Luisa Ribolzi, candidate to the position of Special Rapporteur on the Right to Education, and supported by the College universitaire Henry Dunant was panelist at a UN Library event on Education in the XXI century: a common good? She accepted to answer a couple of questions about her vision of education.
Education 2030 is the new program for Education in the world. What does it inspire you?
In the new context of the SDG, especially Goal 4 on education I am inclined to meet the new challenges of quality education for all, namely inclusive education, a new governance and the monitoring of education systems. The definition of consensual indicators is essential for this monitoring as underlined by the common Agenda on education. It is particularly important to improve the quality of education around the world.
What are your priority areas?
I would like first of all to deepen the analysis of third level education, area that has been under-studied so far. When I was Vice president of the National Agency for the Assessment of Universities and Research, I could see how there were still strong formal and informal barriers to the realization of the right to education. In many countries, higher education is mainly a men’s privilege. Where girls are more than boys in numbers and as graduates, there are still “horizontal” barriers in the choosing of faculties and,
after graduation, in possibilities to find a good work or to continue in universities as professors and researchers.
…The transition from education to work, with the recovery experiences of traditional jobs, apprenticeship, second chance education, adults training and qualification. Education is a lifelong process and partnerships at all levels should be encouraged.
You insist on a new governance of education systems…
This question is of prime importance and brings me to the participation of stakeholders. More than a theoretical wish, participation is key if we want to realize all human rights, as it is underlined in the new common Agenda 2030. Participation in education means, among other issues, to move beyond the opposition between public and private. Developing new approaches and new models of governance to meet new challenges is very important. The phenomena of the schools run by families, communities or civil society for example, should be further analyzed to find out effective and sustainable models.