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Activities of the Working Group 2014, para. 77
- Paragraph text
- The rights of children and young people of African descent need to be specifically protected with regard to their identity, culture and language, in particular by promoting culturally and linguistically sensitive education policies and programmes. Actions shall be adopted to combat the indirect discrimination faced by children in education systems by removing the negative stereotypes and imagery often used in teaching materials, ensuring the inclusion of the histories and cultures of people of African descent, including the transatlantic slave trade in curriculums, and ensuring the cultural or linguistic relevance of teaching for children of African descent. Formal education at the early childhood, primary, secondary, post-secondary and adult education levels must incorporate knowledge about the history of transatlantic enslavement and the role of people of African descent in global development, and the diversity and richness of civilizations and cultures that constitute the common heritage of humankind. A comprehensive curriculum reform shall also tackle all forms of stereotypes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2014
Paragraph
Development and people of African descent 2015, para. 66
- Paragraph text
- States should take all the measures necessary to give effect to the right of people of African descent, particularly children and young people, to free primary education and access to all levels and forms of quality public education without discrimination. Measures should be taken to increase the number of teachers of African descent working in educational institutions. The Working Group also urges States to take steps aimed at removing negative stereotypes and imagery in teaching materials, by promoting more inclusive education systems, and to take measures to reduce the school dropout rate for children of African descent, with greater support and attention to families and ensuring that curricula are accessible, culturally relevant, providing education in their own language and promoting their cultural heritage, where necessary. States must implement their human rights obligations regarding the content of education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2015
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 97
- Paragraph text
- A growing number of States worldwide have confirmed their commitment to comprehensive sexuality education as an essential priority for achieving national development, health and education goals. In its resolution 70/137, the General Assembly called upon all States to develop and implement educational programmes and teaching materials, as well as teacher education and training programmes for both formal and non-formal education, including comprehensive evidence-based education on human sexuality, based on full and accurate information, for all adolescents and youth; to modify the social and cultural patterns of conduct of men and women of all ages; to eliminate prejudices; and to promote and build decision-making, communication and risk reduction skills for the development of respectful relationships based on gender equality and human rights.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Adolescents
- Men
- Women
- Youth
- Year
- 2016
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 9
- Paragraph text
- Technical and vocational education and training is seen "as a cornerstone for the transformation of education and training", which is indeed crucial, given increasing concerns about rising unemployment, particularly among educated youth. As acknowledged by the World Bank, "The dynamic forces of the knowledge economy, accompanied by changing markets, scientific and technological advances, and increasing globalization and internationalization, call for a new face of skills and competencies". In this context, enhanced attention must be paid to modernizing technical and vocational education and training curricula and to the quality of the education provided.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
Paragraph
Lifelong learning and the right to education 2016, para. 70
- Paragraph text
- The Special Rapporteur welcomes the perspective developed in looking at technical and vocational education and training through an overall lifelong learning framework. He considers that the provisions in the ILO Human Resources Development Convention, 1975 (No. 142) remain relevant at present. Article 4 of the Convention stipulates that "each Member shall gradually extend, adapt and harmonize its vocational training systems to meet the needs for vocational traini ng throughout life of both young persons and adults in all sectors of the economy and branches of economic activity and at all levels of skill and responsibility". The Convention enjoins on Member States the obligation to adopt and develop comprehensive and coordinated policies and programmes of vocational guidance and vocational training, which shall encourage and enable all persons "to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations, account being taken of the needs of society" (art. 1 (5)).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2016
Paragraph
The right of the child to freedom of expression 2014, para. 58
- Paragraph text
- In the Republic of Korea, high school students have promoted a major social mobilization against authoritarian practices within the education system. As a result of the public debate generated by the students, in January 2012, the Seoul Metropolitan Council adopted a students' rights ordinance ensuring, inter alia, the right of students to protest, a ban on corporal punishment, the elimination of mandatory participation in religious activities and the protection of lesbian, gay, bisexual and transgender students and pregnant students against discrimination. Action for Youth Rights of Korea, an association established by Korean students in the context of this mobilization, continues to promote student activism.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Activists
- LGBTQI+
- Youth
- Year
- 2014
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
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
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Youth
- Year
- 2013
Paragraph
Child participation 2012, para. 24
- Paragraph text
- Education programmes have been developed in schools and represent a wide-reaching and potentially sustainable method of informing children. From 2008 to 2011, Barnardo's, a charity founded in the United Kingdom of Great Britain and Northern Ireland in 1866 to care for vulnerable children and young people, delivered a preventative education programme on child sexual exploitation intended to improve awareness and understanding of and response to sexual exploitation and to strengthen the confidence and ability of children and young people to resist unwanted sexual experiences. The programme, which included training and awareness-raising sessions, targeted local safeguarding children boards, schools and residential units from 25 London boroughs. In total, it involved 4,723 young people and 820 professionals. According to the final evaluation, published in 2011, half of the children involved demonstrated progress in identifying risk factors and safety strategies.
- 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
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Youth
- Year
- 2012
Paragraph
Gender equality in the realization of the human rights to water and sanitation 2016, para. 29
- Paragraph text
- The fact that in many instances women and girls risk being harassed when they relieve themselves in the open or in public facilities is partly due to the structural and systematic use of stereotypes and stigma. The promotion of awareness-raising campaigns, targeted education programmes and discussion groups, among other measures, to transform both men's and women's perceptions of gender roles is therefore encouraged. Gender-based violence must be prevented and investigated, and those responsible must be prosecuted, in order to break patterns of societal acceptance of exclusion and violence based on gender norms. Recognizing that young people may grow up to be change makers, curricula in all schools should challenge gender stereotypes and encourage critical thinking.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Youth
- Year
- 2016
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
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Families
- Youth
- Year
- 2013
Paragraph
Activities of the Working Group 2014, para. 47
- Paragraph text
- The Working Group recognizes the right to education as a tool for achieving social justice for youth of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 63
- Paragraph text
- Appropriate education and training for young people of African descent should be provided in order to prevent unemployment, social stigmatization, police profiling, and brutality.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2014
Paragraph
Financing education and update on education in emergencies 2011, para. 62
- Paragraph text
- Increased and more coordinated attention to education among the stakeholders providing humanitarian assistance remains a key concern. The recent partnership between The Sphere Project and the Inter-Agency Network for Education in Emergencies (INEE) in preparing the companionship agreement guiding the integration of quality education in humanitarian response represents an important step in the promotion of more coherent and dedicated attention to education within the humanitarian community. Traditionally excluded from humanitarian priorities, the restoration of access to education continues to be cited as a priority by families and young people affected by emergencies. Responding to the needs identified by communities affected is an essential component of humanitarian responses, and central to the implementation of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Families
- Youth
- Year
- 2011
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 67
- Paragraph text
- That the importance of education is not only a right in itself, but also is essential for the enjoyment of all other rights must be recognized in the post-2015 development agenda. As already mentioned, poverty cannot be eradicated without education. The key role of education should be clearly recognized for the empowerment of women and girls. Unemployed youth and adults require additional education and training to develop skills and find decent work. Education can promote values necessary for creating democratic, stable and peaceful societies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2013
Paragraph
Lifelong learning and the right to education 2016, para. 76
- Paragraph text
- The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning recognize the need for "the learning outcomes that young people and adults acquire in the course of their life in non-formal and informal settings … to be made visible, assessed and accredited" (p. 5). The experiences and qualifications accumulated at different stages from participation in non-formal and informal adult learning and education should be recognized, validated and accredited. States should, in accordance with national qualifications frameworks, allow for "continuing education and access to the labour market, without facing discrimination barriers".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2016
Paragraph
Good practices in the protection of human rights defenders 2016, para. 82
- Paragraph text
- Human rights should be an important component of primary and secondary curricula, and be part of "citizenship" training. Human rights "clubs" have been established in some secondary schools to provide a forum for young people to learn about human rights. Human rights education should also be part of the training of State officials, especially if their work contains human rights dimensions. Post-secondary institutions, including universities, play an important role in human rights education, including in the training of teachers, research and the dissemination of innovative approaches to defending human rights.
- Body
- Special Rapporteur on the situation of human rights defenders
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2016
Paragraph
Joint report with SRSG Violence against Children on child-sensitive complaint mechanisms 2011, para. 22
- Paragraph text
- In many countries important initiatives have been undertaken to raise public awareness about the need to protect children from violence, to promote non-violent and positive child-rearing and parenting skills, and to encourage child rights training for relevant professionals. Children's skills in violence prevention are enhanced through child clubs and debates in school settings and peer-to-peer initiatives, such as trainings and awareness-raising offered by youth for young people in community spaces. These valuable initiatives enhance the understanding of what child victims may endure, and encourage those at risk to feel confident in seeking help and reporting incidents of violence.
- 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
- Means of adoption
- N.A.
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Youth
- Year
- 2011
Paragraph
Comprehensive child protection systems 2011, para. 49d
- Paragraph text
- [Preventive measures must include steps to promote sustainable education and awareness-raising, including by:] Making available in schools sex education programmes that provide information on healthy sexual development, safe sex and reproduction, and emphasize gender equality, self-respect, empowerment and respect for others. In the absence of such programmes, the proliferation of images and videos through information and communications technologies may shape children's first ideas about sexuality and sexual behaviour, increasing the risk that they will reproduce while still young or become victims of abusive behaviour;
- 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
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Youth
- Year
- 2011
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 24
- Paragraph text
- Furthermore, in many parts of the world, girls and young women with disabilities are often entirely excluded from the education system, or otherwise isolated from their communities at home or in institutions, and are without any access to sexuality education. The lack of equal access to inclusive and quality education affects, in particular, girls and young women with disabilities in conflict, post-conflict or other humanitarian situations, especially those who are refugees, internally displaced, migrants or asylum seekers; deprived of their liberty in hospitals, residential institutions, juvenile or correctional facilities; or homeless or living in poverty. Girls and young women in such situations are at heightened risk of being subjected to physical or sexual abuse and contracting sexually transmitted infections.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Girls
- Persons on the move
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
Sexual education 2010, para. 28
- Paragraph text
- In accordance with the provisions of article 3 of the International Covenant on Civil and Political Rights, the Human Rights Committee in its concluding observations has expressed concern about the elimination of sexual education from school curricula and the high rate of unwanted pregnancies and abortions among girls and adolescents and has requested that States should take measures to help young women avoid unwanted pregnancies, including by strengthening family planning and sexual education programmes.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Health
- Person(s) affected
- Adolescents
- Girls
- Women
- Youth
- Year
- 2010
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 50
- Paragraph text
- The importance attached to skills development, including technical and vocational education and training, in the report of the High-level Panel is commendable. It is particularly necessary in order to meet the critical challenges of an increasingly globalized economy and the rising aspirations of youth. The target can be refined, however, by stipulating that skills development and technical and vocational education and training should be an integral part of secondary education, with pathways for the pursuit of higher education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
Paragraph
Child participation 2012, para. 28
- Paragraph text
- In Guatemala, peer educators at the Education Programme for Working Children and Adolescents, an institution of some 1,800 students providing education to working children, created a mural to raise awareness. The aim of this microproject was to ensure that young people and adolescents were aware of the dangers of commercial sexual exploitation of children. It provided a fun and interactive way to discuss the sensitive issues of commercial sexual exploitation of children, trafficking of children and HIV/AIDS with the most at-risk young people.
- 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
- Means of adoption
- N.A.
- Topic(s)
- Economic Rights
- Education
- Violence
- Person(s) affected
- Adolescents
- Children
- Youth
- Year
- 2012
Paragraph
Financing education and update on education in emergencies 2011, para. 92
- Paragraph text
- The Global Education Cluster developed a Joint Education Needs Assessment Toolkit in 2010, as well as a Short Guide for Rapid Needs Assessments to provide guidance on data collection in emergency situations. The need for further improving monitoring capacities through the definition of a core set of indicators, including estimated numbers of children and youth to be reached, age and gender profiles, patterns of displacement, education materials, teacher and infrastructure requirements needed to guide the estimation of financing requirements has been underlined.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Youth
- Year
- 2011
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 18
- Paragraph text
- The importance of technical and vocational education and training is also recognized at the regional level; for example, it is considered a key issue in the African region. The Strategy to Revitalize Technical and Vocational Education and Training (TVET) in Africa, presented at the Conference of Ministers of Education of the African Union in May 2007, underlines the need to modernize and harmonize TVET in Africa in order "to transform it into a mainstream activity for African youth development, youth employment and human capacity-building in Africa". The African Union Summit on the theme "Accelerating youth empowerment for sustainable development" in 2011 also called for the accelerated use of technical and vocational skills development to empower youth and promote entrepreneurship. In West Africa, traditional apprenticeships are considered generally to offer the largest opportunity for acquiring employable skills in the informal sector.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 19
- Paragraph text
- In the Arab region, the lack of appropriately skilled young workers is reported to account for the prevailing unemployment among youth, especially educated youth. The Regional Expert Meeting for the Arab States, organized in Muscat, Oman, in March 2012 in view of the Third International Congress on Technical and Vocational Education and Training, mentioned above, addressed the major challenges facing Arab States in the next decade for creating employment for the millions of people entering the labour market, and ensuring that job-seekers have both qualifications and appropriate skills and competences, which are currently lacking.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 109
- Paragraph text
- Guided by a rights-based approach, education goals should be formulated as entitlements, with the corresponding responsibility of Governments to their citizens to deliver on the goals and targets. Thus, the education agenda should be devised along the lines of rights-holders and duty-bearers: rights-holders include children, youth and adults who are entitled to receive or equitably access available education programmes; duty-bearers include Governments, or partners that assist Governments in their obligation to provide the policies, programmes and institutions that implement the right to education. As primary duty-bearers for the realization of the right to education, Governments are first and foremost responsible for providing a national education system that lives up to their commitments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Youth
- Year
- 2013
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 115
- Paragraph text
- Quality has been neglected in the pursuit of education-related Millennium Development Goals and the Education for All agenda; the right to basic education of good quality for all remains unfulfilled. The post-2015 development agenda should engage States more resolutely in promoting and ensuring that the right to a quality education for all is given without discrimination or exclusion. Education of high quality is imperative for responding to the rising aspiration of youth and for creating a better future for them. While expanding access to education for all, Governments must take full care to ensure that minimum standards in education are maintained.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
Paragraph
Justiciability of the right to education 2013, para. 26
- Paragraph text
- Thus, justiciability of right to education also has its bases in national legal systems which provide “grounds” for the “right of action”, mentioned above. An example is the Constitution of South Africa, which provides in section 38 (Enforcement of rights) that “Anyone listed in this section has the right to approach a competent court, alleging that a right in the Bill of Rights has been infringed or threatened, and the court may grant appropriate relief, including a declaration of rights.” Fundamental rights in India constitute “basic and essential feature” of the Constitution, and any citizen can directly approach the Supreme Court of India in cases of breach or violation. The Brazilian Association of Judges, Prosecutors and Public Defenders for Children and Youth also has a strong commitment to human rights, in particular the right to quality education and its enforcement.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Youth
- Year
- 2013
Paragraph
Public-private partnerships in education 2015, para. 130
- Paragraph text
- States, in particular developing countries, must develop innovative modalities for public-private partnerships, harnessed for skills development, to respond to the rising aspirations of young people, with institutionalized collaboration between institutions offering technical and vocational education and training and enterprises. They should also valorize the social esteem of technical and vocational education and training and lay down a legal framework that makes it imperative for industry and institutions offering technical and vocational education and training to collaborate to their mutual advantage.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2015
Paragraph