Lifelong learning.

 

Although the right to education is lifelong, and therefore a ‘right to lifelong learning’ component already exists within its scope, there is increasing consensus that the international legal framework could be strengthened with regard to entitlements in adult learning (including formal and non-formal), ECCE, secondary and tertiary education (including TVET), so that learners can take flexible and seamless pathways of learning throughout life. In relation to informal learning, policymakers are encouraged to harness its valuable experiences and outcomes, empowering learners to navigate flexible lifelong learning pathways through recognition and validation in diverse pathways. Finally, the increase in the use of technology in education, brings new opportunities for remote learning, teacher planning and evaluation, participatory learning experiences, knowledge-sharing and collaboration. At the same time, concerns have been raised as to a ‘digital divide’ that has been witnessed, with certain groups experiencing lower levels of access to the same extent, or quality of education.

Amendments/additions to the right to education framework could be considered: 

• Recognize that the right to education begins at birth and continues until the end of life and ensure the adoption of a holistic, lifelong learning approach to education by providing opportunities for education, learning, training and development throughout life. • Guarantee diverse learning modalities in education and promote flexible and seamless learning pathways between formal and non-formal education and training, ensuring that learning outcomes from participation in non-formal and informal education are recognised, validated and accredited. • Recognize the right of all children to ECCE, including by: progressively realizing the right to a place in an affordable childcare setting outside the home for every family that wishes to benefit, including introducing at least one year of free and compulsory pre-primary education; taking appropriate measures to support and educate all parents and primary caregivers in raising their children in a child-centered manner that promotes healthy child development; establishing minimum quality standards in the provision of ECCE; implementing measures that support early childhood interventions for children with developmental delays, disabilities and/or in at-risk situations. • Extend free and compulsory education to provide for twelve years of free primary and secondary education, of which nine years are compulsory. • Make higher education equally accessible to all with the potential to succeed, taking into account socioeconomic circumstances and systemic disadvantages; similarly, ensure equity in success by supporting vulnerable, marginalized and disadvantaged groups in completing higher education; and ensure diverse opportunities in tertiary education, to include TVET, that respond to the needs of not only the employment market, but of society as a whole. • Where higher education is not free, guarantee that it is made affordable; including offering financial incentives such as grants and scholarships particularly to disadvantaged, marginalized and vulnerable groups, and taking measures to make living costs (i.e. accommodation, transport and meals) affordable. • Guarantee that functional literacy, including digital literacy, numeracy and fundamental education are universally accessible and free to all.