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Embrace diversity and energize humanity 2017, para. 22
- Paragraph text
- The Independent Expert has also received submissions from various sources concerning the plight of children and youth in relation to violence and discrimination, such as bullying at home and at school. A variety of issues deserving more attention, ranging from discriminatory sexual consent laws to access to information, conversion therapy, rights of transgender children, rights of intersex children, children of same-sex couples and access to justice have also been raised.
- Body
- Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- LGBTQI+
- Youth
- Year
- 2017
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 38
- Paragraph text
- Various authors have emphasized the continued reliance on witchcraft in many African societies and the necessity to take the phenomenon into account to fully understand the contemporary social context. It has also been reported that, despite opposition by religious leaders, access to basic education, and the enactment of legislation criminalizing witchcraft accusations and some forms of practice, witchcraft still remains embedded in society. It remains attractive to a significant number of people as it promises a holistic explanation for human hardships, including by linking socioeconomic misfortunes to other apparent "misfortunes", such as the birth of a child with albinism in a family.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Children
- Year
- 2016
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 74
- Paragraph text
- Further, there is a need to formally educate persons with albinism because such a person becomes a role model and demystifies misbeliefs about the condition. However, there remains the challenge of discrimination at schools, which is linked to ongoing myths and ignorance on the part of both students and teachers alike. Moreover, the lack of support and reasonable accommodation, including the provision of low vision devices, for persons with albinism remains a substantive barrier to education. These issues have led many children with albinism to stop their education. School dropout has a particularly severe impact on children with albinism because it destroys their chances of finding work indoors, which in turn exposes them to poverty and skin cancer, conditions paving the way to early death due to ritual attacks and skin cancer respectively.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Year
- 2016
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 52
- Paragraph text
- Other children have dropped out of school or have been withdrawn by their family to remain under the protection of their parents. The security of children both on the way to school and at school cannot be ensured, including during recesses. Most rural schools do not have basic security items such as fences to ensure the children's protection.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2016
Paragraph
Servile marriage 2012, para. 10
- Paragraph text
- In its resolution 66/140, the General Assembly reiterated its call for an end to harmful traditional or customary practices, such as early and forced marriage, and called upon States to take appropriate measures to address the root factors of child and forced marriages, including by undertaking educational activities to raise awareness regarding the negative aspects of such practices. It urged all States to enact and strictly enforce laws to ensure that marriage was entered into only with the free and full consent of the intending spouses, and, in addition, to enact and strictly enforce laws concerning the minimum legal age of consent and the minimum age for marriage and raise the minimum age for marriage where necessary, and to develop and implement comprehensive policies, plans of action and programmes for the survival, protection, development and advancement of the girl child in order to promote and protect the full enjoyment of her human rights and to ensure equal opportunities for girls, including by making such plans an integral part of her total development process.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Year
- 2012
Paragraph
Servile marriage 2012, para. 12
- Paragraph text
- The General Assembly called upon States to support and implement, including with dedicated resources, multisectoral policies and programmes that ended the practice of child and forced marriages and to ensure the provision of viable alternatives and institutional support, especially educational opportunities for girls, with an emphasis on keeping girls in school through post-primary education, including those who were already married or pregnant, ensuring physical access to education, including by establishing safe residential facilities, increasing financial incentives to families, promoting the empowerment of girls, improving educational quality and ensuring safe and hygienic conditions in schools.
- 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
- Families
- Girls
- Year
- 2012
Paragraph
Child slavery in the artisanal mining and quarrying sector 2011, para. 99
- Paragraph text
- Education is widely considered to be the most effective tool for tackling child labour as it keeps children in school and away from work. The Special Rapporteur believes that this tool can also be used to prevent child slavery in mining and quarrying. Primary education should be made accessible and free or affordable for children and training programmes need to be set up for parents. Governments need to assign resources to build schools in artisanal mining and quarrying areas and adequately train teachers to identify children's problems and needs. The standard of education needs to be improved at all levels and the Government must provide secondary schooling and vocational training which is often absent. Recreational facilities should also be built to occupy children out of school hours, as parents often see mining and quarrying as a way to keep their children busy and out of trouble. The Ministry of Education should be allocated the necessary budget to implement these programmes.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Families
- Year
- 2011
Paragraph
Child slavery in the artisanal mining and quarrying sector 2011, para. 67
- Paragraph text
- Some children try to combine working in the mines or quarries and going to school, as many of them need to work in order to assume the costs related to their education. However, these children are often tired, physically and mentally, and hence are often absent from class or lack the time to do their homework, rest in an adequate way or participate in recreational activities. This combination of factors results in their repeating classes, either a semester or a whole year. The school dropout rates increase drastically at 10 years old and is more pronounced at the secondary level of education, the majority of mining communities lacking secondary schools.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Year
- 2011
Paragraph
Child slavery in the artisanal mining and quarrying sector 2011, para. 100
- Paragraph text
- Adult literacy or vocational training should also be provided for parents working within the mines so as to increase their access to better paid alternative livelihoods. Increased wages will also enable them to send their children to school.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2011
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
Child slavery in the artisanal mining and quarrying sector 2011, para. 35
- Paragraph text
- Although international law requires that primary education is free and compulsory, very often parents still have to pay for school equipment such as uniforms, books and stationery. Such additional costs make it unaffordable for parents to send their children to school. Additionally, mechanisms are often not in place to enforce the compulsory primary education requirements. Due to lack of childcare facilities or schools in the area of the mines and quarries, parents, often mothers, end up taking their children to work.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2011
Paragraph
Child slavery in the artisanal mining and quarrying sector 2011, para. 36
- Paragraph text
- In cases where schools are available, their insufficient number, the insufficient number of teachers, the poor educational infrastructure and the poor quality of education result in illiterate children and disgruntled parents who have made a financial sacrifice to put their children in school. Moreover, further compounding the situation, where schools are available, compulsory and free, children may not be able to attend, as they are still required to work in order to supplement the family income to meet basic needs, such as food and accommodation.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2011
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] When children are identified as bonded labourers, ensure that they are able to reaccess education and that specific provisions are in place to support their reintegration.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Children
- Year
- 2016
Paragraph
Child slavery in the artisanal mining and quarrying sector 2011, para. 76
- Paragraph text
- To conclude, the nature and effects of child slavery in this sector on the health and education of children, as well as the violations of their rights to play and have recreational activities, limits their ability to fully develop their physical, intellectual and emotional capacities.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Children
- 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
Manifestations and causes of domestic servitude 2010, para. 46
- Paragraph text
- A comprehensive United Nations Children's Fund (UNICEF) study has found that women and girls who were married below 18 years of age are less educated and more likely to experience domestic violence. The domestic servitude inherent to child marriages disempowers girls by denying them educational opportunities and the option to form protective networks of friends and peers.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2010
Paragraph
The right to participation of people living in poverty 2013, para. 29
- Paragraph text
- Education is a key human right in itself, and a means by which disadvantaged adults and children can lift themselves out of poverty and participate fully in their communities (E/C.12/1999/10, para. 1). The right to education, as reflected in the International Covenant on Economic, Social and Cultural Rights, specifically provides that education shall "enable all persons to participate effectively in a free society"; educational programmes should therefore transmit the necessary knowledge to enable full participation, on an equal footing, in local and national communities (E/C.12/GC/21, para. 27).
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2013
Paragraph
Extreme inequality and human rights 2015, para. 30
- Paragraph text
- Studies have demonstrated the negative effect of income inequality upon the right to education. A 2014 study published by OECD showed that "increased income disparities depress skills development among individuals with poorer parental education background, both in terms of the quantity of education attained (e.g. years of schooling), and in terms of its quality (i.e. skill proficiency)" and that "higher inequality lowers the opportunities of education (and social mobility) of disadvantaged individuals in the society, an effect that dominates the potentially positive impacts through incentives". Another study showed that the youngest children in Ecuador, irrespective of wealth quintile or education of their parents, performed broadly as well as their comparators, but that, as they got older, only those children in the top half of the wealth distribution and with highly educated parents maintained their performance relative to their comparators.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Older persons
- Year
- 2015
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 78
- Paragraph text
- In practical terms, States must devise strategies to overcome context-specific cultural and geographical barriers. For instance, some States provide boarding facilities at some primary and secondary schools to encourage children living in remote areas or belonging to nomadic groups to attend school. Likewise, States should develop more specific and disaggregated development indicators so as to tailor their social programmes more precisely and equitably to the needs of particular communities and groups.
- 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
- Children
- Year
- 2010
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 23
- Paragraph text
- Social protection programmes often increase demand for education, therefore contributing to the realization of the right to education. Empirical evidence shows a close link between family income and the education of children.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2010
Paragraph
Unpaid care work and women's human rights 2013, para. 40
- Paragraph text
- Owing to structural discrimination, girls are sometimes taken out of school to undertake unpaid care work, such as housework and care of younger children. Even more frequently girls' equal chances to achieve in education are hampered because they have less time for studying, networking or socializing at school as a result of these duties. This is likely to occur especially when mothers are disabled or deceased, as girls are expected to assume their unpaid care obligations. For women with children, lack of support, from within the household and from the State, may mean that they have to forsake skills development, training opportunities and further education in order to undertake childcare and domestic work. Therefore, women and girls are not able to enjoy their right to education, or its positive effects such as empowerment and economic opportunity, on an equal basis with men, with great social and economic losses to the society as a whole.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 24
- Paragraph text
- There are many examples of social protection programmes that directly target improvements in the school enrolment of children of beneficiary households by imposing conditionalities (co-responsibilities) related to school attendance and performance rates. Moreover, programmes that lack an explicit focus on schooling can also have a positive impact on the education level of children. For example, research shows that social pensions (non-contributory pensions for older persons) in Brazil, South Africa and Namibia have been used by grandparents to pay their grandchildren's school fees.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Older persons
- Year
- 2010
Paragraph
Human rights based approach to recovery from the global economic and financial crises, with a focus on those living in poverty 2011, para. 48
- Paragraph text
- Of utmost concern is the trend towards the cutting of salaries of primary school teachers and nurses, the result of which is that, in some States, the salaries received by teachers and nurses are barely sufficient to allow them an adequate standard of living. The erosion of teachers' wages commonly leads to teacher absenteeism and an increase in informal fees. This has an adverse impact on the right of children to education and increases the likelihood of poor child outcomes, particularly in rural areas.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Year
- 2011
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 25
- Paragraph text
- While cash transfers enable families to absorb the costs associated with schooling, other programmes, such as school feeding programmes or initiatives that provide fee waivers or subsidies for low-income families with children, also appear to be associated with higher school attendance levels.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2010
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 71
- Paragraph text
- The interdependence and the mutually reinforcing nature of human rights demand that States approach social protection holistically. They require that States establish a network of policies and programmes that collectively support the realization of all rights and the highest possible level of development. For example, if States are concerned exclusively with achieving Millennium Development Goal 2, they might opt for policies that will increase the overall number of children in school, but fail to ensure equal access to education. Conversely, if a State recognizes that the objective is not simply to achieve Goal 2, but also to provide for the right of everyone, without discrimination of any kind, to a high-quality education - which, in the longer term, will do more to help overcome poverty - policymakers will need to examine how social protection could better assist in meeting Millennium Development Goal targets in a manner that addresses issues of social inequality and vulnerability.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Year
- 2010
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. 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
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
Minorities and effective political participation: a survey of law and national practices 2010, para. 22
- Paragraph text
- The independent expert contributed an article to The State of the World's Minorities and Indigenous Peoples 2009: Education Special, produced by Minority Rights Group International in association with UNICEF. The publication presented the recommendations of the Forum and provided case studies, thematic essays on the problems faced by minorities with respect to education and an analysis of those issues region-wide. In the report, it is highlighted that, globally, 101 million children are out of school: between 50 and 70 per cent are from minorities or indigenous peoples. The publication is widely circulated to all regions and stakeholders including Governments and decision makers, NGOs and a targeted audience in the field of minority rights and education. It has also been provided to all UNICEF regional and country offices.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2010
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