In the education sector, the Council of Europe has a number of roles and responsibilities in supporting its member States in their efforts to achieve the Goal. In particular:

  •  Standing Conference of Council of Europe Ministers of Education

The Standing Conference of Council of Europe Ministers of Education (Brussels, 11-12 April 2016) supported a role for the Council of Europe in supporting national efforts to achieve SDG4 by developing a long-term strategy for more coherent and comprehensive Education for Democratic Citizenship and Human Rights Education (EDC/HRE) including, where possible providing evidence and data on EDC/HRE on which to base further policy recommendations. 

  •  CDPPE

In October 2016 the Steering Committee for Educational Policy and Practice (CDPPE) decided to include SDG4 as a standing agenda item to its bi-annual plenary meetings to exchange best practice and lessons learned in implementing the measures required to achieve SDG4. 0 -Education al SDG4 -Education 2030

  • UNESCO Global SDG4-Education 2030 Steering Committee

The Council of Europe was selected as one of two regional organisations for the European and North America region on the UNESCO Global SDG4-Education 2030 Steering Committee.

The Council of Europe contributes to the work of this Committee by presenting regional initiatives, representing and reporting back to its member states, and identifying and promoting good practice in efforts to achieve SDG4 among its member States.

The Council of Europe’s approach to quality education is outlined in Recommendation CM(2012)13 on ensuring quality education and programmes supporting EDC/HRE, Competences for Democratic Culture, Ethics, Transparency and Integrity in Education (ETINED), inter-cultural dialogue, and education provision for refugees and migrants are also relevant.  

Additionally, through its co-operation and capacity-building programme, the Council of Europe’s Education Department offers tailored support to member States, individually or in groups, to identify and promote best practice across a range of education issues, allowing SDG4-related outcomes to be given more visible priority.


The European Social Charter, the human rights treaty on social and economic rights, guarantees the right of children and young persons to social, legal and economic protection in Article 17 of the Charter. This entails the right of children and young persons to a free primary and secondary education as well as to encourage regular attendance at schools.

Under Article 17 of the Charter, equal access to education must be ensured for all children. In this respect particular attention should be paid to vulnerable groups such as children from minorities, children seeking asylum, refugee children, children in hospital, children in care, pregnant teenagers, children deprived of their liberty, etc. Children belonging to these groups must be integrated into mainstream educational facilities and ordinary educational schemes. Measures for Roma children should not involve the establishment of separate schools or classes reserved for this group.

The denial of access to education will exacerbate the vulnerability of an irregularly present child. Therefore, children, whatever their residence status, come within the personal scope of Article 17 of the Charter. Furthermore, States Parties are required, under Article 17 of the Charter, to ensure that children irregularly present in their territory have effective access to education in keeping with any other child, even for those over the age of compulsory education.

Article 15§1 of the Charter makes it an obligation for States Parties to provide education for persons with disabilities, together with vocational guidance and training, in one or other of the pillars of the education system, in other words mainstream or special schools. Education and training are the essential foundation to obtain a position in the open labour market and to be able to lead a self-determined life. Young persons with disabilities with an education below the upper secondary level are per se subject to various disadvantages on the employment market. States Parties must take measures in order to enable integration and guarantee that both mainstream and special schools ensure adequate teaching. Furthermore, States Parties must demonstrate that tangible progress is being made in setting up inclusive and adapted education systems.

As regards vocational education and life-long learning, the Charter guarantees the right to vocational training in Article 10 of the Charter according to which States Parties must:

  • ensure general and vocational secondary education, university and non-university higher education; and other forms of vocational training;
  • build bridges between secondary vocational education and university and non-university higher education;
  • introduce mechanisms for the recognition/validation of knowledge and experience acquired in the context of training/working activity in order to achieve a qualification or to gain access to general, technical and university higher education;
  • take measures to make general secondary education and general higher education qualifications relevant from the perspective of professional integration in the job market;
  • introduce mechanisms for the recognition of qualifications awarded by continuing vocational education and training.

The main indicators of compliance include the existence of the education and training system, its total capacity (in particular, the ratio between training places and candidates), the total spending on education and training as a percentage of the GDP; the completion rate of young people enrolled in vocational training courses and of students enrolled in higher education; the employment rate of people who hold a higher-education qualification and the waiting-time for these people to get a first qualified job.

The European Committee of Social Rights (ESCR) monitors the implementation of the Charter, not only in law, but also in practice. The ESCR examined the compliance by States Parties with their obligations under Article 17 of the Charter in its Conclusions 2015, respectively under Article 10 of the Charter in its Conclusions 2016.

The ECSR by its decision of 16 October 2017 on the merits of the complaint Mental Disability Advocacy Center (MDAC) v. Belgium (No. 109/2014) concluded that there is a violation of Article 15§1 of the Charter on the ground that the right to inclusive education of children with intellectual disabilities is not effectively guaranteed in the Flemish Community of Belgium and due to lack of an effective remedy against refusal of enrolment in mainstream schooling for children with intellectual disabilities; and that there is a violation of Article 17§2 of the Charter on the ground that the accessibility criteria to an inclusive education are not fulfilled.


The Council of Europe’s Programme for Human Rights Education for Legal Professionals (HELP) supports its member States in implementing the European Convention on Human Rights (ECHR) and other European standards at the national level.  It consists of three key elements:

The HELP Network of Judiciary Schools and Bar associations of the 47 countries of the Council of Europe (in addition to partners like the European Judicial Training Network and the Council of Bar Associations and Law Societies of Europe).

Human Rights courses for legal professionals (hosted on the HELP online platform). They cover a range of topical issues such as asylum, anti-discrimination, data protection, labour rights, ill-treatment, human trafficking, bioethics, counterfeiting of medical products or international cooperation in criminal matters. In 2018, the platform reached more than 20.000 users.

Methodology to develop courses and support the Judiciary Schools and Bar associations.


With regard to Roma education, one concrete example related to the support provided to the member states is the Joint Project “Inclusive schools: making a difference for Roma children (INSCHOOL)” which aims at reviewing and adapting education policies and practices in order to transform schools into inclusive places for all the children. Instead of focusing on the child as being the problem, INSCHOOL puts at the heart of its action the education system and its capacity to respond to the specific needs of Roma children, to accommodate differences and to support their learning experience.

Information about the SDGs is being included in educational resources made available to non-formal education practitioners.


In line with Recommendation (2004)4 of the CoE Committee of Ministers on the ECHR in university education and professional training, the HELP Programme has the potential of reaching out Universities, particularly law faculties) aiming at integrating human rights courses in their curricula.


The Committe of Ministers adopted  Resolution CM/Res(2008)23 on the youth policy of the Council of Europe on 25 November 2008


The North-South Centre of the Council of Europe also contributes to this goal of the UN 2030 Agenda for Sustainable development through its Global Education programme advocacy, capacity-building and awareness-raising activities. Recommendation CM/Rec(2011)4 on education for global interdependence and solidarity is of particular relevance in this context.

Since 2009, the Council of Europe, through its North-South Centre, has a joint programme with the European Commission to promote and strengthen Global Development Education in new EU member States and acceding countries. This programme contributes to advocating for and raising awareness on the UN 2030 Agenda for Sustainable Development in formal and non-formal education sectors. For the period 2016-2019, the iLEGEND project (Intercultural Learning Exchange through Global Education, Networking and Dialogue), through a series of advocacy, awareness raising and capacity building activities, contributes to i) including principles of Global Development Education in the formal education sector ii) reinforcing the knowledge and skills of educators and learners to promote Sustainable Development locally, nationally and internationally.


The Parliamentary Assembly has regularly stressed the importance of providing young people with all tools and skills required for building a pluralistic society based on solidarity, democratic values and human rights, and for living together as active and responsible citizens. In this respect, it welcomes the Council of Europe’s initiative to draw up a framework of competences for a culture of democracy and intercultural dialogue. In particular, Resolution 2104 (2016) - Towards a framework of competences for democratic citizenship calls on member States to take account of the new Council of Europe framework and, on this basis, to review education policies and reformulate the objectives of these policies, to adapt school curricula as well as the initial and in-service training of school leaders, teachers and educators and to ensure recognition of the outcomes of learning for democratic citizenship, respect for human rights and intercultural dialogue.

The Assembly also welcomed the efforts to co-ordinate the Council of Europe’s action with those of other international organisations – including the EU, the UNESCO and the Office of the United Nations High Commissioner for Refugees – and called on these organisations to strengthen their co-operation in all areas with an impact on the implementation of the framework of competences.

Within the Assembly and its Committee on Culture, Science, Education and Media, reports are currently being prepared on “Education and culture: new partnerships to support personal development and cohesion”, “Reshaping the role of education for digital citizens” and “Education geared towards pupils’ need”.

The Assembly’s Committee on Migration, Refugees and Stateless Persons is preparing reports on student mobility and on “Integration, empowerment and protection of migrant children through compulsory education” which will examine the gap between international undertakings and migrant children’s access to education.


The Congress of Local and Regional Authorities adopted the following texts of relevance:



Promoting inclusive and quality education for all has been a priority in the work of the Commissioner for Human Rights. Concrete recommendations were addressed to member states in country reports on ways of combating school segregation and achieving more inclusive education systems. In the Position Paper “on combating school segregation through inclusive education” (2017), the Commissioner described the state of play of school segregation across the member states of the Council of Europe, analysed its root causes and presented key principles for an inclusive education policy as well as specific recommendations addressed to member states. In 2017, the Commissioner also intervened as a third party before the European Court of Human Rights in a case regarding access to education of a child with a physical disability. The Commissioner has also made a number of recommendations concerning youth and economic crisis and access to employment.

See in particular: