNESCO, Paris, 2004. International Center for the Defense and Promotion of the Rights and Potential of All Children, Crossing Boundaries: Ideas and experiences in dialogue for a new culture of education of children and adults, Edizioni Junior, Azzano San Paolo, 2006. Jochnick, Chris, and Pauline Garzon, Rights-based Approaches to Development, CARE and Oxfam America, Atlanta, 2002. Jonsson, Urban, A Human Rights Approach to Development Programming, United Nations Children’s Fund, New York, 2003. Kattan, Raja Bentaouet, ‘Implementation of Free Basic Education Policy’, Education Working Paper Series No. 7, World Bank, Washington, D.C., December 2006. Kattan, Raja Bentaouet, and Nicholas Burnett, User Fees in Primary Education, World Bank, Washington, D.C., 2004. Kerr, David, Citizenship Education in Primary Schools, Institute for Citizenship Studies, London, 1999. Lansdown, Gerison, Betrayal of Trust: An overview of Save the Children’s fi ndings on children’s experience of physical and humiliating punishment, child sexual abuse and violence when in conflict with the law, Save the Children, Stockholm, 2006. —, What’s the Difference? Implications of a child-focus in rights-based programming, discussion paper for Save the Children UK, London, March 2005. —, The Evolving Capacities of the Child, UNICEF Innocenti Research Centre, Florence, 2005. —, Promoting Children’s Participation in Democratic Decision-Making, UNICEF Innocenti Research Centre, Florence 2001. Lawrence, John, The Right to Education for Persons with Disabilities: Towards inclusion – An EFA flagship paper, Inclusion International, London, 2004. Melchiorre, Angela, At What age? ...are school children employed, married and taken to court, 2nd ed., Right to Education Project, Lund, 2004. Nyamu-Musembi, Celestine, and Andrea Cornwall, ‘What is the “rights-based approach” all about? Perspectives from international development Office of the United Nations High Commissioner for Human Rights, Frequently Asked Questions on a Human Rights-Based Approach to Development Cooperation, United Nations, New York and Geneva, 2006. —, ABC: Teaching human rights, practical activities for primary and secondary schools, United Nations, New York and Geneva, 2005. —, The United Nations Human Rights Treaty System: An introduction to the core human rights treaties and the treaty bodies, Fact Sheet No. 30, United Nations, Geneva, June 2005, <www.ohchr.org/english/about/publications/docs/fs30.pdf>, accessed 27 June 2007. —, Human Rights and Poverty Reduction: A conceptual framework, United Nations, New York and Geneva, 2004. Pigozzi, Mary Joy, ‘Education in Emergencies and for Reconstruction: A developmental approach’, Working Paper Series, Education Section, United Nations Children’s Fund, New York, 1999. Rogoff, Barbara, Eugene Matsuov and Cynthia White, ‘Models of Teaching and Learning: Participation in a community of learners’, in David R. Olson and Nancy Torrance, eds., The Handbook of Education and Human Development: New models of learning, teaching and schooling, Blackwell, Oxford, 1996. Santos Pais, Marta, ‘The Convention on the Rights of the Child’, in Office of the High Commissioner for Human Rights, United Nations Institute for Training and Research, and United Nations Staff College Project, Manual on Human Rights Reporting under Six Major International Human Rights Instruments, United Nations, Geneva, 1997. Save the Children, Child Rights Programming: How to apply rights-based approaches to programming, 2nd ed., Save the Children Sweden, Stockholm, 2005. —, Rights Based Monitoring and Evaluation: A discussion paper, Save the Children, London, 2003. —, Children’s rights: equal rights? Diversity, difference and the issue of discrimination, Save the Children, London, 2000. Schweisfurth, Michele, Lynn Davies and Clive Harber, eds., Learning Democracy and Citizenship: International experiences, Symposium Books, Oxford, 2002. Smith, Alan, and Tony Vaux, Education, Confl ict and International Development, Department for International Development, London, 2003. Symonides, Janusz, ed., Human Rights: International protection, monitoring, enforcement, United Nations Educational, Scientific and Cultural Organization, Paris, 2000. —, Human Rights: Concept and standards, United Nations Educational, Scientifi c and Cultural Organization, Paris and Ashgate, Aldershot, 2000. —, Human Rights: New dimensions and challenges, United Nations Educational, Scientific and Cultural Organization, Paris and Ashgate, Aldershot, 1998. Symonides, Janusz, and Vladimir Volodine, A Guide to Human Rights: Institutions, standards, procedures, United Nations Educational, Scientifi c and Cultural Organization, Paris, 2001. —, Human Rights of Women: A collection of international and regional normative instruments, United Nations Educational, Scientifi c and Cultural Organization, Paris, 1999. Theis, Joachim, Promoting Rights-Based Approaches: Experiences and ideas from Asia and the Pacific, Save the Children Sweden, 2004. Tomaševski, Katarina, Human Rights Obligations in Education: The 4-A Scheme, Wolf Legal Publishers, Nijmegen, 2006. —, Education Denied: Costs and remedies, Zed Books, London, 2003. —, Racism, Racial Discrimination, Xenophobia and Related Intolerance Relating to Education, United Nations Educational, Scientifi c and Cultural Organization, Paris, February 2003. —, Human Rights in Education as Prerequisite for Human Rights Education, Right to Education Primers No. 4, Raoul Wallenberg Institute/Swedish International Development Cooperation Agency, Stockholm, 2001. Tomaševskí, Katarina, and United Nations Educational, Scientifi c and Cultural Organization Bangkok, Manual on Rights-Based Education: Global human rights requirements made simple, UNESCO Bangkok, Bangkok, 2004. United Nations, ‘The Human Rights-Based Approach to Development Cooperation: Towards a common understanding among UN agencies’, Report of The Second Interagency Workshop on Implementing a Human Rights-based Approach in the Context of UN Reform, Stamford, May 2003. United Nations Children’s Fund, The ‘Rights’ Start to Life: A statistical analysis of birth registration, UNICEF, New York, 2005. —, The State of the World’s Children 2004: Girls, education and development, UNICEF, New York, 2003. —, ‘A League Table of Educational Disadvantage in Rich Nations’, Innocenti Report Card No. 4, UNICEF Innocenti Research Centre, Florence, November 2002. —, Implementation Handbook for the Convention on the Rights of the Child - Fully Revised Edition, UNICEF, New York, 2002. —, The State of the World’s Children 1999: Education, UNICEF, New York, 1998. —, Education Rights and Minorities, UNICEF Innocenti Research Centre, Florence, 1994. United Nations Children’s Fund and Minority Rights Group International, War: The impact on minority and indigenous children, Minority Rights Group International, London, 1997. United Nations Committee on Economic, Social and Cultural Rights, General Comment No. 16: The equal right of men and women to the enjoyment of all economic, social and cultural rights (article 3), 2005. —, General Comment No. 13: The right to education (article 13), 1999. —, General Comment No. 11: Plans of action for primary education (article 14), 1999. United Nations Committee on the Elimination of Discrimination against Women, General Recommendation No. 3: Education and public information programmes, 1987. United Nations Committee on the Rights of the Child, General Comment No. 7: Implementing child rights in early childhood, 2005. —, General Comment No. 4: Adolescent health, 2003. —, General Comment No. 3: HIV/AIDS and the rights of the child, 2003. —, General Comment No. 1: The aims of education, 2001. United Nations Development Programme, An Introduction into the Use of Human Rights Indicators for Development Programmes, UNDP, New York, 2005. United Nations Educational, Scientifi c and Cultural Organization, EFA Global Monitoring Report, UNESCO Publishing, Paris, annually, 2002–ongoing. —, Overcoming Exclusion through Inclusive Approaches to Education, UNESCO, Paris, 2003. —, Education in a Multilingual World, Education Position Paper, UNESCO, Paris, 2003. —, Education for All: Initiatives, issues and strategies, Report of the Working Group on Education for All held at UNESCO Headquarters, 22-24 November 2000, UNESCO, Paris, 2001. —, Country Guidelines on the Preparation of National EFA Plans of Action, UNESCO, Paris, 2000. —, World Education Report: The right to education, UNESCO, Paris, 2000. United Nations Educational, Scientifi c and Cultural Organization Bangkok, Strengthening Inclusive Education by Applying a Rights-Based Approach to Education Programming, UNESCO Bangkok, Bangkok, 2005. —, Guidelines for Implementing, Monitoring and Evaluating: Gender responsive EFA plans, UNESCO Asia and Pacifi c Regional Bureau for Education, Bangkok, 2004. United Nations Educational, Scientifi c and Cultural Organization/East Asia and Pacific Regional Office of the United Nations Children’s Fund, Government Action to Reduce Disparities in Education, UNESCO/EAPRO, 2005. United Nations Educational, Scientifi c and Cultural Organization/International Institute for Educational Planning, The Guidebook for Planning Education in Emergencies and Reconstruction, UNESCO/IEEP, Paris, 2005. United Nations Educational, Scientifi c and Cultural Organization/Joint United Nations Programme on HIV/AIDS, HIV/AIDS and Human Rights: Young people in action – A kit of ideas for youth organizations, UNESCO/UNAIDS, 2001. United Nations Educational, Scientific and Cultural Organization/Offi e of the United NationsHigh Commissioner for Human Rights, United to Combat Racism: Selected articles and standard-setting instruments, UNESCO, Paris, 2001. United Nations Educational, Scientific and Cultural Organization/World Education Forum, Thematic Study: Education in situations of emergency and crisis – Challenges for the new century, UNESCO, Paris, 2000. Wilson, Duncan, Minority Rights in Education: Lessons for the European Union from Estonia, Latvia, Romania and the Former Yugoslav Republic of Macedonia, Swedish International Development Agency, Stockholm, 2002. Wright, Cream, ‘HRBAP in Education: Global perspectives, challenges and options’, draft paper for Second UNICEF Global Consultation on Human Rights-Based Approaches to Programming, Quito, September 2003.

PY - 2007

Y1 - 2007

N2 - This document brings together the current thinking and practice on human rightsbasedapproaches in the education sector. It presents key issues and challengesin rights-based approaches and provides a framework for policy and programmedevelopment from the level of the school up to the national and international levels.Rights-based approaches have only recently become a focus within the educationsector. This document was thus developed as a resource for government offi cials,civil society organizations, United Nations and bilateral agencies, and otherdevelopment partners strategically involved in the development of educationpolicies and programmes. It is intended to guide the dialogue of the UnitedNations Development Group and Education for All (EFA) partnerships and facilitatea breakthrough from the rhetoric of the ‘right to education’ to concrete andaccelerated interventions at policy and programme levels for attaining the EFA goalsand the Millennium Development Goals related to education.

AB - This document brings together the current thinking and practice on human rightsbasedapproaches in the education sector. It presents key issues and challengesin rights-based approaches and provides a framework for policy and programmedevelopment from the level of the school up to the national and international levels.Rights-based approaches have only recently become a focus within the educationsector. This document was thus developed as a resource for government offi cials,civil society organizations, United Nations and bilateral agencies, and otherdevelopment partners strategically involved in the development of educationpolicies and programmes. It is intended to guide the dialogue of the UnitedNations Development Group and Education for All (EFA) partnerships and facilitatea breakthrough from the rhetoric of the ‘right to education’ to concrete andaccelerated interventions at policy and programme levels for attaining the EFA goalsand the Millennium Development Goals related to education.

KW - Education For All

KW - Human Rights

M3 - Anthology

SN - 978-92-806-4188-2

BT - A Human Rights Based Approach to Education For All

ER -

Craissati D, (ed.), Devi Banerjee U, (ed.), King L, (ed.), Lansdown G, (ed.), Smith A, (ed.). A Human Rights Based Approach to Education For All. 2007. 146 p.