Adopté le 26 août 2016, le Comité des droits des personnes handicapées clarifie et interprète le droit à l'éducation inclusive tel qu'énoncé à l'article 24 de la Convention relative aux droits des personnes handicapées.
In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education.
En este informe, la Relatora Especial explique que los programas de enseñanza no académica ofrecen fórmulas flexibles y centradas en los estudiantes para mejorar los resultados de la educación. Ello es particularmente importante para las niñas y los grupos que se hallan en situación vulnerable, como los niños con discapacidad, las minorías y los niños de las zonas rurales y empobrecidas, que constituyen un porcentaje excesivo de la población no escolarizada.
Dans ce rapport, la Rapporteuse spéciale explique que les programmes d’enseignement non formel offrent des moyens souples et centrés sur l’apprenant pour améliorer les résultats dans le domaine de l’éducation. Ces programmes sont particulièrement utiles dans le cas des filles et des groupes vulnérables, notamment des enfants handicapés, des enfants issus de minorités, ainsi que des enfants vivant en milieu rural ou dans la pauvreté, qui sont surreprésentés dans la population non scolarisée.
In this report, the Special Rapporteur shows that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-ofschool populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable States to fulfil the right to education of learners who are excluded from the formal system.
Le rapport recommande une série de mesures législatives, administratives et financières qui devront être adoptées pour faire du droit à l'éducation des personnes handicapées une réalité. Il désigne certains des obstacles qui portent atteinte au droit à l'éducation inclusive, sur la base des réponses envoyées par différents Etats et organisations non gouvernementales.
Education is a fundamental human right of every woman, man and child. In states’ efforts to meet their commitments to making the right to education a reality for all, most have made impressive progress in recent decades. With new laws and policies that remove fees in basic education, significant progress has been made in advancing free education. This has led to tens of millions of children enrolling for the first time and the number of out of school children and adolescents falling by almost half since 2000.
Observation générale 20: La non ‑discrimination dans l’exercice des droits économiques, sociaux et culturels (art. 2, par. 2 du Pacte international relatif aux droits économiques, sociaux et culturels)
Global Education Monitoring Report (GEM Report) has produced a summary of content related to disability and education from their reports dating back to 2010. This summary provides background to those aiming to take part in the ongoing online consultation for the 2020 GEM Report on inclusion and education.
The summary gives ten key messages with accompanying evidence:
Under the law, all Lebanese children should have access to education free from discrimination. Lebanon’s Law 220 of 2000 grants persons with disabilities the right to education, health, and other basic rights. It set up a committee dedicated to optimizing conditions for children registered as having a disability to participate in all classes and tests.
In reality, the educational path of children with disabilities in Lebanon is strewn with logistical, social, and economic pitfalls that mean they often face a compromised school experience—if they can enroll at all.