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Assessment of the educational attainment of students 2014, para. 90
- Paragraph text
- In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2014
Paragraph
Continuum of violence against women from the home to the transnational sphere: the challenges of effective redress 2011, para. 35
- Paragraph text
- Sexual harassment at school and at the workplace is acknowledged as a pervasive manifestation of violence. In El Salvador, the Special Rapporteur heard testimonies of the working conditions of young women working in the maquila plants, where they were subjected to verbal and physical abuse by supervisors, sexual harassment, and mandatory pregnancy tests. Sexual harassment in educational and training institutions in Algeria was pervasive and underreported at the time of the visit of the Special Rapporteur, despite commendable steps by the authorities to criminalize sexual harassment based on abuse of authority. The visit to the United States revealed the particular vulnerability of undocumented immigrant women to violence, including sexual harassment and abuse, in the workplace. Sexual and physical violence against girls in educational establishments perpetrated by male school staff and school boys remains problematic, as reported during the visit of the Special Rapporteur in Zambia. Long distances from home to school also increased risk of harassment, with girls reportedly having sexual relationships with minibus and taxi drivers as a way of coping with transportation costs.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2011
Paragraph
Development and people of African descent 2015, para. 50
- Paragraph text
- The right to education is not enjoyed equally by all; millions of girls, boys, women and men of African descent suffer disproportionately from unequal access to quality education. Failure to ensure equal access to education robs people of their opportunity to reach their full human potential and to contribute to the development of their own communities and society at large.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2015
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 55
- Paragraph text
- The right to education is not enjoyed equally by all; millions of girls, boys, women and men of African descent suffer disproportionately from unequal access to quality education. Failure to ensure equal access to education robs people of their opportunity to reach their full human potential and to contribute to the development of their own communities and society at large.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2013
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 62
- Paragraph text
- High dropout rates among learners of school-going age are linked to the underachievement of children and youth of African descent, particularly boys.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Youth
- Year
- 2013
Paragraph
Effective Implementation of the OPSC 2010, para. 51
- Paragraph text
- In many societies, the unequal social status of women continues to contribute to patent discrimination against girls, particularly in poor and rural communities. Girls born in poor households or living in rural communities are at a clear disadvantage in terms of education, owing to persistent attitudes and practices that encourage early marriages and the confinement of young women, and give greater importance to the education of boys over girls.
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2010
Paragraph
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 37
- Paragraph text
- Ensuring girls' education may require protecting their families against economic shocks and incentivizing parents to keep their girls in school. Cash transfer programmes, for example, have assisted families in return for committing to keeping their girls and boys in school and attending regular health checks, or by providing a stipend to girls who agree to delay marriage until they complete secondary education. Such programmes have been successful in decreasing girls' dropout rates.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 108i
- Paragraph text
- [The Working Group recommends that States:] Provide age-appropriate, comprehensive and inclusive sexuality education based on scientific evidence and human rights, for girls and boys, as part of the mandatory school programmes. Sexuality education should give particular attention to gender equality, sexuality, relationships, gender identity, including non-conforming gender identities, and responsible parenthood and sexual behaviour to prevent early pregnancies and sexually transmitted infections;
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2016
Paragraph
Equality of opportunity in education 2011, para. 29
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 36
- Paragraph text
- Reflecting the commitments adopted by world leaders in 2000 and set to be achieved by 2015, the Millennium Development Goals are amongst the most significant political commitments in recent history to tackle the most pressing challenges of our world, including serious concerns relating to education. Goal 2 calls on States to ensure that all children complete primary education, while Goal 3 calls on States to eliminate disparities between girls and boys in primary as well as secondary education. Progress towards these goals requires fully embracing equality of opportunity in education in the formulation, implementation and evaluation of education policies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 72b
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Address multiple forms of inequality and discrimination through comprehensive policies: Given the mutually reinforcing nature of different forms of discrimination and inequality in the context of education, States should address multiple forms of inequality and discrimination through comprehensive policies. Prevailing disparities in access to education – between boys and girls, and between rich and poor regions –must be given special consideration, recognizing that good policies backed by a commitment to equality can make a difference. Policy measures must respond to the need for making learning accessible for the most marginalized and vulnerable;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2011
Paragraph
Integration of a human rights-based approach in measures to discourage the demand that fosters all forms of exploitation of persons, especially women and children, and which leads to human trafficking 2013, para. 30
- Paragraph text
- Several provisions are also included in the Council of Europe Convention on Action against Trafficking in Human Beings. For instance, its article 6 provides that: To discourage the demand that fosters all forms of exploitation of persons, especially women and children, that leads to trafficking, each Party shall adopt or strengthen legislative, administrative, educational, social, cultural or other measures including: a research on best practices, methods and strategies; b raising awareness of the responsibility and important role of media and civil society in identifying the demand as one of the root causes of trafficking in human beings; c target information campaigns involving, as appropriate, inter alia, public authorities and policy makers; d preventive measures, including educational programmes for boys and girls during their schooling, which stress the unacceptable nature of discrimination based on sex, and its disastrous consequences, the importance of gender equality and the dignity and integrity of every human being.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 56
- Paragraph text
- Women have historically been victims of social injustice and educational deprivation. The majority of those who are deprived of education today are girls and women, whereas they are entitled to education as much as boys. In some cases, they are prevented from attending schools by parents who see no value in educating daughters, or by religious extremists threatening them. Violence against women and girls impairs their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 72
- Paragraph text
- Courts can better adjudicate claims based on violations of the right to education if litigants formulate clear demands. Human rights indicators and qualitative and quantitative information about education systems can support claims regarding violations of the right to education. These can be a very powerful tool because they broaden understanding of the level and depth of human rights violations. For claims based on systemic or collective discrimination, indicators can show the inequality among groups, for example, dropout rates between girls and boys, indicating gender discrimination in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2013
Paragraph
Manifestations and causes of domestic servitude 2010, para. 65
- Paragraph text
- Gender discrimination marks the trajectory into domestic servitude. Families will often give preference to boys to continue their education, while girls are forced to drop out of school to help earn money for the family. Such patterns are reinforced where States fail to respect their obligation under the Convention on the Rights of the Child (art. 28) to provide free and compulsory primary education to girls and boys, while making secondary and higher education available and accessible. In some cultural contexts, there is a widespread belief that domestic work provides better training for becoming a wife and mother than formal education.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Social & Cultural Rights
- Person(s) affected
- Boys
- Children
- Families
- Girls
- Year
- 2010
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 74
- Paragraph text
- For example, the ability to obtain a high quality education is exponentially difficult for poor, rural and/or disabled people. Furthermore, the world's women and girls continue to receive inadequate education when compared to the men and boys from their communities. Due to inadequate education, employment and financial security are more difficult for women and girls to attain. According to UNESCO, "of the "796 million adults worldwide (15 years and older) who reported not being able to read and write in 2008… two-thirds of them (64%) were women." Being illiterate isolates women, exacerbates poverty, and creates a context ripe for violence.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2011
Paragraph
Normative action for quality education 2012, para. 53
- Paragraph text
- A number of States have regulations outlining the necessary infrastructure for schools. In India, for instance, according to the Right of Children to Free and Compulsory Education Act, schools must have an all-weather building, with separate toilets for boys and girls, along with a kitchen, clean water for drinking and a playground with a secure boundary wall. In South Africa, the Government has developed a School Infrastructure Performance Indicator System along with norms and quality interventions required to support an equitable, modern, high-quality education system to help track progress and identify intervention requirements.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
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. 71
- Paragraph text
- At its first session, the Forum focused on minorities and the right to education. Access to education for minority girls may present particular challenges, especially in highly patriarchal family and community structures where gendered societal roles persist. Lack of education represents an absolute barrier to their progress and empowerment in every region of the world. In some cases, where barriers to access are compounded for girls, sometimes owing to the prioritization given to the education of boys, this results in a vicious circle leading to severe educational exclusion and diminished opportunities for girls to take part fully in economic, social, cultural and political life. As a consequence, some minority girls and women excluded from education suffer from high illiteracy levels.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Ethnic minorities
- Girls
- Women
- Year
- 2012
Paragraph
Privatization and the right to education 2014, para. 47
- Paragraph text
- Privatization in education also exacerbates discrimination against girls in gaining access to education. It is well known that families prioritize the education of boys over girls and that girls are less likely to be enrolled in private education owing to parents' perceived return on the costs of educating girls compared to that of boys.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
Paragraph
Protecting education against commercialization 2015, para. 57
- Paragraph text
- Discrimination based on race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status is prohibited in international human rights conventions, including the International Covenant on Economic, Social and Cultural Rights (art. 2 (2)). Private providers do not respect the prohibited grounds of discrimination and violate fundamental principles of non-discrimination in human rights law: social origin, economic condition, birth or property are the preponderant factors in allowing access to private schools. It is the obligation of States to ensure the right to education without discrimination or exclusion. Privatization in education also has repercussions on girls' right to education, as families prioritize the education of boys over girls. Any scheme of "vouchers purported to provide economically disadvantaged parents the means to select a private school in fact promotes group differentiation".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2015
Paragraph
Protecting education against commercialization 2015, para. 108
- Paragraph text
- Education provided by private proprietors or enterprises is neither free nor equitable and the Special Rapporteur welcomes the proposal of the Open Working Group on Sustainable Development Goals to ensure, by 2030, that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, as well as to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (see A/68/970 and Corr.1, goal 4 and target 4.1). The underlying obligation for States to realize the right to education, including through enhanced public investment in education as an essential prerequisite, must be emphasized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2015
Paragraph
Public-private partnerships in education 2015, para. 118
- Paragraph text
- The current euphoria for global partnerships in the post-2015 development agenda must recognize the challenges that public-private partnerships present to States, which must respect, protect and fulfil the right to education. Goal 4.1 of the proposed sustainable development goals states: "By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes", while proposed goal 17.16 stipulates that the global partnership for sustainable development be complemented by multi-stakeholder partnerships and that effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, should be encouraged and promoted.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2015
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.
- 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
Rights of indigenous women and girls 2015, para. 28
- Paragraph text
- In that connection, indigenous girls tend to be more disadvantaged than indigenous boys. In additional to the factors impacting overall indigenous dropout rates, girls can experience a number of additional barriers. Firstly, their role within communities often means that they are expected to help with domestic and care responsibilities. Secondly, indigenous girls may also be subjected to child marriage, so that their roles as wives and sometimes child bearers mean that they have to leave school. Thirdly, indigenous girls may face the risk of sexual violence and rape during long journeys to school, as evidenced in the report of the Working Group on Discrimination against Women in Law and in Practice on its visit to Peru. The significance of this barrier to education is exacerbated by the presence of legislation in some States that prohibits women and girls from being able to seek abortion services, even if they become pregnant following rape.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Children
- Ethnic minorities
- Girls
- Women
- Year
- 2015
Paragraph
Rights of linguistic minorities 2013, para. 21
- Paragraph text
- For some who belong to linguistic minorities, including those who are not proficient in national languages and those who live in remote and rural localities where service provision and access are poor or difficult, the situation may be much worse and their economic, social and geographic mobility can be severely hampered. The situation of some minority women and girls, as well as older people, may also be particularly problematic. For example, women and girls may face challenges, including relatively low levels of education and poor access to language learning opportunities relative to men and boys, that further restrict their ability to interact and benefit from opportunities outside their communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
Paragraph
Sexual education 2010, para. 18
- Paragraph text
- However much we try to avoid it, we are always sexually informed, by action or by omission, at school, in the family, through the media, etc. Thus deciding not to offer sexual education at teaching centres is opting for an omissive form of sexual education, that leaves girls, boys and adolescents on their own as regards the type of knowledge and messages, generally negative, that they receive on sexuality. When sexual education is not explicitly provided, in practice education follows the so-called hidden curriculum, with its potential load of prejudices and inaccuracies over which there can be no social or family criticism or control.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Boys
- Girls
- Year
- 2010
Paragraph
Sexual education 2010, para. 48
- Paragraph text
- In the case of Africa, several countries do not provide any kind of planned sexual education. According to some studies, families are uncomfortable talking about sexuality with their sons and daughters; yet young girls and boys do receive some information informally from friends or through the HIV prevention programme.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Families
- Girls
- Youth
- Year
- 2010
Paragraph
Stigma and the realization of the human rights to water and sanitation 2012, para. 69
- Paragraph text
- Some prejudices develop at an early age and can be inherited from parents and others and must therefore be addressed as early as possible. Schools have an obligation to educate children to act as agents of change, developing tolerant behaviour towards others, encouraging dialogue and interaction and promoting changes that will eventually permeate other spheres. Human rights education with a focus on non-discrimination should be part of every school curriculum. Education should be inclusive, accepting students with differences, so that these differences are perceived as "normal" and students develop respect for "otherness". The same holds true for comprehensive sexual education, including on menstruation, in order to provide accurate information and combat silence and stigma, targeting both girls and boys.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 28
- Paragraph text
- The Convention of the Rights of the Child establishes, in article 28 (b), that States shall "encourage the development of different forms of secondary education, including general and vocational education". The Committee on the Rights of the Child has stressed the importance of providing vocational training at the end of compulsory education at the age of 12. It has also underlined the need to ensure the availability of vocational training opportunities for all children and adolescents on an equal basis for boys and girls, with priority given to children from vulnerable groups and children who dropped out of (primary or secondary) school. The Committee has put focus on those children who "left school without certificates, enabling them to acquire competencies and skills in order to enhance their work opportunities".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Year
- 2012
Paragraph
The right of the child to freedom of expression 2014, para. 59
- Paragraph text
- A 13-year-old from the United Kingdom of Great Britain and Northern Ireland took a stand against his school's discriminatory dress code, which allows girls to wear skirts in the summer months but does not allow boys to wear shorts. Chris Whitehead took advantage of a loophole in the school's uniform policy, whereby boys are not forbidden from wearing a skirt. Around 30 fellow pupils joined the protest, prompting the school to review its uniform policy. Meanwhile, Chris Whitehead was nominated for a Liberty Human Rights Award.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2014
Paragraph