{"id":14388,"date":"2026-01-23T18:38:48","date_gmt":"2026-01-23T18:38:48","guid":{"rendered":"https:\/\/zadecu.org\/?p=14388"},"modified":"2026-01-23T19:08:40","modified_gmt":"2026-01-23T19:08:40","slug":"international-day-of-education-24-january-2026","status":"publish","type":"post","link":"https:\/\/zadecu.org\/en\/international-day-of-education-24-january-2026\/","title":{"rendered":"International Day of Education &#8211; 24 January 2026"},"content":{"rendered":"<p style=\"text-align: justify;\"><strong>Geneva &#8211;\u00a0<\/strong>On this\u00a0<a href=\"https:\/\/www.un.org\/en\/observances\/education-day\">International Day of Education<\/a>, I am compelled to echo a message I hear consistently and powerfully from children and young people across\u00a0our world\u2019s\u00a0regions: education cannot be something that is merely delivered to them. It must be\u00a0co-created\u00a0<em>with<\/em>\u00a0them. Across contexts,\u00a0diversely situated\u00a0young people\u00a0all\u00a0emphasise that\u00a0<strong>their voices are routinely excluded<\/strong>. Decisions about curricula, assessment and governance are made about them, without them. Participation, when offered, is often symbolic rather than structural. Students are often spoken about, but not listened to.<\/p>\n<p style=\"text-align: justify;\">To address this, last December, I launched the\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/special-procedures\/sr-education\/right-education-youth-network-reyn\">Right to Education Youth Network<\/a>\u00a0(#REYN), a global platform that brings together children and young people as rights-holders and co-creators of education. Today, REYN connects over 1,500 members from 138 countries, reflecting a wide range of lived experiences across\u00a0diverse\u00a0education systems and contexts. Around 65 per cent of members are university and college students,\u00a0but there are also\u00a0school-aged children under 18. Participation in REYN is individual and voluntary &#8211;\u00a0a space\u00a0for\u00a0students across levels\u00a0and types\u00a0of education\u00a0to\u00a0share concerns, propose solutions and contribute directly to discussions and decision-making relating to the right to education at the global level.<\/p>\n<p style=\"text-align: justify;\">Sustained engagement with young people, including REYN members,\u00a0surface\u00a0seven concerns\u00a0\u2013some already addressed in my annual thematic reports, some calling for further attention.\u00a0The striking clarity with which youth express\u00a0these concerns reveals a crisis of listening within education systems.<\/p>\n<p style=\"text-align: justify;\">First, young people unequivocally stress that\u00a0<strong>inequality in access and quality<\/strong>\u00a0remains the defining failure of education today. Being enrolled in school does not mean receiving an education that is safe, dignified or meaningful. Vast disparities persist between public and private systems, between urban and rural areas and between learners shaped by privilege and those navigating poverty, displacement, disability or discrimination.<\/p>\n<p style=\"text-align: justify;\">Second, students repeatedly describe education as\u00a0<strong>outdated and disconnected from their realities<\/strong>. Too many systems continue to prioritise memorisation, standardised testing and compliance over critical thinking, creativity and relevance to social, economic and environmental challenges. Learners are\u00a0not\u00a0asking for less rigour, but for\u00a0an\u00a0education that prepares them to think, question and act in a rapidly changing world.<\/p>\n<p style=\"text-align: justify;\">Third,\u00a0<strong>poverty and financial pressure<\/strong>\u00a0continue to push millions of learners out of education or trap them in low-quality systems. \u201cFree education\u201d too often translates into free but inadequate schooling, while hidden costs, lack of stipends and pressure to earn an income undermine equal opportunity.<\/p>\n<p style=\"text-align: justify;\">Fourth, young people warn that\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/documents\/thematic-reports\/a79520-artificial-intelligence-education-report-special-rapporteur-right\"><strong>digital<\/strong><\/a><strong>\u00a0transformation is deepening inequality<\/strong>. While technology holds promise, the digital divide, lack of accessibility for learners with disabilities and unregulated use of AI risk creating new forms of exclusion and surveillance, not empowerment.<\/p>\n<p style=\"text-align: justify;\">Fifth, learners persistently raise concerns about\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/documents\/thematic-reports\/ahrc5941-right-be-safe-education-report-special-rapporteur-right\"><strong>unsafe<\/strong><\/a><strong>\u00a0environments and lack of dignity<\/strong>\u00a0in schools. Gender- and ability-based exclusion, bullying, language discrimination and the marginalisation of refugees, indigenous learners and minority groups remain widespread. Education cannot fulfil its human rights purpose\u00a0so long as\u00a0learners are unsafe or silenced.<\/p>\n<p style=\"text-align: justify;\">Sixth, students speak openly about\u00a0<strong>mental health, burnout and performance anxiety<\/strong>. Education systems that reduce learners to grades and rankings undermine well-being, confidence and the joy of learning. Physical, digital, socio-emotional, psychological safety are all integral to the realization of the right to education.<\/p>\n<p style=\"text-align: justify;\">Seventh, children and youth living in contexts of\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/documents\/thematic-reports\/a80479-right-education-armed-conflict-human-rights-imperative-report\"><strong>conflict<\/strong><\/a><strong>, displacement and climate disruption<\/strong>\u00a0remind us that education is often the first service to disappear and the last to return. When education systems are not resilient, temporary exclusion becomes permanent loss, especially for girls.<\/p>\n<p style=\"text-align: justify;\">Recognising children and youth as co-creators of education does not mean shifting responsibility to young learners. It requires\u00a0creating spaces for their contributions and\u00a0recognising\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/documents\/thematic-reports\/a78364-role-and-rights-teachers\"><strong>teachers<\/strong><\/a><strong>\u00a0as co-creators<\/strong>, whose\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/documents\/thematic-reports\/ahrc5658-right-academic-freedom-report-special-rapporteur-right\">academic freedom<\/a>\u00a0and professional autonomy, well-being and expertise are essential to meaningful participation. Many teachers are already innovating, adapting curricula and supporting learners far beyond what systems allow or resource. Participation flourishes when teachers are trusted partners rather than overburdened implementers of rigid systems.<\/p>\n<p style=\"text-align: justify;\">Equally, education does not happen in isolation from families and communities.\u00a0<strong>Parents and caregivers<\/strong>\u00a0play a critical role in shaping learning, supporting well-being and sustaining access. Participatory education ecosystems must therefore extend beyond classrooms to include families and communities as active contributors, not passive observers.<\/p>\n<p style=\"text-align: justify;\">Taken together, these concerns point to a single conclusion:\u00a0as currently constituted, our\u00a0education systems\u00a0fall short of ensuring the right of education for all and will not meet\u00a0the\u00a0needs of the\u00a0future unless participation is treated as a shared, structural responsibility today. Children and youth are not passive beneficiaries. Teachers are not mere transmitters. Parents and caregivers are not peripheral. All are essential actors in shaping education that is relevant, inclusive and rights-based.<\/p>\n<p style=\"text-align: justify;\">On this International Day of Education, I call on States and all education stakeholders to move beyond tokenism and to embed participation as a core component of the right to education. This means involving learners, teachers and families in shaping\u00a0<a href=\"https:\/\/www.ohchr.org\/en\/calls-for-input\/2026\/call-inputs-curriculum-pedagogy-and-assessment-service-right-education\">curricula, pedagogy, assessment<\/a>, school governance, financing and education policy. It means treating education as a public\u00a0and common\u00a0good that builds dignity, agency and shared futures.<\/p>\n<p>Source: <a href=\"https:\/\/www.ohchr.org\/en\/statements-and-speeches\/2026\/01\/international-day-education-24-january-2026\">United Nations Human Rights Office of the High Commissioner<\/a><\/p>\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Geneva &#8211;\u00a0On this\u00a0International Day of Education, I am compelled to echo a message I hear consistently and powerfully from children and young people across\u00a0our world\u2019s\u00a0regions: education cannot be something that is merely delivered to them. It must be\u00a0co-created\u00a0with\u00a0them. Across contexts,\u00a0diversely situated\u00a0young people\u00a0all\u00a0emphasise that\u00a0their voices are routinely excluded. Decisions about curricula, assessment and governance are made [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":14368,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[52],"tags":[117,363,364],"class_list":["post-14388","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-convention-on-the-rights-of-the-child","tag-education","tag-right-to-education"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>International Day of Education - 24 January 2026 - Mre\u017ea organizacija za decu Srbije<\/title>\n<meta name=\"description\" content=\"On this\u00a0International Day of Education, I am compelled to echo a message I hear consistently and powerfully from children and young people\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/zadecu.org\/en\/international-day-of-education-24-january-2026\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"International Day of Education - 24 January 2026 - Mre\u017ea organizacija za decu Srbije\" \/>\n<meta property=\"og:description\" content=\"On this\u00a0International Day of Education, I am compelled to echo a message I hear consistently and powerfully from children and young people\" \/>\n<meta property=\"og:url\" content=\"https:\/\/zadecu.org\/en\/international-day-of-education-24-january-2026\/\" \/>\n<meta property=\"og:site_name\" content=\"Mre\u017ea organizacija za decu Srbije\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/zadecuMODS\/\" \/>\n<meta property=\"article:author\" content=\"https:\/\/www.facebook.com\/zadecuMODS\/\" \/>\n<meta property=\"article:published_time\" content=\"2026-01-23T18:38:48+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-01-23T19:08:40+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/zadecu.org\/wp-content\/uploads\/2026\/01\/UN.webp\" \/>\n\t<meta property=\"og:image:width\" content=\"1141\" \/>\n\t<meta property=\"og:image:height\" content=\"264\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/webp\" \/>\n<meta name=\"author\" content=\"MODS\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@zadecuMODS\" \/>\n<meta name=\"twitter:site\" content=\"@zadecuMODS\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"MODS\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/zadecu.org\\\/en\\\/international-day-of-education-24-january-2026\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/zadecu.org\\\/en\\\/international-day-of-education-24-january-2026\\\/\"},\"author\":{\"name\":\"MODS\",\"@id\":\"https:\\\/\\\/zadecu.org\\\/#\\\/schema\\\/person\\\/ad4f6997e66e4470c1ef6d15dd97b57e\"},\"headline\":\"International Day of Education &#8211; 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