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[Insert statement of urgency and significance for why this right relates to AI.]

Sectors #

The contributors of the AI & Human Rights Index have identified the following sectors as responsible for both using AI to protect and advance this human right.

• EDU: Education and Research
• GOV: Government and Public Sector
• INTL: International Organizations and Relations
• REG: Regulatory and Oversight Bodies
• SOC: Social Services and Housing
• TRAN: Transportation and Infrastructure
• WORK: Employment and Labor

AI’s Potential Violations #

[Insert 300- to 500-word analysis of how AI could violate this human right.]

AI’s Potential Benefits #

[Insert 300- to 500-word analysis of how AI could advance this human right.]

Human Rights Instruments #

Convention on the Rights of the Child (1989) #

G.A. Res. 44/25, Convention on the Rights of the Child, U.N. Doc. A/RES/44/25 (Nov. 20, 1989)

Article 38

1. States Parties undertake to respect and to ensure respect for rules of international humanitarian law applicable to them in armed conflicts which are relevant to the child.

2. States Parties shall take all feasible measures to ensure that persons who have not attained the age of fifteen years do not take a direct part in hostilities.

3. States Parties shall refrain from recruiting any person who has not attained the age of fifteen years into their armed forces. In recruiting among those persons who have attained the age of fifteen years but who have not attained the age of eighteen years, States Parties shall endeavour to give priority to those who are oldest.

4. In accordance with their obligations under international humanitarian law to protect the civilian population in armed conflicts, States Parties shall take all feasible measures to ensure protection and care of children who are affected by an armed conflict.

Safe Schools Declaration (2015) #

Safe Schools Declaration, opened for endorsement May 29, 2015, at the First Int’l Conference on Safe Schools, Oslo, Norway

Attacks on education include violence against educational facilities, students and education personnel. Attacks, and threats of attack, can cause severe and long lasting harm to individuals and societies. Access to education may be undermined; the functioning of educational facilities may be blocked, or education personnel and students may stay away, fearing for their Safety. Attacks on schools and universities have been used to promote intolerance and exclusion – to further gender discrimination, for example by preventing the education of girls, to perpetuate conflict between certain communities, to restrict cultural diversity, and to deny academic Freedom or the right of association. Where educational facilities are used for military purposes it can increase the risk of the recruitment and use of children by armed actors or may leave children and youth vulnerable to sexual abuse or exploitation. In particular, it may increase the likelihood that education institutions are attacked.

By contrast, education can help to protect children and youth from death, injury and exploitation; it can alleviate the psychological impact of armed conflict by offering routine and stability and can provide links to other vital services. Education that is ‘conflict sensitive’ avoids contributing to conflict and pursues a contribution to peace. Education is fundamental to development and to the full enjoyment of human rights and freedoms. We will do our utmost to see that places of education are places of Safety.

Sendai Framework for Disaster Risk Reduction 2015–2030 (2015) #

Sendai Framework for Disaster Risk Reduction 2015–2030, U.N. Off. for Disaster Risk Reduction, UN Doc. UNISDR/GE/2015 – ICLUX EN5000 (1st ed. 2015),

 Priority 1: Understanding disaster risk

24. To achieve this, it is important:

(l) To promote the incorporation of disaster risk knowledge, including disaster prevention, mitigation, preparedness, response, recovery and rehabilitation, in formal and non-formal education, as well as in civic education at all levels, as well as in professional education and training.

Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4 (2016) #

Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4—Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, UNESCO Doc. ED-2016/WS/28 (2016)

Target 4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender Equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1 Extent to which

(i) global citizenship education and

(ii) education for sustainable development are mainstreamed in

(a) national education policies;

(b) curricula;

(c) teacher education and

(d) student assessment

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