This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls.
General comment No. 20: Non-discrimination in economic, social and cultural rights (art. 2, para. 2, of the International Covenant on Economic, Social and Cultural Rights)
This report tells the stories of some of the world’s 7.4 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
In 2018, the international community will meet to adopt a new Global Compact on Refugees; a product of the New York Declaration for Refugees and Migrants.
This report is the first of a three-part series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon. The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent a lost generation of Syrian children.
“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population.
Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.
According to UNESCO, 264 million children and youth are still out of school around the world, and this is only accounting for the primary (61 million) and secondary school (203 million) age population. In particular, the poorest and most marginalised, including ethnic and religious minorities, persons with disabilities, girls, and populations experiencing conflict, are often systematically unable to access and complete a full cycle of quality education.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities?
The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.