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Multiple and intersecting forms of discrimination and violence against women 2011, para. 74
- Paragraph text
- For example, the ability to obtain a high quality education is exponentially difficult for poor, rural and/or disabled people. Furthermore, the world's women and girls continue to receive inadequate education when compared to the men and boys from their communities. Due to inadequate education, employment and financial security are more difficult for women and girls to attain. According to UNESCO, "of the "796 million adults worldwide (15 years and older) who reported not being able to read and write in 2008… two-thirds of them (64%) were women." Being illiterate isolates women, exacerbates poverty, and creates a context ripe for violence.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2011
Paragraph
Pathways to, conditions and consequences of incarceration for women 2013, para. 68
- Paragraph text
- There are fewer programmes for women, and those that are available are less varied and of poorer quality than those offered to male detainees. Several countries' prisons limit the educational opportunities provided to prisoners by tailoring them to gender stereotypes, and only offer vocational opportunities that conform to traditionally feminine occupations including hairstyling, sewing, vegetable-selling and catering. Male prisoners, on the other hand, are given opportunities to learn about building, welding and carpentry.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Persons on the move
- Women
- Year
- 2013
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 56
- Paragraph text
- A holistic approach to addressing the relationship between inequality and violence against women allows for the matching of local level responses that best address the particular needs related to violence in their specific contexts. One example would be literacy programmes for rural women. In many contexts, rural women and also recent immigrants have lower literacy rates than their urban counterparts and citizens of the country. Therefore, a way to eliminate one form of intra-gender inequality is to improve access to literacy programmes and educational opportunities. Such programmes can also lead to women accessing other programmes and resources to address violence against them.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Violence
- Person(s) affected
- Persons on the move
- Women
- Year
- 2011
Paragraph
Closing the gap in international human rights law: lessons from three regional human rights systems on legal standards and practices regarding violence against women 2015, para. 48
- Paragraph text
- The Inter-American human rights system was created in 1948 and functions within the framework of the Organization of American States, with primary areas of focus including democracy, human rights, security and development. Normative developments include the adoption in 1948 of the American Declaration of the Rights and Duties of Man and the Charter of the Organization of American States. The Declaration recognizes a range of civil, political, economic, social and cultural rights, including the right to life (art. I); the right of women, during pregnancy and the nursing period, and children to special protection, care and aid (art. VII); the right to the preservation of one's health and well?being (art. XI); the right to education (art. XII); the right to take part in cultural life and benefit from intellectual progress (art. XIII); the right to work and to fair remuneration (art. XIV); and the right to social security (art. XVI). The Charter refers to human rights in several of its provisions, including article 3 (l) on the fundamental rights of the individual without distinction as to race, nationality, creed or sex. Article 17 provides: "Each State has the right to develop its cultural, political, and economic life freely and naturally. In this free development, the State shall respect the rights of the individual and the principles of universal morality." Article 106 provided for the creation of the Inter-American Commission on Human Rights as a consultative mechanism for the promotion and protection of human rights.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Women
- Year
- 2015
Paragraph
Pathways to, conditions and consequences of incarceration for women 2013, para. 67
- Paragraph text
- Generally, women in prison do not receive adequate rehabilitation resources or guidance preparing them for release and life after imprisonment. They are commonly burdened with low social and economic status in society and within their own families, and therefore face more difficult conditions upon release than do men. Many female prisoners are not equipped with vocational skills and have not been afforded educational opportunities prior to or in prison, posing further barriers to rehabilitation and successful re-entry into society. For example, one report states that in England, 33 per cent of detained women had been excluded from school, 71 per cent had no qualifications and 48 per cent had reading and numeracy abilities well below those of the general population (A/HRC/11/8, para. 49).
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Women
- Year
- 2013
Paragraph
Existing legal standards and practices regarding violence against women in three regional human rights systems and activities being undertaken by civil society regarding the normative gap in international human rights law 2015, para. 47
- Paragraph text
- The inter-American human rights system was created in 1948 and functions within the framework of the Organization of American States (OAS), with primary areas of focus including democracy, human rights, security and development. Normative developments include the adoption in 1948 of the American Declaration of the Rights and Duties of Man and the Charter of the Organization of American States. The Declaration recognizes a range of civil, political, economic, social and cultural rights, including the right to life (art. I); the right of women, during pregnancy and the nursing period, and children to special protection, care and aid (art. VII); the right to the preservation of one's health and well?being (art. XI); the right to education (art. XII); the right to take part in cultural life and benefit from intellectual progress (art. XIII); the right to work and to fair remuneration (art. XIV); and the right to social security (art. XVI). The Charter refers to human rights in several of its provisions, including article 3 (l) on the fundamental rights of the individual without distinction as to race, nationality, creed or sex. Article 17 provides: "Each State has the right to develop its cultural, political, and economic life freely and naturally. In this free development, the State shall respect the rights of the individual and the principles of universal morality." Article 106 provided for the creation of the Inter-American Commission on Human Rights as a consultative mechanism for the promotion and protection of human rights.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Person(s) affected
- Children
- Women
- Year
- 2015
Paragraph
Violence against women as a barrier to the effective realization of all human rights 2014, para. 31
- Paragraph text
- The right to education is affected by violence, including family violence and abuse, sexual violence at school, early and forced marriage, human trafficking and harmful traditional practices - which all prevent women and girls from realizing their right to education. Sexual harassment at school has negative physical and emotional effects and also results in decreased productivity, absenteeism from school, difficulty concentrating, declining academic performance or dropping out from school, often after becoming pregnant. As recognized by the Human Rights Council in its resolution 24/23, child, early and forced marriage prevents individuals from living their lives free from all forms of violence and has adverse consequences on the enjoyment of human rights, such as the right to education (see also A/HRC/21/41, para. 74). Girls who enter into early marriage often leave school to assume the responsibilities of caring for their spouse and home and to raise a family. This, in turn, limits young women's economic opportunities and independence and places them at greater risk of domestic violence than married women who are older and more educated.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Violence
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2014
Paragraph
Violence against women as a barrier to the effective realization of all human rights 2014, para. 41
- Paragraph text
- Violence against women also works against the achievement of development goals such as education, the focus of Millennium Development Goal 3. The fact that 60 million girls worldwide are assaulted while travelling to and from school prevents many girls from completing their education. Many adolescent girls are also forced to withdraw from school owing to marriage and school-related violence, while sexual violence increases the dropout rates of girls and undermines educational achievement.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Violence
- Person(s) affected
- Adolescents
- Girls
- Women
- Year
- 2014
Paragraph
Violence against women with disabilities 2012, para. 86
- Paragraph text
- In addition, the Human Rights Council Special Rapporteur on the right to education dedicated his 2007 thematic report to the issue of the right of persons with disabilities to inclusive education (A/HRC/4/29, paras. 8 and 76). He found that literacy rates for women and girls with disabilities were significantly lower than for men and boys, and that women and girls were generally subjected to more discrimination. Similarly, in his 2005 thematic report, the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, focused on the right to health of persons with mental disabilities (E/CN.4/2005/51, paras. 12 and 49) and found that women with intellectual disabilities were especially vulnerable to forced sterilization and sexual violence. He advocated for measures to protect them from violence and other right to health-related abuses, whether occurring in private health-care or support services. Finally, the Special Rapporteur to monitor the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities reports annually to the Commission for Social Development and has mainstreamed the issue of women and disabilities in his reports (see E/CN.5/2011/9).
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Girls
- Persons with disabilities
- Women
- Year
- 2012
Paragraph
Violence against women with disabilities 2012, para. 98d
- Paragraph text
- [The Special Rapporteur recommends the following measures:] Appropriate training materials on the prevention of and response to violence against women with disabilities for all sectors should be developed, in collaboration with women with disabilities, thereby enhancing the relevance of the materials and the skills of disabled peoples;
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Women
- Year
- 2012
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 90
- Paragraph text
- Women have been disproportionately impacted by a lack of educational opportunities. Having a basic education and being literate improves a woman's opportunities for preventing and removing violence from her life, and this is especially true for women who experience multiple forms of discrimination. When women and girls are able to exercise their right to an education and livelihood, they will enjoy a high level of security in their social lives and financial well-being.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Year
- 2011
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 91
- Paragraph text
- The right to an education also includes the right to a quality education. The substance of the education is as crucial as access to it. Low quality education, which disproportionately affects the world's women and girls, does not seek to uplift women and girls, but rather further entrenches them in disadvantaged situations. Quality education should include anti-violence and anti-gender stereotyping as part of the curriculum.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2011
Paragraph
Continuum of violence against women from the home to the transnational sphere: the challenges of effective redress 2011, para. 35
- Paragraph text
- Sexual harassment at school and at the workplace is acknowledged as a pervasive manifestation of violence. In El Salvador, the Special Rapporteur heard testimonies of the working conditions of young women working in the maquila plants, where they were subjected to verbal and physical abuse by supervisors, sexual harassment, and mandatory pregnancy tests. Sexual harassment in educational and training institutions in Algeria was pervasive and underreported at the time of the visit of the Special Rapporteur, despite commendable steps by the authorities to criminalize sexual harassment based on abuse of authority. The visit to the United States revealed the particular vulnerability of undocumented immigrant women to violence, including sexual harassment and abuse, in the workplace. Sexual and physical violence against girls in educational establishments perpetrated by male school staff and school boys remains problematic, as reported during the visit of the Special Rapporteur in Zambia. Long distances from home to school also increased risk of harassment, with girls reportedly having sexual relationships with minibus and taxi drivers as a way of coping with transportation costs.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2011
Paragraph
Closing the gap in international human rights law: lessons from three regional human rights systems on legal standards and practices regarding violence against women 2015, para. 51
- Paragraph text
- The Convention of Belém do Pará also recognizes the critical link between women's access to adequate judicial protection when denouncing acts of violence and the elimination of the problem of violence and the discrimination that perpetuates it. The States parties agree, in accordance with article 8, to gradually undertake specific measures, including programmes to develop training programmes for all those involved in the administration of justice broadly; to implement educational activities aimed at heightening the general public's awareness of the issue; to modify social and cultural patterns of conduct and counteract prejudices, customs and other practices that legitimize or exacerbate violence against women; to provide appropriate specialized services for women who have been subjected to violence; and to ensure research and data collection relating to the causes, consequences and frequency of violence against women, in order to enable policy development and assess the effectiveness of relevant measures.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Governance & Rule of Law
- Violence
- Person(s) affected
- Women
- Year
- 2015
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 89
- Paragraph text
- Equal access to education, gender-sensitive curricula and a safe environment as women and girls pursue their education, are all critical aspects regarding education. The right to an education covers more than attending school: it includes the right to travel safely to and from school, as well as to ensure protection from harm while on school grounds.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2011
Paragraph
15 shown of 15 entities