A/HRC/44/39 Some foreign students have not been able to return home and have found themselves isolated, destitute and living in poor-quality housing. 27. Too often, measures adopted to minimize the impact of COVID-19 on the continuity of education did not focus on the realization of human rights, requiring decision makers to address the situation and the needs of the most vulnerable and to ensure the implementation of the non-discrimination principle. 28. The Special Rapporteur notes with concern, for example, information according to which some Governments have deprioritized education for refugee communities during the crisis. There have also been examples of discrimination against children of health workers, many of whom have not been allowed to go back to their usual classes after the schools reopened for fear that they would be contagious. In some instances, children in detention and State care have seen their education suspended in the context of COVID-19. 29. Reportedly, some Governments did not address the situation of children with disabilities, or did so when it was already too late. Children with intellectual disabilities are at higher risk of exclusion and more likely to drop out of school because few parents or caregivers are trained to support them in homeschooling. Furthermore, remote learning is frequently not appropriate nor tailored to their educational needs. Children with intellectual disabilities may need additional face-to-face support. 19 Nonetheless, good practices have been signaled in this respect. For example, it is reported that in countries like Bolivia (Plurinational State of), the Democratic Republic of the Congo, Ecuador, Guatemala, India, Kenya, the United States of America and Viet Nam guidance and recommendations for families and caregivers have been disseminated.20 In Peru, homeschooling has reportedly been offered through 50 local radio stations in nine indigenous languages and through open television in sign language, reaching more than 200,000 students in remote communities in the Andes and Amazon regions.21 30. Increased inequalities may continue after schools have reopened. The Special Rapporteur is worried for example about reports indicating that in some countries where children return to school on a voluntary basis, only a small number of those most vulnerable actually return.22 31. Widening inequalities in the area of education have all the more dramatic consequences given the importance of education, as an empowering right, in giving the possibility to all to explore and realize their potential. Therefore, inequalities in education perpetuate and reinforce inequalities in the future. The crisis has further demonstrated how interrelated and interdependent human rights are, especially the right to education, the right to water and sanitation (including in educational institutions), the right to adequate nutritious food (when food is provided by schools), the right to adequate housing (necessary to pursue homeschooling), the right to an adequate standard of living and the right to work (which often depend on the level of education attained by people), as well as the child’s right to freedom from all forms of violence, injury or abuse. Education finds itself at the crossroads of many public action policies in favour of vulnerable groups, especially children. When education is suspended, many other services are too. B. Adequacy and inadequacy of remedial tools: high-tech, low-tech and no-tech solutions 32. Information has circulated about the measures adopted by the large number of States that have made significant efforts to set up educational programmes through the Internet, 19 20 21 22 Submission by the International Disability Alliance and the International Disability and Development Consortium. Office of the United Nations High Commissioner for Human Rights (OHCHR), “COVID-19 and the rights of persons with disabilities: guidance” (29 April 2020) and the submission by the International Disability Alliance and the International Disability and Development Consortium. Submission by the International Disability Alliance and the International Disability and Development Consortium. See also https://noticia.educacionenred.pe/2020/05/aprendo-casa-estrategia-minedudifundio-mas-700-programas-lenguas-originarias-199810.html (in Spanish). Submission by the Syndicat national des enseignements de second degré (France). 9