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Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 135
- Paragraph text
- Human rights education in schools should be a mandatory subject. Language in school textbooks should be revised to eliminate stereotypical and prejudicial portrayals of caste-affected communities and contest the social construction of caste and caste-like systems and related notions, including untouchability and segregation.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 122
- Paragraph text
- In Yemen, the All Youth Network for Community Development was set up by young people belonging to the Akhdam minority (Muhamasheen) to work at the local level to eliminate caste discrimination. Its programmes target education, political participation, human rights education and capacity-building.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Hate speech and incitement to hatred against minorities in the media 2015, para. 115
- Paragraph text
- Education to promote intercultural understanding, mutual respect and tolerance among population groups is essential to eliminating stereotypes and prejudices against minority communities. Human rights education should be an important part of school curricula, which should also include the history, culture and traditions of minority groups as well as their important contribution to enriching our societies.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 52
- Paragraph text
- In Viet Nam, visited by the previous mandate holder in July 2010 (see A/HRC/16/45/Add.2), UNICEF has been supporting the Ministry of Education and Training to address disparities in education outcomes between the majority and ethnic minorities. The mother tongue–based bilingual education programme has been implemented since 2008 in three provinces with three different ethnic minorities—Mong, Jrai and Khmer—and shows very positive results.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Protection of minority rights in conflict prevention 2010, para. 81
- Paragraph text
- The High Commissioner has developed a number of guidelines to help national and international actors to address issues that have a potential to cause conflict, including education, language rights, political participation and the involvement of "kin States" (States whose majority community is ethnically related to a minority in a neighbouring State).
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 67
- Paragraph text
- Forms of non-territorial or cultural autonomy can also serve to preserve elements of minority history, language and culture and may foster dialogue; they may involve establishing institutional arrangements such as local or minority self-governments. Local self-governments fulfil responsibilities in particular in the field of minority education and cultural self-administration, media, the fostering of traditions and cultural heritage, and social inclusion.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 53
- Paragraph text
- The 1992 Declaration on Minorities, in article 4, paragraphs2 and 3, establishes positive obligations requiring that States take measures to create favourable conditions to enable persons belonging to minorities to express their characteristics and develop their culture, language, religion, traditions and customs. It also requires that States take appropriate measures so that persons belonging to minorities may have adequate opportunities to learn and have instruction in their mother tongue.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 90
- Paragraph text
- Expertise on minority issues should be mainstreamed into the mandates of all relevant ministries and governmental organs and national human rights institutions. Those particularly relevant to minority concerns, including in the fields of education, employment, health, housing and culture, should collaborate in the development of joint initiatives and programmes targeted towards disadvantaged minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 88
- Paragraph text
- Marginalization of caste-affected groups translates into considerable disparities in educational opportunities, educational attainment and treatment by school teachers. Such differences undermine equality of opportunity in employment and hinder social advancement. According to the Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance, discrimination against Dalits at all levels of the educational system is widespread in caste affected countries.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 92
- Paragraph text
- Education curricula should avoid stereotypes and provide a realistic and non-discriminatory image of all communities within society. States should ensure that members of minorities are able to adopt the necessary measures to ensure the protection and promotion of their identity, such as providing mother tongue education and religious education. Education at all levels should have the goal of enabling members of minorities to compete on an equal footing for jobs and other opportunities while preserving their distinct identities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 20
- Paragraph text
- The independent expert met officially with the chairs of the treaty bodies during their annual meeting in June 2009. She briefed them further on the outcomes and recommendations of the Forum and solicited views on how Forum recommendations could benefit their work. The independent expert is encouraged that the Committee on the Elimination of Racial Discrimination has made reference to the Forum recommendations on minorities and the right to education in its consideration of State reports during its 2009 sessions.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 19
- Paragraph text
- As part of her ongoing engagement with the treaty bodies in relation to the Forum, the independent expert held her first official dialogue with the Committee on the Elimination of Discrimination against Women during its forty-fifth session in New York on 5 August 2009. She was invited to discuss the Forum on Minorities and education and its recommendations, as well as preparations for the second annual Forum. The Committee welcomed the opportunity for collaboration and agreed that collaboration would continue and an expert member would attend the second session.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Protection of minority rights in conflict prevention 2010, para. 100
- Paragraph text
- Education curricula should avoid stereotypes and provide a realistic and non-discriminatory image of all communities within society. States should ensure that members of minorities are able to adopt the necessary measures to ensure the protection and promotion of their identity, such as providing mother tongue education and religious education. Education at all levels should have the goal of enabling members of minorities to compete on an equal footing for jobs and other opportunities while preserving their distinct identities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 84
- Paragraph text
- The minority right to effective participation can be advanced through forms of self-governance. In many cases, this entails some degree of group autonomy, which is non-territorial and gives the minority the right to administer and even legislate in certain fields, such as education, cultural affairs, application of personal laws and the preservation of customary law or practices, usually with exclusive jurisdiction.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Reflections on the six-year tenure of the Special Rapporteur 2017, para. 75
- Paragraph text
- Specialist national institutions and mechanisms on minority rights should have proactive mandates that include, inter alia, reviewing and proposing domestic standards and providing expertise and information to legislative drafting and policymaking processes; monitoring laws and policies with respect to minority rights and recommending amendments or implementation measures; encouraging and coordinating programming on minority issues and strategies devised to address problems relating to minorities; promotion and education activities; developing good practice guides, information resources and reports; developing campaigns and outreach relating to minority rights and building bridges and working as effective channels of communication between minority communities and the public administration. Their role is of paramount importance to ensure that the enjoyment of minority rights is a reality and not merely an aspiration.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 124
- Paragraph text
- Discrimination based on caste and analogous systems is deeply embedded in interpersonal and communal relationships in caste-affected countries. Therefore, overcoming it will require not only legal and political responses, but also community based approaches aimed at changing the mindsets of individuals and the collective conscience of local communities. In this regard, formal and informal community education and open dialogue from an early age are essential elements to ensure that the principles of human dignity and equality generally are accepted and respected.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Minorities in the criminal justice system 2015, para. 85
- Paragraph text
- Minorities should be involved in the training process, including in developing and delivering training modules. Whenever possible, training should be continuous and should target senior staff first, so as to ensure provision of leadership.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Minorities in the criminal justice system 2015, para. 12
- Paragraph text
- Fairness and effective safeguards for rights at all stages of the criminal justice process depend on the ability of suspects, defendants, victims and witnesses to understand what is happening. In this regard, the rights of linguistic minorities provided for by the Minorities Declaration, the International Covenant on Civil and Political Rights (articles 27 and 14), the Universal Declaration of Linguistic Rights (associated with the United Nations Educational, Scientific and Cultural Organization (UNESCO)), the Framework Convention for the Protection of National Minorities (article 10 (3)), the Arab Charter (article 25), and international humanitarian law and other instruments, take on particular importance.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 61
- Paragraph text
- As a result of factors including segregation, stigmatization, and high dropout rates among Roma, their attendance beyond primary school is dramatically lower than the average. In South-East Europe only 18 per cent of Roma attend secondary school, compared with 75 per cent of the population, and less than 1 per cent of Roma attend university. In many countries globally, education is only in the national or majority language leaving linguistic minorities disadvantaged. In Viet Nam and other South-East Asian countries, education is commonly only in the language of the majority putting minorities at a disadvantage in education.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 59
- Paragraph text
- Education is a basic human right for all children, and yet in all regions there are minority children who do not enjoy that right or enjoy it to a much lesser extent than others. Often countries face serious problems in providing basic education for many children owing to factors including scarcity of resources, poverty and conflict. However the challenges and barriers to minority children are frequently based on and perpetuated by discrimination and social exclusion. Lack of access to education perpetuates a cycle of poverty that is often experienced most acutely by minority communities. Yet conversely, education provides a gateway to development and the full enjoyment of a wide array of human rights for minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 41
- Paragraph text
- The Rio+20 outcome document highlights the fact that green economy policies in the context of sustainable development and poverty eradication should "enhance the welfare of indigenous peoples and their communities, other local and traditional communities, and ethnic minorities, recognizing and supporting their identity, culture and interests and avoid endangering their cultural heritage, practices and traditional knowledge" (para. 58). It also stresses the need to ensure equal access to education for ethnic minorities and for an enabling environment for women and girls from ethnic minorities (paras. 229 and 238). The High-Level Panel of Eminent Persons, in its report, states: "We should ensure that no person - regardless of ethnicity, gender, geography, disability, race or other status - is denied universal human rights and basic economic opportunities. We should design goals that focus on reaching excluded groups".
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 83
- Paragraph text
- Minorities have the right to use their own language, irrespective of its legal status, and provisions should be made to enable minorities to learn and be taught in their mother tongue as well as the official State languages. Models of bilingual education have been demonstrated to be particularly valuable and should be implemented by States in all regions. Positive models of integration are not only about the integration of minority communities into wider society. It is a positive practice to not only encourage minorities to learn and become proficient in the national language, but also to encourage members of majority populations to learn minority languages.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 78
- Paragraph text
- A lack of recognition and constitutional and legal protection of linguistic minority rights is often a contributing factor to the decline. In many instances not enough has been done to support and promote a minority language and its users, and the provisions of the 1992 Declaration on Minorities have not been implemented in practice. The Independent Expert on minority issues welcomes the work undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to protect endangered languages and promote linguistic diversity. She supports the interdisciplinary approach taken by UNESCO to the promotion of linguistic diversity, which incorporates capacity-building, research and analysis, awareness-raising, project implementation, networks and dissemination of information. Nevertheless, vital work can be conducted only at the national levels, and where necessary States should seek assistance and technical cooperation.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 75
- Paragraph text
- Nevertheless, a reasonable degree of accommodation of smaller and lesser-used languages should be provided. Modalities to support small or dispersed linguistic communities must be considered and can include support for informal language classes within or outside the public education structures and ensuring consultation with cultural associations representing linguistic minorities to assess and respond to specific needs. Factors such as voluntary and forced migration, conflict, climate change, and the opening of borders, for example across the Europe Union member States, are creating ever more diverse ethnic and linguistic societies in which language rights and needs must be taken into account.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 73
- Paragraph text
- The challenges experienced by linguistic minorities are diverse and differ significantly according to their specific circumstances and legal and policy conditions in their countries of residence. Some linguistic minorities are well integrated, able to use their languages in public and private freely and find an accommodation of their language rights and needs in administration, education and service provision. For others, lack of official recognition or language policy and programmes for linguistic minorities results in an environment in which there is little or no provision made for minority languages. In some countries linguistic minorities may live mainly in rural or remote regions where their community interactions are always in minority languages but their children’s education is only in the national or official State language.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 71
- Paragraph text
- Some persons belonging to minorities may face particular challenges in learning the national language, including the elderly and those who have not attended education in their country of residence, those with low incomes, the relatively newly arrived, and in some cases women. For them, the ability to engage administrative authorities and receive information and documents in their language can be essential to their ability to comply with administrative requirements and to benefit from administrative and social assistance to which they are entitled. Where larger and established minority language communities exist in a country, it is necessary to ensure to the fullest extent possible that public institutions in all relevant regions are equipped to handle interactions in minority languages if required.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 70
- Paragraph text
- Barriers such as language, poverty and poor education often exclude minorities from such roles as medical professionals, teachers and social workers. In areas where linguistic minorities live, the commitments to ensuring rights and service delivery to them may require dedicated training programmes that specifically target minority communities, with the aim of ensuring an adequate supply of key service staff. Minority professionals should be given incentives to remain in minority areas where they can provide vital services in minority languages. Where challenges exist to the recruitment or training of minority professionals, those from majority groups who work in minority regions should be required and given incentives to learn minority languages. Data relating to access to services for minority groups is particularly important, and practices such as the recruitment of minority survey staff should be employed.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 66
- Paragraph text
- Proficiency in the State language is sometimes a requirement for access to citizenship and has proved problematic for some who lack such proficiency. While it is legitimate for States to impose some language requirements in order for minorities to fully integrate into society and have access to opportunities for employment, no undue restrictions should be imposed, for example for those who have been long-term residents of a country. Language proficiency should not be the primary criteria for or a barrier to acquisition of citizenship, particularly where official languages have changed. Adequate language-education opportunities should be made available, including for those who may face particular challenges due to such factors as age, income or the locality in which they live.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 53
- Paragraph text
- Mother tongue–based bilingual education requires resources and technical expertise for its practical delivery. This includes ensuring the recruitment and training of minority teachers and those proficient in minority languages, provision of minority language textbooks and teaching materials, and development of bilingual curricula. The undertaking of classroom language mapping provides necessary information at the local level to identify requirements and possibilities for bilingual language approaches. Even in countries in which minority language education is enshrined in law and policy, challenges in terms of practical implementation, including a lack of appropriate teaching materials, are often cited as a problem by minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 51
- Paragraph text
- UNICEF highlights evidence that bilingual education from the earliest years of schooling ensures that minority children become proficient in their mother tongue and the dominant language from an early age. Teaching children for a recommended six to eight years in their mother tongue and gradually introducing national languages has advantages, including the following: children learn better, are more confident and are well equipped to transfer their literacy and numeracy skills to additional languages; children experience less frustration and failure and fewer drop out of school; and by including families and drawing on local cultural heritage, mother tongue–based education contributes to communities’ social and cultural well-being and fosters inclusiveness within wider society. However, many countries have not adopted bilingual learning approaches.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph