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Students will write a brief answer to the question: 'What is one thing you learned about human rights today?'

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Hold a discussion where students summarize today's class and share key takeaways.

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Analyze a case of human rights violations through group discussions. Students can collaborate using platforms like Padlet to share their insights.

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The following five case studies capture the human rights reality for Palestinian communities living in or near Israel's settlements, where tourism plays an increasingly important role in the economy.

Case Study One: Kfar Adumim - Khan al-Ahmar

"Experience the tranquillity of the desert and get a taste of w arm Israeli hospitality." Airbnb listng

An important centre for tourism activities and accommodation in Area C of the West Bank is the Israeli settlement of Kfar Adumim, some 10km east of Jerusalem. It is home to approximately 400 settler families.

A short distance from Kfar Adumim is the Bedouin village of Khan al-Ahmar. In contrast to the modern houses in the settlement, Khan al-Ahmar is little more than a collection of tin shacks. The village is home to approximately 180 Bedouin, more than half of whom are children. Most are Indigenous refugees who were driven out of Israel after the country's creation in 1948. The Bedouin in the OPT self-identify as Indigenous Peoples. As such, they enjoy certain special rights over the land they occupy and the natural resources they use to sustain their traditional livelihoods and way of life.

Kfar Adumim was built in 1979, more than 30 years after the Bedouin established their village. Israel built the settlement on a ridge with commanding views over the Judean desert and the Jordan Valley. The settlement is close to several tourist attractions, including the Ein Prat/Wadi Qelt Nature Reserve. This reserve is managed by a government agency, the Israel Nature and Parks Authority.

For years, Israel has been trying to relocate the residents of Khan al-Ahmar (as well as other Bedouin communities in Area C) against their wishes, to expand settlements in the region. Amnesty International, the UN and others have documented how the Israeli government has tried to force the people of Khan al-Ahmar off their land. Firstly, they have created what the UN Office for the Coordination of Humanitarian Affairs (OCHA) has termed a "coercive environment, which functions as a 'push factor'". This is intended to make the lives of the Bedouin as difficult as possible. Measures have included: refusing to connect homes to the electricity network; confiscating solar panels; failing to ensure adequate access to water; rejecting applications for building permits; demolishing structures, including homes and animal shelters; threatening further demolitions; restricting access to roads and grazing land by creating settlements; restricting access to further grazing lands by creating military areas and the Ein Prat/Wadi Qelt Nature Reserve; denying people permits to work in settlements; and failing to protect the community from intimidation and attacks by Israeli settlers.

These "push factors" constitute, or have led to, violations of many human rights of the people of Khan al-Ahmar, including the rights to adequate housing and to an adequate standard of living. The establishment and development of the Kfar Adumim settlement has encroached on almost all the land the Bedouin used to graze their animals. This has severely impacted their traditional source of livelihood, forcing them to live in hardship. It has also impaired their rights, as Indigenous Peoples, to freely pursue their economic development; use and enjoy their land, territories and resources; and enjoy their own means of subsistence, among others. Villagers now try to earn a living through low-paid seasonal agricultural work elsewhere and they also receive humanitarian relief from the Palestinian authorities. This amounts to about US$250 a month, which residents told Amnesty International only just about covers essential household expenditure.

In addition, the Israeli government has directly ordered the demolition of Khan al-Ahmar on the grounds that villagers did not acquire relevant building permits. The government has done this without implementing any of the legal safeguards prescribed by international law to protect the right to adequate housing, such as prior consultation, notice and the provision of adequate alternative accommodation. Furthermore, such a move would violate their right as Indigenous Peoples not to be forcefully removed from their territories and lands without their free, prior and informed consent.

Since 2009, the Bedouin have fought this through the Israeli courts. However, on 24 May 2018, the Supreme Court ruled that demolitions could go ahead despite the government's failure to guarantee minimal due process safeguards and avoid forced evictions. The village is now facing demolition and the forcible transfer of its residents to make way for further illegal settlements. The demolition order includes the village's school, which provides education for some 170 Bedouin children. If implemented, these actions will constitute war crimes, as well as violations of the human rights to adequate housing,224 education and non-interference with family and home.

The development of a lucrative tourism industry based in and around Kfar Adumim has contributed to the economy of the neighbouring settlements and galvanized the drive for further expansion. At the time of writing, Kfar Adumim and three smaller satellite settlements were home to 30 Airbnb properties - the largest cluster in the OPT outside East Jerusalem. Many properties were presented as luxury accommodation. For example, the "Desert Lookout" is a 12-bed villa for rent costing US$440 a night. Its listing described it as having a heated swimming pool and a "spectacular desert view".

As well as private residential properties, Airbnb provided three separate listings for "Desert Camping Israel" - a campsite in the desert east of Kfar Adumim. There, guests could hire tents for as much as US$235 a night to "experience the tranquillity of the desert and get a taste of warm Israeli hospitality". At the time of writing, Booking.com, Expedia and Hotels.com all also listed "Desert Camping Israel". Booking.com listed a further five apartments to rent, and Expedia and Hotels.com listed two each.

TripAdvisor also had several listings in Kfar Adumim and the surrounding area. These included two properties that can be rented through its website. The first is a one-bedroom apartment, which boasts a jacuzzi. The second is a two-bedroom family home, with views of Jerusalem and the Jordan Valley. In addition, TripAdvisor provided details and reviews of a hotel, two restaurants and five "things to do", including the Ein Prat park. It also lists "Genesis Land", which has the same owners as "Desert Camping Israel". There, visitors can ride camels and eat a meal in a traditional Bedouin-style tent in the desert with actors dressed as Biblical characters. The "Genesis Land" gift shop sells produce grown and manufactured by Israeli settlers, including olive oil, honey, herbs and handicrafts.

Through their listings and promotion of tourist accommodation and attractions in Kfar Adumim and neighbouring settlements, Airbnb, Booking.com, Expedia and TripAdvisor have driven tourism into the area and generated profits for both settlers and themselves. Their activities have contributed significantly to the growth and expansion of the settlements that are driving violations of the human rights of the Bedouin community. As well as contributing to an illegal situation, these companies are also indirectly contributing to these human rights violations.

In addition, their listings specifically featured tourist attractions such as the Ein Prat/Wadi Qelt Nature Reserve, "Genesis Land" and "Desert Camping Israel", which have been built or developed on land previously used by the Bedouin community for herding. The companies earn money every time a booking to visit these attractions is made. In this way, the companies have directly benefited from past and ongoing human rights violations associated with the illegal exploitation of Bedouin land and are helping to perpetuate these violations.

As with the other case studies detailed below, Airbnb will cease to do so once it fully implements its 18 November announcement to delist properties and attractions in the area.

Israel's Supreme Court has ruled that the Palestinian village of Khan al-Ahmar should be demolished, as the Israeli settlement of Kfar Adumim (pictured on the overlooking hill) expands. 20 September 2017. © Amnesty International

Case Study Two: Shiloh - Qaryut and Jalud

"This is one of my favourite locations to visit. There is a sta te-of-the-art visitors centre (and a great gift shop with items made by local artisans)." TripAdvisor review

Signboard outside Shiloh, a settlement of about 3,000 Israelis built on Palestinian-owned land. It is located next to the Palestinian farming villages of Qaryut and Jalud. June 2018. © Amnesty International

Israel has constructed a line of settlements in the north of the West Bank near Nablus. At their heart is Shiloh, a settlement of about 3,000 Israelis. It is located next to the Palestinian farming villages of Qaryut and Jalud and an archaeological site. The Israeli government and settler organizations have identified this site as one of the most important visitor attractions in the West Bank. It is on the list of heritage sites that have received Israeli government funding.

The establishment of Shiloh and neighbouring settlements on Palestinian-owned land and the development of the ancient ruins into a visitor attraction are inextricably linked. Settlers moved to Shiloh in the 1970s on the pretext that they were there to work as archaeologists. The settlement later received official Israeli approval and its municipal boundary was expanded in 1992 to include the Palestinian-owned farmland containing the ancient ruins and archaeological site. Since the late 1990s, settlers have established more than 10 new settlements on the surrounding hills and continue to expand them.

This has led to the confiscation of thousands of hectares of land owned by the two Palestinian villages for the construction of settlements. The farmers can only access other areas of land close to the settlements after receiving prior permission from the Israeli military. In total, Jalud has lost approximately 3,500 hectares, and Qaryut more than 2,000 hectares. This includes farmland and groves that are now included within the boundaries of the archaeological site. The result of these restrictions and the loss of land has been harsh. According to a 2015 report by humanitarian agencies, Palestinian residents of these villages, for whom farming is a main source of income, "have seen their agricultural practice and productivity undermined, with a detrimental effect on their livelihoods and resilience".

The Israeli military has also barred Palestinians from using the main road leading from Qaryut to the south of the West Bank as it passes close to the archaeological site. The closure forces villagers to take an 18km detour to reach another village (which is otherwise just 1km away), as well as some of their farmland (which is only 500m away). Public transport to the village stops at 4pm so people who have to travel for work, education or to access health care are forced to pay for shared taxis. Private security guards prevent villagers from walking to this land.

The result of all these restrictions has been to damage the local economy and many residents have moved away.

People are leaving the village now because we are isolated. Many people sold their lands and
houses and moved out to Ramallah. The village is not located next to the main road any more so no one would come here, unless they have a reason to. Many s hops have recently closed because their business was not working properly.
Basher Muammar, a resident of Qaryut

These restrictions breach community members' rights to non-discrimination in access to the rights to an adequate standard of living and to freedom of movement, among others. They may also violate the community's rights to education and health care.

In addition, settlers have frequently attacked Palestinian farmers and vandalized their olive trees, further impacting livelihoods. The Israeli human rights organization Yesh Din describes the area as a "hotspot" for attacks by settlers on Palestinians in the West Bank. Basher Muammar, who documents cases of settler violence, described to Amnesty International how armed settlers frequently enter the villages to intimidate people. These attacks are continuing in the absence of appropriate action by the Israeli authorities to prevent them or hold those responsible to account. The result for villagers is a sense of injustice and the constant fear of renewed attacks, which can have a severe impact on their mental health. As such, these actions constitute violations of the rights of the Palestinian residents to health and remedy.

In stark contrast to the restrictions placed by Israel on the residents of Qaryut and Jalud, the Israeli government has supported ambitious plans by the settlers to develop the archaeological site into a major tourist attraction. In 2010, the Israeli authorities handed over management of the site to a private organization run by settlers, which in 2013 opened a new museum and auditorium. In 2014, the settlers also published plans for the expansion of the tourist facilities, including a vast new visitor and conference centre with the capacity to accommodate 5,000 people a day.

Residents of surrounding Israeli settlements have sought to profit from the growth in tourism by advertising their homes on digital tourism websites. For example, at the time of writing, Airbnb listed five properties here. One of these was in Shiloh settlement itself (which charged one person US$98 per night at a house called "Incense of Shilo. Calm the soul"). Two properties were in the neighbouring Eli settlement, which is also built on Qaryut land, (for US$117 and US$123 per night). The others were in the settlement "outposts" of Esh Kodesh (US$192 per night) and Mount Kida (US$151 per night), which were built on the land of Jalud village. Booking.com listed an eight-bed "lodge" for rent in Eli settlement (on land owned by Qaryut).

TripAdvisor provided a listing for the archaeological site itself and advertised the services of several Israeli tour guides based in Jerusalem and elsewhere who include Shiloh on their itineraries for Israeli and foreign visitors.

Through their listings, Airbnb, Booking.com and TripAdvisor have helped drive tourists to the area, contributing to the economic development of Shiloh and the surrounding settlements. For example, the settler organization that manages the site benefits financially from ticket sales sold to the tens of thousands of visitors who come every year, as well as the souvenirs and produce sold in its shop, such as olive oil and wine, that are manufactured or grown by settlers.

As a result, online tourism companies have contributed not only to an illegal situation but also, indirectly, to the many human rights violations resulting from these settlements. If it implements its announcement of November 2018 and delists properties from this area, Airbnb will cease to do so.

In addition, TripAdvisor listed the Tel Shiloh archaeological site itself. The development of this site into a major attraction that sustains surrounding settlements is a key factor exacerbating the human rights violations against nearby Palestinian communities. By promoting this site on its website, TripAdvisor is directly benefiting from, and contributing to, these violations.

Case Study Three: Susya - Khirbet Susiya

"Every visitor of the land of Israel should definitely come vis it this site. It can give you a better perspective of Israel. Fun place!" TripAdvisor review.

Susya is an Israeli settlement of 1,000 people in the far south of the West Bank. It was established in 1983, next to an archaeological site, on land belonging to the Palestinian residents of Khirbet Susiya village. In 2002, settlers also established an "outpost" inside the boundaries of the archaeological site and settlers now live there. Visitors to the Susya archaeological site make a financial contribution to the neighbouring settlement that manages the ruins. A visitor centre serves as a showcase for produce and goods that are grown or manufactured by settlers in Susya settlement and the surrounding area, including wine, herbs, olive oil and handicrafts.

Amnesty International and other organizations have documented how the archaeological site and settlement, as well as these businesses, have affected the lives of about 300 Palestinian residents of Khirbet Susiya village. For decades, they lived in homes among the ruins of ancient Susya, with farmland all around. In 1982, they lost much of this when the settlement was built and four years later when the Israeli authorities declared the village land an archaeological site and forcibly evicted them. The families then moved onto what remained of their land outside the archaeological site. They received no offer of alternative accommodation or compensation, which are key safeguards to ensurerespect for the right to adequate housing and to avoid forced evictions.

The Palestinian villagers now live in tents and temporary shelters. The Israeli authorities have refused to issue them with building permits and in 1999, 2001 and 2011 demolished many of their new shelters. The authorities also blocked water cisterns and wells, severely impacting their right to access safe, affordable water. Residents live with the constant fear that their homes will be demolished and have been fighting a legal battle for years to prevent this. However, in January 2018, Israel's Supreme Court ordered the demolition of several tents and shelters.

At night a bulldozer could destroy everything. Children here live in fear.
Fatima Nawaja, a resident of Khirbet Susiya

Israel has refused to connect the village to the water and sewage system and electricity networks. Residents told Amnesty International that they are forced to pay for water to be trucked in from a nearby Palestinian town. In 2015, the UN estimated that about a third of villagers' income was spent paying for water. This constitutes a breach of Israel's obligation to provide an affordable supply of water and puts at risk the realization of other human rights, such as the right to an adequate standard of living and food. By contrast the settlement is connected to the electricity grid, as well as to water and sewage and even has a municipal swimming pool.

In the 1990s the Israeli military authorities allocated an area of more than 150 hectares of Palestinian-owned land for the development of the settlement. This area is now guarded by military watchtowers and Palestinians cannot approach. If they do, they risk being stopped by the Israeli army and taken to a military base for questioning.

"They let the settlers go wherever they want, but we are not even allowed to reach our land or cross it because it is a security area." Hamdan Hreini.

The loss of land has forced the village to cut back the size of its herds. Farmer Azam Nawaja said he used to have 150 sheep, but now can only manage to look after 25. Azam Nawaja also reported that settlers often come to destroy the village's olive trees. He said that three years ago they cut down 300 of his. Settlers vandalized and damaged 800 olive trees and saplings in 2014 alone. Residents also complain of harassment by the settlers, who are sometimes armed. Ola Nawaja described how her three daughters, aged seven, 12 and 13, were attacked by two settlers, who threw stones at them as they were on their way back from school.

Three days before Amnesty International researchers visited Khirbet Susiya in June 2018, residents said that settlers had flown a drone over their tents to film them. Fatma, aged 39, said that the drone had hovered over the women while they were sitting together on the ground and eating a meal. "We were upset, this is against our right to privacy and our culture." The Palestinian community of Khirbet Susiya was forcibly evicted from the land it used to live in when in 1986 the Israeli government declared the ancient ruins of Susya an archaeological site. As well as amounting to forcible transfer (a violation of international humanitarian law and a war crime), this violated the human right to adequate housing of the Palestinian residents. The establishment of the Susya settlement in 1983 and its subsequent expansion in the 1990s also significantly reduced the amount of land the farming community could use for herding and other agricultural activities. Israeli authorities have consistently failed to intervene to stop and punish these regular acts of harassment and vandalism, in breach of their duty to protect the Palestinians from the harmful acts of third parties and to guarantee an effective remedy when abuses occur. Residents of Khirbet Susiya have been subjected to a coercive environment aimed at driving them away from their land and amounting to violations of Israel's duty to respect Palestinian villagers' human rights to adequate housing, an adequate standard of living, water, sanitation, physical integrity, privacy and remedy. At the time of writing, the settlements and archaeological site featured on both Airbnb and TripAdvisor. Airbnb advertised a six-bedroom house in Susya settlement for US$126 per person per night. The host of the property said it was a suitable base for tourists wanting to visit the area and that "as a licensed tour guide I can guide you to visit local winery, goat milk plant, farms, vineyards and the famous ancient town of Susya". As well as photographs of the house, Airbnb also hosted photographs of places that travellers could visit: the Susya ruins, an olive grove and the large swimming pool in the settlement.

TripAdvisor provided tourist information on two settlement-linked attractions in Susya. One of these is a winery and vineyard next to the settlement on land that was taken from the Palestinians of Khirbet Susiya. TripAdvisor also listed the archaeological site. "The occupiers forced us to leave our land as they wanted to ma ke money from tourists. Theycould have given it to us to manage it. We wouldn't have destro yed it, but the occupiers would never let us profit from our own land." Azam Nawaja, a Khirbet Susiya resident.

Despite the historic and ongoing violations of the human rights of residents of Khirbet Susiya, TripAdvisor and Airbnb have featured Susya on their websites and helped Susya settlers promote their businesses to the outside world. In doing so, both TripAdvisor and Airbnb have contributed to the economy of the settlement and therefore to maintaining an illegal situation. The companies have also contributed, indirectly to the human rights violations associated with these settlements.

As with the other case studies detailed below, Airbnb will cease to do so if it fully implements its announcement to delist properties and attractions in the area. Furthermore, by listing a vineyard developed on illegally appropriated Palestinian land, TripAdvisor has contributed to, and financially benefited from, the illegal exploitation of Palestinian natural resources. Finally, by listing the archaeological site from which the community was evicted in 1986, TripAdvisor has directly benefited from, and contributed to, the perpetuation of the historic and ongoing violation of the human right to adequate housing of the Palestinian residents.

Fatma Al-Nawaja and other residents of Khirbet Susiya village complain that Israeli settlers continually harass them. 7 June 2018. © Amnesty International

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Chapter 5: Human Rights Violations | Five Case Studies

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The following five case studies capture the human rights reality for Palestinian communities living in or near Israel's settlements, where tourism plays an increasingly important role in the economy. "Experience the tranquillity of the desert and get a taste of w arm Israeli hospitality."

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Engage in a role-play activity where students simulate a UN meeting to resolve a human rights issue. Assign roles as UN delegates.

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Model United Nations Institute By Best Delegate

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Learn How to Run a Mini Model UN Simulation

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Provide different levels of worksheets focusing on identifying and resolving human rights issues. Challenging: analyzing human rights policies; Remediation: matching human rights definitions.

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More filters

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English ESL human rights worksheets - Most downloaded (24 Results)

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A collection of English ESL worksheets for home learning, online practice, distance learning and English classes to teach about human, rights, human rights

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Students will complete a think-pair-share activity to reflect on their learning during the lesson.

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Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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Thomas Hobbes: 10 claves para entender su pensamiento

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Filósofo político inglés, Thomas Hobbes fue un teórico del Estado. Su fama se debe a sus teorías políticas y sociales, aunque su filosofía es la doctrina materialista del siglo XVII.

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Montesquieu, el filósofo ilustrado que desarrolló la teoría de la separación de poderes

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Este escritor francés del siglo XVIII, autor de ‘El espíritu de las leyes’ y teórico de la división de poderes en el Estado, encontró gran parte de la inspiración para sus teorías políticas en la historia de la antigua Roma.

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Historia de los Derechos Humanos - Documental

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¿Qué es la declaración de los derechos humanos?

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¿Qué es la declaración de los derechos humanos?

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By the end of this lesson, students will understand the principles of human rights, their historical development, and their importance in contemporary society.

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What are human rights, and why are they essential for equitable societies? Discuss.

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Ser capaces de analizar en situaciones reales derechos humanos relacionados y sugerir soluciones plausibles analizando cada contexto específico.

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Descarga GRATIS el número especial "25 AÑOS DE NATIONAL GEOGRAPHIC" y descubre algunas de nuestras mejores historias.

Disfruta de nuestras ediciones especiales a un precio único por ser suscriptor.

Jean-Jeacques Rousseau fue, tal vez, el más inclasificable de los ilustrados franceses. Escritor, músico, botánico, naturalista, filósofo... Se interesó por casi todos los campos del saber, representa como ningún otro el ideal de la Ilustración, que abogaba por combatir la tiranía a través de la razón y el conocimiento, y sus ideas influirían de manera decisiva en la Revolución Francesa. Pero también arremetió contra la idea de progreso que divulgaban los ilustrados, llegando a mantener un agrio enfrentamiento con Voltaire.

Para saber más

Rousseau nació en Ginebra el 28 de junio de 1712 y desde muy joven se interesó por los personajes ilustres de Grecia y Roma y por la literatura clásica, convirtiéndose en un ávido lector de las Vidas paralelas de Plutarco. A la edad de 10 años quedó al cargó de un pastor calvinista de la vecina Bossey, en la Alta Saboya francesa, y seis años después abandonó la localidad, vagabundeando hasta que fue acogido por Françoise-Louise de Warens, mujer culta y muy liberal, que durante años le hizo de madre y de amante.

Sabio autodidacta

Junto a Madame de Warens, Rousseau se formó de manera autodidacta y adquirió un conocimiento enciclopédico. En 1741 marchó a París donde pretendía presentar un novedoso sistema de notación musical que había ideado. Allí, conoció al filósofo Louis Diderot, que lo introdujo en los ambientes ilustrados de la capital francesa y le encargó la redacción de los escritos de música de la Enciclopedia. En la capital francesa frecuentó los debates y reuniones ilustradas y conoció a Voltaire, D'Alembert, Rameau y otros intelectuales.

Las veladas literarias e intelectuales eran habituales en París. La pintura recrea la lectura de una obra de Voltaire en el salón de Madame Geoffrin.

Pero a diferencia del resto de ilustrados, Rousseau fue muy crítico con la idea del progreso. Su teoría política se basa en que la civilización, las instituciones, la propiedad privada, la vida social, en definitiva, es el origen del sufrimiento y las injusticias que sufre el ser humano. En contraposición, reivindicaba las bondades de lo que él llamó el "buen salvaje".

El buen salvaje

El núcleo central de su pensamiento político fue fruto de una revelación que tuvo, según él mismo, durante una caminata en 1749: la corrupción que la vida social causa al hombre es el origen del sufrimiento y las injusticias que sufre. Ideas que expuso en el Discurso sobre las ciencias y las artes (1750) y el Discurso sobre el origen y los fundamentos de la desigualdad entre los hombres (1755). Según Rousseau, los hombres, en su estado "natural", no tenían "ni vicios ni virtudes", estaban "más inclinados a preservarse del daño que podían recibir que a pensar en el que podían infligir" y, por tanto, "sus disputas raramente tenían resultados sangrientos".

En su estado natural, los hombres no tenían "ni vicios ni virtudes" y vivían ajenos al concepto de bien y de mal. El origen del sufrimiento y las injusticias era la corrupción de la vida social, según Rousseau.

La época "más feliz y duradera de la humanidad" finalizaría con la invención de la agricultura y la metalurgia, cuando apareció "el primero al que, tras haber cercado un terreno, se le ocurrió decir esto es mío y encontró personas lo bastante simples para creerle", se lamentaba. Cuántas calamidades hubiera evitado "quien, arrancando las estacas o rellenando la zanja, hubiera gritado a sus semejantes: '¡Guardaos de escuchar a este impostor! La tierra no es de nadie!'".

Contra todo y contra todos

Sus planteamientos lo convirtieron en una celebridad, pero lo enfrentaron al resto de filósofos ilustrados por sus diatribas contra el progreso. Voltaire lo acusó de haber escrito su Discurso sobre la desigualdad "contra la raza humana [...] jamás se desplegó tanta inteligencia para querer convertirnos en bestias". También lo enemistaron con a la Iglesia, que lo acusó de negar el pecado original, y por ellas renunció a la pensión real que que le había sido otorgada gracias a El adivino del pueblo, una ópera estrenada con enorme éxito en Fontainebleau y que había encandilado al propio Luis XV.

Una caricatura que recrea la animadversión entre Rousseau y Voltaire.

Rousseau se distanció de sus contemporáneos intelectualmente, pero también puso distancia física con ellos. Se instaló en l'Hermitage, una casa de campo al norte de París, donde pretendía vivir acorde con sus principios, de manera austera. En ese entorno aislado de la civilización y en contacto con la naturaleza escribe de religión, música o amor, pero sobre todo, alumbra un texto fundamental en su obra política El contrato social (1762), que se convirtió rápidamente en un clásico del pensamiento político moderno.

En 1762 alumbró un texto que se convertiría rápidamente en un clásico del pensamiento político moderno, El contrato social.

Se trata de un contrato que intenta hacer compatible el interés del individuo con el interés colectivo. Este pacto social se reduce a los siguientes términos: "cada uno ponemos en común nuestra persona y todo nuestro poder bajo la suprema dirección de la voluntad general, y recibimos corporativamente cada miembro como parte indivisible del todo". La soberanía reside en el pueblo, es decir, en todos y cada uno de los individuos que de manera libre se constituyen en un cuerpo político "compuesto de tantos miembros como votos integran su asamblea". Todos estos individuos son a la vez "ciudadanos, en tanto que depositarios de la autoridad suprema, y súbditos en tanto que sometidos a las leyes del Estado".

Perseguido y paranoico

En este nuevo "yo común", ningún individuo está por encima de los otros y el Estado no está dominado por los ricos y los poderosos. El contrato social contenía unos fundamentos radicalmente democráticos y era una enmienda a la totalidad del Antiguo Régimen, por lo que no es de extrañar comenzara una persecución política por sus ideas y sus escritos. Las autoridades francesas y suizas decretan órdenes de arresto contra él, y sus obras, especialmente El contrato social y Emilio, o de la educación (un tratado pedagógico que suponía una crítica descarnada de las religiones escrito en las mismas fechas), fueron quemadas en las plazas.

Este grabado del siglo XX recrea la quema pública de 'El contrato Social' organizada en Ginebra en 1763.

Refugiado en el principado de Neuchâtel (actual Suiza) bajo la protección del rey de Prusia, intentó retomar su vida austera. Escribe sobre botánica y redacta un diccionario y un proyecto de constitución para Córcega. Pero su vieja enemistad con Voltaire reaparece de la manera más cruda. En 1764, el filósofo parisino imprimió un panfleto en el que acusaba al ginebrino de sifilítico, falso; de haber matado a la madre de su pareja, falso; y de haber abandonado a sus cinco hijos, cierto. Al año siguiente su casa fue apedreada por una turba furiosa excitada por el pastor calvinista de Ginebra.

Las ideas de Rousseau contenían una enmienda a la totalidad del Antiguo Régimen, por lo que no es de extrañar que las autoridades políticas y religiosas iniciaran una persecución implacable de sus ideas y su persona.

La hostilidad política, religiosa e intelectual desplegada contra él hace mella en su salud mental y comienza a desarrollar una manía persecutoria. Rousseau vuelve a exiliarse, esta vez a Londres, donde paso un par de años acogido por David Hume. Las relaciones entre ambos se deterioran y Rousseau decide regresar a París bajo un nombre falso para evitar su detención.

En 1770 logró recuperar su verdadero nombre y su libertad a condición de no publicar nada más. Obsesionado por su reputación tras la publicación del libelo de Voltaire, Rousseau organizó lecturas de textos autobiográficos autoexculpatorios, que fueron prohibidas a raíz de la intervención de Madamme Épinay, una antigua amante de la alta sociedad, temerosa que salieran a la luz escándalos que la salpicaran.

Legado inmortal

Muy lejos del ideal que perseguía, pasó los últimos años de su vida paranoico, prohibido, vilipendiado por los demás ilustrados y perseguido políticamente. Se dedicó a copiar partituras, recoger hierbas y a redactar textos autobiográficos defendiéndose de sus detractores. Murió el 2 de julio de 1778, enfermo y al borde de la miseria.

La civilización que tanto detestaba y a la que había dedicado su vida a combatir parecía haber aniquilado a aquel que había puesto de manifiesto su injusticia y su corrupción. Pero en realidad, Rousseau seguía siendo un pensador político de referencia, y sus escritos inspirarían la revolución que una década más tarde certificaría la muerte del régimen que había intentado acabar con él y con su reputación. En un giro del destino, sus restos, trasladados en 1794 a la cripta del Panteón de hombres ilustres de París, descansan junto a los de su enconado enemigo, Voltaire.

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Rousseau: el filósofo que no quería ser ilustrado

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Descarga GRATIS el número especial "25 AÑOS DE NATIONAL GEOGRAPHIC" y descubre algunas de nuestras mejores historias. Disfruta de nuestras ediciones especiales a un precio único por ser suscriptor. Jean-Jeacques Rousseau fue, tal vez, el más inclasificable de los ilustrados franceses. Escritor, músico, botánico, naturalista, filósofo...

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Learn about the history of human rights, emphasizing the UDHR of 1948.

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The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed to never again allow atrocities like those of that conflict to happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere. The document they considered, and which would later become the Universal Declaration of Human Rights, was taken up at the first session of the General Assembly in 1946.

The Assembly reviewed this draft Declaration on Fundamental Human Rights and Freedoms and transmitted it to the Economic and Social Council "for reference to the Commission on Human Rights for consideration . . . in its preparation of an international bill of rights." The Commission, at its first session early in 1947, authorized its members to formulate what it termed "a preliminary draft International Bill of Human Rights". Later the work was taken over by a formal drafting committee, consisting of members of the Commission from eight States, selected with due regard for geographical distribution.

The Commission on Human Rights was made up of 18 members from various political, cultural and religious backgrounds. Eleanor Roosevelt, widow of American President Franklin D. Roosevelt, chaired the UDHR drafting committee. With her were René Cassin of France, who composed the first draft of the Declaration, the Committee Rapporteur Charles Malik of Lebanon, Vice-Chairman Peng Chung Chang of China, and John Humphrey of Canada, Director of the UN's Human Rights Division, who prepared the Declaration's blueprint. But Mrs. Roosevelt was recognized as the driving force for the Declaration's adoption.

The Commission met for the first time in 1947. In her memoirs, Eleanor Roosevelt recalled:

Dr. Chang was a pluralist and held forth in charming fashion on the proposition that there is more than one kind of ultimate reality. The Declaration, he said, should reflect more than simply Western ideas and Dr. Humphrey would have to be eclectic in his approach. His remark, though addressed to Dr. Humphrey, was really directed at Dr. Malik, from whom it drew a prompt retort as he expounded at some length the philosophy of Thomas Aquinas. Dr. Humphrey joined enthusiastically in the discussion, and I remember that at one point Dr. Chang suggested that the Secretariat might well spend a few months studying the fundamentals of Confucianism!

The final draft by Cassin was handed to the Commission on Human Rights, which was being held in Geneva. The draft declaration sent out to all UN member States for comments became known as the Geneva draft.

The first draft of the Declaration was proposed in September 1948 with over 50 Member States participating in the final drafting. By its resolution 217 A (III) of 10 December 1948, the General Assembly, meeting in Paris, adopted the Universal Declaration of Human Rights with eight nations abstaining from the vote but none dissenting. Hernán Santa Cruz of Chile, member of the drafting sub-Committee, wrote:

I perceived clearly that I was participating in a truly significant historic event in which a consensus had been reached as to the supreme value of the human person, a value that did not originate in the decision of a worldly power, but rather in the fact of existing-which gave rise to the inalienable right to live free from want and oppression and to fully develop one's personality. In the Great Hall...there was an atmosphere of genuine solidarity and brotherhood among men and women from all latitudes, the like of which I have not seen again in any international setting.

The entire text of the UDHR was composed in less than two years. At a time when the world was divided into Eastern and Western blocks, finding a common ground on what should make the essence of the document proved to be a colossal task.

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History of the Declaration | United Nations

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Three years after the creation of the United Nations, world leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere, so atrocities like those of World War II would never happen again.

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Viñetas derechos humanos Amnistia Internacional

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Viñetas derechos humanos Amnistia Internacional

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Choose a human right and research its significance with an example of where it has been upheld or violated.

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You will be writing an unbiased research paper on a controversial human rights issue of your choice with the following guidelines:

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Engage with an online quiz or activity on human rights to reinforce understanding.

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Analizar la situación en la que viven algunos niños en Camboya 

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Analizar la situación en la que viven algunos niños en Camboya 

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Amnistía internacional: educación en derechos humanos 

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Amnistía internacional: educación en derechos humanos 

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red de escuelas para los derechos humanos

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educación para la ciudadanía. derechos humanos

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La educación en derechos humanos es un proceso que cualquiera puede emprender, a cualquier edad y en cualquier lugar, para aprender sobre sus derechos humanos y la manera de reclamarlos. Sirve a las personas para desarrollar las habilidades y actitudes necesarias para promover la igualdad, la dignidad y el respeto en sus comunidades y sociedades, y en todo el mundo.

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UNICEF: educación y derechos en la infancia

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UNICEF: educación y derechos en la infancia

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¿Quién es el responsable del tratamiento de tus datos?
El responsable del tratamiento es la Fundación UNICEF-Comité Español, provista e CIF G-84451087, con domicilio social en c/ Mauricio Legendre, 36; Madrid, nº 36. (C.P.: 28046). Puedes contactar con nosotros a través del teléfono de atención al cliente 913789555, o a través de nuestro correo electrónico: protecciondatos@unicef.es.
¿Cómo recabamos tus datos personales?
Recabamos los datos personales que nos facilitas a través de nuestra web, mediante formularios o campos a completar, inscripción en nuestra newsletter o a través del correo electrónico. En el momento de recogida se te informará de nuestra Política de protección de datos.

Asimismo, recabamos y almacenamos información personal limitada y estadísticas globales anónimas de todos aquellos usuarios que visitan nuestra web, ya sea porque nos facilites dicha información de forma activa o simplemente navegues en nuestra web. Esta información se recaba a través de cookies, para más información consulte la Política de cookies (Aviso Legal).
¿Con qué finalidad tratamos tus datos personales?
En UNICEF España tratamos la información que nos facilitas con la finalidad de atender tu petición y prestar el servicio solicitado, así como para mantenerte informado por diversos canales de comunicación sobre cuestiones relativas a nuestra actividad, iniciativas de naturaleza similar a las que hayas participado con anterioridad o sobre las que nos hayas solicitado información y sobre campañas de información, sensibilización y captación de fondos.
¿Por cuánto tiempo conservaremos tus datos?
Mantendremos tus datos personales mientras exista una relación o mientras no ejerzas tu derecho de supresión, cancelación y/o limitación del tratamiento de tus datos. En estos casos, bloquearemos tus datos, sin darle ningún uso, salvo que exista obligación legal de mantenerlos, en cuyo caso sería necesaria su recuperación.
¿Cuál es la legitimación para el tratamiento de sus datos?
El tratamiento de tus datos se realiza para el cumplimiento de obligaciones legales por parte de UNICEF España, tales como informar a la Agencia Tributaria de tus donaciones o cumplir la normativa de lucha contra el blanqueo de capitales y la financiación al terrorismo. La falta de aportación de la información requerida para este fin supone la imposibilidad de darte de alta como socio o de colaborar económicamente con UNICEF España.

Cuando la finalidad del tratamiento requiera tu consentimiento, este será prestado mediante una clara acción afirmativa al rellenar voluntariamente el formulario correspondiente y aceptar la presente Política de privacidad.

El envío de información sobre nuestra actividad de la Fundación encuentra su legitimación en el interés legítimo de UNICEF España, responsable del tratamiento.

Puedes manifestar en cualquier momento tu oposición a este tipo de tratamiento sin que en ningún caso el ejercicio de este derecho suponga la terminación de tu colaboración o tu baja como socio, salvo que así nos lo solicites.
¿A qué destinatarios se comunicarán sus datos?
Con carácter general no se comunicarán tus datos personales a terceros salvo en las siguientes excepciones:

Cuanto te hagas socio o realices un donativo enviaremos tus datos a la Administración Tributaria incluyendo la cuantía de tus aportaciones con el fin de que puedas desgravar tus contribuciones monetarias.

En el caso de que una autoridad judicial o administrativa nos solicite datos de nuestros ficheros, se los comunicaremos siempre que se cumplan las exigencias legales previstas.

A colaboradores y/o empresas que trabajan para UNICEF Comité. Estas terceras empresas solo tienen acceso a los datos personales necesarios para llevar a cabo el servicio contratado, no pueden utilizarlos de ninguna otra forma que aquella que les hemos solicitado y siempre bajo acuerdo de confidencialidad.

Los datos personales que almacenamos se transmiten siempre bajo conexiones seguras, de modo que tus datos viajan por Internet encriptados y seguros.
¿Cuáles son tus derechos?
Mediante solicitud escrita y firmada, acompañada de copia del Documento de Identidad, dirigida a UNICEF España, C/ Mauricio Legendre,36 28046 Madrid, o a protecciondatos@unicef.es, puedes

Ejercer tus derechos de acceso, rectificación, supresión y portabilidad de sus datos, de limitación y oposición a su tratamiento

Responderemos a tus peticiones a la mayor brevedad posible y, en todo caso, en el plazo de un mes desde la recepción de su solicitud. Dicho plazo podrá prorrogarse otros dos meses en caso necesario, teniendo en cuenta la complejidad y el número de solicitudes. El responsable informará al interesado de la prórroga dentro del primer mes desde la solicitud.

retirar en cualquier momento el consentimiento prestado para el tratamiento o comunicación de tus datos.

Asimismo, tienes derecho a interponer una reclamación ante la Agencia Española de Protección de Datos (C/ Jorge Juan, 6. 28001-Madrid - Telf.: 901 100 099/ 91.266.35.1 - https://www.aepd.es)
Actualización
La presente Política de privacidad ha sido actualizada el 31/10/2019. UNICEF España se reserva el derecho de modificar su política de protección de datos en el supuesto de que exista un cambio de la legislación vigente, doctrina jurisprudencial o por criterios propios. Si se introdujese algún cambio en esta Política, el nuevo texto se publicará en esta misma dirección web.

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En UNICEF trabajamos para que el derecho a la educación no sea solo un sueño. ¡Todos los niños deben tener la oportunidad de aprender!

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Nacho Guadix, Responsable de Educación de UNICEF España: Los derechos de la infancia que todos deberíamos conocer

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Comparte con un grupo de jóvenes los acontecimientos históricos que culminaron, en 1989, con la Convención de los Derechos de la Infancia, el tratado de Derechos Humanos más ratificado de la historia.

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Las tres clases sociales (en vuelo): trabajador-turista, clase media-premium, clase ejecutiva-élite - ATTAC España | Otro mundo es posible

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Albino Prada. Los datos avalan que la errónea percepción, el autoengaño de los ciudadanos sobre su situación social está detrás de la falta de lucha y las intenciones de voto.

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Aunque las clases sociales parecen un concepto propio de tiempos medievales, la realidad es que la sociedad sigue dividida, aunque los límites entre las clases son más difusos que entonces.

Una buena parte de la población considera que pertenece a esa famosa 'clase media' en la que te puedes permitir algunos caprichos, pero sin pasarte de la raya. De hecho, según un estudio desarrollado en noviembre de 2023 por el Centro de Investigaciones Sociológicas (CIS), el 44,6% de los encuestados considera que pertenece a la clase media.

¿A qué clase social perteneces?

Para poder detallar los estatus en la población actual, organismos como la Organización para la Cooperación y el Desarrollo Económicos (OCDE) recurren al nivel económico de los individuos.

Clases sociales, CIST. Gallardo La Razón

El criterio de la OCDE funciona de forma específica. La organización observa los ingresos de cada país para después analizar y calcular en qué segmento encaja cada salario, asignando cada renta a una de las tres clases sociales: alta, media y baja.

La clasificación de la OCDE

Según el último balance de la OCDE (2019), la mediana de ingresos en nuestro país se sitúa en 15.193 euros. Por tanto, para la Organización la clasificación de los estatus sociales queda de la siguiente manera:

Clase baja: aquellos cuyos ingresos se encuentran por debajo del 75% del valor inicial.

Clase media: aquellos que se encuentran comprendidos entre el 75% y el 200% de la media.

Clase alta: aquellos que exceden el 200% de la renta media.

Clase social en función del salario

Según los cálculos de la OCDE las clases quedarían definidas de la siguiente forma:

Clase baja: hasta 11.395 euros anuales / menos de 1.343 euros mensuales

Clase media: desde 11.395 a 30.386 euros al año / entre 1.343 y 3.581 euros mensuales

Clase alta: a partir de 30.386 euros al año / más de 3.581 euros al mes

Una familia debe tener en su cartera de inversiones un porcentaje elevado de activos con poco riesgolarazon

Características comunes de cada clase social

La clasificación de las clases sociales según los ingresos permite identificar características comunes que definen el estilo de vida, las oportunidades y las limitaciones de cada grupo.

Características de la clase baja actual

La clase baja, con ingresos hasta 11.395 euros anuales o menos de 1.343 euros mensuales, suele enfrentar importantes desafíos económicos. Sus miembros generalmente viven en alquiler, a menudo en áreas con menor costo de vida, y pueden tener dificultades para mantener los pagos de la vivienda.

En términos de salud, dependen principalmente del sistema público, con acceso restringido a servicios privados.

El consumo de bienes no esenciales es reducido y resulta complicado ahorrar. Los empleos en esta clase son de baja remuneración, alta inestabilidad laboral, y a menudo temporales o a tiempo parcial. El transporte público es el principal medio de movilidad, ya que adquirir y mantener un vehículo propio puede ser difícil.

Características de la clase media actual

La clase media, con ingresos entre 11.395 y 30.386 euros anuales o entre 1.343 y 3.581 euros mensuales, representa el segmento mayoritario de la población. Sus miembros suelen vivir en propiedades propias o en alquiler en zonas urbanas o suburbanas, y tienen la posibilidad de adquirir vivienda con hipoteca.

En términos de educación, pueden alcanzar niveles educativos superiores y una mayor probabilidad de obtener títulos universitarios. Pueden combinar el uso del sistema de salud público con servicios privados.

La capacidad de ahorro es moderada, y el gasto en bienes no esenciales es más frecuente. Los empleos en esta clase son más estables y mejor remunerados, a menudo con contratos indefinidos. En cuanto a transporte, es común que posean vehículos propios y utilicen transporte público según convenga.

Características de la clase alta actual

La clase alta, con ingresos superiores a 30.386 euros anuales o más de 3.581 euros mensuales, disfruta de un nivel de vida significativamente más alto. Sus miembros poseen propiedades en áreas prestigiosas y pueden tener múltiples viviendas.

El acceso a educación de calidad es amplio, con la posibilidad de asistir a instituciones privadas y extranjeras, lo que facilita la obtención de títulos avanzados. En salud, tienen acceso completo a servicios médicos privados, incluyendo seguros de salud de alta gama.

El consumo de bienes de lujo y experiencias exclusivas es habitual, y la capacidad de ahorro y de inversión es considerable. Los empleos suelen ser en posiciones de alta responsabilidad y remuneración, con estabilidad y beneficios adicionales. En términos de transporte, poseen múltiples vehículos de alta gama.

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La clase social a la que perteneces según tu salario

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Descubre cómo tu sueldo define tu estilo de vida, tus oportunidades y tus limitaciones. ¿Eres de clase baja, media o alta?

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El ascensor social no funciona en España: los niños del 1% más rico serán los millonarios del futuro

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La movilidad en la escala social es muy diferente dependiendo de la región en la que nazcas: Cataluña es la que tiene más ascensor y Andalucía la que tiene menos | Cadena SER

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Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion

For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a 9% increase in hourly earnings for every extra year of schooling. For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.

Developing countries have made tremendous progress in getting children into the classroom and more children worldwide are now in school. But learning is not guaranteed, as the 2018 World Development Report (WDR) stressed.

Making smart and effective investments in people's education is critical for developing the human capital that will end extreme poverty. At the core of this strategy is the need to tackle the learning crisis, put an end to Learning Poverty, and help youth acquire the advanced cognitive, socioemotional, technical and digital skills they need to succeed in today's world.

However, COVID-19 has wreaked havoc on the lives of young children, students, and youth. The disruption of societies and economies caused by the pandemic has aggravated the already existing global education crisis and impacting education in unprecedented ways.

Among its many dramatic disruptions, the pandemic has led to the worst crisis in education of the last century. Globally, between February 2020 and February 2022, education systems were fully closed for in-person learning for 141 days on average. In South Asia and Latin America & the Caribbean, closures lasted 273 and 225 days, respectively.

Even before the COVID-19 pandemic, this global learning crisis was stark. The learning poverty indicator, created by the World Bank and UNESCO Institute of Statistics and launched in 2019, gives a simple but sobering measure of the magnitude of this learning crisis: the proportion of 10-year-old children that are unable to read and understand a short age-appropriate text.

In low- and middle-income countries, the share of children living in Learning Poverty - already 57% before the pandemic - could potentially reach 70% given the long school closures and the wide digital divide that hindered the effectiveness of remote learning during school closures, putting the SDG 4 targets in jeopardy. School children have lost an estimated 2 trillion hours - and counting - of in-person instruction since the onset of the COVID-19 pandemic and subsequent lockdowns.

Children and youth in most countries have suffered major learning losses during the pandemic. Rigorous empirical evidence from various countries, including low-, middle-, and high-income contexts across regions, reveals very steep losses. Each month of school closures led to a full month of lost learning, reflecting the limited effectiveness (on average) of remote learning.

The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of US$21 trillion in lifetime earnings in present value or the equivalent of 17% of today's global GDP - a sharp rise from the 2021 estimate of a US$17 trillion loss.

COVID-19 created an inequality catastrophe. Almost all countries provided some form of remote education during school closures, but there was high inequality in access and uptake between and within countries. Children from disadvantaged households were less likely to benefit from remote learning than their peers, often due to a lack of electricity, connectivity, devices, and caregiver support. Girls, students with disabilities, and the youngest children also faced significant barriers to engaging in remote learning. Overall, at least a third of the world's schoolchildren - 463 million globally - were unable to access remote learning during school closures.

Additionally, children's mental health has been negatively affected, while risks of violence, child marriage and child labor are also increasing. The situation is more dire for girls, who are more vulnerable to violence, child marriage, and becoming pregnant. Vulnerable groups such as children with disabilities, ethnic minorities, refugees, and displaced populations are also less likely to return to school post-crisis.

School disruptions particularly affected the youngest children. Early childhood education was closed the longest in many countries, with limited or no support for remote learning.

In addition to learning losses, schooling disruptions have also exacerbated disparities in nutrition, health and stimulation, and access to essential social protection and psychosocial services. Millions more children have been put at risk of being pushed into child labor, early marriage, and of leaving school altogether.

Adding to these challenges is the negative impact of the unprecedented global economic contraction on family incomes, which increases the risk of school dropouts, and results in the contraction of government budgets and strains on public education spending.

Youth have also suffered a loss in human capital in terms of both skills and jobs. In many countries, these declines in youth employment were more than twice as large as the declines in adult employment. As a result, this generation of students, and especially the more disadvantaged, may never achieve their full education and earnings potential.

Action is urgently needed now - business as usual will not suffice to heal the scars of the pandemic and will not accelerate progress enough to meet the ambitions of SDG 4. We are urging governments to implement ambitious and aggressive Learning Recovery Programs to get children back to school, recover lost learning, and accelerate progress by building better, more equitable and resilient education systems.

Last Updated: Oct 11, 2022

The World Bank's global education strategy is focused on ensuring learning happens - for everyone, everywhere. Our vision is to ensure that everyone can achieve her or his full potential with access to a quality education and lifelong learning. We envision a world in which all countries prepare all their children and youth to succeed as citizens and have the tools to participate in their country's development.

By 2030, our target is to halve Learning Poverty - the share of 10-year-old children around the world who cannot read and understand a simple text. We are working toward the target by helping countries build foundational skills like literacy, numeracy, and socioemotional skills - the building blocks for all other learning. Throughout all education levels - from early childhood to tertiary education and beyond - we help children and youth acquire the skills they need to thrive in school, the labor market and throughout their lives.

We work directly with governments, providing technical assistance, loans, and grants. We help countries share and apply innovative solutions to education challenges, focusing on systemic reform throughout the education cycle - from early childhood through tertiary education and lifelong learning. We do this by generating and disseminating evidence, ensuring alignment with policymaking processes, and bridging the gap between research and practice.

The World Bank is the largest external financier of education in the developing world. The Education Global Practice has a portfolio of 178 projects providing a total financing of US$23.6 billion.

In the last three fiscal years (FY 20-22), the World Bank's new commitments averaged almost US$5 billion per year in projects designed to improve learning and provide children and youth with the education they need to succeed. Our current portfolio of education projects totals US$23.6 billion including IBRD, IDA and Recipient-Executed Trust Funds. IDA operations comprise about 60% of the education portfolio.

This latest fiscal year, the World Bank also continued to be the largest implementing agency of Global Partnership for Education (GPE) grants to low-income countries. In addition to its portfolio, The World Bank currently manages 55% of GPE's total grant portfolio (US$1.98 billion of US$3.60 billion in active grants). World Bank-supported projects in education are currently reaching at least 432 million students and 18 million teachers - one-third of the student population and nearly a quarter of the teacher workforce in current client countries.
Strategic Approach to Education
Our vision for the future is that learning should happen with joy, purpose, and rigor for everyone, everywhere. This vision should guide today's investments and policy reforms so that countries can lay the foundations for effective, equitable, and resilient education systems.

To guide our policy advisory and operational support to countries, we focus on policy actions that are needed to accelerate learning and that characterize the way many successful systems operate. These are presented within five interrelated pillars of a well-functioning education system that underpin the World Bank's education policy approach: learners, teachers, learning resources, schools, and system management.

1. Learners are prepared and motivated to learn;

2. Teachers at all levels are effective and valued;

3. Classrooms are equipped for learning;

4. Schools are safe and inclusive spaces; and

5. Education systems are well managed.

Our Principles

We pursue systemic reform supported by political commitment to learning for all children. Education services from preschool to primary, secondary education, and beyond to university and other tertiary education, need to be aligned and consistent. Thus, we take an integrated approach to the education system to ensure learning throughout the life cycle.

We focus on equity and inclusion through a progressive path toward achieving universal access to quality education. Realizing true universal access requires equality of opportunity. We must meet the educational needs of children and young adults in fragile or conflict affected areas, those in marginalized and rural communities, girls and women, displaced populations, students with disabilities, and other vulnerable groups. Our approach is inclusive and focused. We understand the needs of governments and work with them to ensure that education works for everyone.

We focus on results and use evidence to keep improving policy by using metrics to guide improvements. Metrics are critical to identifying regions and schools that are achieving results, recognizing good practices, and learning what works. We invest in developing global public goods such as the Global Education Policy Dashboard (GEPD) to measure the key drivers of learning outcomes in basic education in a cost-effective manner (building on SABER, SDI, and TEACH) and work with countries to improve their data systems.

We want to ensure financial commitment commensurate with what is needed to provide basic services to all. As in the case of all other public resources, money allocated to education must be adequate and spent efficiently. We want to strengthen financing tied to results. Funds need to be appropriately directed and spent smartly across regions and schools, using data and evidence of how processes are being followed and the impact of interventions to guide improvements. Nearly 40% of our operations use some results-based financing schemes.

We invest wisely in technology so that education systems embrace and learn to harness technology to support their learning objectives. The use of EdTech should be guided by five principles: a clear purpose and focus on educational objectives; reaching all learners; empowering teachers; engaging an ecosystem of partners; and rigorously and routinely using data to learn what strategies, policies, and programs are effective to maximize student learning.

Tackling the Global Learning Crisis and the COVID-19 Pandemic
Even before COVID-19, the world was facing a learning and skills crisis. COVID-19 has deepened this crisis. School closures have led to huge learning losses, and without urgent policy action, today's students could lose 10% of their future average annual earnings. Beyond reduced incomes, learning losses will lead to lower productivity, greater inequality, and increased risks of social unrest for decades to come. These trends can be reversed if countries act quickly, decisively, and with adequate resources, guided by evidence on what works.

The World Bank responded to the pandemic immediately, ramping up its support to countries through a variety of different channels and on different priority interventions.

Our operational and policy support is not just responding to the crisis, but is building forward better so that systems use this window of opportunity to shape more resilient systems that are better prepared to cope with future shocks, as well as more equitable systems that ensure opportunities for all. Our operations are helping countries re-enroll and retain students in school, measure learning losses, and implement evidence-based pedagogical approaches for accelerating learning, including targeted instruction and self-guided learning.
Laying the groundwork for the future, now

The predicted increase in Learning Poverty is a simulation, not a forecast. Learning losses can be minimized if urgent action is taken now.

Country challenges vary, but there is a menu of options to build forward better, more resilient, and equitable education systems.

Countries are facing an education crisis that requires a two-pronged approach: first, confronting the emergency and supporting an urgent return to at least semi-presential school activities and actions to recover lost time through remedial and accelerated learning; and, second, building on these investments for a more equitable, resilient, and effective system.

Given the scale of the challenges and the competition for funding, countries will need to concentrate their efforts on the most pressing priorities and most cost-effective approaches to lessen learning poverty. Fortunately, there are evidence-based interventions that they can draw on.

The RAPID framework for learning recovery can provide this approach. Its five elements are focused on ensuring that all children and youth are in school and building the foundational skills that they will need for success in school and beyond:

Reach every child and keep them in school

Assess learning levels regularly

Prioritize teaching the fundamentals

Increase the efficiency of instruction including through catch-up learning

Develop psychosocial health and well-being

Without prompt action, there is a serious risk that the learning losses suffered over the past two years could become permanent. But countries that adopt these five elements - tailored to their own contexts - can quickly make up the losses.

Education technology can be a powerful tool to implement these actions by supporting teachers, children, principals, and parents; expanding accessible digital learning platforms, including radio/TV/Online learning resources (which is here to stay); and using data to identify and help at-risk children, personalize learning, and improve service delivery.

Looking ahead
We must seize this opportunity to reimagine education in bold ways. The World Bank is committed to supporting countries during these challenging times. Together, we can build forward better more equitable, effective, and resilient education systems for the world's children and youth. We not only owe it to them - in their minds rest our future.
Global Initiatives
At the global level, the World Bank promotes cross-regional and cross-sectoral knowledge; fosters in-depth technical knowledge and teams of experts through Global Solutions Groups and Thematic Groups; and incubates ideas, programs, and partnerships - including with multilateral, bilateral, foundations and with civil society organizations (CSOs) - in strategic areas of knowledge, advisory, and operational support.
Accelerating Improvements: Supporting countries in establishing time-bound learning targets and a focused education investment plan, outlining actions and investments geared to achieve these goals.
Launched in 2020, the Accelerator Program works with a set of 'Accelerator' countries to channel investments in education and to learn from each other. The program coordinates efforts across partners to ensure that the countries in the program show improvements in foundational skills at scale over the next three to five years. These investment plans build on the collective work of multiple partners, and leverage the latest evidence on what works, and how best to plan for implementation.
Universalizing Foundational Literacy: Readying children for the future by supporting acquisition of foundational skills - the most fundamental of which is literacy - which are the gateway to other skills and subjects.
The Literacy Policy Package (LPP) includes near-term interventions of the education approach that successful countries have followed to help all children in classrooms become literate today. These include assuring political and technical commitment to making all children literate; ensuring effective literacy instruction by supporting teachers; providing quality, age-appropriate books; teaching children first in the language they speak and understand best; and fostering children's oral language abilities and love of books and reading.
Strengthening Measurement Systems: Enabling countries to gather and evaluate information on learning and its drivers more efficiently and effectively.
The World Bank supports initiatives to help countries effectively build and strengthen their measurement systems to facilitate evidence-based decision-making. Examples of this work include:

(1) The Global Education Policy Dashboard (GEPD): developed by the World Bank's Education Global Practice, can help countries reduce Learning Poverty. This tool offers a strong basis for identifying priorities for investment and policy reforms that are suited to each country context by focusing on the three dimensions of practices, policies, and politics. GEPD:

1. Highlights gaps between what the evidence suggests is effective in promoting learning and what is happening in practice in each system;

2. Allows governments to track progress as they act to close the gaps.

The GEPD has been implemented in seven education systems - Ethiopia, Jordan, Madagascar, Niger, Peru, Sierra Leone and Rwanda - and preparation is ongoing in eight more countries with expected completion by the end of 2024.

(2) Learning Assessment Platform (LeAP): a one-stop shop for knowledge, capacity-building tools, support for policy dialogue, and technical staff expertise to aid those working toward better assessment for better learning. LeAP is currently supported by the Russia Education Aid for Development (READ) Trust Fund program.
Building & Synthesizing Evidence: Filling gaps on what works to improve learning and drawing out lessons to inform policy and implementation.
Global Education Evidence Advisory Panel (GEEAP): The GEEAP, co-convened by the World Bank, the UK's Foreign, Commonwealth & Development Office, and UNICEF Office of Research-Innocenti, brings together a diverse group of leading researchers and practitioners to provide guidance for policymakers. It is chaired by Professor Kwame Akyeampong of The Open University and Dr. Rukmini Banerji, CEO of Pratham.

The first GEEAP report focused on cost-effective policies to improve education access and foundational learning;

The second report offers guidance on how to reverse the devastating learning losses caused by the pandemic.

Strategic Impact Evaluation Fund (SIEF): In the past five years, the SIEF, a multi-donor trust fund focused on building evidence in the human development sectors, has supported 45 randomized control trials (with total funding of nearly US$20 million) that test out different approaches for improving education outcomes in low- and middle-income countries. To ensure the findings make a difference, SIEF has also invested in disseminating this evidence and building capacity of government staff, local researchers, and local journalists to help them critically appraise education evidence.
Supporting Successful Teachers: Helping systems develop the right selection, incentives, and support to the professional development of teachers.
The Global Platform for Successful Teachers has two main instruments: global public goods that support the implementation of the key principles, and operations that accompany governments in implementing successful teacher policies. Currently, the World Bank Education Global Practice has over 100 active projects supporting over 18 million teachers worldwide, about a third of the teacher population in low- and middle-income countries. In 12 countries alone, these projects cover 16 million teachers, including all primary school teachers in Ethiopia and Turkey, and over 80% in Bangladesh, Pakistan, and Vietnam. Two examples of Global Public Goods created as part of the Platform are:

Teach: A World Bank-developed classroom observation tool designed to capture the quality of teaching in low- and middle-income countries, which is available in 12 languages. Since Teach launched in 2019, it has been applied in 36 countries, reaching almost 200,000 students.

Coach: The World Bank's program focused on accelerating student learning by improving in-service teacher professional development (TPD) around the world. While Teach helps identify teachers' professional development needs, Coach leverages these insights to support teachers to improve their teaching.

Supporting Education Finance Systems: Strengthening country financing systems to mobilize more resources and improve the equity and efficiency of sector spending.
The Global Education Finance Platform (GEFP) aims to support the strengthening of country financing systems to mobilize more resources and improve the equity and efficiency of education spending, by bringing together various partners to work on the development of sustainable financing strategies, better public financial management and stronger data and monitoring systems for education financing.
Our Work in Fragile, Conflict, and Violent (FCV) Contexts:
The massive and growing global challenge of having so many children living in conflict and violent situations requires a response at the same scale and scope. Our education engagement in the Fragility, Conflict and Violence (FCV) context, which stands at US$5.35 billion, has grown rapidly in recent years, reflecting the ever-increasing importance of the FCV agenda in education. Indeed, these projects now account for more than 25% of the World Bank education portfolio of US$23.6 billion.

As our support continues to grow to face the more numerous and longer-lasting crises (including those induced by climate emergencies), investments will be guided by our recent White Paper. The paper states that education is especially crucial to minimizing the effects of fragility and displacement on the welfare of youth and children in the short-term and preventing the emergence of violent conflict in the long-term. It outlines our proposed way forward for keeping children safe and learning in these most difficult contexts, following the pillars of the WBG Strategy for Fragility, Conflict, and Violence.

Last Updated: Oct 11, 2022

Support to Countries Throughout the Education Cycle
Our support to countries covers the entire learning cycle, to help shape resilient, equitable, and inclusive education systems that ensure learning happens for everyone.

In March 2022, the World Bank approved its first Multiphase Programmatic Approach (MPA) in the education sector globally, in support of an eight-year program that addresses key education challenges in West Bank and Gaza. With the approved US$20 million from an expected overall envelope of US$60 million, the " Supporting an Education Reform Agenda for improving Teaching, Assessment and Career Pathways " Program (SERATAC, which means your life journey or pathway in Arabic) aims to improve education outcomes of primary and secondary students and increase student pathways leading to tertiary education.

The US$150 million Ghana Accountability for Learning Outcomes (GALOP) project is supporting a series of interventions to address the impacts of the pandemic on education and accelerate learning, including: (1) Scaling targeted instruction: The project is supporting a remedial program that provides instruction aligned to student learning needs by grouping students by proficiency. The operation helped to train 70,000 teachers and produced new teaching and learning materials. (2) Self-guided learning: The program supported the distribution of pre-loaded tablets for self-guided learning for students with special education needs. (3) E-learning: The EdModo Ghana learning management system serves as a platform for distance and hybrid learning, and ongoing communication between students, parents, and teachers.

The US$500 million Gujarat Outcomes for Accelerated Learning (GOAL) project is supporting efforts to improve education outcomes through decentralized planning and management, improved teacher capacity, and measures to address the impacts of the pandemic on learning. Improved classroom assessments: The project is supporting the use of tablet-enabled classroom assessments that allow for immediate access to learning gap data at a student- and school-level, and informing remedial programs. Teacher capacity: The project is strengthening needs-based teacher training, instituting teacher performance measures, and supporting DIKSHA, a platform that offers online training to more than 1.5 million registered teachers.

In Colombia, a loan for US$80 million, approved in March 2022, will help improve pedagogical practices and the management of Colombia's education sector to improve learning achievements and strengthen socio-emotional learning. Coordination among teachers, principals, and local government representatives will be strengthened to improve the basic skills of the most vulnerable preschool and secondary-school students. Specifically, this loan will support programs that are key to guaranteeing a timely, effective post-pandemic response in education. These programs include actions for the effective use of learning assessments, improvements in pedagogical practices, optimization of school management practices, coordination between educational institutions and local governments, and the strengthening of the School Meal Program.

The US$510 million Transforming Secondary Education for Results (TSER) program has been supporting Bangladesh Ministry of Education provide quality education to 13 million students from grades 6-12 since December 2017. Between 2018 and 2019, the program helped improve access through targeted stipends and helped generate significant improvements in student learning across English, Math, and Bangla in Grades 6, 8, and 10 (for instance, Bangla reading proficiency increased by 10% among grade 8 students). It also helped deliver two rounds of National Assessments for tracking learning outcomes and supported system reforms in curriculum, grants management, and system monitoring. When schools closed in March 2020 due to COVID-19, the TSER program helped the government of Bangladesh minimize irreversible loss of learning and retention. It provided two rounds of stipends and tuition fees to 2.5 million secondary students (900,000 boys and 1.6 million girls) aged 11-17 and generated timely evidence on the take-up of TV-based learning. It provided data on the constraints faced by adolescent girls and boys and undertook direct outreach to vulnerable students to encourage them to stay engaged in schooling. This has helped improve adolescent engagement in learning and aspirations, especially for girls. The program has also provided online training to more than 1,600 secondary teachers leading to improvements in their knowledge, skills, and reduction in burnout.

The Bank's Euro 143.8 million (US Dollar 160 million equivalent) Safe Schooling and Distance Education Project loan to the Republic of Turkey is enhancing the capacity of the education system to provide e-learning equitably to school-age children during and following the COVID-19 pandemic and future shocks. The project consists of three components: 1) Emergency Connectivity and IT Infrastructure for Education in Emergencies, whichfinances the expansion of the country's e-learning platform; 2) Digital Content for Safety and Quality, which finances goods, services, consultants, training and small refurbishments to support the distance education content; and 3) Institutional Capacity for Education Technology Resilience, which will strengthen capacity for the coordination, management, monitoring and evaluation of the Project and for the continued delivery of safe and equitable digital education services. The project includes equity interventions for students most vulnerable to learning loss due to COVID-19 school closures. Activities to address gender-based distance education needs and risk mitigation are included, and its monitoring indicators are disaggregated by gender. In addition, it will increase the weekly use of the online distance education platform to almost 12 million K-12 students and provide certified on-line training to more than 900,000 teachers.

In Lao PDR, in 2011-12, only 6% of 3-5-year-olds from the poorest quintile were on track in literacy and numeracy. The IDA-funded Early Childhood Education (ECE) Project (2014-2020), covering 32,000 3-5-year-olds in 22 target districts in Lao PDR, is changing this. As a result of the project, nearly 70% of children have benefitted from access to ECE programs in target villages, and nearly 82% teachers have benefited from training and feedback based upon classroom observations. Evaluations suggest significant gains in student enrollment, nutritional outcomes and learning levels due to project interventions.

The US$450 million Improving Early Childhood Development Outcomes in Rural Morocco project, approved in 2021, is supporting critical interventions to boost access to quality early childhood development programs for rural populations, encompassing education, health, and nutrition services. The project is creating and equipping preschools in select rural areas, with a target to enroll an additional 100,000 children in 6,000 new preschool units; over 4,100 preschool educators have already been recruited and trained on appropriate pedagogical practices; to promote stimulation and early learning during COVID-19 closures, a new TV program was broadcast to promote home-based playful learning.

The Higher Education Quality Improvement Project in Peru supported the government's National Education Project 2021, which adopted a strategy to increase the quality and relevance of tertiary education by creating a higher education quality assurance system (HEQAS) providing an assurance framework across basic and higher education levels. The project provided support to 135 higher education institutions, of which 20 were from among the country's 50 universities and 115 were from among the country's 370 public institutes.

In 2013, just 5% of the poorest households in Uzbekistan had children enrolled in preschools. Thanks to the Improving Pre-Primary and General Secondary Education Project, by July 2019, around 100,000 children will have benefitted from the half-day program in 2,420 rural kindergartens, comprising around 49% of all preschool educational institutions, or over 90% of rural kindergartens in the country.

Since 2014, the Africa Higher Education Centers of Excellence (ACE) Program has become synonymous with delivering quality and relevant post-graduate education that meets the demand for skills in priority fields. Between 2014 and 2020, the International Development Association (IDA) has invested over US$580 million to support more than 70 centers in 20 countries in West, Central, East, and Southern Africa. This supported over 14,000 Masters and PhD students in agriculture, health, and other sciences. The program continues to expand across Sub-Saharan Africa, focusing on improving teaching and learning, expanding access, and ensuring sustainability.

Last Updated: Oct 11, 2022

The Power of Partnerships
In addition to working closely with governments in our client countries, the World Bank also works at the global, regional, and local levels with a range of technical partners, including foundations, non-profit organizations, bi-laterals, and other multilateral organizations. These collaborations are funded by other strategic partners such as the Bill & Melinda Gates Foundation, UNICEF, and UNESCO. Some examples of our most recent global partnerships include:

UNESCO, UNICEF, and the World Bank have joined forces to close the learning data gaps that still exist and that preclude many countries from monitoring the quality of their education systems and assessing if their students are learning. The three organizations have agreed to a Learning Data Compact, a commitment to ensure that all countries, especially low-income countries, have at least one quality measure of learning by 2025, supporting coordinated efforts to strengthen national assessment systems.
UNESCO Institute for Statistics (UIS): Learning Poverty Indicator FCDO and Bill & Melinda Gates Foundation: EdTech Hub UNICEF, UNESCO, & GPE: Continuous and Accelerated Learning in Response to COVID-19 Bringing together global funding to maximize results
Aimed at measuring and urging attention to foundational literacy as a prerequisite to achieve SDG4, this partnership was launched in 2019 to help countries strengthen their learning assessment systems, better monitor what students are learning in internationally comparable ways and improve the breadth and quality of global data on education. Together, UIS and the World Bank launched the Learning Poverty indicator.
The Foundational Learning Compact (FLC):
Supported by the UK government's Foreign, Commonwealth & Development Office (FCDO), in partnership with the Bill & Melinda Gates Foundation, the EdTech Hub is aimed at improving the quality of ed-tech investments. The Hub launched a rapid response Helpdesk service to provide just-in-time advisory support to 70 low- and middle-income countries planning education technology and remote learning initiatives.
Tertiary Education & Skills Training (TES):
Through a consortium with UNICEF and UNESCO, supported by the Global Partnership for Education (GPE), the World Bank is providing greater support to teachers for accelerated instruction; using EdTech to support continuity of learning; and getting reading, learning, and play materials into homes.

The World Bank has launched two Trust Funds to streamline partner investments that support operations and amplify impact. The two funds will be complementary - covering lifelong learning. Beyond these two trust funds, the World Bank receives support through partner-specific trust funds.

A new umbrella trust fund designed to align partnerships, financing, and technical support around a few specific and measurable education outcome indicators, increasing Learning-Adjusted Years of Schooling (LAYS) (a metric which combines quantity and quality of schooling), and decreasing Learning Poverty. The FLC's scope covers Early Childhood (including the Early Learning Partnership), Primary Education, and Secondary Education. It is designed around three pillars (measurement, policy, and knowledge and implementation capacity-building) with an emphasis on cross-cutting themes (financing; fragility, conflict, and violence (FCV); gender; inclusion; and technology).

A new umbrella trust fund that aims to strengthen the policy framework and increase system-wide and institutional capacity, to enable access to relevant, quality, and equitable higher education, formal Technical and Vocational Education and Training (TVET), and youth and adult learning, which are aligned to labor market, economic, and societal needs. TES will help to align support for development of global public goods and co-financing of implementation grants around tertiary education and skills training of the current or imminent workforce.

Last Updated: Oct 11, 2022

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Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion For individuals, education promotes employment, earnings, health, and poverty reduction.

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What you need to know about early childhood care and education

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UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers

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EDUCACION, SALARIO Y PRODUCTIVIDAD LABORAL

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EDUCACION, SALARIO Y PRODUCTIVIDAD LABORAL

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The impact of education on wages and labour productivity

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Background: According to CEDEFOP, 25% of young European tertiary education graduates in 2019 were overqualified, and the share of EU workers with skills that did not match their jobs reached 45%. This mismatch, especially in the green and digital fields, affects EU growth and competitiveness.