Search Tips
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 51
- Paragraph text
- International norms insist upon non-discrimination on the basis of religion in relation to the enjoyment of economic, social and cultural rights, including in relation to the right to education. The four standards considered to be interrelated and essential features for implementation of the right to education (availability, accessibility, acceptability and adaptability) are also relevant in terms of the availability of and access to education for religious minorities. Regarding the latter, the Human Rights Committee explained that the International Covenant on Civil and Political Rights permits public school instruction in subjects such as the general history of religions and ethics if it is given in a neutral and objective way, whereas public education that includes instruction in a particular religion or belief is inconsistent with article 18.4 unless provision is made for non-discriminatory exemptions or alternatives that would accommodate the wishes of parents and guardians (see CCPR/C/21/Rev.1/Add.5, para. 6).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Families
- Year
- 2013
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 49
- Paragraph text
- The religion or belief of teachers, too, may have an impact on their employability and promotion. Pupils, teachers, parents and their respective communities can be caught up in the consequences of those violations of general human rights and minority rights provisions. In numerous States, teaching and interaction with the younger generation is considered an influential position, one deemed too sensitive to trust a person belonging to a religious minority within Government schools. In some countries, they may be allowed to teach only in minority faith schools.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Families
- Youth
- Year
- 2013
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.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
Paragraph
Rights of linguistic minorities 2013, para. 49
- Paragraph text
- Many minorities have poor access to education, and frequently education is not in their mother tongue. Literacy levels for some minorities are often low compared to the average. The parents of minority children may be unable to assist their children or engage fully with the education process if they are not proficient in the official language. Where mother-tongue languages are orally transmitted or taught informally in the home, children may not obtain adequate language education allowing them to be fully literate in either their mother tongue or the national language, with consequences for cultural and language transmission and reproduction. Some minorities have reported that entrance examinations for higher education are only in the national language, which places them at a disadvantage and results in fewer minorities progressing to higher education.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
Paragraph
4 shown of 4 entities