Reaching the marginalized: EFA global monitoring report, 2010; 2010

2 0 10Education for All Global Monitoring ReportANNEXSelected international human rightstreaties relevant to the EFA goalsHuman rights law is a living, breathingprocess of debate and negotiation betweeninternational bodies, states and citizens. Thedevelopment and adoption of international andregional legal instruments often take years,but this is only the first step in a process that includesratification by states, absorption into national law and,most crucially, use by individuals and groups to challengeInstrumentInternational Bill of Human Rights:YearUniversal Declaration of HumanRights1948International Covenant on Civil 1966and Political Rights (ICCPR)Optional Protocol to the ICCPR 4 1966International Covenant onEconomic, Social and Cultural 1966Rights (ICESCR)Optional Protocol to the ICESCR 4 2008Discrimination (Employment 1958and Occupation) Convention[No. 111. Adopted by ILO]Convention against Discrimination 1960in Education [Adopted by UNESCO]International Convention on the 1965Elimination of All Forms of RacialDiscrimination (ICERD)ICERD Article 14 4Convention on the Elimination of All 1979Forms of Discrimination againstWomen (CEDAW)Optional Protocol to the CEDAW 4 1999Components relevantto Education for AllAll peoples have the right to freely pursuetheir economic, social and culturaldevelopment.States to respect and ensure these rightswithout distinction of any kind, such as race,colour, sex, language, religion, political orother opinion, national or social origin,property, birth or other status.Right of everyone to education.Free and compulsory primary educationSecondary and higher education madegenerally available and accessible to allby every appropriate means; progressiveintroduction of free education.Protection of all persons in vocationaltraining and employment fromdiscrimination (based on distinction,exclusion or preference) made on the basisof race, colour, sex, religion, politicalopinion, national extraction or social origin.Free and compulsory primary education.Governments shall formulate, develop andapply a national policy tending to promoteequality of opportunity and of treatment.No discrimination in access to or qualityof education.Right to education and training with nodistinction as to race, colour, or nationalor ethnic origin.Adopt measures, particularly in the field ofteaching, education, culture and information,to combat prejudices which lead to racialdiscrimination.Eliminate discrimination against women inthe field of education.Ensure equality of access to same curricula,qualified teaching staff, and school facilitiesand equipment of the same quality.Elimination of stereotyped concept of theroles of men and women by encouragingcoeducation.Reduction of female dropout rates;organization of programmes for those wholeft school prematurely.states on violations of rights – including the right toeducation. This table reviews the status of the maininternational human rights instruments relevant toeducation. Not only have important new internationalinstruments emerged in recent years, but states partiescontinue to sign and ratify even those conventions inexistence for decades, reflecting the potential forpositive change in national legal contexts.Number ofsignatures 117311916729——179—187114Recent (2008–2009)Numberparties 2 and accessions (a) 3of states signatures (s), ratifications (r)1661151610169961735317998Bahamas (s, r), Comoros (s), Cuba (s),Lao People’s Democratic Republic (r),Pakistan (s), Papua New Guinea (a),Samoa (a), Vanuatu (r)Brazil (a), Kazakhstan (r),Republic of Moldova (r)Bahamas (s, r), Comoros (s), Cuba (s),Pakistan (r), Papua New Guinea (a)Signing ceremony held on24 September 2009; 29 states partiessigned within one week.Kiribati (r), Lao People’s DemocraticRepublic (r), Samoa (r)Latvia (a)—Kazakhstan (accepted 5 ),San Marino (accepted 5 )Qatar (a)Australia (a), Congo (s),Guinea-Bissau (r), Mauritius (r),Mozambique (a), Rwanda (a),Switzerland (r), Tunisia (a),Turkmenistan (r), Zambia (s)292