Page 72 - 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. 72
šolsko polje, letnik xxxi, številka 3–4
into Slovenian legislation for primary and secondary school education,
and of afternoon supplementary classes of mother tongues for immigrant
children. Regarding the adequacy of these measures, we could draw from
the analyses by SIRIUS, the European Network on Migrant Education,
which is active in Slovenia as well.
Let us add that the latest report by the special rapporteur relates
to the realisation of the right to education during the Covid crisis (Boly
Barry, 2020). The report does not refer especially to Slovenia, although
general reports about the endangerment of the right to education apply
to Slovenia, too. The report draws attention to groups of children whose
right to education was most affected by the Covid crisis and consequen-
tial schooling from home, and proposes a surprising attitude towards the
digitalisation of education:
All States should, as a matter of urgency, adopt special, targeted meas-
ures, including through international cooperation, to address and miti-
gate the impact of the pandemic on vulnerable groups, as well as commu-
nities and groups subject to structural discrimination and disadvantage.
In many contexts, this will mean prioritising the most accessible, ‘low-or-
no-tech’ approaches in distance learning ... (Boly Barry, 2020, p. 19)
Besides, the report includes the position regarding the nature of ed-
ucation, and an implicit recommendation regarding the development of
digitalisation of education, in order to prevent possible violations of the
right to education. The recommendation is relevant to Slovenia as well:
‘The digitalization of education should never replace onsite schooling
with teachers. Should distance education become the new paradigm for
education after the end of the pandemic, it would affect the heart and pur-
pose of the right to education. Onsite and face-to-face education enables
teachers not only to provide content, but to ensure it is understood and
well received. Besides, education goes much beyond a single objective of
transmitting didactic knowledge, and aims at developing socio-emotional
skills, critical spirit and creativity, citizenship and mutual understanding
between groups that need to interact and mix in order to live in and build
a peaceful society, and at connecting children to nature and to their envi-
ronment. Education is a social act of a community of learners that require
real human interactions.’ (Boly Barry, 2020, p. 12)
This report differs from others in that it does not report only upon
violations of the right to education which have already happened, but also
in tendencies and future violations. This is in a way in line with the report
of the 2019 special rapporteur report, talking about ‘a particularly force-
ful preventive potential of the right to education in the very early stages,
70
into Slovenian legislation for primary and secondary school education,
and of afternoon supplementary classes of mother tongues for immigrant
children. Regarding the adequacy of these measures, we could draw from
the analyses by SIRIUS, the European Network on Migrant Education,
which is active in Slovenia as well.
Let us add that the latest report by the special rapporteur relates
to the realisation of the right to education during the Covid crisis (Boly
Barry, 2020). The report does not refer especially to Slovenia, although
general reports about the endangerment of the right to education apply
to Slovenia, too. The report draws attention to groups of children whose
right to education was most affected by the Covid crisis and consequen-
tial schooling from home, and proposes a surprising attitude towards the
digitalisation of education:
All States should, as a matter of urgency, adopt special, targeted meas-
ures, including through international cooperation, to address and miti-
gate the impact of the pandemic on vulnerable groups, as well as commu-
nities and groups subject to structural discrimination and disadvantage.
In many contexts, this will mean prioritising the most accessible, ‘low-or-
no-tech’ approaches in distance learning ... (Boly Barry, 2020, p. 19)
Besides, the report includes the position regarding the nature of ed-
ucation, and an implicit recommendation regarding the development of
digitalisation of education, in order to prevent possible violations of the
right to education. The recommendation is relevant to Slovenia as well:
‘The digitalization of education should never replace onsite schooling
with teachers. Should distance education become the new paradigm for
education after the end of the pandemic, it would affect the heart and pur-
pose of the right to education. Onsite and face-to-face education enables
teachers not only to provide content, but to ensure it is understood and
well received. Besides, education goes much beyond a single objective of
transmitting didactic knowledge, and aims at developing socio-emotional
skills, critical spirit and creativity, citizenship and mutual understanding
between groups that need to interact and mix in order to live in and build
a peaceful society, and at connecting children to nature and to their envi-
ronment. Education is a social act of a community of learners that require
real human interactions.’ (Boly Barry, 2020, p. 12)
This report differs from others in that it does not report only upon
violations of the right to education which have already happened, but also
in tendencies and future violations. This is in a way in line with the report
of the 2019 special rapporteur report, talking about ‘a particularly force-
ful preventive potential of the right to education in the very early stages,
70
