A/HRC/44/39 because families are unable to continue to pay the fees and related costs.54 Of particular concern are reports suggesting the massive collapse of low-fee private schools, for example in Pakistan,55 which will result in harsh and sudden pressure being put on unprepared public schools to enroll children when they reopen or in an increase in out-of-school children.56 In Kenya, the school chain Bridge International Academies has reportedly put teachers on compulsory leave without pay, covering health insurance and a monthly gratuitous payment equivalent to 10 per cent of their salary.57 In Liberia, the same company reportedly imposed a reduction of “essential staff” salaries by 80–90 per cent while employees continues to work from home,58 a matter that the Ministry of Labour is concerned about and is looking into.59 73. In the view of the Special Rapporteur, this is just another example of the limitations of education models based on privatization and commercialization. 60 When teachers are fired or schools close, children are left with no access to education. The fact that the reopening of these schools remains uncertain causes much anxiety to both children and their families. Should teachers find alternative employment in order to maintain an income, it is likely that there will be, as has happened in the past, shortages of teaching staff once schools reopen.61 74. Some private schools, including non-profit religious schools, have requested financial support from States but have not always received timely responses, as reportedly happened for example in Albania.62 The Special Rapporteur underscores in this respect the need to follow the guidance provided in the Abidjan principles regarding the direct or indirect financing of private educational institutions, should any such funding be deemed necessary in times of emergency.63 She recalls that States must prioritize the funding and provision of free, quality, public education.64 E. Future of public education systems 75. Austerity measures and budget cuts to public education systems have weakened their capacity to cope with the education crisis and to ensure protection of the right to education for all. For example, in Brazil, funding cutbacks and capping of public expenditure have led to a dismantling of social policies, preventing stakeholders from adopting an urgent and strong response to the pandemic.65 In contrast, countries that have invested in the protection of economic, social and cultural rights, and in which cooperation and trust with civil society have been established, are better equipped to respond to crises. 76. While understanding that priorities will have to be set within each country depending on the specificities of the local context and the impact of the pandemic, the Special Rapporteur is worried about the risk of a massive redirection of funding towards health at the expense of education, without taking into account the obvious links between these social services. As the Special Rapporteur on extreme poverty and human rights has 54 55 56 57 58 59 60 61 62 63 64 65 16 See, for example, Quentin Wodon, “COVID-19 crisis, impacts on Catholic schools, and potential responses: introduction”, Journal of Catholic Education (2020). Arshad Yousafzai, “Low-cost private schools may not be able to survive COVID-19 crisis”, The International News, 1 April 2020. Submission by Oxfam. Paul Wafula, “Bridge schools send teachers home amid coronavirus crisis”, Daily Nation, 27 March 2020. “Labor ministry expresses concern over labor issues at Bridge International Academies Liberia: several employees express frustration”, Libeyewitness, 26 May 2020. https://www.facebook.com/Labourministry2018/posts/2603104286631733. See the report of the Special Rapporteur on this matter (A/HRC/41/37). Malala Fund, “Girls’ education and COVID-19”, p. 5. Comité européen pour l’enseignement catholique, Information Bulletin No. 7 (May 2020), p. 5. Principles 64–74. Abidjan principles, overarching principle 5. OHCHR, “COVID-19: Brazil’s irresponsible economic and social policies put millions of lives at risk, UN experts say” (29 April 2020). See also Andressa Pellanda and Gabriel Morais, “Brazil: students, teachers’ unions and civil society lead the struggle for the right to education”, National Campaign for the Right to Education, 19 August 2019.