01. Global Campus Policy Briefs

Permanent URI for this collection

https://reponew.gchumanrights.org/handle/20.500.11825/579

The Global Campus Policy Briefs are one of the outputs of the Policy Observatory Project, which aims to enhance the role of the Global Campus and its regional members in undertaking coordinated research initiatives and providing guidance and expert opinions in response to urgent human rights issues to a broad primary and secondary audience. It provides a virtual hub, whith the participation of a team of researchers who are alumni from GC regional programmes, for the production of a set of complementary policy analyses on assigned topics.

2024 Edition:The digitalisation of education systems and its impact on human rights, with particular attention to the right to education

EdTech and the Right to Education: Policy Adaptations for Fair and Equal Learning in the Philippines and Cambodia
by Jean Linis-Dinco

Navigating the Digital Waters in Education: The Importance of Promoting Digital Literacy and Teaching Digital Competences in South East Europe
by Gergana Tzvetkova

Equity in Digital Education: Assessing the Impact of Remote and Online Learning on Low-Income Students in Armenia, Moldova and Ukraine and Effective Approaches
by Goharik Tigranyan

Addressing the Digital Divide among Students at Risk of School Dropout in Latin America
by Lucía Camacho Gutiérrez

Education for All in the Digital Age: Exploring EdTech Regulatory Frameworks across Africa
by Reda Benkhadra

AI Integration in Education in the MENA Region: Will it Be a Driver of Social Inequality?
by Aida Traidi

ChatGPT in Classrooms: A Double-Edged Sword
by Desara Dushi

Framing a Human Rights-Based Approach to the Digitalisation of Education Systems: Reflections on Research Findings in Seven Regions
by Chiara Altafin

2022 Edition: Business and Human Rights at 10: What Next for the Future?

Living with Fear and Fragility in Times of Pandemic: Contested Lives of Migrant Workers and Challenges of National and Regional Business and Human Rights Frameworks for Labour Migration in the Association of Southeast Asian Nations
by Saittawut Yutthaworakool

Anti-Corruption to Fight Human Trafficking Labour Exploitation in the Spanish Agricultural Sector
by Clàudia Serrano Puig

Economic Growth in Developing Countries and its Impact on Human Rights of Indigenous Communities
by Natalia Gagliardone

Child Labour among Refugee Youth in Lebanon: A Way Forward
by Jasmin Lilian Diab

A Step Closer or a Step Further from Corporate Social Responsibility: Building Hydropower Plants in Albania and Bosnia and Herzegovina
by Imane Bellaadem

Balancing Between Human Rights and Business Development: What is the Situation with Labour Rights in Ukraine and What are the Chances to Change It?
by Irina Bakhcheva

2021 Edition: The Connection between the Environment and Human Rights with a Primary Focus on the Rights of Future Generations and Youth Participation

Climate Justice and Human Rights, in a World in Climate Emergency
by Zoi Aliozi

Environment and Human Rights in Curriculum: Towards a Strong and Uniform Education Policy in South Asia
by Visalaakshi Annamalai

‘Burned by the Sun, Drowned by the Rain’: Enhancing Children’s Legal Protection Against Climate Change
by Elise Daniaud

Climate Change and the Future Generation under the African Human Rights System: Fostering Pathways and Partnerships
by Ademola Oluborode Jegede

Planet over Profit? A Reality Check of Europe’s Aspirational Climate Policies
by Tomáš Jungwirth

Ecosystem Restoration as a Successful Way for Fighting Global Climate Changes
by Marina Rakopyan

Youth Activism and Climate Change in Latin America: Indigenous and Peasant Youth in Defence of their Human Rights and Territories
by Juan Wahren

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Now showing 1 - 5 of 42

EdTech and the Right to Education: Policy Adaptations for Fair and Equal Learning in the Philippines and Cambodia

(Global Campus of Human Rights, 2024-07) Linis-Dinco, Jean

This policy brief explores the challenges and opportunities regarding the adoption of education technology (EdTech) in the Philippines and Cambodia, and how it relates to the right to education. Without careful consideration of the importance of human rights to the integration of technology into the education sector, the use of technology may further widen the digital divide in the two countries. Drawing on a political economy framework (Pellini et al. 2021), this brief proposes solutions that not only consider the complexities of domestic politics, structural and systemic factors and the diverse needs of stakeholders but also examines the practicality of each solution within a local context. This policy brief argues for the need to go beyond techno-solutionism or the belief that technology alone can solve social and political problems. Instead, it advocates for an approach that tackles underlying problems rather than applying temporary fixes based on the agenda of current sitting political parties. Recommendations range from legal and social reforms promoting equitable access to digital infrastructure to fostering the development of inclusive and culturally relevant EdTech content. Specifically, it urges governments to review existing legislation to ensure equitable integration of technology, strengthen protections for marginalised groups including Indigenous peoples and invest in teacher training and development.
Navigating the Digital Waters in Education: The Importance of Promoting Digital Literacy and Teaching Digital Competences in South East Europe

(Global Campus of Human Rights, 2024-07) Tzvetkova, Gergana

The worrisome rise of violence and abuse in the digital realm and the growing spread of misleading and harmful information raise the importance of developing skills linked to digital literacy and critical thinking in education. The ability to benefit from the advances of technology and communications without putting at risk children’s and adults’ privacy, physical, psychological and emotional well-being and safety is identified as crucial by many international and regional organisations, civil society organisations and state actors. The policy brief explores how the digitalisation of education systems and the importance of acquiring digital skills and competences are presented in major international and regional frameworks. We explore a number of achievements and persisting challenges in these areas, focusing on four countries in South East Europe. Additionally, we identify potential best practices on the basis of which we derive specific policy recommendations. The brief also emphasises the importance of digital solutions in education, which have been designed to take into account human rights and the needs of vulnerable groups instead of exacerbating bias and discrimination.
Equity in Digital Education: Assessing the Impact of Remote and Online Learning on Low-Income Students in Armenia, Moldova and Ukraine and Effective Approaches

(Global Campus of Human Rights, 2024-07) Tigranyan, Goharik

This policy brief aims to examine the impact of remote and online learning choices on educational inequalities for low-income students in Armenia, Moldova and Ukraine. Digitalisation of education has become crucial since 2020, especially during the transition from offline to online learning amid the COVID-19 pandemic. While some countries adapted well, others, including the mentioned trio, struggled with issues such as the digital divide affecting access to information and communication technology (ICT) for low-income and rural families. This challenge has hindered the effective transition to online education and exacerbated educational disparities. To address this, it is vital to adopt a human rights-based approach that ensures equitable access to inclusive and quality education for all children, regardless of their socioeconomic status or location. Recognising the significance of education as a human right is essential in approaching the digital divide as a question of equity and justice rather than a technological challenge. States should prioritise reforms to bridge the digital divide through inclusive frameworks and hybrid learning strategies, potentially leveraging Public-Private Partnerships (PPPs) to sustainably improve educational outcomes.
Addressing the Digital Divide among Students at Risk of School Dropout in Latin America

(Global Campus of Human Rights, 2024-07) Camacho Gutiérrez, Lucía

Digitalisation in Latin American (LATAM) education is vital but faces challenges like high dropout rates and a significant digital divide. The region lacks thorough evaluations on how these issues impact virtual education, leaving vulnerable students at risk. Existing policies on connectivity and digital skills are superficial and not well integrated with education agendas, necessitating a more holistic approach to ensure equitable access to education through digital transformation. The COVID-19 pandemic highlighted the digital divide's impact on secondary and primary school dropout rates in the LATAM public education system. Students struggled with internet access, inadequate devices and loss of teacher contact, leading to higher dropout rates, especially among low-income and rural students. Countries like Argentina, Chile, Colombia and Honduras saw significant increases in dropout rates, although the situation was not as dire as initially feared. Dropout rates in LATAM are influenced by multiple factors, perpetuating social and economic inequalities. The digital divide, particularly in rural areas, exacerbates educational exclusion, with gender disparities further disadvantaging girls and women. Despite efforts to improve internet access and education quality in countries like Colombia, Chile, Peru, Brazil, Ecuador and Mexico, these initiatives often lack integration with strategies to reduce dropout rates. A human rights-based approach (HRBA) to digitalisation emphasises equity, inclusion and pragmatic use of digital tools to enhance education. Public policies should focus on meaningful internet access, addressing affordability, connectivity and social environment aspects. Comprehensive data collection on the digital divide's impact on dropout rates is essential for informed policymaking. The 'My Education, Our Future' agenda promoted by different stakeholders and organisations aims to bridge the digital gap in education and support school reintegration, opening a valuable opportunity for action on this policy area.
Education for All in the Digital Age: Exploring EdTech Regulatory Frameworks across Africa

(Global Campus of Human Rights, 2024-07) Benkhadra, Reda

Sub-Saharan Africa currently faces the distressing reality of being home to the highest rate of education deprivation globally, where nearly 100 million school-age children lack access to schooling. The integration of digital technologies into educational systems has displayed promise in mitigating this issue and enhancing access to education, particularly in areas affected by crises. However, alongside recognising the potential of digital technologies, it is imperative to uphold human rights, notably the right to equitable and inclusive quality education. The increasing presence of private and for-profit entities in the education sector poses a significant threat, as they push for the commodification and commercialisation of educational services. Noteworthy examples, such as the emergence of the so-called ‘low-cost private schools’, backed by educational technology (EdTech) companies and tech giants, illustrate this concerning trend. These entities, offering technology-centric yet profit-driven educational services, have faced criticism for inefficiency, lack of sustainability and failure to meet national standards, leading to school closures and strong backlash in countries like Uganda and Kenya. Similar concerns have arisen in West Africa, where they have faced scrutiny for their pedagogical methods. Addressing such practices and adequately regulating private sector involvement are paramount to safeguarding the right to education and ensuring its equitable access for all.

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