This short briefing note addresses the concepts of 'merit' and 'capacity' in relation to higher education from a human rights perspective.
Is French Higher Education truly accessible to all, without any discrimination?
Treaty bodies are committees of independent experts created under a particular UN treaty.
Around the world, higher education communities are overwhelmed by frequent attacks on scholars, students, staff, and their institutions.
In our last article, we addressed the impact of Covid-19 on students' mental health. We highlighted how financial struggles increase the risk of mental health issues, and the ways in which the Covid-19 pandemic has deepened students’ precarity.
The Covid-19 pandemic has impacted the access to higher education in numerous ways, some of them indirect. Students encounter difficulties such as mental health or precarity issues that result indirectly from the health crisis and the measures taken by governments.
A major innovation brought about by globalization within higher education is the increase in academic mobility. Every year, millions of students cross borders to access higher education, or to discover a new way of learning. This experience full of autonomy and novelty pushes their self-development and opens doors to other cultures.
While the Covid-19 pandemic has raised many difficulties for all students in terms of access to higher education online, coping with mental health issues, and escaping economic precarity, those in their first year face particular obstacles. Indeed, this group has faced exacerbated challenges.
Access to a reliable internet connection has become increasingly important over the last year, as much of day to day life switched from in person to online as the pandemic raged through the world. Yet many students have struggled with technical issues since the onset of Covid 19, with existing inequalities further entrenched by this variable digital access.
For Quentin, a first year student on the Master of Information and Communication programme at the Catholic Institute of Paris, internet connectivity and digital learning have proved significant issues in his ability to study. At the beginning of the academic year, Quentin was living in his parents’ place in a small town (Saint Martin) of the Val d’Oise (around 3 000 inhabitants), only 30km away from Paris. In early September, his faculty’s administration announced that they would alternate on-campus and online classes every other week. At first, this arrangement seemed fine; when he felt isolated during the week with online classes, he thought about the week to come where he would be on campus. He first lived this time quite happily, alternating one week with long journeys to the campus and one week at home. Mid-october, this nice arrangement came to an end because of the second lockdown. All in all, he had had 5 weeks of in-person classes by mid-october, when classes went on a full online system. The real challenges were yet to come. The move to online teaching had strong consequences for Quentin, in terms of access to higher education, quality of teaching, but also social isolation.
In 2019, the French Constitutional Court (Conseil Constitutionnel) was seized by student unions and associations regarding public higher education tuition fees concerning international student