Report on the impact of the COVID-19 crisis on the right to education
Concerns, challenges and opportunities
Special Rapporteur on the right to education
UN Human Rights Council’s 44th session (June-July 2020)
The health crisis has had numerous implications in all sectors of human life, leading to an economic crisis, as well as to what must be called an education crisis. In this report, the Special Rapporteur analyses the issues she considers to be the most pressing from a human rights perspective. Acting within a human rights framework is indeed crucial to ensure that measures adopted in response to the pandemic do not jeopardize the right to education and do not increase the suffering of the most marginalized.
The Special Rapporteur stresses that while numerous innovative measures have been adopted in all corners of the globe by many governmental as well as non-governmental stakeholders to ensure some continuity of education, they could never have been expected to compensate for the patent global lack of preparedness for a crisis of this magnitude. Past failure to build strong and resilient education systems and to fight entrenched inequalities has opened the door for a dramatic impact on the most vulnerable and marginalized, to which no temporary measure adopted in haste could have fully responded.
The Special Rapporteur makes a number of recommendations in this regard. In particular, a thorough assessment should be conducted to unpack, in each local context, the dynamics at play that led to increased discrimination in the enjoyment of the right to education during the crisis. It should include an analysis of rising inequalities due to the measures adopted to face the pandemic; an investigation into the sustainability of economic and financial models behind education systems, including the consequence of poor funding of public educational institutions; a scrutiny of the role of private actors in education; an evaluation of the adequacy of social protection provided for education workers, including in the private sector; and scrutiny of the lack of cooperation between States’ administrations, educational institutions, teachers, learners, parents and communities.
Furthermore, the Special Rapporteur stresses that the deployment of online distance learning (together with radio and television), should only be seen as a temporary solution aimed at addressing a crisis. The digitalization of education should never replace onsite schooling with teachers, and the massive arrival of private actors through digital technology should be considered as a major danger for education systems and the right to education for all in the long term. A thorough debate needs to take place on the place that should be given to such learning in the future, having in mind not only possible opportunities but also the deleterious effect screens have on children and youth, including their right to health and education.
In preparation for her report, the Special Rapporteur participated in an online discussion on the rising inequalities in education due to the pandemic. The discussion was organized under her mandate’s auspices in cooperation with the Global Initiative for Economic, Social and Cultural Rights and the Right to Education Initiative. Intergovernmental and non-governmental organizations contributed, including UNESCO, the Islamic World Educational, Scientific and Cultural Organization, the World Bank, the Global Partnership for Education and INEE.
The Special Rapporteur was also invited to speak at two online events. The first was organized by the Comité syndical francophone de l’éducation et de la formation in cooperation with Education International on the situation of teachers during the crisis. The other, organized by the Global Campaign for Education, was focused on the difficulties faced by civil society and the impact of the crisis on the right to education.
Brazilian Campaign for the right to education
Coalition Education, France
CSFEF, Comité syndical francophone de l’éducation et de la formation, Government Teachers Union, Mauritius
- Education International (1-2)
IDA-IDDC, International Disability Alliance, International Disability and Development Consortium
Institut international d’écologie industrielle et d’économie verte
International Institute Maria Ausiliatrice - IIMA
Professor Aoife Nolan, United Kingdom of Great Britain and Northern Ireland
SAGE, Independent Scientific Advisory Group for Emergencies, United Kingdom of Great Britain and Northern Ireland
Save the Children
SNES-FSU, Syndicat National des Enseignements de Second degré, France
- Solidarité laïque, France (1-2)