Universalizing access to basic education: Unesco's normative action

Abstract

The right to education is increasingly recognized as an overarching right-one not only fundamental in itself but also indispensable for the realization of all other human rights. It is essential to the process of socioeconomic development, and its role in empowering individuals and transforming societies, underscored in 2000 at the World Education Forum in Dakar, has enhanced its significance. UNESCO has placed the outcome of the Dakar World Education Forum at the heart of its activities and Education for All (EFA) high on its agenda. Realization of the right to basic education for all has become a priority area of action. Already the vision for education developed by UNESCO in 1990s provided conceptual orientation regarding basic education for all. In its report presented to UNESCO, Learning: The Treasure Within, the International Commission on Education for the Twentyfirst Century stated that Basic education is the first step in attempting to attenuate the enormous disparities affecting many groups-women, rural populations, the urban poor, marginalized ethnic minorities and the millions of children not attending school and working. (Delors et al., 1996: 118) The commission stressed that the concept of lifelong learning goes beyond the traditional distinction between initial and continuing education. It links up with another concept, that of the learning society, in which everything affords an opportunity to learn and realize one's potential. Everyone can thus adapt to a changing world so that each person remains involved in society and can contribute to its development. However, realizing the right to basic education for all is one of the greatest moral challenges of our times, as millions of children, youths, and adults remain deprived of it in today's knowledge society.1 Moreover, one witnesses unprecedented disparities in access and quality as the demand for education grows and what is on offer becomes more diverse. Globalization "carries with it the danger of creating a market place in knowledge that excludes the poor and the disadvantaged" (UNESCO, 2000a: Para. 26). There is greater need today to uphold the fundamental principles of equality of educational opportunity and universal access to education without exclusion or discrimination. These principles lie at the heart of the EFA process. It has become crucial to place the concept of inclusive education as being central to educational systems and emphasize the need for wider access to education so that no one is deprived of it. Normative action to that end must be reinforced to strengthen the foundations of the right to education in national legal systems on the basis of international legal obligations. This is a major concern in UNESCO's collaboration with the United Nations system. © 2006 Springer. Printed in the Netherlands.