Abidjan Principles on the Right to Education

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The Abidjan Principles were developed by a committee of experts following a three-year consultation process to clarify the aspects of existing international human rights law that pertain to education and provide guidance on their implementation. Adopted in 2019, they have been recognized as an authoritative interpretive text by international and regional bodies such as the United Nations Human Rights Council, [1] the European Committee of Social Rights, [2] the African Commission on Human and Peoples' Rights, [3] and the Inter-American Commission on Human Rights. [4] Their purpose is to offer states and other actors a reference frame for addressing tensions and questions related to the involvement in education of private and commercial entities.

Contents

Background and development

The Abidjan Principles were developed in the context of an increasing presence of private actors in education that has been observed over the first two decades of the 21st century. [5] [6] They also respond to seven decades of international treaty law establishing education as a human right, beginning with Article 26 of the Universal Declaration of Human Rights, and continuing through the 1966 International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights of the same year. Over the last three decades governments have continued to affirm the right to education through a major education gatherings including at Jomtien (1990), Dakar (2000), and Incheon (2015). [7]

Traditionally governments have been asked to act as duty-bearers of the right to education by acting in the multiple roles of rights guarantor, funder, provider, and regulator. However, in certain instances some of these roles are played by non-governmental entities. For example, a government might fund an external organization that inspects, accredits, or regulates schools. [7] Additionally, many education systems include schools managed and run by non-profit, religiously-affiliated or for-profit entities. The Abidjan Principles were developed to bring clarity to what international treaty law requires of state actors as they increasingly work with a host of non-state entities.

According to the organizers' self-description, the Abidjan Principles document resulted from "an open, transparent, and widely consultative process" that began in 2015 and continued with international meetings and online consultations between 2016 and 2018. [8] The drafting process was chaired by Ann Skelton the South African jurist and professor at the University of Pretoria. It has been noted that private-sector backgrounds were markedly absent among the drafting committee members and signatories. [9] The principles were adopted by a group of 57 legal and educational experts at a February 2019 meeting in Abidjan, Côte d'Ivoire, in the presence of the United Nations Special Rapporteur on the right to education as well as representatives from civil society organizations.

Content

The 97 guiding principles that constitute the Abidjan Principles on the Right to Education are organized into six sections that provide guidance on how the Right to education should be respected, protected and fulfilled.

  1. Definitions and scope
  2. Obligation to respect, protect, and fulfil the right to education to the maximum of available resources
  3. Obligations to respect, protect and fulfil the right to education in the context of private involvement
  4. Financing
  5. Accountability, monitoring and remedies
  6. Implementation and monitoring of the guiding principles

The guiding principles have been further consolidated into 10 overarching principles that summarize the duties of states and the international community. These include items such as:

Visibility and impact

In November 2019 at the Paris Peace Forum, the Abidjan Principles were recognized as one of the top ten 'most promising governance projects'.

One critical implementation of the Abidjan Principles is considered to be Private Sector Engagement Strategy (2019-2022) of the Global Partnership for Education, a multistakeholder partnership and funding platform supporting education in low-income countries that is part of the World Bank's trust. [10]

The Abidjan Principles have also been used by education researchers to assess the impact of private provision on the right to education, such as in a 2020 ActionAid-commissioned study "Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria" by Elaine Unterhalter and colleagues. Researchers have also employed the Abidjan Principles in studies on private supplementary tutoring, also referred to as "Shadow education". [11] [12]

The Abidjan Principles have also been critiqued in some quarters under the argument that they place severe restrictions on private education and interfere with parental choice regarding children's schooling. [13]

Today numerous international organizations draw on the Abidjan Principles in their ongoing work to advance education globally. This includes, for example, the OECD's work on advancing equity and inclusion in education, and UNESCO's 2021/2 Global Education Monitoring (GEM) Report "Non-state actors in education: who chooses? who loses?", as well as in the 2022 Tashkent Declaration adopted during the UNESCO World Conference on Early Childhood Care and Education. The Abidjan Principles are also woven into the work of the UNESCO International Institute for Educational Planning guidance on "Equitable and inclusive policies and legislation".

The Abidjan Principles are championed by a number of civil society organizations, including the Right to Education Initiative (RTE), and the Privatisation in Education and Human Rights Consortium (PEHRC). The principles have also been invoked by the Tax Justice Network (TJN), Human Rights Watch (HRW) and Development Alternatives with Women for a New Era (DAWN).

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References

  1. ↑ Office of the High Commissioner for Human Rights (9 July 2019). "The right to education: follow-up to Human Rights Council resolution 8/4". ap.ohchr.org. Retrieved 2024-04-29.
  2. ↑ European Committee of Social Rights (March 2020). European Social Charter.{{cite book}}: CS1 maint: date and year (link)
  3. ↑ "Resolution on States' Obligation to Regulate Private Actors Involved in the Provision of Health and Education Services - ACHPR / Res. 420 (LXIV) 2019". African Commission on Human and Peoples' Rights. 14 May 2019. Retrieved 2024-04-29.
  4. ↑ Inter-American Commission on Human Rights (2021). Declaration of Inter-American Principles on Academic Freedom and University (PDF).
  5. ↑ Mtsumi, Ashina (12 May 2023). "Abidjan Principles Commentary - Introduction". Oxford Human Rights Hub.
  6. ↑ Mary, Kevin; Nafaa, Nora; Giband, David (2023). "Introduction". Geograph(ies) of Globalized Education Privatization(s). Springer Nature. pp. 1–16. doi:10.1007/978-3-031-37853-9_1. ISBN   978-3-031-37853-9.
  7. 1 2 Härmä, Johanna (2021). "Evidence on school choice and the human right to education". In Adamson, Frank; Aubry, Sylvain; de Koning, Mireille; Dorsi, Delphine (eds.). Realizing the Abidjan Principles on the Right to Education Human Rights, Public Education, and the Role of Private Actors in Education. Edward Elgar. pp. 132–156. ISBN   978-1-83910-602-6.
  8. ↑ Adick, Christel (2021). "How Kenyan initiative helped to regain education as a public good over for-profit education in low-fee private schools". ZEP (Zeitschrift für internationale Bildungsforschung und Entwicklungspadagogik). 44 (4): 4–13.
  9. ↑ Global Education Monitoring Report Team (2021). Global education monitoring report, 2021/2: non-state actors in education: who chooses? who loses?. UNESCO. p. 119. doi:10.54676/XJFS2343. ISBN   978-92-3-100506-0.
  10. ↑ Carmona, Magdalena Sepúlveda (2021). "Human rights guiding principles: a forward-looking retrospective". In Adamson, Frank; Aubry, Sylvain; de Koning, Mireille; Dorsi, Delphine (eds.). Realizing the Abidjan Principles on the Right to Education Human Rights, Public Education, and the Role of Private Actors in Education (PDF). Edward Elgar. p. 26. ISBN   9781839106026.
  11. ↑ Bray, Mark; Hajar, Anas (2023). Shadow Education in the Middle East Private Supplementary Tutoring and its Policy Implications. Routledge. ISBN   9781032329819.
  12. ↑ Bray, Mark; Suante, Peter Kamtungtuang (2023). "Managing illegitimacies: Teachers and private tutoring in Myanmar's shadow education sector". International Review of Education. 69 (5): 715–736. doi:10.1007/s11159-023-10027-9.
  13. ↑ Burnett, Nicholas (2019). "Invited Essay: It's past time to fix the broken international architecture for education". International Journal of Educational Development. 68 (July): 15–19. doi:10.1016/j.ijedudev.2019.04.005.
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