February
New open-access guide and toolkit titled Planning to fulfil the right to education: methodological guidelines and toolkit prepared by IIEP-UNESCO (Juana Barragán Díaz and Amélie A. Gagnon). The Guidelines and Toolkit intend to offer practical guidance to ensure that the right to education is at the heart of and aligned with States’ educational planning. They are built on the markers provided by the Abidjan Principles, which themselves constitute a comprehensive summary of existing international agreements on the RTE, and are designed to facilitate a comparison between these markers and educational planning documents.
New briefing paper titled Inequalities in education from a global perspective. Theoretical approaches, dimensions and policy discussions by Margarita Langthaler and Julia Malik. The paper was funded by the Austrian Development Corporation and examines the debate on inequality with a focus on a North-South perspective. It includes a section titled ‘The public vs. private debate’ in which it refers to the Principles.
March
Joint Submission to the Working Group on the issue of Human rights and transnational corporations and other business enterprises: Development Finance Institutions and Human Rights. This joint CSO submission highlights concerns about Development Finance Institutions’ (DFIs) respect for human rights, particularlythe right to education. It seeks to respond to question 8 of the questionnaire which addressesthe specific human rights risks posed by DFI-related financing practices to the groups in the mostvulnerable situations.
The Abidjan Principles formed the basis of a submission by 10 CSOs to the CESCR pre sessional working group regarding international development cooperation in education, specifically focusing on the UK's position that international development cooperation can support non-state providers, including low cost private schools. In early April, CESCR acknowledged the concerns raised, and asked the UK to provide more information on a series of topics. One of the questions it has asked the UK directly relates to the question included in the brief.
Marie-France Lange’s chapter titled The evolution and forms of education privatisation within francophone countries from the Realizing the Abidjan Principles on the Right to Education Human Rights, Public Education, and the Role of Private Actors in Education is now available on the open access archive HAL.
April
The International Commission of Jurists produced a briefing paper titled, ‘Lesotho's Inclusive Education Policy and the continued exclusion of children with disabilities’ (written by Mulesa Lumina and Timothy Fish Hodgson) which refers to the Abidjan Principles.
May
The book Contrasting School Culture and Education: Mapping the Public–Private Binary refers to the Abidjan Principles (sample available via Google Books).
July
The chapter ‘Markets in Education and School Segregation: Paths of Problematization and Reform’ by Adrián Zancajo, Clara Fontdevila, and Antoni Verger in Educational Markets and Segregation: Global Trends and Singular Experiences From Belgium and Chile includes the Abidjan Principles as an example.
The Right to Education Initiative’s background paper to the 2023 GEM Report on technology references the Abidjan Principles, while exploring technology in eduction in light of human rights.
September
Orchestration of Corporate Social Responsibility in Company Law – Reframing Human Security through Education. This paper aims to argue the fundamental significance of education in addressing notable gaps in the constitutive, performance, and evaluation criteria for corporate social responsibility (CSR) and endeavours to showcase the complementarity between education, human security, sustainable human development, and the pursuit of CSR as an ideal normative paradigm.
New research paper entitled Geograph(ies) of Globalized Education Privatization(s): An Introduction, by Kevin Mary, Nora Nafaa, and David Giband, explores the privatisation of education on a global level, and argues that it is no longer limited to a social phenomenon marked by elitism and the search for an educational social endogamy. Instead, the authors argue, it now refers to ‘to a complex process with multiple dimensions that also affects the management and organization of schooling within national and local spaces, as well as the provision of a whole range of educational and extra-educational services by a myriad of actors.’
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