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Education is both a human right in itself and an indispensable means of realizing other human rights. The right to education is fundamental to ensure personal development and dignity. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.\u003Cbr\u003E\u003Cbr\u003EThe right to receive an education is subject to progressive realization and may depend on the conditions and resources in a particular country. However, international human rights law establishes that education must be available (functioning educational institutions should exist), accessible (non-discriminatory, physically and economically accessible), acceptable (in both form and content), and adaptable (responsive to the needs of diverse cultural and social contexts) (CESCR, General Comment No. 13, 1999). While international human rights law acknowledges possible resource constraints, it imposes immediate obligations on States, such as the duty \u201cto take steps\u201d (Art. 2(1) of the CESCR) that are \u201cdeliberate, concrete and targeted\u201d towards the full realization of the right to education (General Comment No. 13, 1999). Importantly, states must ensure this right is exercised without discrimination of any kind (Art 2(2) of the ICESCR; see also Article 10 of CEDAW, for example). This right remains applicable in situations of emergency and armed conflict (see Protocol I, Protocol II and the Geneva Convention IV).\u0026nbsp;\u003Cbr\u003E\u003Cbr\u003EForced displacement can severely disrupt access to education. In turn, the loss of access to education can have lasting impacts on the livelihoods and prospects of those affected. For asylum seekers and refugees, the Refugee Convention provides that States must grant refugees the same treatment as nationals with respect to elementary education and shall provide access to education beyond the elementary level on terms as favourable as possible and not less favourable than those accorded to foreigners generally in the same circumstances (Art. 22). This includes, in particular, treatment as favourable as possible with regard to access to studies, recognition of foreign school certificates, diplomas and degrees, the remission of fees and charges and the award of scholarships. In the 2019 New York Declaration for Refugees and Migrants (Annex 1 to the Global Compact on Refugees), States confirmed their determination to provide quality primary and secondary education in safe learning environments for all refugee children and to do so within a few months of their initial displacement. States pledged their support for early childhood education for refugee children and to promote access to tertiary education. By investing in refugee education, host countries not only contribute to the development and empowerment of individuals but also foster inclusive communities that can better withstand social and economic challenges.\u0026nbsp;\u003Cbr\u003E\u003Cbr\u003EThe same right to education is also recognized for stateless persons under Article 22 of the 1954 Convention relating to the Status of Stateless Persons, which provides for equal treatment with nationals in respect to elementary education, and treatment as favourable as possible \u2013 and no less favourable than that accorded to foreigners in the same circumstances \u2013 with regard to education beyond the elementary level.\u003Cbr\u003E\u003Cbr\u003EThe Guiding Principles on Internal Displacement reaffirm that everyone has the right to education (Principle 23(1)) without discrimination (Principle 1(1)). They state that authorities concerned shall ensure that displaced children receive free primary education that is compulsory (Principle 23(1)). Recognizing the specific challenges faced by IDPs in accessing education, the Principles emphasize that special measures should be taken to ensure that all IDPs \u2013 whether in camps or not \u2013 and particularly displaced women, girls and adolescents, are able to exercise their right to education (Principle 23(3)(4)). This right must be secured not only during displacement (see also Kampala Convention, Art. 29(2)(a)), but also as part of solutions, since IDPs must have equal access to public services (Principle 29(1), see also IASC Framework). Finally, in line with international law, Principle 23 reiterates the importance of guaranteeing the greatest possible continuity in education, stating that education should resume \u201cas soon as conditions permit\u201d (Principle 23(4)) and should respect IDPs\u2019 \u201ccultural identity, language and religion\u201d (Principle 23(2)).\u003Cbr\u003E\u0026nbsp;\u003C\/p\u003E\u003Cp\u003E\u003Cstrong\u003EPrimary education\u0026nbsp;\u003C\/strong\u003E\u003Cbr\u003E\u0026nbsp;\u003Cbr\u003EPrimary (or elementary) education is considered as synonymous with education that meets the basic learning needs of individuals through a holistic approach, addressing cognitive, emotional, and social development. The World Declaration on Education for All defines these needs as including essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) needed to survive, develop fully, live in dignity, participate in society, and continue learning throughout life. The International Standard Classification of Education (ISCED) describes primary education (level 1 in the ISCED) as instruction that builds fundamental skills in reading, writing and mathematics, and lays the groundwork for future learning and personal development. The ISCED notes that it is typically designed for children between the ages of 5 and 7 and continuing until around ages 10 to 12. UNHCR views primary education as typically aimed at children between 6 and 13 years of age. Importantly, under international human rights law, elementary education shall be compulsory and free to all (see Art. 26(1) of the UDHR, Art. 13(2)(a) of the ICESCR, Art. 28(1)(1) of the CRC, as well as regional instruments).\u0026nbsp;\u003Cbr\u003E\u003Cbr\u003E\u003Cstrong\u003ESecondary education\u003C\/strong\u003E\u003Cbr\u003E\u0026nbsp;\u003Cbr\u003ESecondary education builds upon primary education. According to the ISCED, it lays \u201cthe foundation for lifelong learning and human development upon which education systems may then expand further educational opportunities\u201d and is \u201cusually organized around a more subject-oriented curriculum, introducing theoretical concepts across a broad range of subjects.\u201d Secondary education is defined by the Committee on the Rights of the Child as the \u201ccompletion of basic education and consolidation of the foundations for life-long learning and human development. [Secondary education] prepares students for vocational and higher educational opportunities.\u201d At higher levels, secondary education \u201coffers students more varied, specialised and in-depth instruction (\u2026) more differentiated, with an increased range of options and streams available;\u201d often the higher levels of secondary education prepare students for tertiary education. Secondary education (levels 2 and 3 in the ISCED) usually begins between 10 and 13 years of age and last until 17 or 18 years of age.\u0026nbsp;\u0026nbsp;\u003Cbr\u003E\u003Cbr\u003E\u003Cstrong\u003ETertiary and other forms of post-education\u003C\/strong\u003E\u003Cbr\u003E\u0026nbsp;\u003Cbr\u003ETertiary and other forms of post-secondary education aim at learning at a high level of complexity and specialisation. ISCED notes that tertiary education includes what is commonly understood as academic education but also includes basic (post-secondary) and advanced (tertiary) vocational or professional education. There are no age ranges for tertiary and other post-secondary education, though successful completion of secondary education effectively means that it is pursued by those at least 17 years of age.\u0026nbsp;\u003Cbr\u003E\u0026nbsp;\u003C\/p\u003E\u003C\/p\u003E","dialogOptions":{"dialogClass":"general-guidance-popup","width":"50%","modal":true,"title":"General guidance related to this right category","classes":{"ui-dialog":"general-guidance-popup"}}}]