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Lifelong learning and the right to education 2016, para. 63
- Document type
- Special Procedures' report
- Paragraph text
- The Special Rapporteur emphasizes the need for national-level measures in view of the importance assigned to lifelong learning in the 2030 Agenda for Sustainable Development. Sustainable Development Goal 4 in the 2030 Agenda calls upon Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". That Goal includes 10 targets, 3 of which call in part for greater lifelong learning options. States are required, by 2030, to "ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy". They must also "substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship". Finally, States are called upon to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development".
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2016
- Date modified
- Jul 9, 2024
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 41
- Document type
- Special Procedures' report
- Paragraph text
- Provision of education through digital technology may also contribute to gender disparities. Currently, in developing countries, males are far more likely than females to own and use information and communications technologies. In low-to-middle-income countries, 25 per cent fewer women than men have Internet connectivity, and this gap rises to nearly 50 per cent in some parts of sub-Saharan Africa.
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Education
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2016
- Date modified
- Jul 9, 2024
Paragraph
Human rights of internally displaced persons in the context of the Post-2015 development agenda 2015, para. 62
- Document type
- Special Procedures' report
- Paragraph text
- As women and mothers, poor and frequently from minorities, internally displaced women face multiple and intersectional challenges. Women are frequently separated from men in conflict-related displacement situations, sometimes permanently due to the death of men, or to men joining the armed conflict or being forced to flee the conflict without their families. Women also frequently have the primary responsibility of caring for children and the elderly and are less able to seek employment or income-generating activities. Despite these obstacles, internally displaced women frequently take on family and community leadership roles.
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Equality & Inclusion
- Humanitarian
- Movement
- Person(s) affected
- Children
- Families
- Men
- Persons on the move
- Women
- Year
- 2015
- Date modified
- Jul 9, 2024
Paragraph
Internally displaced women: progress, challenges and the way ahead 2013, para. 44
- Document type
- Special Procedures' report
- Paragraph text
- Strategies to strengthen the meaningful participation of IDW should also include constructive engagement of men in efforts to uphold IDW's rights. Yet, this also remains an inadequately addressed challenge. Engaging men in women's economic empowerment programmes has in some instances proven advantageous because it has increased men's support for the initiatives, but it also raises the risk of men assuming control of the process. Similarly, when IDPs are consulted on development and implementation of protection and assistance programmes, IDW may often defer to men as the community's representatives if separate consultations are not convened. Identification and exchange of good practices, effective awareness-raising programmes and creative approaches to engaging men and boys to work alongside and support IDW should be a fundamental pillar of protection and assistance efforts.
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Economic Rights
- Equality & Inclusion
- Person(s) affected
- Boys
- Men
- Persons on the move
- Women
- Year
- 2013
- Date modified
- Jul 9, 2024
Paragraph
Internally displaced women: progress, challenges and the way ahead 2013, para. 73
- Document type
- Special Procedures' report
- Paragraph text
- [The Special Rapporteur makes the following recommendations:] Humanitarian and development organizations: Gather, systematize and share lessons on engaging men and boys in participatory processes intended to advance gender equality;
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Equality & Inclusion
- Gender
- Humanitarian
- Person(s) affected
- Boys
- Men
- Persons on the move
- Year
- 2013
- Date modified
- Jul 9, 2024
Paragraph
Internally displaced women: progress, challenges and the way ahead 2013, para. 47
- Document type
- Special Procedures' report
- Paragraph text
- In some situations, such as the Philippines, employment rates are in fact higher amongst IDW men, in part due to the fact that women benefit from greater freedom of movement because they are not seen as a threat by warring parties. IDW taking on new employment opportunities can result in increased tensions, particularly within families and between generations, as notions of pride, status and dignity are perceived to be challenged. These women may face increased pressure and strain, particularly if men do not shift roles to take on more domestic work. However, new livelihood opportunities can strengthen the confidence, leadership skills and influence of IDW. To maximize these benefits, the skills and resources of IDW should be fully recognized and more systematically supported. This entails rectifying the "pervasive biases", which, as the Secretary-General has highlighted, result in resources for initiatives such as post-conflict livelihoods programmes being directed "overwhelmingly towards men". Livelihood programmes for IDW should further be designed to be safe and sustainable, and protect women against unintended protection consequences, including elevated risks of SGBV.
- Body
- Special Procedures: Special Rapporteur on the human rights of internally displaced persons
- Topic(s)
- Equality & Inclusion
- Gender
- Person(s) affected
- Families
- Men
- Persons on the move
- Women
- Year
- 2013
- Date modified
- Jul 9, 2024
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 65
- Document type
- Special Procedures' report
- Paragraph text
- The right to education for women and girls should be driven by a rights-based approach. That is essential for putting an end to multiple forms of discrimination from which women and girls suffer. A rights-based approach implies that educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. "Greater equity, including between men and women and among other groups, is not only essential in itself, but also important for promoting human development. One of the most powerful instruments for this purpose is education".
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Men
- Women
- Year
- 2013
- Date modified
- Jul 9, 2024
Paragraph
Normative action for quality education 2012, para. 24
- Document type
- Special Procedures' report
- Paragraph text
- States’ obligations to ensure quality education for girls is further expounded in the Convention on the Elimination of All Forms of Discrimination against Women, which establishes women's right to education, both as entitlement and as empowerment. State parties thus have an obligation to ensure, on the basis of equality of men and women, access to education at all levels and in all its forms, including “access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality” (art. 10 (b)).
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2012
- Date modified
- Jul 9, 2024
Paragraph
Equality of opportunity in education 2011, para. 29
- Document type
- Special Procedures' report
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
- Date modified
- Jul 9, 2024
Paragraph
Gender perspectives on torture and other cruel, inhuman and degrading treatment or punishment 2016, para. 7
- Document type
- Special Procedures' report
- Paragraph text
- Gender-based violence, endemic even in peacetime and often amplified during conflict, can be committed against any persons because of their sex and socially constructed gender roles. While women, girls, lesbian, gay, bisexual and transgender persons, sexual minorities and gender-non-conforming individuals are the predominant targets, men and boys can also be victims of gender-based violence, including sexual violence stemming from socially determined roles and expectations. As noted by the Committee against Torture in its general comment No. 2 (2007) on the implementation of article 2 of the Convention, gender-based crimes can take the form of sexual violence, other forms of physical violence or mental torment.
- Body
- Special Procedures: Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment
- Topic(s)
- Gender
- Humanitarian
- Violence
- Person(s) affected
- Boys
- Girls
- LGBTQI+
- Men
- Women
- Year
- 2016
- Date modified
- Jul 9, 2024
Paragraph
Gender perspectives on torture and other cruel, inhuman and degrading treatment or punishment 2016, para. 16
- Document type
- Special Procedures' report
- Paragraph text
- Women comprise between 2 and 9 per cent of the prison population in 80 per cent of the world's prison systems. Although their numbers are increasing, their needs in detention often go unnoticed and unmet, as prisons and prison regimes are typically designed for men. However, women's unique experiences of prison, as well as the motivations for women's criminal behaviour and their pathways into criminal justice systems are often distinct from those of men (A/68/340). Different incarceration and treatment policies, services and even infrastructure are required to address women's distinct needs and ensure their protection.
- Body
- Special Procedures: Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment
- Topic(s)
- Gender
- Governance & Rule of Law
- Health
- Person(s) affected
- Men
- Women
- Year
- 2016
- Date modified
- Jul 9, 2024
Paragraph
Working methods, thematic priorities and vision for a meaningful anti-torture advocacy 2017, para. 15
- Document type
- Special Procedures' report
- Paragraph text
- The Special Rapporteur feels compelled to recall that today, after a century marked by two world wars and some of the most outrageous atrocities in human history, thousands of prisoners, war victims, migrants and other vulnerable men, women and children are still being abused, exploited, murdered or simply left to die every day in a no man's land of indifference; that there are still States openly practising or advocating interrogation methods based on the infliction of excruciating pain and anguish and on the irreparable destruction of human beings; that there are still Governments finding no fault in sacrificing justice for political convenience by choosing not to prosecute officials suspected or known to have resorted to, ordered, justified or enabled the use of torture and other cruel, inhuman or degrading treatment or punishment; and that a growing number of States are refusing to subject their citizens to international criminal jurisdiction even for the most barbarous of international crimes.
- Body
- Special Procedures: Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment
- Topic(s)
- Civil & Political Rights
- Governance & Rule of Law
- Violence
- Person(s) affected
- Children
- Men
- Persons on the move
- Women
- Year
- 2017
- Date modified
- Jul 9, 2024
Paragraph
Overview of main observations of five years fact-finding and research 2010, para. 77c
- Document type
- Special Procedures' report
- Paragraph text
- [In building upon the general recommendations elaborated by his distinguished predecessor, Theo van Boven, in 2003, the Special Rapporteur wishes to particularly stress the following recommendations:] All States and the international community are requested to provide the resources necessary to develop national systems for the administration of justice that provide all human beings with equal access to justice and the right to a fair trial at all stages of criminal proceedings. In particular, judges, prosecutors, lawyers, police and prison officials shall be selected, educated and paid properly and in sufficient number. Effective measures for combating corruption in the administration of justice shall be taken. Judges shall be fully independent from the executive and legislative branches of Government and shall exercise judicial functions with impartiality and professionalism. Pretrial detention of criminal suspects shall be the exception, not the rule, and shall last for as little time as possible. Pretrial detainees shall be separated from convicted prisoners, children from adults, women from men. The main aim of correctional institutions shall be the rehabilitation of offenders and their reintegration into society. Punitive policies of criminal justice shall be brought in line with this important aim, provided for in article 10 of the International Covenant on Civil and Political Rights, by means of structural reforms of the administration of justice;
- Body
- Special Procedures: Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment
- Topic(s)
- Civil & Political Rights
- Governance & Rule of Law
- Person(s) affected
- Children
- Men
- Women
- Year
- 2010
- Date modified
- Jul 9, 2024
Paragraph
Equality of opportunity in education 2011, para. 24
- Document type
- Special Procedures' report
- Paragraph text
- General comment No. 13 dedicates one section to the obligations related to the principles of non-discrimination and equality. The prohibition against discrimination “applies fully and immediately to all aspects of education and encompasses all internationally prohibited grounds of discrimination”. It further stipulates that “the adoption of temporary special measures intended to bring about de facto equality for men and women and for disadvantaged groups is not a violation of the right to non-discrimination with regard to education, so long as such measures do not lead to the maintenance of unequal or separate standards for different groups, and provided they are not continued after the objectives for which they were taken have been achieved”. It also indicates that “sharp disparities in spending policies that result in differing qualities of education for persons residing in different geographic locations may constitute discrimination under the Covenant.” Further, “States parties must closely monitor education –including all relevant policies, institutions, programmes, spending patterns and other practices – so as to identify and take measures to redress any de facto discrimination.”
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Year
- 2011
- Date modified
- Jul 2, 2024
Paragraph
Equality of opportunity in education 2011, para. 43
- Document type
- Special Procedures' report
- Paragraph text
- Additionally, other countries have enacted laws specifically addressing the principles of non-discrimination and equality of opportunity in education. Examples include the Promotion of Equality and Prevention of Unfair Discrimination Act (2000) in South Africa; the Law on Equality of Rights and Opportunities, Participation and Citizenship of Persons with Disabilities (2005) in France; the Prohibition of Discrimination Act (2005) in Norway, which establishes the function of Ombudsman on Equality and Anti-Discrimination; the General Equality of Treatment Act (2006) in Germany, which aims “to prevent or remove disadvantages due to race or ethnic background, gender, religion or philosophy, disability, age or sexual orientation” in employment and vocational training; the Equality Act (2006) in the United Kingdom which establishes a Commission for Equality and Human Rights and requires public authorities “to take proactive steps in promoting equality of opportunity between men and women”.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Persons with disabilities
- Women
- Year
- 2011
- Date modified
- Jul 2, 2024
Paragraph
Equality of opportunity in education 2011, para. 38
- Document type
- Special Procedures' report
- Paragraph text
- As regards equal opportunities for men and women, the Beijing Platform for Action, adopted at the Fourth World Conference for Women in 1995, includes women and education as one of the Platform’s 12 critical areas of concern, inter alia, recognizing that “equality of access to and attainment of educational qualifications is necessary if more women are to become agents of change.” The Platform for Action calls on Governments to, inter alia, “advance the goal of equal access to education by taking measures to eliminate discrimination in education at all levels,” and to “create a gender-sensitive educational system in order to ensure equal educational and training opportunities.”
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2011
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 22
- Document type
- Special Procedures' report
- Paragraph text
- The Special Rapporteur wishes to make it clear that gender issues are not exclusively women's issues but also involve men, who can benefit from less rigid roles and more egalitarian relationships. When the Special Rapporteur refers to the need to mainstream gender into the programming and curriculum design of sexual education, the idea is that men's issues should also be explicitly included. This is crucial in order to ensure the cultural shift that human rights require our societies to make, since the goal of education for sexuality is also to construct affects and develop a transforming role for men by going beyond the strictly genital and physical aspect.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 33
- Document type
- Special Procedures' report
- Paragraph text
- The Convention on the Elimination of All Forms of Discrimination against Women imposes on States the obligation to eliminate discrimination against women in all public and private spheres of their lives, including education. Article 5 of the Convention calls on States parties to take all appropriate measures to modify the patterns of conduct of men and women "with a view to achieving the elimination of prejudices and customary and all other practices that are based on the idea of the inferiority or the superiority of either of the sexes or on stereotyped roles for men and women". Comprehensive sexual education is an indispensable means of achieving that goal. Article 10 (h) of the Convention provides that States should ensure women's "access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning".
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 7
- Document type
- Special Procedures' report
- Paragraph text
- As noted by the Special Rapporteur in paragraphs 17 and 18 of his report (E/CN.4/2006/45), patriarchalism is a system of social order imposing the supremacy of men over women, although it also determines strict roles for men and even divides the sexes against themselves. In addition to gender inequality, patriarchalism impedes social mobility and stratifies social hierarchies.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Social & Cultural Rights
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 32
- Document type
- Special Procedures' report
- Paragraph text
- Protection of the human right to comprehensive sexual education is especially important in ensuring the enjoyment of women's right to live free of violence and gender discrimination, given the historically unequal power relations between men and women.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 77
- Document type
- Special Procedures' report
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] The right to sexual education is particularly important to women's and girls' empowerment and to ensuring that they enjoy their human rights. It is therefore one of the best tools for dealing with the consequences of the system of patriarchal domination by changing social and cultural patterns of behaviour that affect men and women and tend to perpetuate discrimination and violence against women.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 66
- Document type
- Special Procedures' report
- Paragraph text
- The male perspective has already been recognized for some years as an important dimension of gender analysis, and an area of action to promote gender equality. It should be borne in mind that patriarchy affects everyone by normalizing and stereotyping roles, thereby imposing needs and ways of being and feeling. But, like any social construct, it can be changed. This important and difficult task must be taken up by all men and women for reasons of gender solidarity and must therefore be tackled explicitly in education.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 71
- Document type
- Special Procedures' report
- Paragraph text
- One of the fundamental challenges to achieving change in people's behaviour and attitudes through education is the need to involve families and communities, avoiding the false dichotomy between the family and the State as guarantor of the right to comprehensive sexual education. Studies indicate that in some countries, one third of young women and one fifth of young men aged 15 to 19 say that they have never discussed sexuality-related issues with their parents.56 Thus, both real life and international law provide ample reason to oppose movements that seek to relieve States of their obligation to provide sexual education in the name of alleged and often non-existent family education.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Gender
- Person(s) affected
- Families
- Men
- Women
- Youth
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Sexual education 2010, para. 63
- Document type
- Special Procedures' report
- Paragraph text
- Sexual education must be free of prejudices and stereotypes that could be used to justify discrimination and violence against any group; it must therefore include a gender perspective that encourages people to think critically about the world around them. Both the hidden curriculum and the omitted curriculum currently play a central role in perpetuating among children the inequalities associated with patriarchal models and drastically reduce children's potential for full development. Sexual education should encourage a rethinking of the stereotypical roles assigned to men and women so that real equality can be achieved.
- Body
- Special Procedures: Special Rapporteur on the right to education
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Men
- Women
- Year
- 2010
- Date modified
- Jul 2, 2024
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 79
- Document type
- Special Procedures' report
- Paragraph text
- The new Constitution, adopted in 2014, enshrined the equality of the sexes before the law without discrimination and committed the State to protecting and strengthening gains in women’s rights, guaranteeing the equality of opportunities in all domains and protecting against legal regression. Another progressive measure was the inclusion of the principle of parity in elected assemblies and a clear statement that men and women alike could run for president. The progressive framework of the constitution was protected in article 49, which affirmed that no amendment could undermine the human rights and freedoms guaranteed in the Constitution.
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Person(s) affected
- Men
- Women
- Year
- 2017
- Date modified
- Jul 2, 2024
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 42
- Document type
- Special Procedures' report
- Paragraph text
- Good practice in promoting women’s equality and empowerment in economic and social life requires measures that support equal opportunity, accommodation for gender-specific needs and equal enjoyment of benefits. In accordance with international standards, equal opportunities, equal pay for work of equal value, paid maternity leave in accordance with international standards and parental leave for both men and women must be legally mandated in both formal and informal employment sectors. Women must be fully integrated into economic policymaking both at the State level and in financial institutions that determine economic policy in practice.
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2017
- Date modified
- Jul 2, 2024
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 56
- Document type
- Special Procedures' report
- Paragraph text
- That civil society organization navigated the challenging context by building strategic partnerships with experts and Government. Together with educational experts, they developed a theoretical and practical educational guidebook entitled “Women and Men: Different but Equal”, which was subsequently approved for use by the Ministry of Education and Science. It supported the incorporation of gender curricula into mandatory courses, such as social studies, and included discussion of gender, reproductive rights and violence prevention.
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Men
- Women
- Year
- 2017
- Date modified
- Jul 2, 2024
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 54
- Document type
- Special Procedures' report
- Paragraph text
- In 2013, Parliament passed a law on the equal rights and equal opportunities of women and men. The law reiterated the constitutional guarantee of gender equality, defined gender discrimination and contained provisions against direct and indirect discrimination. However, the law generated a great deal of social controversy and backlash because of the perception that it represented an attack on “family values”. Women’s civil society organizations became targets of harassment and protests erupted, with demonstrators calling the law “national treason”.
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Families
- Men
- Women
- Year
- 2017
- Date modified
- Jul 2, 2024
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 31
- Document type
- Special Procedures' report
- Paragraph text
- Discrimination against women is also manifest in the unequal provision of health services required by both women and men. This has been especially severe in countries where women have been excluded from receiving medical treatment by male doctors on the grounds of "modesty".
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Equality & Inclusion
- Health
- Person(s) affected
- Men
- Women
- Year
- 2016
- Date modified
- Jul 2, 2024
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 16
- Document type
- Special Procedures' report
- Paragraph text
- Substantive equality in the area of health and safety requires differential treatment. Throughout their life cycle from childhood to old age, women have health needs and vulnerabilities that are distinctively different from those of men. Women have specific biological functions, are exposed to health problems that affect only women, are victims of pervasive gender-based violence and, statistically speaking, live longer than men, resulting in their greater need to access health services frequently and into older age. Hence, women and girls experience the negative effects of insufficiencies in health-care services more intensively than men.
- Body
- Special Procedures: Working Group on discrimination against women and girls
- Topic(s)
- Equality & Inclusion
- Health
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2016
- Date modified
- Jul 2, 2024
Paragraph