Redefining the aims of education.

 

A changing landscape for the right to education 

 The dynamic intersection of human rights and education finds its foundation in international law, notably within documents such as the Universal Declaration of Human Rights (UDHR), the Convention against Discrimination in Education (CADE), the International Covenant on Economic, Social and Cultural Rights (ICESCR), and the Convention on the Rights of the Child (CRC). These documents reflect a historical progression in the objectives of education. The 20th century primarily saw education framed to serve national citizenship and development goals, leading to an emphasis on compulsory schooling. Nevertheless, the world now stands at a crossroads. Escalating social and economic disparities, climate change, environmental degradation, disruptive technology, democratic setbacks, and escalating violence necessitates a re-evaluation of education's objectives. Incorporating 'transformative education', within the right to education framework can be instrumental in nurturing inclusive education, fostering social cohesion, and promoting respect for human rights. These theoretical approaches are grounded in the principle of universality and underscore the role of education in building a more peaceful, inclusive, equitable and just world.

 Human rights education (HRE) and global citizenship education (GCED): essential components

Education's primary goal is the full development of the human personality, as underlined by UNESCO's recently revised and adopted 2023 Recommendation on Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development. This recommendation encourages countries to embed the principles of the United Nations Charter, the UNESCO Constitution, and the Universal Declaration of Human Rights in their education systems, making human rights and the pursuit of just, equal, equitable, healthy, and sustainable societies central tenets of education. Sustainable Development Goal (SDG) Target 4.7 reinforces this perspective, emphasizing the importance of nurturing learners who understand human rights, promote sustainable development, embrace gender equality, espouse a culture of peace, foster non-violence, appreciate cultural diversity, and advocate for global citizenship. Today, the right to education transcends mere access to educational institutions. It encompasses the quality and relevance of education, the principles of equality and non-discrimination, and the promotion of human rights and fundamental freedoms. In the 21st century, the right to education is a dynamic concept that must evolve to address the challenges of contemporary societies

Legal foundation for the right to human rights education 

The United Nations Declaration on Human Rights Education and Training (2011) unequivocally asserts that everyone has the right to knowledge about human rights and fundamental freedoms. HRE encompasses knowledge, skills, attitudes, and behaviours that empower individuals to uphold human rights and prevent abuses. Holistic approaches to HRE, as demonstrated by the USAID schoolbased programs and the THRED model in India and the Council of Europe, are invaluable. Effective implementation requires collaboration between governments, civil society, and non-state actors to coordinate and deliver HRE in formal and non-formal settings. 

Fostering global citizenship through education

 GCED equips learners with competencies related to global issues and universal values, critical thinking, empathy, and behavioural capacities for collaborative and responsible action. This education promotes empathy, solidarity, and respect for diversity, encouraging learners to see themselves as global citizens. Effective examples from Thailand and Colombia highlight the feasibility of incorporating GCED into national policies and curricula. However, defining the aims and components of GCED at the international level is essential to ensure consistency and prevent local variations that could compromise its efficacy. 

Education for Sustainable Development (ESD)

 Education for sustainable development is paramount in an era defined by pressing environmental challenges. ESD imparts the knowledge, skills, values, and behaviours necessary for building sustainable societies. By focusing on issues like climate change, biodiversity, and sustainable livelihoods, ESD not only prepares individuals for the present but also equips them to address future environmental challenges. Moreover, ESD recognizes the interdependence of the right to education with other rights, including the right to a clean and safe environments and the right to sustainable livelihoods (Art.12, ICESCR, 1966; UDHR, 1948; Berlin Declaration on Education for Sustainable Development, 2021). 

Building peace and countering hate speech and all forms of discrimination through education 

Amidst a world plagued by hate speech, racism, and discrimination, education emerges as a potent tool for combating these issues. International law obligates states to employ education to challenge racist doctrines and promote understanding between all groups, as specified in the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD). A holistic approach encompassing soft skills such as solidarity, compassion, ethics, and empathy is gaining prominence. This transformation is encapsulated in the aspiration to foster 'the full development of the human personality.' Portugal provides a compelling example of a nation updating its education aims in line with contemporary challenges. 

 Re-evaluating the aims of education: a legal imperative 

 The re-evaluation of the aims of education is an urgent legal imperative in the face of evolving global challenges. Integrating specific educational interventions, such as the right to Human Rights Education (HRE), Global Citizenship Education (GCED), Education for Sustainable Development (ESD), education for health and well-being (EHW), and education to combat hate speech, racism, and all forms of discrimination into the legal framework for the right to education is necessary. These changes underscore the multifaceted nature of education, evolving from traditional knowledge imparting to comprehensive development of skills, values, and perspectives essential for individuals to navigate a complex and interconnected world. It is a vital step towards building a more peaceful, inclusive, equitable and just global society. 

Violence and bullying

 Bullying and other forms of violence (including gender-based violence) in schools is an endemic issue across the world. Around one third of children experience bullying between the ages of 13-15 and one half of students at this age group experience some form of peer-to-peer violence (UNICEF, 2018). School-related violence or threats include ‘psychological, physical and sexual violence (…) not only on school premises but also on the way to school, at home or in cyberspace’ (UNESCO, 2017c). Consequences include missing classes, avoiding school activities, playing truant or dropping out of school altogether, which in turn has an adverse impact on academic achievement and attainment (UNESCO, 2019b). International human rights law offers protection to children from violence. Under CRC article 19, ‘States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse’. Furthermore, the CRC Committee has confirmed that a ‘school which allows bullying or other violent and exclusionary practices to occur is not one which meets the requirements of [the aims of education] under article 29’ (2001, para. 19). In the development of the SDGs, Target 4.a calls on States to ‘Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all’ and a thematic indicator focuses on the ‘percentage of students experiencing bullying, in the last 12 months in (a) primary, and (b) lower secondary education’