A/HRC/44/39 already underscored, “States have committed at least $8 trillion to defend against the economic impacts of COVID-19. This should be directed towards building a more inclusive economy based on the rights to work and to social security, as well as the rights to adequate housing, healthcare and education.”66 77. Furthermore, in view of the major economic crisis affecting all countries, including increased indebtedness, the Special Rapporteur fears that there will be a significant reduction in the budgets allocated to the public education sector, which has nevertheless demonstrated its crucial importance in times of crisis, including that of COVID-19. A dramatic rollback in funding for public schools is likely to lead to the erosion of education quality and access, and a further mushrooming of low-fee private schools and other privatization processes as government failure to meet needs increases, leading to the introduction or reintroduction of school fees and low enrollment. 67 The likely expansion of public-private partnerships in the post-crisis period risks increasing educational inequalities, with limited citizen engagement or accountability. Particularly worrying are the possible budget cuts for inclusive education. 78. While some have called for stronger partnerships with international financial institutions, including the International Monetary Fund, the Special Rapporteur underscores that such partnerships need to be scrutinized, taking into consideration the impact of past policies on public services such as health and education. She further recalls that “States that are providing international assistance and cooperation must not adopt, support, or require impermissible retrogressive measures with regard to the right to public education”.68 She supports the recommendation made by the Committee on Economic, Social and Cultural Rights that States should use their voting powers in international financial institutions to alleviate the financial burden of developing countries in combating the pandemic, with measures such as granting these countries different mechanisms of debt relief.69 IV. Conclusions and recommendations 79. The crisis has forcefully demonstrated the central role of educational institutions in our societies, not only with regard to implementing the right to inclusive quality education for all, but also in terms of ensuring a number of social services for the benefit of the most marginalized, transmitting health information, developing socioemotional skills to increase the strength of resilient societies, providing essential support to health workers who have had to be on the frontline and have not been able to be with their children and enabling countries to function economically while parents have been working. The true value of teachers and other education workers should be acknowledged. Schools and the education community have acted as an essential space for solidary during the crisis. It is crucial to reflect on this experience. 80. A careful assessment of the impact of the closures of educational institutions on different population groups should be conducted in all countries, taking into consideration the intersectionality of discrimination. While it is clear that the education crisis has disproportionately affected the most vulnerable and marginalized, it did so against a backdrop of entrenched, recognized structural inequality. Unsurprisingly, the most destitute, those suffering discrimination based on economic and social status, sex and gender, ethnicity, geographical location, disability and health status will endure particularly long-term consequences on their right to education and future life paths. As many schools are now reopening in various parts of the world, it is important to establish systems for supervising and monitoring school dropout rates at all levels. This is necessary not only for minimizing the impact on the most vulnerable but also for preparing for the next crisis. 66 67 68 69 OHCHR, “COVID-19 crisis highlights urgent need to transform global economy, says new UN poverty expert” (1 May 2020). Submission by Oxfam. See also Jo Walker and others, The Power of Education to Fight Inequality (Oxford, Oxfam International, September 2019). Principle 46 of the Abidjan principles. E/C.12/2020/1, para. 21. 17