Universal Periodic Review of Central African Republic

  • This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Central African Republic. This report focuses exclusively on human rights issues in Central Africa Republic’s education field.
  • The Central African Republic, a landlocked country in the heart of Africa, stands among the world’s most impoverished nations. It grapples with a turbulent past marked by conflicts, instability, and mass displacement, which present significant obstacles to its peaceful progress. One of the pressing issues confronting the nation is the profound educational crisis it faces. Regarded as one of the most challenging environments for children to grow up in globally, the country is plagued by a critical problem of insufficient access to education that is both of high quality and safe.
  • Approximately two-thirds of children in the Central African Republic either do not attend school regularly or are deprived of educational opportunities.
  • In the previous UPR cycle, the Central African Republic was reviewed by UPR WG 31 in November 2018. It received 207 recommendations and supported 179 recommendations at the adoption of its UPR outcome at Human Rights Council 40 in March 2019 (an increase of 1% with respect to the 2nd cycle).
  • Supported recommendations relate to Legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights (including rights to education), women’s rights, and rights of other vulnerable groups and persons.
  • This report first explores the main issues in the educational field in the Central African Republic, reflecting on the recommendations the country received in the 3rd cycle UN UPR review in 2018 and its progress since. Finally, Broken Chalk offers some suggestions to the Central African Republic on further improving its human rights in the educational field.
  • As per the letter by the High Commissioner for Foreign Affairs[], issues were raised explicitly for the right to education, which included making necessary measures to ensure universal and free access to education, particularly for the most marginalised and disadvantaged populations.
  • Making efforts to improve school infrastructure and seeking the assistance of international partners to that end; tackling the root causes of school dropout; and implementing a social transfer scheme for the poorest households to ensure equitable access to education.
  • Making education and the restoration of the education system a priority in the peace and reconciliation initiatives, taking practical and adequate measures to prevent the parties to the conflict from requisitioning schools, and ensuring that demobilised child soldiers have access to education.
  • Adopting an inclusive education policy, particularly for girls, children with disabilities and indigenous children, and sustainably restoring access to education, including internally displaced children, by implementing non-formal education programmes.

By Leticia Cox

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Cover image by PxHere.

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