Right to education: IIMA’s inputs on curriculum, pedagogy and assessment

In preparation for her thematic report to the United Nations Human Rights Council at its 62nd session in June 2026, the United Nations Special Rapporteur on the Right to Education, Farida Shaheed, launched a global call for inputs on curriculum, pedagogy and assessment. The call invited contributions from States, United Nations agencies, funds and programmes, national human rights institutions, academics, educators, business actors, as well as civil society organizations, with the aim of gathering diverse perspectives on how education systems can better support the realization of the right to education.
The Special Rapporteur particularly encouraged children and young people to share their the perspectives, recognizing that their lived experience within education systems must help shape this report, as it aims to explore how education can better equip learners with the knowledge, skills and values needed to navigate today’s rapidly changing world and contribute to more inclusive and peaceful societies.

IIMA replied to this global call for inputs by collecting and submitting ten national inputs through the collaboration with its local members and partners. In particular, these submissions reflected the experiences of schools and educators in Cambodia, Colombia, Dominican Republic, Haiti, India, Madagascar, Myanmar, Puerto Rico, Spain and Uruguay, offering a comparative perspective on how curriculum design, pedagogy and assessment are experienced across diverse educational contexts.

 A number of structural and systemic challenges affecting the effective implementation of the right to education were highlighted across these contributions supported by IIMA. Several respondents noted that current curricula often remain too extensive while at the same time failing to sufficiently integrate key competencies needed in today’s world, including digital literacy, socio-emotional education, sustainability, democratic citizenship, critical thinking and peace education. In addition, many schools pointed to practical obstacles such as the lack of adequate teaching materials, limited access to technology, insufficient infrastructure and a shortage of spaces suitable for more interactive or participatory teaching approaches. Assessment systems were also identified as a challenge: in many countries, standardized examinations still dominate, creating pressure and stress for both students and teachers and sometimes narrowing the scope of the curriculum. Several contributions also highlighted the need for stronger psychological support for students and more training for educators on topics such as trauma, resilience and mental health.

At the same time, the submissions revealed a strong commitment among educators to promote inclusive and student-centered learning environments. Several schools reported encouraging or already implementing learner-centered pedagogies, cooperative learning, project-based learning and active student participation. In many cases, these approaches are inspired by the educational principles of the Salesian Preventive System, which emphasizes reason, kindness, educational presence and accompaniment, and places the student at the center of the educational process. Across regions, schools also stressed the importance of respecting cultural, linguistic and religious diversity, often integrating local languages and traditions into learning activities in ways that strengthen students’ identities and promote intercultural dialogue. Particular attention is given to students in vulnerable situations – including those living in poverty or with disabilities – through targeted programs, material support and personalized learning adaptations, reflecting a broader commitment to inclusion, dignity and the holistic development of every learner.

We look forward to the Report of the UN Special Rapporteur to be presented at the UN Human Rights Council in June 2026!