On October 24, 2024, Counsellor Mr. James Buckley addressed the United Nations General Assembly Third Committee on the topic of \u201cthe Right to Education.\u201d<\/p>\n
Opening the session, Ms. Farida Shaheed, Special Rapporteur on the right to education, presented her report, focusing on the impact of artificial intelligence (AI) in education. She noted that AI is reshaping how teachers teach, how students learn, how outcomes are assessed, and even how education itself is understood. Ms. Shaheed highlighted the potential of AI to make education more inclusive, particularly for students with learning disabilities, by using assistive technologies to remove learning barriers. AI, she added, can also personalise learning, adapting to each student\u2019s needs, abilities, and pace, and offering access to vast educational resources at any time, which helps expand access for many.<\/p>\n
Ms. Shaheed stressed that AI, when used responsibly, presents opportunities for areas facing teacher shortages or educational challenges, helping accelerate progress toward Sustainable Development Goal 4 (Quality Education).<\/p>\n
However, the Special Rapporteur cautioned against overlooking the limitations and risks that come with the rapid expansion of AI in education. She argued that AI cannot replace the essential role of teachers or replicate the social skills gained from in-person learning. Additionally, she warned that AI risks deepening inequalities, especially as over a third of the global population lacks internet access. Students in under-resourced areas may fall further behind as AI becomes more integrated into education, challenging the human rights principle of non-discrimination. She further noted that most AI tools are developed in English and a few other languages, and nearly all research on AI\u2019s impact in education is funded by the companies that create these tools.<\/p>\n
Ms. Shaheed also raised ethical concerns, questioning how to ensure AI respects students\u2019 privacy, avoid algorithmic biases, and maintain educational integrity when control may shift from educators to technology developers. She stressed that the integration of AI in education must prioritise human rights, safeguarding the best interests of students and teachers.<\/p>\n
Ms. Shaheed affirmed that AI can be a powerful tool in achieving quality education for all but only if its development and use are inclusive and grounded in human rights. She emphasised the need to ensure AI in education upholds principles of equality, inclusion, and serves the public good.<\/p>\n
In his statement addressing broader issues surrounding the right to education, Counsellor Buckley underscored education as a fundamental human right and a powerful means to break cycles of poverty, while acknowledging the persistent global struggle to achieve educational equity. He highlighted how, despite progress, millions of children are still out of school, with many lacking basic literacy and numeracy skills needed for dignified lives, as highlighted by the UN’s slow progress toward SDG 4.<\/p>\n
Counsellor Buckley addressed the compounded challenges children face due to lack of essential resources like food, water, and sanitation, which directly impact school attendance and contribute to ongoing poverty cycles. Schools in areas such as Sub-Saharan Africa often lack basic infrastructure, such as drinking water and electricity, exacerbating educational disparities.<\/p>\n
Highlighting the Sovereign Order of Malta\u2019s work in the Democratic Republic of Congo, Counsellor Buckley shared examples of initiatives to improve school attendance and nutrition, especially for primary school children, with a focus on constructing school kitchens, supporting local food production, and improving water access. He stressed how these efforts underscore a holistic approach, which also address broader factors like displacement as a result of armed conflict and climate change.<\/p>\n
Counsellor Buckley called for a renewed commitment to providing not just classrooms, but fully equipped, supportive environments that nurture potential, emphasising that only by addressing both immediate barriers and systemic issues can the goal of inclusive, equitable education be achieved and cycles of poverty be broken.<\/p>\n","news_gallery":"no"},"news_categories":[{"id":21,"name":"News","slug":"news","description":"","link":"https:\/\/unmissionny.orderofmalta.int\/en\/news-categories\/news\/"},{"id":16,"name":"Statements","slug":"statements","description":"","link":"https:\/\/unmissionny.orderofmalta.int\/en\/news-categories\/statements\/"}],"_links":{"self":[{"href":"https:\/\/unmissionny.orderofmalta.int\/en\/wp-json\/wp\/v2\/notizie\/2722","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unmissionny.orderofmalta.int\/en\/wp-json\/wp\/v2\/notizie"}],"about":[{"href":"https:\/\/unmissionny.orderofmalta.int\/en\/wp-json\/wp\/v2\/types\/news"}],"version-history":[{"count":0,"href":"https:\/\/unmissionny.orderofmalta.int\/en\/wp-json\/wp\/v2\/notizie\/2722\/revisions"}],"wp:attachment":[{"href":"https:\/\/unmissionny.orderofmalta.int\/en\/wp-json\/wp\/v2\/media?parent=2722"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}