（伦敦，2016年6月10日）－人权观察在今天发布的报告中指出，歧视性的法律与政策，以及欠缺履行基本人权义务的政治意志，导致全球各国仍有数百万儿童与青少年失学。各国高层教育官员、全球决策人士和资助机构将于2016年6月13－16日在挪威会商制定新措施，提升全球优质教育可及性。
这份89页的报告，《教育赤字：全球发展议程未保障及充分实现教育权利》，指出世界各国政府曾在二十年前作出承诺，为国内儿童移除受教育的障碍。但人权观察发现，受到歧视性法令措施、高学费、暴力和其他因素影响，许多国家的儿童和青少年无法上学。报告内容基于人权观察在40多个国家所进行的研究，涵盖期间近二十年。据联合国教科文组织（UNESCO）报告，全球失学儿童及青少年达1.24亿人。
(Top: Left to Right) Twin sisters with mobility disabilities making their way to school in China.© 2009 Private; Girls from the Kalokol Girls Primary School fetch water from a dry riverbed to carry back to their school, which does not have access to running water. © 2014 Brent Stirton/Reportage by Getty Images for Human Rights Watch; Abdulmajid, 11, (left) and his brother Mohammed, 9, in Mersin, southern Turkey. In February 2015, they fled Syria with their family and have not attended school since 2012. © 2015 Stephanie Gee/Human Rights Watch
(Bottom: Left to Right) A 13-year-old boy, who mines gold, attends classes in a small-scale mining area in Mbeya Region. © 2013 Justin Purefoy for Human Rights Watch; Damaged school in Nikishine Rebel fighters deployed inside the school between September 2014 and February 2015 and exchanged intense fire with Ukrainian forces. © 2015 Yulia Gorbunova/Human Rights Watch; Sifola, age 13, stands in the home she shares with her husband and in-laws. © 2015 Omi for Human Rights Watch
Habib, a 7-year-old boy who has cerebral palsy, sits with his books at home in Sanaa. He previously attended a learning center for children with disabilities but when the war broke out, the center shut down.
© 2015 Hanan Alsurmi for Human Rights Watch
Bibi, age 17, married at about age 11. After marrying, she was forced to quit school. Bibi said she returned to live with her parents because her husband physically abused her. A local village council would have to decide whether Bibi will return to her husband’s home. March 29, 2015.
© 2015 Omi for Human Rights Watch
A 13-year-old boy, who mines gold, attends classes in a small-scale mining area in Mbeya Region. Work in mining impacts children’s performance and attendance at school.
© 2013 Justin Purefoy for Human Rights Watch
Children from the Ghasiya tribe say they are called “dirty” and are discriminated against by the teachers and other students at a primary school in Sonbhadra district, Uttar Pradesh. All children from the tribe are enrolled in the same grade and sit in the same classroom irrespective of their ages
© 2013 Jayshree Bajoria/Human Rights Watch
A young boy sitting on the floor of a daycare center, playing with a camera. Suraj, a 9-year-old boy with a physical disability, does not attend school because his parents thought that no school would admit him. He recently started attending a nearby daycare center for children with intellectual disabilities. Our research found that Nepal and its international partners are not doing enough to ensure that children with disabilities are attending school and that the education system is inclusive, accessible, appropriate, and of good quality for children with disabilities.
© 2011 Shantha Rau Barriga/Human Rights Watch
A group of girls, ages 10 to 15, in an orphanage for children with disabilities in northwest Russia. Many children in “specialized” orphanages spend their days seated in rooms with minimal attention from staff, who often lack training and other resources to engage children in activities appropriate to their ages and disabilities.
© 2013 Andrea Mazzarino/ Human Rights Watch
Twin sisters with mobility disabilities making their way to school in China.
© 2009 Private
Jacinta, 15, was excluded from school after authorities found out that she was pregnant. She said her teachers took her to a medical clinic to undergo a pregnancy test. She subsequently gave birth prematurely and her baby did not survive. August 5, 2014.
© 2014 Marcus Bleasdale/VII for Human Rights Watch
A 20-year-old Japanese woman who was bullied by her classmates in junior high school holds a notebook displaying the message: “It was common knowledge that I was being bullied. It was also common knowledge that my teachers would never help me.”
© 2015 Kyle Knight/Human Rights Watch
Mariam (pseudonym), 15, from Ghouta, Syria engaged to a Syrian man, aged 20, shows her engagement ring, in Amman, Jordan. She dropped out of 7th grade. In 2011, 12 percent of registered marriages in Syrian refugee communities in Jordan involved a girl under the age of 18. This had increased to 31.7 percent in the first quarter of 2014.
© 2015 Elin Martínez/Human Rights Watch
A broken-down and unused government tubewell in a school playground. When Human Rights Watch visited Iruain in July 2015, the village was without any government-installed functioning and publicly accessible water points. Iruain (Laksam Upazila in Comilla District), Bangladesh. March 6, 2016
© 2016 Atiah Saha/Human Rights Watch
Damaged school in Nikishine Rebel fighters deployed inside the school between September 2014 and February 2015 and exchanged intense fire with Ukrainian forces.
© 2015 Yulia Gorbunova/Human Rights Watch
Internally displaced children attending classes at a displacement camp in Maiduguri, Borno state, September 2015.
© 2015 Bede Sheppard/Human Rights Watch.
“Albert,” 16, works at an underwater mining site in the Philippines .
© 2014, Mark Z Saludes for Human Rights Watch
This open-air shack in Saint-Louis, a town in northern Senegal, serves as a so-called “Quranic school,” a typical example of the inhumane conditions in many such schools.
© 2014 Andrew Oberstadt/Human Rights Watch
Israeli border police arresting Ahmad Abu Sbitan, 11, in front of his school in East Jerusalem. The police accused him of throwing a stone at them.
© 2015 Majd Gaith
Damage at the Jabalya girls school on July 30, 2014, after an Israeli attack killed 20 people, including three children.
© 2014 Anne Paq/Human Rights Watch
Girls from the Kalokol Girls Primary School fetch water from a dry riverbed to carry back to their school, which does not have access to running water. Nearby Lake Turkana is too saline for human consumption. Women and girls often walk extremely long distances to dig for water in dry riverbeds, exposing them to physical danger and taking time away from their studies. As climate variability increases, women are having to walk further and dig deeper to access potable water.
© 2014 Brent Stirton/Reportage by Getty Images for Human Rights Watch.
An exhausted child cries on the railway tracks between Serbia and Hungary as night falls, and her family argues nearby whether to cross into Hungary and face temporary detention.
© 2015 ZALMAÏ for Human Rights Watch
Rawan, 14, holds the certificate she received upon completing the 4th grade at a Syrian temporary education center in Istanbul. She missed nearly four years of school prior to her enrollment in January 2015.
© 2015 Stephanie Kim Gee/Human Rights Watch
“简直不可思议，都已2016年了，世界各地仍有数以百万计的儿童和青少年被剥夺教育权，”人权观察儿童权利部研究员耶琳・马汀尼兹（Elin Martínez）说。“政府监管不足和欠缺零歧视政策，往往造成教育官员的权力不受制衡，可恣意决定谁能上学、谁不能上学。”
联合国全部196个会员国皆已同意对其国境内所有儿童承担法律义务。已获广泛批准的《儿童权利公约》和其他多种区域性、国际性条约均包含详尽条文以保障教育权。2015年9月，全体会员国一致同意，共同努力于2030年前“确保所有人获得包容（inclusive）和优质的教育”，做为联合国《可持续发展目标》的一部分，并首度将获得中等教育纳入全球目标。此前的发展目标，即《千禧年发展目标》，仅要求各国确保人民获得并完成初等教育，但至今尚未达成。
虽然许多国际条约都规定，缔约国有义务取消初等教育的学杂费，但许多国家仍然收取一般家庭难以负担的费用，包括刚果民主共和国和南非。许多国家，例如孟加拉、印尼和尼泊尔，则因中等教育学杂费过高，导致数百万青少年无法完成至少九年的教育。
“我在学校的最后一年，是初中一年级的上学期。我真的很想继续念书，但我实在没有钱，”恩达（Endah）说，他15岁就离开学校成为一名家务童工。“每个月的学费是15,000印尼盾（1.1美元）。但真正让我付不起的是‘校舍建设费’和制服费，这些要50万印尼盾（37美元）。...每个学期还要买课本。”
联合国儿童基金（UNICEF）表示，有超过2.46亿的儿童，因为与学校有关的暴力而受到影响。学校中的体罚──有时达到酷刑和有辱人格待遇的程度，并对儿童学习能力造成负面影响──在许多国家仍然合法或普遍存在，包括坦桑尼亚、南非和美国的许多个州。
许多因素迫使女童离开学校，包括：普遍遭受教师和同侪的性侵害和性暴力；具侵犯性且毫无意义的处女检验；以及排除怀孕女童上学的政策。校园中不卫生和不适当的条件，包括缺少保护隐私和尊严地处理月经的设施，导致许多青少女，包括身心障碍女童，无法正常上学或被迫辍学。在一些国家，包括孟加拉、尼泊尔、坦桑尼亚和津巴布韦，儿童婚姻既是造成无法获得优质教育的原因，也是其结果。
中国和南非的数百万身心障碍儿童，以及印度多种族群、语言或宗教群体的儿童，都会在登记入学时遭受政府官员的普遍歧视。进入学校以后，许多这样的儿童也会被编入与一般学童隔离的特殊班级，使他们得到的教育质量偏低。许多身心障碍儿童因为缺乏训练有素的教师，缺少必要的支持，以及无法继续升学而离开学校。以俄罗斯和塞尔维亚为例，太多身心障碍儿童遭到机构收容，即使有机会上学，通常也只能得到低质量的教育。
愈来愈多身处人道危机和长期冲突的儿童，由于学校难以抵达或不安全而无法争取受教育的权利。在阿富汗、尼日利亚、巴勒斯坦、乌克兰和也门，有数百万儿童因为学校遭到攻击或被占为军事用途而无法上学。
在中高所得国家，少数族群、难民、移民和LGBT（女同性恋、男同性恋、双性恋及跨性别）儿童也因为歧视性的做法而遭遇教育障碍。
所有国家的政府都应当确保真正免费和强制性的初等教育，以及免费的中等教育。各国政府应当消除歧视性的政策或法规，不应予许学校排斥儿童和青少年，并应确保所有学校为女童、身心障碍儿童、少数族裔儿童和LGBT儿童提供合理便利。
各国政府均应立法废止体罚，并采取更严格的措施确保儿童在校园中免于暴力、虐待和骚扰。
捐赠者──包括世界银行、全球教育伙伴（Global Partnership for Education）等多边融资机构──和协助各国政府落实教育方案的国际机构，均应尊重人权标准，不应容忍造成儿童与青少年失学的侵权措施。
联合国秘书长和教科文组织应当确保“先锋国家”（champion countries）──全球教育倡议行动的先导者──遵循其本身负有的人权义务，遏止本国教育体系中的侵权现象。
“在关于为全球所有儿童及青少年提供教育机会方面，不应容忍发生任何失败，”马汀尼兹说。“儿童没有另一个15年，甚至没有另一个学年，可以等待政府充分保障他们为前途预备的权利。”
报告引用陈述摘录
“就读普通学校的[学生]大多不用付费。但我们呢，我们要交学费。许多身心障碍儿童的父母无法工作──我们必须24小时照顾孩子。学校只会写信问我们为何不交学费，却不体谅我们的处境。”
──名8岁自闭症儿童的父亲，约翰内斯堡，南非
“我和我表弟是班上仅有的两个叙利亚人。其他同学联合起来欺侮我们，说我们太爱讲话、不守规矩。老师叫我们坐到教室后面。所有的老师都对我们很坏，只因为我们来自叙利亚。班上的约旦女生如果答对老师的问题，老师会说‘太棒了！’，换成是我答对，老师什么也不说。”
──贺迪尔（化名），11岁，札卡（Al-Zarqa），约旦
“他们会趁老师看不见时殴打我们，我的老师不知道，所以不会制止他们。我爸爸到学校向主任申诉，主任说，‘你如果担心，就别再送她来上学...’以前在叙利亚，我很喜欢上学，我在学校有朋友，我也很爱学习。”
──法蒂玛，12岁，土固特鲁（Turgutlu），土耳其
“有一个[老师]想引诱我跟他上床，所以我不想[升上]初中二年级，以免又碰到这种事。我也不再去[运动]。因为我害怕如果再碰到他，他会把我带到别的地方去跟我办事。我心情很糟，[老师们]打电话说我上课不专心、没有认真念书，[所以]成绩不好...我决定休学，不想再浪费父母的钱。”
──安娜，16岁，姆旺札（Mwanza），坦桑尼亚
“日本的学校体制和性别体制结合非常紧密。学生被灌输什么该认同、什么不该──到了高年级，性别意识逐渐定型，跨性别孩子的苦日子就开始了。他们或者被迫掩饰、说谎，或者表现真我而招致霸凌、排斥。”
──位跨性别高中教师，日本
“我叔叔强迫我嫁给一个男人，他老得可以做我爷爷了。当时我还在念小学六年级。我很喜欢学校。如果那时候让我完成学业，现在我就不会遇到这些困难，做女服务员，和丈夫分开。”
──阿库尔・L，13岁结婚，南苏丹
“我去年怀孕时才14岁。同一年我也离开了学校，因为我母亲做女佣的月薪只有50块钱，供不起我的学费。我和一个年龄较大的有妇之夫有染。我自己上医院产下一个婴孩，但出生没几分钟就夭折了...我好想回去上学，因为我还只是个孩子。”
──艾碧盖儿・C，15岁，津巴布韦
“[军队]用坦克炮轰我的学校。...我逃命途中，一个沙比哈（shabiha，政府支持的民兵团体）抓住我的肩膀，但被我挣脱跑掉了。沙比哈闯进学校，朝窗户开枪，把电脑都打坏了。后来，我只有考试当天回去学校。”
──蕾米，12岁，叙利亚德拉省（Daraa）难民，在约旦兰姆莎市（Ramtha）受访
