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Activities of the Working Group 2014, para. 48
- Paragraph text
- The Working Group notes that the failure to provide good quality education and appropriate professional orientation for people of African descent is an obstacle to their accessing positions in the judiciary and administrative institutions at the highest levels.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 53
- Paragraph text
- The Working Group notes that education that is culturally appropriate and history education that is not only linked to slavery but includes Africa before the transatlantic slave trade are forms of social justice for people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 58
- Paragraph text
- In accordance with the themes of the Decade, the Working Group recalls some of the recommendations contained in its annual reports to the Human Rights Council, in 2014 (A/HRC/27/68) and 2013 (A/HRC/24/52) respectively, on equal access to justice and recognition through education, cultural rights and data collection. The Working Group calls upon States to take the necessary action and implement its recommendations:
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82b
- Paragraph text
- [States should also:] Take measures to ensure that students of African descent are protected from direct or indirect discrimination, stigmatization, symbolic and physical violence, and racist bullying. The education system should ensure that all students learn in an environment free from racist and hostile attitudes of teachers and peers, and are protected therefrom. Negative stereotypes and imagery in teaching materials should be removed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82c
- Paragraph text
- [States should also:] Institute a compulsory human rights teacher-training programme at the national level, covering, among other areas, multiculturalism, equality, non discrimination and gender sensitivity at a national level;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82d
- Paragraph text
- [States should also:] Take into account the cultural and ethnic diversity of the communities served when selecting teachers. The teaching profession should include highly qualified teachers of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82e
- Paragraph text
- [States should also:] Revise and develop specific curriculums and corresponding teaching materials that respect and recognize history, including the transatlantic slave trade. Such curriculums should be incorporated into formal and informal education at the early childhood, primary, secondary, post-secondary and adult education levels. People of African descent should have the opportunity to contribute to the development of such curriculums;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82i
- Paragraph text
- [States should also:] Ensure that national curriculums include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82j
- Paragraph text
- [States should also:] Promote a collective vision and strategy for improving the conditions of people of African descent by empowering them through the right to education. In this context, a database on information pertaining to the status of education of people of African descent should be developed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82m
- Paragraph text
- [States should also:] Adopt measures to increase the number of teachers of African descent working in educational institutions;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82p
- Paragraph text
- [States should also:] Provide sufficient budgetary resources and adopt measures, including affirmative action policies, at all levels of education for people of African descent, as a means for Governments to recognize the existence of structural discrimination and to combat it;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82q
- Paragraph text
- [States should also:] Improve quality standards of education in public education systems;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82r
- Paragraph text
- [States should also:] Develop truly inclusive classroom pedagogy for all, with culturally relevant curriculums, that celebrates the history and contribution of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 83
- Paragraph text
- Civil society and people of African descent groups should continue with the development of a collective vision and strategy for improving the access to quality education for people of African descent by empowering them through the right to education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2015, para. 37
- Paragraph text
- The Working Group will use the opportunity created by the International Decade for People of African Descent to intensify efforts to raise awareness of issues pertaining to people of African descent. Education is a fundamental tool in breaking down stereotypes and cultural barriers and all members are committed to spreading the message through all means necessary in order to attain those goals.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
Paragraph
Activities of the Working Group 2016, para. 29
- Paragraph text
- Racial stereotyping of people of African descent is taking place around the world and must be addressed as an unacceptable phenomenon. Stereotypes are the result of limited knowledge, misinterpretations, shortcomings of education and the negative portrayal of people of African descent in the media and works of art. For example, people of African descent are rarely present in films, and when they are present have secondary or supporting roles only.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 48
- Paragraph text
- The Working Group of Experts at its twelfth session decided to start implementing the Programme of Action for the Decade, which was presented at the Human Rights Council at its twenty-first session and welcomed thereby in resolution 21/33. The theme for the Decade as proposed by the Working Group is "Recognition, Justice, Development", therefore the thematic focus of the twelfth session was recognition through education, cultural rights and data collection.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 56
- Paragraph text
- In many instances, areas in which people of African descent reside often have poor education facilities and lack the proper infrastructure conducive to enabling teaching and learning. The impact of residential patterns on school enrolments should be carefully assessed and the results addressed to avoid disparate social and educational outcomes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68b
- Paragraph text
- [States should also:] Take measures to ensure that students of African descent are protected from direct or indirect discrimination, stigmatization, symbolic and physical violence, and racist bullying. The education system should ensure that all students learn in an environment free from racist and hostile attitudes of teachers and peers, and are protected therefrom. Negative stereotypes and imagery in teaching materials should be removed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68c
- Paragraph text
- [States should also:] Institute a compulsory human rights teacher-training programme at the national level, covering, among other areas, multiculturalism, equality, non-discrimination and gender sensitivity at a national level;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68d
- Paragraph text
- [States should also:] Take into account the cultural and ethnic diversity of the communities served when selecting teachers. The teaching profession should include highly qualified teachers of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68e
- Paragraph text
- [States should also:] Revise and develop specific curricula and corresponding teaching materials which respect and recognize history, including the transatlantic slave trade. Such curricula should be incorporated into formal and informal education at the early childhood, primary, secondary, post-secondary and adult education levels. People of African descent should have the opportunity to contribute to the development of such curricula;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68i
- Paragraph text
- [States should also:] Ensure that national curricula include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68j
- Paragraph text
- [States should also:] Promote a collective vision and strategy for improving the conditions of people of African descent by empowering them through the right to education. In this context, a database on information pertaining to the status of education of people of African descent should be developed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68m
- Paragraph text
- [States should also:] Adopt measures to increase the number of teachers of African descent working in educational institutions;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68p
- Paragraph text
- [States should also:] Provide sufficient budgetary resources and adopt measures, including affirmative action policies, at all levels of education for people of African descent, as a means for Governments to recognize the existence of structural discrimination and to combat it;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68q
- Paragraph text
- [States should also:] Improve quality standards of educational in public education systems;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68r
- Paragraph text
- [States should also:] Develop truly inclusive classroom pedagogy for all with culturally relevant curricula that celebrates the history and contribution of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 69
- Paragraph text
- Civil society and people of African descent groups should continue with the development of a collective vision and strategy for improving the access to quality education for people of African descent by empowering them through the right to education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 70
- Paragraph text
- OHCHR should include in its anti-racial discrimination database information on existing legislation, policies and programmes for the promotion of equal access to education by people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph