HRC62: Reframing the Right to Education
HRC62: Reframing the Right to Education
The 62nd Session of the Human Rights Council
15 June – 10 July 2026
Item 3: ID with the UN Special Rapporteur on the Right to Education
18 June 2026
Reframing the Right to Education: From Access to Meaningful Learning and Participation
By Rawan Al-Aqel / GICJ
Executive Summary
The Human Rights Council held an Interactive Dialogue with the Special Rapporteur on the right to education, Ms. Farida Shaheed, during its 62nd session. The discussion centred on her thematic report addressing curriculum, pedagogy, and assessment as interconnected components of the right to education, as well as the findings of her country visit to Hungary.
The dialogue highlighted broad recognition of the importance of moving beyond access to education and focusing on the quality and content of education systems. Many delegations supported a human rights-based approach to education that promotes inclusion, equality, participation, critical thinking, and respect for diversity.
At the same time, several States emphasised national approaches to education reform, including curriculum modernisation, skills development, digital transformation, and teacher training. Concerns were also raised regarding inequality in education systems, segregation of vulnerable groups, academic freedom, and governance of higher education institutions.
The Special Rapporteur reaffirmed that curriculum, pedagogy and assessment are deeply interconnected and should align with the aims of education under international human rights law. She stressed the need for learner-centred, inclusive and participatory education systems.
Background
The right to education is firmly established under international human rights law, including the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the Convention on the Rights of the Child. These instruments affirm that education shall be directed to the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms.
The mandate of the Special Rapporteur on the right to education was established in 1998 by the former Commission on Human Rights and is now part of the United Nations Human Rights Council’s Special Procedures system. The Special Rapporteur is an independent expert appointed by the United Nations Human Rights Council, who does not represent the United Nations, but carries out their work in an independent capacity.
The purpose of the mandate is to examine the realisation of the right of all persons to access quality education without discrimination and to provide recommendations to Governments and other stakeholders. It addresses issues related to the availability, accessibility, acceptability, and adaptability of education, from pre-primary to tertiary levels, including non-formal education systems or mechanisms. The mandate also promotes the human right to education more broadly and engages with stakeholders to strengthen its implementation worldwide.
The current Special Rapporteur is Ms. Farida Shaheed, from Pakistan, who was appointed in 2022. She is the Executive Director of Shirkat Gah - Women’s Resource Centre, a leading gender justice organisation in Pakistan. She has worked as an independent expert and consultant to various United Nations, international, and bilateral development agencies, as well as to the Government of Pakistan and civil society initiatives. She also serves on multiple international and national advisory committees.
International standards further establish that education must be available, accessible, acceptable, and adaptable. Increasing attention has therefore been given not only to access but also to the quality, content, and methods of education, particularly curriculum design, pedagogy, and assessment systems.
Curriculum determines what knowledge and values are transmitted; pedagogy shapes how learning takes place; and assessment determines how learning outcomes are measured. These elements collectively shape equality, inclusion, and opportunity within education systems. The Special Rapporteur emphasised that curriculum determines whose knowledge and perspectives are recognised, pedagogy determines whether learning is participatory and inclusive or hierarchical and restrictive, and assessment determines what is valued in education and who succeeds or is excluded.
Summary of the Special Rapporteur’s Reports
The Special Rapporteur examined curriculum, pedagogy, and assessment as a unified and interdependent framework shaping the right to education. She emphasised that the curriculum determines whose knowledge and perspectives are recognised, pedagogy decides whether learning is participatory and inclusive or hierarchical and restrictive, and assessment determines what is valued in education and who succeeds or is excluded. The report expressed concern over over-reliance on standardised testing, high-stakes examinations, and global ranking systems, noting that these approaches may narrow learning and reinforce inequality.
It highlighted that such systems disproportionately affect marginalised learners, including children living in poverty, children with disabilities, displaced learners, and linguistic minorities. The report further emphasised the importance of formative assessment, inclusive pedagogy, and learner-centred education approaches that encourage creativity, participation, and critical thinking.
On pedagogy, the Special Rapporteur stressed the importance of safe, inclusive, and supportive learning environments, as well as trained and supported teachers. The report also addressed emerging challenges, including digital transformation and artificial intelligence, noting both opportunities and risks for equality in education.
Country Visit to Hungary
In her visit to Hungary, the Special Rapporteur examined a range of issues, including the segregation of Roma children. She noted that Roma children continue to face segregation within the education system, including their disproportionate placement in separate schools, classes and special education institutions. Such practices raise concerns regarding equality and non-discrimination, as they may limit access to quality education and perpetuate social exclusion. The report also examined barriers faced by children with disabilities, as well as structural concerns such as teacher shortages, curriculum overload, and challenges related to academic freedom and university autonomy. While acknowledging existing educational strengths and reforms, the Special Rapporteur highlighted persistent structural inequalities affecting vulnerable learners and called for stronger inclusive education policies and measures to reduce segregation.
Interactive Dialogue
Opening Statement by the Special Rapporteur
The Special Rapporteur, Ms. Farida Shaheed, opened the interactive dialogue by introducing her thematic report and her findings from Hungary.
She emphasised that curriculum, pedagogy, and assessment must be understood as a single system that shapes not only educational outcomes but also social inclusion, equality, and democratic participation. She warned that excessive reliance on standardised testing and performance metrics risks narrowing education and undermining broader human development goals.
She further highlighted testimonies from children and young people who expressed the need for education systems that better respond to contemporary global challenges such as inequality, climate change, and social fragmentation. Regarding Hungary, she acknowledged that reforms are being made but reiterated concerns relating to segregation, institutional autonomy and barriers faced by marginalised learners.
Statement by concerned country: Hungary
Hungary expressed appreciation for the Special Rapporteur’s visit and engagement, and the delegation outlined ongoing reforms aimed at modernising education methods, supporting personalised and integrated teaching approaches, strengthening vocational education pathways, and ensuring access to higher education opportunities.
Hungary further noted that the reforms are part of a broader effort to strengthen the quality and coherence of the education system across all levels. The delegation emphasised that particular attention is being given to improving learning outcomes, supporting teachers, and ensuring that students are better prepared for further studies and future employment.
Hungary also emphasised its commitment to academic freedom, institutional autonomy, and international cooperation, and further highlighted its engagement in ongoing dialogue with the European Commission while expressing confidence in restoring full participation in international education programmes.
Statements by Member States
During the interactive dialogue, several Member States took the floor to present their positions on education policy and the findings of the Special Rapporteur.
The State of Palestine
The representative of Palestine expressed concern about alleged attempts to distort or erase Palestinian identity in educational materials, emphasising that the right to education extends beyond access and must include accurate and rights-based content. The delegation stressed the importance of safeguarding curricula from political or ideological manipulation and highlighted the need for education systems to reflect human rights principles and the accurate history of colonial contexts, as also noted by treaty bodies. It further raised concerns regarding the portrayal of Palestinian identity in school textbooks and the exclusion or misrepresentation of historical and political realities affecting Palestinians. The delegation emphasised that education should promote respect, understanding, and compliance with international law, and reiterated the importance of protecting education from narratives that may undermine human dignity or contribute to discrimination and conflict.
European Union
The European Union (EU) welcomed the Special Rapporteur’s report and reaffirmed the right to education and commitment to Sustainable Development Goal 4 (to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). The delegation stressed that curriculum, pedagogy, and assessment are interconnected and essential to a comprehensive approach to education. The EU highlighted the importance of learner-centered approaches that promote critical thinking, creativity, inclusion, and respect for diversity, while addressing discrimination and inequality. It also underlined the key role of teachers and noted significant EU investment in global education support.
The Republic of Kenya on behalf of the African Group
The African Group thanked the Special Rapporteur and reaffirmed its support for her mandate. It stressed that education must go beyond access to focus on quality, empowering content, and human dignity. The Group highlighted the African Union’s 2026–2035 education strategy, emphasising competency-based learning, inclusion, and the importance of teachers. It also called for support to strengthen curricula and assessment reforms across Africa.
United Nations Educational, Social and Cultural Organisation
The United Nations Educational, Social and Cultural Organisation (UNESCO) welcomed the Special Rapporteur’s report, highlighting the central role of curriculum, pedagogy, and assessment in realising the right to education. It emphasised that these are not merely technical components, but elements that shape what learners learn, how they learn, and how their knowledge, skills, values, and attitudes are assessed.
UNESCO recalled that international human rights law requires education to promote the full development of the human personality, respect for human rights, inclusion, peace, cultural diversity, and sustainable development. It further noted that the right to education goes beyond access, encompassing quality, relevance, and inclusive lifelong learning. Despite progress, UNESCO pointed to ongoing challenges, including continued reliance on memorisation and high-stakes testing in many systems, and reiterated its support for curriculum transformation, learner-centered pedagogy, and more inclusive assessment approaches.
Statements by Civil Society
NGOs broadly supported the Special Rapporteur’s findings, emphasising the need for inclusive and participatory education systems, stronger protection for marginalised learners, and increased investment in early childhood education. They also highlighted the importance of safeguarding learners from discrimination and ensuring safe and supportive learning environments. In addition, they called for greater participation of children and communities in educational decision-making processes.
Concluding Remarks by the Special Rapporteur
The Special Rapporteur concluded by emphasising that education systems must ensure that no learner is left behind. She stressed that education should be learner-centered, inclusive, participatory, and supportive of creativity and critical thinking. She reiterated the importance of reducing reliance on high-stakes examinations and promoting formative assessment approaches, while also highlighting the importance of well-being, play, and creativity in education. She further called for the meaningful participation of children, families, and communities in shaping education systems.
Position of Geneva International Centre for Justice (GICJ)
Geneva International Centre for Justice (GICJ) welcomes the Special Rapporteur’s analysis of curriculum, pedagogy and assessment as central components of the right to education.
GICJ emphasises that education must go beyond access and must ensure equality, inclusion and human dignity in both content and method. GICJ supports efforts to reduce educational inequality, strengthen public education systems and ensure that vulnerable groups are not excluded from quality education.
GICJ further stresses the importance of protecting academic freedom, strengthening teacher capacity and ensuring that education systems are responsive to the needs of learners in a rapidly changing global context.
