A human rights approach: The right to education in the time of COVID-19: Commentary on COVID-19 Special Section.
A human rights approach: The right to education in the time of COVID-19: Commentary on COVID-19 Special Section.
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DOI：
10.1111/cdev.13654
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发表时间：
2021-09
影响因子：
4.6
通讯作者：
Fredman S
中科院分区：
文献类型：
--
作者：
Fredman S
COVID-19大流行最严重的后果之一是，由于公共卫生原因，学校关闭，全球儿童的教育中断。教科文组织统计研究所的预测显示，由于疫情，到2020年，8个年龄组的近1亿儿童的阅读能力将降至最低熟练程度门槛以下（教科文组织统计研究所，2021年）。目前的研究和以往类似危机（如埃博拉疫情）导致的学校关闭的经验表明，COVID-19关闭可能会加剧那些已经处于不利地位的人的脆弱性（Azevedo等人，2021年）。这包括无法获得学校营养计划提供的重要营养（Borkowski et al., 2021）；遭受家庭暴力；女童早婚和早孕（De Paz et al., 2020）；缺乏社交互动（Larsen et al., 2021）；无法接入互联网的人面临的不平等加剧（联合国儿童基金会和国际电信联盟，2020年）。虽然这些破坏的严重后果已得到充分记录，但对所造成的侵犯人权行为的注意较少。世界各国政府都批准了国际人权条约，其中包括受教育权，以及平等和不歧视、隐私权、生命权、食物权、人身安全和住房权。这些不仅是可持续发展目标中的政治承诺，而且对各国规定了具有法律约束力的义务。本文审查和阐述了与受教育权和不歧视权有关的具有法律约束力的人权义务，这应为各国政府确定其优先事项和分配其已经紧张的资源以摆脱大流行病提供基础。基于人权的方针对于确保现在和将来为减轻这一流行病的影响而采取的措施不会加剧获得受教育权方面的不平等现象，并充分遵守各国在国际人权法中具有法律约束力的承诺至关重要。受教育权在三项国际人权条约中有所体现，即《儿童权利公约》（1989年）、《经济、社会及文化权利国际公约》（1966年）和《残疾人权利公约》（2006年）。197个国家中有196个国家批准了《儿童权利公约》，只不包括美国；《经济、社会、文化权利国际公约》有171个批准国；CRPD有182个。批准国有义务确保其国内法符合条约的规定：不遵守的国家将违反国际法。虽然美国签署了所有三项公约，但尚未批准它们。在条约上签字而不批准，并不表示同意受约束。
One of the most serious consequences of the COVID-19 pandemic has been the disruption of children’s education worldwide with the closure of schools for public health reasons. Projections from UNESCO Institute for Statistics show that nearly 100 million children across eight age cohorts would move below the minimum proficiency threshold in reading in 2020 due to the pandemic (UNESCO Institute for Statistics, 2021). Both current studies and experience of school closures due to previous similar crises, such as the Ebola epidemic, show that COVID-19 closures risk exacerbating vulnerabilities for those who are already disadvantaged (Azevedo et al., 2021). This includes lack of access to the vital nutrition provided by school nutrition programs (Borkowski et al., 2021); exposure to violence at home; early marriages and pregnancies for girl children (De Paz et al., 2020); lack of social interaction (Larsen et al., 2021); and deepening inequalities for those without access to the Internet (United Nations Children’s Fund & International Telecommunication Union, 2020). While the serious consequences of these disruptions are well recorded, less attention has been paid to the human rights breaches entailed. Governments throughout the world have ratified international human rights treaties which enshrine the right to education, together with the rights to equality and non-discrimination, privacy, life, food, personal security, and housing. These are not just political promises as in the Sustainable Development Goals, but create legally binding obligations on States. This paper examines and elaborates the legally binding human rights obligations in relation to the right to education and non-discrimination, which should provide the basis for governments to determine their priorities and allocate their already strained resources for emerging from the pandemic. A human rights-based approach is essential to ensure that measures taken to mitigate the effects of the pandemic both now and in the future do not exacerbate inequalities in access to the right to education, and fully comply with States’ legally binding commitments in international human rights law. The right to education is found in three international human rights treaties, the Convention on the Rights of the Child (“CRC,” 1989), the International Covenant on Economic, Social and Cultural Rights (“ICESCR,” 1966), and the Convention on the Rights of Persons with Disabilities (“CRPD,” 2006). The CRC has been ratified by 196 out of 197 States, excluding only the United States; ICESCR has 171 ratifications; and CRPD has 182. Ratifying States are obliged to ensure that their domestic law complies with the treaty's provisions: States which fail to comply will be in breach of international law. While the United States has signed all three Covenants, it has not ratified them. Signing without ratifying a treaty does not establish consent to be bound.
影响因子：
6.4
作者：
Larsen L;Helland MS;Holt T
通讯作者：
Holt T
影响因子：
8.1
作者：
Azevedo, Joao Pedro;Hasan, Amer;Iqbal, Syedah Aroob
通讯作者：
Iqbal, Syedah Aroob