Page 16 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 16
šolsko polje, letnik xxxi, številka 3–4
processes or contents. The controversial aspects of the right to educa-
tion are still unresolved, such as the equivalence between education and
schooling (Reynaert et al., 2010) and the discretion of parents in the edu-
cation they choose for their children (see Curren, 2009). Moreover, a re-
search synthesis shows these issues have received little research attention,
and that researchers’ interest has recently been decreasing (Quennerstedt
and Moody, 2020). Finally, the principle of the progressive realisation of
the right to education – aimed at encouraging States to strive towards its
gradual implementation if all aspects cannot reasonably be reached at the
outset – can also lead some governments to put little resources into fulfill-
ing it. This article does not aim to clarify the definition of the right to ed-
ucation, or propose exit routes from these controversies, but awareness of
these debates and the critical study of certain observations will help high-
light how diversity, participation and social transformation are integral to
addressing – fulfilling – children’s education rights.
In the field, monitoring reports on the programmes above indi-
cate that despite the progress made, many school-age children and ado-
lescents around the world do not attend school at all. The 2018 edition of
the Global Education Monitoring Report shows that, in 2015, 264 million
children of primary or secondary school age were not enrolled in school
(9% of 6-11 years old, 16% of 12-14 years old, 37% of 15-17 years old). Noting
that school enrolment does not necessarily lead to regular attendance or
completion, the authors of the 2015 Education for All Global Education
Monitoring Report also include school attendance and dropout figures:
“in 32 countries, mostly in sub-Saharan Africa, at least 20% of children
enrolled in primary school are not likely to reach the last grade” (p. 75).
The report also highlights that in OECD countries, 20% of young people
drop out before completing their upper secondary schooling. These fig-
ures illustrate the difficulties in fully implementing children’s right to ed-
ucation and guaranteeing access to free quality education.
Aside from producing a clear definition, one issue behind these en-
rolment, attendance and dropout rates is discrimination: certain catego-
ries of children and particular nations or world regions are highly over-rep-
resented (see Miles and Singal, 2010). For example, only 66% of countries
have reached gender parity in elementary grades and 45% at secondary lev-
el (lower cycle). Further, gender parity is most likely to be achieved in the
richest countries (Education for All Global Education Monitoring Report,
2015). The possibility of children accessing a quality education therefore
varies considerably depending on criteria which have little to do with
their actual capacity to learn – namely gender, citizenship, migrant sta-
tus, disability status, socio-economic status, sexual orientation, ethnic
14
processes or contents. The controversial aspects of the right to educa-
tion are still unresolved, such as the equivalence between education and
schooling (Reynaert et al., 2010) and the discretion of parents in the edu-
cation they choose for their children (see Curren, 2009). Moreover, a re-
search synthesis shows these issues have received little research attention,
and that researchers’ interest has recently been decreasing (Quennerstedt
and Moody, 2020). Finally, the principle of the progressive realisation of
the right to education – aimed at encouraging States to strive towards its
gradual implementation if all aspects cannot reasonably be reached at the
outset – can also lead some governments to put little resources into fulfill-
ing it. This article does not aim to clarify the definition of the right to ed-
ucation, or propose exit routes from these controversies, but awareness of
these debates and the critical study of certain observations will help high-
light how diversity, participation and social transformation are integral to
addressing – fulfilling – children’s education rights.
In the field, monitoring reports on the programmes above indi-
cate that despite the progress made, many school-age children and ado-
lescents around the world do not attend school at all. The 2018 edition of
the Global Education Monitoring Report shows that, in 2015, 264 million
children of primary or secondary school age were not enrolled in school
(9% of 6-11 years old, 16% of 12-14 years old, 37% of 15-17 years old). Noting
that school enrolment does not necessarily lead to regular attendance or
completion, the authors of the 2015 Education for All Global Education
Monitoring Report also include school attendance and dropout figures:
“in 32 countries, mostly in sub-Saharan Africa, at least 20% of children
enrolled in primary school are not likely to reach the last grade” (p. 75).
The report also highlights that in OECD countries, 20% of young people
drop out before completing their upper secondary schooling. These fig-
ures illustrate the difficulties in fully implementing children’s right to ed-
ucation and guaranteeing access to free quality education.
Aside from producing a clear definition, one issue behind these en-
rolment, attendance and dropout rates is discrimination: certain catego-
ries of children and particular nations or world regions are highly over-rep-
resented (see Miles and Singal, 2010). For example, only 66% of countries
have reached gender parity in elementary grades and 45% at secondary lev-
el (lower cycle). Further, gender parity is most likely to be achieved in the
richest countries (Education for All Global Education Monitoring Report,
2015). The possibility of children accessing a quality education therefore
varies considerably depending on criteria which have little to do with
their actual capacity to learn – namely gender, citizenship, migrant sta-
tus, disability status, socio-economic status, sexual orientation, ethnic
14
