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Minorities and effective political participation: a survey of law and national practices 2010, para. 18
- Paragraph text
- In its resolution 6/15 of 28 September 2007, the Human Rights Council established a Forum on Minority Issues ("the Forum"), inter alia to provide a platform for promoting dialogue and cooperation on issues pertaining to national or ethnic, religious and linguistic minorities, as well as thematic contributions and expertise to the work of the independent expert on minority issues. The independent expert is required to guide the work of the Forum and prepare its annual meetings. The inaugural session took place on 15 and 16 December 2008 in Geneva with a thematic focus on "Minorities and the Right to Education".
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2010
Paragraph
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 61
- Paragraph text
- Economic exclusion and denial of access to quality education bring about a sense of despair, destroy hopes of upward mobility and are often a central grievance and a source of tensions. International standards on non-discrimination place an obligation on States to institute affirmative action policies to correct historical patterns of exclusion and enable members of minorities to achieve equality. Many States have recognized the corrosive nature of inequalities and have implemented such measures. Affirmative action programmes can, however, be a point of contention for majority communities, in particular when poorer members of majority communities perceive that they are losing out. It is important that Governments exercise leadership in educating the larger public, demonstrating that such programmes are based on the principles of justice and equal opportunity and result in fairer and more stable society.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 74
- Paragraph text
- The Paris principles require bodies to address racial discrimination proactively, including by increasing public awareness through provision of information and education and by making use of all press organs. The Office of the United Nations High Commissioner for Human Rights and the United Nations Development Programme (UNDP) have highlighted the fact that in some States the rights of groups including minorities may be controversial and contested and that national human rights institutions "are frequently the only ones that can and do speak out in defence of those who have no voice, or whose influence is minimal". They frequently provide vital critical assessments of Government policy and practice, including through reports to United Nations treaty bodies that provide non governmental perspectives and substantive recommendations. With specialist minority expertise, they are well placed to advise Governments and critique their minority-related policy and practice.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2012
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 50
- Paragraph text
- Schools may serve as sites for the perpetuation of a singular religious or ideological ideal, failing to take on board religious or belief diversity, erasing all symbols of such difference, and aiming to assimilate all into an (intolerant) national "unity". In some countries, regions or schools with diverse religious communities teach only the majority religion. For example, in Bosnia and Herzegovina, visited by the Independent Expert in 2012, Bosniak, Croat and Serb communities remain largely divided along religious and ethnic lines. Religious education is provided only in the majority religion and serves to reinforce differences and exacerbate divisions between young people and communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Youth
- Year
- 2013
Paragraph
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).
- 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
Rights of linguistic minorities 2013, para. 18
- Paragraph text
- The United Nations Educational, Scientific and Cultural Organization (UNESCO) identifies more than 6,000 languages spoken globally, most of which can be considered minority languages. For minorities, language is a central element and expression of their identity and of key importance in the preservation of group identity. Language is often particularly important to non-dominant communities seeking to maintain their distinct group and cultural identity, sometimes under conditions of marginalization, exclusion and discrimination. Today significant challenges are faced by minorities in all regions who speak minority languages and wish to maintain and use them in public and private life. Linguistic minorities are frequently also national, ethnic or religious minorities and consequently the challenges they face may be exacerbated by discrimination on the grounds of their ethnicity, religion or nationality.
- 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
Paragraph
Rights of linguistic minorities 2013, para. 20
- Paragraph text
- A common problem faced by minorities is that minority languages are frequently not used in national or local administration or as the language of instruction in schools. Consequently those belonging to minorities may face barriers to their full participation in public life and children from minorities may be disadvantaged in education from an early age. While accurate and detailed disaggregated data are scarce in most countries, evidence suggests that those belonging to linguistic minorities are at greater risk of experiencing poor socioeconomic indicators relative to majority populations, poorer educational access and worse education outcomes, and consequently lower incomes and disproportionate levels of poverty.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2013
Paragraph
Rights of linguistic minorities 2013, para. 44
- Paragraph text
- The South African Constitution (art. 6) recognizes as official languages Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, isiNdebele, isiXhosa and isiZulu, as well as English, and requires the State to take practical and positive measures to elevate the use of those languages, recognizing the “historically diminished use and status” of some languages. Municipalities must take account of language usage and preferences of their residents, including in education. The 2010 revised Constitution of Kenya has provisions for minorities, including article 7, which requires the State to protect the diversity of language of the people of Kenya and promote the development and use of indigenous languages. Article 44 establishes the right to use the language of a person’s choice and to form cultural and linguistic associations. Article 56 requires the State to establish affirmative action programmes to ensure that minorities and marginalized groups can develop their cultural values, languages and practices, including in the field of education.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2013
Paragraph
Rights of linguistic minorities 2013, para. 45
- Paragraph text
- In some national contexts Governments have imposed prohibitive restrictions on the use of minority languages in public spheres, including in political life. Under such circumstances minorities have even faced prosecution for exercising their right to use their language publicly, for example in the context of political campaigns. Such actions may be imposed in the context of efforts to stringently enforce the use of a single national language or assimilate minority communities via restrictions on their language use. In some cases, inter-ethnic or inter-religious conflict may motivate such restrictions designed to marginalize and exclude a particular population group. Few cases have been reported of restrictions on the use of minority languages in private life; however, aggressive promotion of a national language and restrictions on education in the mother tongue may be interpreted by members of a minority as attempts to assimilate them or eradicate minority language use in all spheres.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
Paragraph
Rights of linguistic minorities 2013, para. 25
- Paragraph text
- The minority rights principles of non-discrimination, equality, participation and consultation must be respected, including with respect to language, to ensure that the issues and views of minorities are taken into account and their needs are adequately addressed. Linguistic minorities must be consulted and have a full and meaningful role in decisions affecting them, including relating to the shaping of language policy and practice, nationally and in the regions in which they live, in such key areas as education and official and administrative communications. Their views, perspectives and concerns should be fully taken into account to ensure that language issues do not become sources of grievances or conflict.
- 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
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
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
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
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
Paragraph
Preventing and addressing violence and atrocities against minorities 2014, para. 24
- Paragraph text
- Article 20 of the International Covenant on Civil and Political Rights (see General Assembly resolution 2200 A (XXI), annex) states that any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law. The Rabat Plan of Action on the prohibition of advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence represents an important step taken by the international community to assist States in implementing their obligations, and provides guidance on balancing freedom of expression, which is protected under article 19 of the Covenant, with article 20. As recommended in the Plan of Action, States should ensure intercultural dialogue and mechanisms and dialogues to foster intercultural and interreligious understanding and learning. States should also promote human rights education and sensitize law enforcement and security forces.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
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
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.
- 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
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 91
- Paragraph text
- States should pay particular attention to the ways in which memory and mourning processes related to the Roma Holocaust are framed, collected and disseminated, including through the media and formal and informal education systems. In this regard, she recalls the importance of including Roma in all such endeavours, including at all official ceremonies commemorating victims of the Second World War.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Year
- 2015
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 23
- Paragraph text
- The independent expert led an electronic global discussion organized by UNICEF to highlight the issues in the special education edition of the State of the World's Minorities and Indigenous Peoples 2009 and the Forum on Minority Issues, with a view to highlighting the issues around minority girls' right to education. Specifically, the e-discussion examined the multiple barriers faced by minority girls in accessing education, evaluated the legal and policy responses to the above question, discussed good practices from the regional and country level and developed recommendations in line with the educational needs and priorities of minority and indigenous girls.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Year
- 2010
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 18
- Paragraph text
- Specialist bodies have a valuable educative role in developing and delivering teaching and training initiatives, which would include educating the general public through such activities as public debates, engagement with the media on minority issues and conducting campaigns and other awareness-raising initiatives. They may promote minority rights within the framework of human rights education initiatives through the development of curricula and provision of school teaching materials appropriate to diverse classrooms, reflecting ethnic and religious diversity, minority cultures and languages, and the histories and contributions of minorities. Dedicated bodies can provide training to staff of public bodies, including the police and judiciary, so as to enhance institutional awareness of minority rights and equality standards and promote the use of tools, resources and good practices relevant to minority rights.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2012
Paragraph
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 78
- Paragraph text
- OSCE has established a specific mechanism to address conflicts involving minorities, the High Commissioner on National Minorities. The High Commissioner acts as an early warning and early action mechanism, primarily through the use of preventive diplomacy. The High Commissioner can visit countries, engage with representatives of all sides, and propose constructive solutions based on a broad knowledge of approaches worldwide. 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
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Rights of linguistic minorities 2013, para. 48
- Paragraph text
- Restrictions on minority languages in the field of education are particularly sensitive and can be the cause of grievances. The 1992 Declaration on Minorities states that wherever possible minorities have the right to learn or to have instruction in their mother tongue (art. 4, para. 3). Indeed, the commentary to the Declaration states that “denying minorities the possibility of learning their own language and of receiving instruction in their own language, or excluding from their education the transmission of knowledge about their own culture, history, tradition and language, would be a violation of the obligation to protect their identity” (E/CN.4/Sub.2/AC.5/2005/2, para. 28). Where official State languages are the only languages used in schools, minority children whose first language is their minority language are placed at a disadvantage from the earliest years of school, since they are often less proficient in the State language and are likely to fall behind.
- 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
- Year
- 2013
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
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
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
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
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 21
- Paragraph text
- In September 2009, the independent expert participated in a conference held in Cali, Colombia, as a regional follow-up activity to the first session of the Forum, which had focused on minorities and the right to education. The conference was organized by the Robert F. Kennedy Memorial Center for Justice and Human Rights, in collaboration with the Cornell Law School's International Human Rights Clinic and the International Human Rights Law Clinic of the University of Virginia. In an effort to continue dialogue, remain accountable to local communities and promote grass-roots advocacy, the conference publicly launched the report entitled "Right to Education of Afro-descendant and Indigenous Communities in the Americas" that it had previously presented at the Forum. The report addresses failures to fulfil obligations with respect to the right to education without discrimination within the Americas, focusing on Colombia, Guatemala and the Dominican Republic.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2010
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 48
- Paragraph text
- Human rights treaty bodies and courts have dealt with a range of cases involving the right to effective participation of minorities and the related prohibition of discrimination. As regards requiring proficiency in an official language, the Human Rights Committee has held that a Government's failure to introduce legislation to permit the use of other languages disproportionately affected certain minority communities, since it denied them the use of their mother tongue in administration, justice, education, public life and Government, thus constituting a violation of article 26 of the International Covenant on Civil and Political Rights. The Committee concluded that the State was under an obligation to provide the community with an effective remedy, namely by allowing its officials to respond in languages other than the official one in a non-discriminatory manner. In another case, barring a member of a minority from standing in local elections on the grounds that her proficiency in the official language was not adequate, when such an assessment was conducted in a deficient and arbitrary way and when in fact the person already held a language certificate, was deemed by the Committee to be a violation of articles 2 and 25 of the Covenant. On the same issue of barring a member of a minority from standing in elections because of allegedly inadequate proficiency in the official language, the European Court of Human Rights has found that this can constitute a violation of article 3 of Protocol No. 1 to the European Convention. In the particular case, the Court held that it had grave doubts as to the legal basis for subjecting candidates holding language certificates to further tests. The Court also considered that the testing lacked objectivity and procedural fairness.
- 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
Paragraph
Priorities for the work of the Independent Expert and the twentieth anniversary of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities 2012, para. 21
- Paragraph text
- The independent expert will therefore pay special attention to the rights of and challenges faced by linguistic minorities. She will examine the problems as well as seeking to identify positive practices from all regions. For example, the use of models of bilingual education, commencing in the early years of schooling and including textbooks in minority languages, has been demonstrated to help children to become proficient in their mother tongue as well as national languages, maintain their ethnic and linguistic identity, and to help minority pupils to achieve positive education outcomes and fulfil their potential to participate effectively in wider society.
- 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
- Year
- 2012
Paragraph
Rights of linguistic minorities 2013, para. 35
- Paragraph text
- The Cultural Charter for Africa includes provisions explicitly relating to African languages. Its preamble states that “it is imperative to resolutely ensure the promotion of African languages”. Article 17 states that “African States recognize the imperative need to develop African languages which will ensure their cultural advancement and accelerate their economic and social development and to this end will endeavour to formulate a national policy in regard to languages”. Article 18 calls upon States to “prepare and implement the reforms necessary for the introduction of African languages into education”, and states that “to this end each state may choose one or more languages”.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2013
Paragraph