Les partenariats public-privé (PPP) sont souvent présentés comme une solution miracle au manque de financement de l'éducation. Cette note politique, basée sur un document de travail plus long et plus développé, montre que ces arrangements génèrent souvent des coûts cachés plus élevés et creusent les inégalités en matière d'éducation.
Las asociaciones público-privadas (APP) se presentan a menudo como una solución milagrosa a la falta de financiación de la educación. Este informe político, basado en un documento de trabajo más extenso y desarrollado, muestra que estos acuerdos generan a menudo mayores costes ocultos y amplían las desigualdades educativas.
Public-Private Partnerships (PPPs) are often presented as a miracle solution to the lack of funding in education. This policy brief, based a longer and more developed working paper, shows that these arrangements often generate higher hidden costs and widen educational inequalities.
It aims to support more informed and strategic decision-making regarding public-private partnerships in education, protect public resources, improve policy implementation and enhance accountability.
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45 organisations de la société civile reçoivent avec inquiétude le rapport d'enquête de conformité du Bureau du conseiller-médiateur (Compliance Advisor Ombudsman, CAO) sur l'investissement de la Société financière internationale (SFI) de la Banque mondiale dans les Bridge International Academies (BIA, également connues sous le nom d'écoles NewGlobe), et reconnaissent ses graves conclusions concernant les allégations d'abus sexuels sur des enfants dans la chaîne d'écoles à but lucratif de l'entreprise au Kenya.
45 civil society organisations receive with concern the Compliance Advisor Ombudsman’s (CAO’s) Compliance Investigation Report into the World Bank’s International Finance Corporation (IFC) investment in Bridge International Academies (BIA, also known as NewGlobe schools), and acknowledge its grave findings regarding allegations of child sexual abuse at the company’s for-profit chain of schools in Kenya.
Ce document de recherche et d’orientation étudie certains aspects du droit à l'éducation qui pourraient nécessiter un ancrage plus solide dans le cadre normatif international et une expansion potentielle pour le 21st siècle. L'éducation numérique, la mobilité croissante des personnes, l'évolution démographique, le changement climatique et les attentes en matière de possibilités d'apprentissage tout au long de la vie ne sont que quelques-uns des domaines qui mettent à l'épreuve les limites du cadre normatif international existant.
This policy-oriented research paper investigates some of the aspects of the right to education that might require a stronger footing in the international normative framework and potential expansion for the 21st century. Digital education, increasing human mobility, changing demographics, climate change, and expectations of opportunities for learning throughout life are just a few of the areas that are testing the limits of the existing international normative framework.
The right to education and lifelong learning is at the very heart of the 2030 Agenda for Sustainable Development because education, knowledge and learning are central to the dignity, growth and development of the individual. For centuries, education has been the great equalizer, a driving force of nation-building, and the engine of social, cultural, economic and technological progress. Today, however, beset by twin crises of equity and relevance, education as we know it is no longer fit for purpose.
The Sciences Po Law Clinic serves as a bridge between academia and civil society, providing an experiential learning platform for students to address real-world legal challenges and promote social change.