February 6, 2014
UN “A rights-based conceptual framework for education”
• The development of HRBA to education needs framework that addresses the right of
access to education, right to quality education, and the respect for human rights in
o These dimension are interdependent and interlinked and it is necessary to realize
all three dimensions.
o We must reach even the most marginalised children, but it is not simply enough
to get them to school.
Guaranteed education does not necessarily enable individuals to achieve
their economic and social objectives and bring about responsible and
Achieving a quality education is a challenge even in industrialized
nations; large numbers of students in rich countries do not acquire the
basic skills to be competent in today’s world.
Attention must be paid on the relevance of the curriculum, role of
teachers, and the nature of the learning environment.
• This contributes to increased retention and makes the education
process more empowering, participatory, transparent, and
We must also advocate the right to be free of discrimination if we want
children to not be excluded for education.
We must also pay due regard to children’s rights of health and well-being.
Right of Access to Education
• Free, compulsory primary education
• Forms of secondary education developed that are available and accessible to everyone
and introduce measures to provide financial education or free education to those in
cases of need.
• Provide higher education that is accessible on the basis of capacity by every appropriate
• Provide accessibly education and vocational information and guidance.
• Introduce measures to encourage regular attendance and dissuade drop-out.
• Education on the basis of equal opportunity and inclusion, without discrimination. • Ensure adequate standard of living for physical, mental, spiritual, moral, and social
• Protection and assistance to children who are refugees or seeing asylum as well as
protection from economic exploitation and work tha