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Sexual education 2010, para. 63
- 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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Men
- Women
- Year
- 2010
Paragraph
Equality of opportunity in education 2011, para. 43
- 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”.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Persons with disabilities
- Women
- Year
- 2011
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 13
- Paragraph text
- The United Nations Millennium Declaration (2000) and the accompanying Millennium Development Goals provide a global agenda for reducing poverty and improving lives, including through the promotion of access to education. Millennium Development Goal 2, to achieve universal primary education, is an enabling factor for technical and vocational education and training. Millennium Development Goal 3, to promote gender equality and empower women, is relevant for technical and vocational education and training, namely, to eliminate gender disparity in primary and secondary education, and in all levels of education no later than 2015.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Women
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 15
- Paragraph text
- A number of other recent international meetings have further underlined the importance of technical and vocational education and training today. The Ministerial Declaration of the High-level Segment of the substantive session of the Economic and Social Council in 2011 recognized that "Education and training should contribute to sustained, inclusive and equitable economic growth by developing requisite skills, in line with the labour market requirements and development needs of countries, taking into account the importance of gender equality and the empowerment of women in promoting sustainable development". It also underlined the importance of "Encouraging the provision and mainstreaming of skills development and training in technical, technological and vocational schools, taking into account national and local development needs, and in cooperation with relevant economic actors".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2012
Paragraph
Normative action for quality education 2012, para. 24
- 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)).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 65
- 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".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Men
- Women
- Year
- 2013
Paragraph
Sexual education 2010, para. 1
- Paragraph text
- The present report is submitted pursuant to Human Rights Council resolution 8/4, adopted on 18 June 2008, which requested the Special Rapporteur to report also to the General Assembly. Since the submission of his previous report, the Special Rapporteur has held countless working meetings with governments, United Nations agencies and other multilateral bodies, teachers' unions, non-governmental organizations (NGOs), universities, students and national human rights institutions in almost all regions of the world. The Special Rapporteur wishes to thank the Latin American Committee for the Defence of Women's Rights for its assistance with the preparation of this report.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Governance & Rule of Law
- Person(s) affected
- Women
- Year
- 2010
Paragraph
Normative action for quality education 2012, para. 88h
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Encourage further debate in international human rights bodies:] • The United Nations human rights treaty bodies – in particular the Committee on Economic, Social and Cultural Rights, the Committee on the Rights of the Child and the Committee on the Elimination of Discrimination against Women – should pay enhanced attention to quality in education in order to further emphasize State obligations in this regard;
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 67
- Paragraph text
- That the importance of education is not only a right in itself, but also is essential for the enjoyment of all other rights must be recognized in the post-2015 development agenda. As already mentioned, poverty cannot be eradicated without education. The key role of education should be clearly recognized for the empowerment of women and girls. Unemployed youth and adults require additional education and training to develop skills and find decent work. Education can promote values necessary for creating democratic, stable and peaceful societies.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2013
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 121
- Paragraph text
- Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. 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. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Protecting education against commercialization 2015, para. 105
- Paragraph text
- The repercussions of privatization in education and the need for regulation is being increasingly recognized by the United Nations treaty bodies, notably the Committee on the Rights of the Child, the Committee on the Elimination of Discrimination against Women and the Committee on Economic, Social and Cultural Rights. Thus, in its concluding observations with respect to Morocco (CRC/C/MAR/CO/3-4), the Committee on the Rights of the Child expressed concern with the rapid expansion of private education, especially at the primary level, without the necessary supervision, leading to the reinforcement of inequalities in the enjoyment of the right to education. The Committee on Economic, Social and Cultural Rights has also sought information from Morocco about the development of private education and on the impact of privatization on education system (see E/C.12/MAR/Q/4).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Women
- Year
- 2015
Paragraph
Protecting education against commercialization 2015, para. 106
- Paragraph text
- The questioning of the privatization of education in Ghana by both the Committee on the Elimination of Discrimination against Women (see CEDAW/C/GHA/Q/6-7) and the Committee on the Rights of the Child (see CRC/C/GHA/Q/3-5) is a welcome development. In October 2014, the Committee on the Rights of the Child asked Ghana to provide detailed information on the reasons behind the increase in private education, which limits access to quality education for children who cannot afford private school tuitions (ibid.). The Committee on Economic, Social and Cultural Rights has asked the Government of Uganda to provide information on the impact of the growth of private education on the right to education of girls and children living in poverty (see E/C.12/UGA/Q/1).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2015
Paragraph
Sexual education 2010, para. 28
- Paragraph text
- In accordance with the provisions of article 3 of the International Covenant on Civil and Political Rights, the Human Rights Committee in its concluding observations has expressed concern about the elimination of sexual education from school curricula and the high rate of unwanted pregnancies and abortions among girls and adolescents and has requested that States should take measures to help young women avoid unwanted pregnancies, including by strengthening family planning and sexual education programmes.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Adolescents
- Girls
- Women
- Youth
- Year
- 2010
Paragraph
Sexual education 2010, para. 58
- Paragraph text
- Lastly, the Special Rapporteur wishes to highlight the experience of Denmark, where teacher training in sexual education is carried out in conjunction with Sex & Samfund ("Sex and Society"), the Danish Family Planning Association. The Special Rapporteur considers this to be a good example of a collaborative relationship between the State and civil society in the search for tools for promoting sexual education and providing it to the whole population. The valuable initiatives of the Latin American and Caribbean Committee for the Defence of Women's Rights should also be mentioned.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Women
- Year
- 2010
Paragraph
Sexual education 2010, para. 59
- Paragraph text
- It is estimated that by the end of 2008, 33.4 million people around the world were living with HIV, and the number of AIDS-related deaths that year was estimated at 2 million; almost 300,000 of that number were children.5 In addition, various studies have revealed increasing links between violence against women and HIV/AIDS. Women who have experienced violence are at a higher risk of HIV infection. The need to provide the population with sexual education as a means of prevention has been emphasized repeatedly. Thus, HIV/AIDS highlights the close link between the right to comprehensive sexual education and the right to health and to life.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Children
- Women
- Year
- 2010
Paragraph
Sexual education 2010, para. 60
- Paragraph text
- Violence against women is another pandemic that affects the whole of humanity. It is estimated that at least one in three women throughout the world has been beaten, subjected to sexual violence or abused in some way in the course of her life. Consequently, the Special Rapporteur considers that the empowerment of women, of which sexual education forms an essential part, is a powerful defence against violation of the human rights of girls and adolescent women. In addition, men who receive appropriate sex education acquire values of solidarity, justice and respect for the integrity of others and are therefore less likely to resort to sexual or gender-based violence.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Gender
- Violence
- Person(s) affected
- Adolescents
- Girls
- Women
- Year
- 2010
Paragraph
Equality of opportunity in education 2011, para. 47
- Paragraph text
- Girls and women constitute the majority of those who remain deprived of education. The Committee on the Elimination of Discrimination against Women has repeatedly expressed concern in its concluding observations at the low level of education of women and girls, and the prevailing obstacles to their access to education at all levels, especially the secondary and tertiary levels. The Special Rapporteur is of the view that the human rights framework is pivotal in the struggle against multiple forms of discrimination which women and girls in vulnerable and marginalized situations suffer. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than undertaken solely because of the potential benefits to one’s children or to society.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2011
Paragraph
Lifelong learning and the right to education 2016, para. 63
- 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".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 64
- Paragraph text
- The Special Rapporteur considers that the political and moral commitments made by Governments in adopting the Incheon Declaration at the World Education Forum in May 2015 impart enhanced significance to lifelong learning. Paragraph 10 of the Incheon Declaration expresses the commitment of Governments "to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. This includes equitable and increased access to quality technical and vocational education and training and higher education and research, with due attention to quality assurance. In addition, the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important." In the same paragraph, Governments have made further commitments to "ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2016
Paragraph
Sexual education 2010, para. 32
- 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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
Paragraph
Equality of opportunity in education 2011, para. 28
- Paragraph text
- Article 10 of the Convention on the Elimination of All Forms of Discrimination Against Women contains detailed provisions related to equality of opportunity in education and the equal rights of women and men in the field of education.” Furthermore, general recommendation No. 25, elaborated by the Committee on the Elimination of Discrimination against Women, which oversees the implementation of this treaty, explains that “the Convention requires that women be given an equal start and that they be empowered by an enabling environment to achieve equality of results.” In this regard, the Committee further specified that temporary special measures are necessary, not as an exception to the prohibition of discrimination, but as a central part of a strategy to achieve substantive or de facto equality between women and men. The Committee has also specifically referred to the equal rights of girls in the area of basic education in its general recommendation No. 28 on the core obligations of States parties.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2011
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 30
- Paragraph text
- In the context of ongoing discussions, and pursuant to Human Rights Council resolution 23/4, the right to education deserves foremost consideration in the post-2015 development agenda. Thus, an appraisal from a right-to-education perspective of a universal goal on education, and of other universal goals, notably on poverty eradication and on women's empowerment as proposed in the report of the High-level Panel, is crucial. The Special Rapporteur wishes to underline that all development goals are underpinned by educational dimensions, and must be looked at from such a perspective.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2013
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 31
- Paragraph text
- The Special Rapporteur believes that the right to education must be emphasized in the post-2015 development agenda for many reasons. Education is a fundamental building block for human development and is invaluable for individual and social transformation. Education enables children to prepare for democratic citizenship and responsibilities of the future. Education is central to poverty eradication strategies and the achievement of global commitments for sustainable development. Growth in the human development index employed by the United Nations Development Programme (UNDP) is associated with growth in public spending on education: education is the best investment a country can make. Education is essential for the empowerment of women, making them agents of change and of social transformation. Education is crucial for conflict prevention, peacebuilding and promoting solidarity. Education is an inalienable human right of every child, boys and girls alike. All development goals have educational dimensions and the right to education provides indispensable leverage for development.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Sexual education 2010, para. 13
- Paragraph text
- As in all areas of education, sexual education must be adapted to different age groups and cultures. In addition, teaching strategies must be differentiated and flexible to meet the differing needs of female and male students, taking into account the fact that persons with special needs - such as young people not attending school or young married women - need to be taught about sexuality through methods other than formal education, as do adults who, often because of misconceptions, do not have a full sexual life.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Women
- Youth
- Year
- 2010
Paragraph
Sexual education 2010, para. 66
- 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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
Paragraph
Sexual education 2010, para. 22
- 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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Close the lacuna in research, advocacy and awareness of the educational experience and needs of: (i) migrants, refugees and asylum-seekers with disabilities; (ii) women from these groups; (iii) second-generation migrants; and (iv) unaccompanied asylum-seeking children.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Children
- Persons on the move
- Persons with disabilities
- Women
- Year
- 2010
Paragraph
Sexual education 2010, para. 71
- 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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Families
- Men
- Women
- Youth
- Year
- 2010
Paragraph
Financing education and update on education in emergencies 2011, para. 8
- Paragraph text
- States' obligations to ensure the provision of full resources to overcome constraints to the realization of the right to education consistently figure in the concluding observations adopted by the United Nations human rights treaty bodies. The Committee on Economic, Social and Cultural Rights and the Committee on the Rights of the Child have often expressed concern about declining educational standards due to lack of State investment in education and have recommended that the resources allocated to the education sector should be increased. The Committee on the Elimination of Discrimination against Women has also systematically urged States to increase investment in education as a fundamental human right and as a basis for the empowerment of women. Recommendations resulting from the Universal Periodic Review process of the Human Rights Council for the provision of increased resources to education further confirm the wide recognition of the central relevance of financing education for the fulfilment of human rights obligations.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 52
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] It is of crucial importance for countries to devise new approaches to resource allocation and its utilization. To enhance investment in education as a national priority, budget lines for education can be provided for in various ministries concerned with social development (ministries of social welfare, child and women's development, labour, health, etc.). At the same time, broadening the tax base is important for creating more budgetary resources.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Women
- Year
- 2011
Paragraph