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Access to justice for people living in poverty 2012, para. 76
- Paragraph text
- This can constitute a significant barrier for the poorest and most marginalized, many of whom speak local languages or dialects, as well as for indigenous populations, ethnic minorities and migrants. In particular, those who are often excluded from education services, including women, are less likely to have received adequate schooling in the official or predominant language.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Women
- Year
- 2012
Paragraph
Analysis of the impacts of international investment agreements on the rights of indigenous peoples 2016, para. 4
- Paragraph text
- In her 2015 report to the General Assembly (A/70/301), the Special Rapporteur concluded that the protections that international investment agreements provide to foreign investors can have significant impacts on indigenous peoples' rights. In order to gain further insights into the issue she sent questionnaires to States Members of the United Nations, indigenous peoples and civil society organizations and, in cooperation with the International Work Group for Indigenous Affairs, the Asia Indigenous Peoples Pact, the Columbia Center on Sustainable Investment and the Indigenous Peoples' International Centre for Policy Research and Education (Tebtebba), organized a series of regional and global consultations with indigenous peoples and experts in the area of international investment law and human rights.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2016
Paragraph
Criminalisation of sexual and reproductive health 2011, para. 59
- Paragraph text
- Laws restricting information about sexual and reproductive health and which censor discussions of homosexuality in the classroom fuel stigma and discrimination of vulnerable minorities. For example, laws and policies that promote abstinence-only education reduce sexual education to images and stereotypes of heteronormativity, given their focus on procreation; some of these programmes even contain explicitly discriminatory content on gender and sexual orientation. In certain instances, teachers have been suspended or threatened with lawsuits for engaging in discussions on "inappropriate" sexual matters with their students when discussing sexual and reproductive health issues in the classroom. In other cases, pursuant to abstinence-only and anti-obscenity policies, school districts, courts and legislators have prohibited civil society organizations from meeting in public schools. Such laws and policies perpetuate false and negative stereotypes concerning sexuality, alienate students of different sexual orientations and prevent students from making fully informed decisions regarding their sexual and reproductive health.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Ethnic minorities
- LGBTQI+
- Year
- 2011
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] Remove any forms of discrimination that negatively impact on the rights of certain groups, including girls, indigenous peoples and migrant children, to an education.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Girls
- Persons on the move
- Year
- 2016
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
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
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
Paragraph
Equality of opportunity in education 2011, para. 17
- Paragraph text
- A recent progress review of the Millennium Development Goals by UNICEF focuses on the question of equity. The importance of equity in education should be recognized not only as regards the goals of universalizing basic education, but also with respect to “access to higher education for members of some special target groups, such as indigenous peoples, cultural and linguistic minorities, disadvantaged groups, peoples living under occupation and those who suffer from disabilities.” While equity in education is a worthy goal in itself, equity-enhancing policies and practices, particularly education as investment in human capital, can, in the long run, boost economic growth and help reduce poverty.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 26
- Paragraph text
- General comment No. 1 of the Committee on the Rights of the Child highlights the fact that while equality of opportunity in education “is primarily a matter which relates to article 28 of the Convention, there are many ways in which failure to comply with the principles contained in article 29 (1) [concerning the aims of education] can have a similar effect.” The general comment goes on to outline how discrimination based on gender, disability, health status and race can hamper children’s equal access to education. Furthermore, other general comments elaborated by the Committee address the need for temporary special measures to ensure equal access to education for indigenous children and equality of opportunity in education for children with disabilities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Persons with disabilities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 44
- Paragraph text
- In order for legal instruments to be effective, they must offer the possibility of addressing the multiple dimensions of inequality in education, as well as the specific situation of different groups commonly excluded from the education system. Their enforcement requires a reliable and constantly updated data collection system that captures the various situations of unequal opportunities in education. In some cases, legal instruments expressly address the education of particularly vulnerable groups, such as indigenous groups.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 48
- Paragraph text
- Belonging to a minority group is also a factor for marginalization in education. Indeed, education opportunities of Afro-descendants in the Americas or Roma groups in Europe are the subject of important debates. Ensuring access to basic education on an equitable basis for children of ethnic and linguistic minorities is an obligation and also one of the EFA goals. In this respect, the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities provides a basis for action. The 2008 United Nations Forum on Minority Issues was devoted to the right to education, and produced recommendations which apply to the situations of minorities globally with respect to the right to education. These are highly relevant to equality of opportunity in education for other disadvantaged groups. Indigenous groups also face important challenges when accessing education. In this regard, apart from core international human rights treaties, the United Nations Declaration on the Rights of Indigenous Peoples provides a normative base for action.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 63
- Paragraph text
- The lack of education in mother-tongue or native languages is often a source of exclusion. This is particularly relevant for minorities and migrants. Estimates indicate that around 221 million children speak a different language at home from the language of instruction in school, limiting their ability to develop foundations for later learning. The United Nations Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities, establishes in article 4(3) that States should take appropriate measures so that, wherever possible, persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue. Moreover, available experience shows that a child learns better in his or her mother tongue in the formative stages and initial period of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Persons on the move
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 64
- Paragraph text
- Countries with numerous local languages where the official language is not the same as that used at home face particular challenges in establishing educational policies and language rights. The Forum on Minority Issues recommended that States take appropriate measures, wherever possible, to ensure that persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue. These measures are deemed to be most critical at the preschool and primary school levels, but may extend to subsequent stages of education. Respecting the richness of linguistic and cultural diversity, education policies in today's globalized world should give high consideration to mother-tongue-based, multilingual education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Groups in need of attention, limitations to the right to freedom of expression, and protection of journalists 2010, para. 68
- Paragraph text
- The Special Rapporteur defines community-based media as non-governmental, public interest radio stations and print media that are run by civil society institutions, organizations or associations and any type of non-profit organization run by indigenous peoples for educational, informative, cultural or communal goals purposes. These media work for the development of different sectors of a territorial, ethno-linguistic or other community. They share their communities' interests, challenges and concerns and seek to improve the quality of life of their community and to contribute to the well-being for all its members. They must not be used as instruments for political campaigning.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
Paragraph
Groups in need of attention, limitations to the right to freedom of expression, and protection of journalists 2010, para. 129
- Paragraph text
- States should take the necessary steps to support the expression of the cultural diversity of indigenous peoples and other minority groups in the public and private media. They should also promote policies on dialogue and education that foster understanding and respect in intercultural exchanges.
- 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
- Ethnic minorities
- Year
- 2010
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
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 31
- Paragraph text
- Certain countries have developed sectoral laws on specific indigenous peoples’ rights, such as in the fields of language, health and education, or established processes for participation or land rights recognition. The elaboration of legislation to operationalize the State duty to consult indigenous peoples is an ongoing process in Latin America. Peru adopted a law to this effect and discussions on potential new legal instruments are taking place, for instance, in Colombia, Costa Rica, Guatemala and Honduras. Legislation addressing indigenous peoples in particular circumstances, such as isolated indigenous peoples and indigenous peoples in recent contact has also been developed in Bolivia, Ecuador and Peru. General sectoral laws in some countries consider specific measures related to indigenous peoples. Dialogue processes for the development of new legislation are taking place in several countries, including transnational instruments as the Nordic Sami Convention.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 38
- Paragraph text
- Adequate policies must meet two basic criteria: they should conform to the international human rights standards on indigenous peoples; and they should be developed in cooperation with them and with their full participation, with the aim of strengthening their self-determination. This may require a reinterpretation of the concept of development in the light of the Declaration, ensuring that the agency of indigenous peoples as development actors is recognized in the reconceptualization of the issues classically addressed by public policies such as economic development, health or education. Public policies that do not conform with international human rights standards on the rights of indigenous peoples are likely to further violate those rights.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 40
- Paragraph text
- Public policies should address the underlying causes of poverty and marginalization that indigenous peoples suffer as a result of the denial of their rights. They should also be considered as elements of the coordinated and systematic action States should develop to ensure that indigenous peoples enjoy their collective and individual human rights, and not as marginal, stand-alone initiatives dependent on available funding. The mandate holder has observed positive examples of public policies to implement indigenous rights on different sectoral issues, such as for example the National Aboriginal and Torres Strait Islander Health Plan 2013-2023 which affirms that it adopts a human rights-based approach informed by the Declaration. Other examples include the Whanau Ora policy in New Zealand; the bilingual intercultural education programme in Panama and the policies for the protection of indigenous peoples in isolation and recent contact in Bolivia and Ecuador. In El Salvador the recently adopted national policy on indigenous peoples considers the Declaration as its framework. Canada is undertaking a review of its policies to ensure coherence with the Declaration, and dialogue processes with indigenous peoples on public policies are ongoing in Costa Rica or Paraguay.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 81
- Paragraph text
- Academic institutions have developed quite a number of good practices, which should be supported and replicated, in terms of increasing respect and understanding of the rights of indigenous peoples. This includes supporting their rights to their own knowledge, promotion of indigenous-led research, and incorporation of indigenous rights in university curricula or scholarship programmes for indigenous students.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Justiciability of the right to education 2013, para. 42
- Paragraph text
- UNESCO’s Committee on Conventions and Recommendations (CR), which is a subsidiary organ of the Executive Board, considers the communications received by the Organization concerning cases and questions of alleged violations of human rights within UNESCO’s fields of competence. As such, CR examines all such communications received by the Organization. As a result, the right to education has been enforced in a number of cases in which it was violated. From 1978 to 2009, CR resolved 10 cases enabling victims From 1978 to 2009, the CR resolved 10 cases enabling victims to benefit from changes in certain education laws which were discriminatory towards ethnic or religious minorities, and 14 cases where victims were able to resume their education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 54
- Paragraph text
- A large number of cases address the rights of minorities and their language rights. The European Court of Human Rights, for instance, has held that the right to education did not guarantee the right to education in a particular language, or for the State to subsidize education of a particular type. However, article 14 read in conjunction with article 2 of Protocol No. 1 was violated because the legislation prevented children from having access to French-language schools in certain areas solely on the basis of their parents’ residence.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 55
- Paragraph text
- The Supreme Court of Canada has ruled that minority language educational rights under section 23 of the Canadian Charter of Rights and Freedoms, which provides guarantees for French-speaking communities, were considered justiciable. Other rulings by courts in South Africa protect the right to education and language rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 68
- Paragraph text
- In order to promote the equal and effective enjoyment of the right to education, States can adopt affirmative action measures for addressing educational needs of individuals belonging to disadvantaged or marginalized groups, including those living in poverty. This may be suitable in cases of longstanding or historical and persisting forms of discrimination. Thus, a recent decision by the Supreme Court of Brazil on 26 April 2012 ruled in favour of racial quotas in universities for black, mixed race (metis) and indigenous students. Article 208 § VII of the Federal Constitution of Brazil relates to the duty of the State for assistance to elementary school students through supplemental programmes of school books, educational supplies, transportation, food and health assistance.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2013
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 41
- Paragraph text
- To do so, and to bring about real changes in mindsets, perceptions and discourse, a broad set of policy measures are necessary, for example in the areas of intercultural dialogue or education for diversity, equality and justice and in strengthening freedom of expression and promoting a "culture of peace". Indeed, the Special Rapporteur has previously stated that the strategic response to expressions deemed as offensive or intolerant is more speech: more speech that educates about cultural differences; more speech that promotes diversity and understanding; more speech to empower and give voice to minorities and indigenous peoples, for example through the support of community media and their representation in mainstream media. More speech can be the best strategy to reach out to individuals, changing what they think and not merely what they do, as has been recognized in the outcome document of the Durban Review Conference, which also affirmed the role that the right to freedom of opinion and expression can play in the fight against racism, racial discrimination, xenophobia and related intolerance worldwide.
- 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
- Ethnic minorities
- Year
- 2011
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 48
- Paragraph text
- Moreover, the Special Rapporteur calls upon States to empower marginalized groups by ensuring that they receive effective digital literacy training. As the Special Rapporteur has noted in his previous reports, it is critical to strengthen the voice of those without power, especially people living in extreme poverty. Having access to the Internet allows people who are disadvantaged, discriminated against or marginalized to obtain information, assert their rights and participate in the public debate concerning social and political changes. Furthermore, the Internet allows minorities and indigenous peoples to express and reproduce their cultures, language and traditions, preserving their heritage and making a valuable contribution to others in a truly multicultural world. However, basic ICT skills are essential if users are to benefit from the full potential of the Internet.
- 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
- Ethnic minorities
- Year
- 2011
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
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
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
Paragraph
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
Paragraph