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Sexual education 2010, para. 30
- Paragraph text
- In its concluding observations, the Committee on Economic, Social and Cultural Rights has called for the provision of education on sexual and reproductive health and has specifically recommended sexual education as a means of ensuring the right of women to health, particularly reproductive health, as well as full access to sexual education for all girls and young women, including in rural areas and indigenous communities. The Committee has also recommended the development of training programmes and counselling services on reproductive health and has expressed the view that sexual education and awareness campaigns are appropriate means of reducing maternal and infant mortality. The Committee has associated the lack of education with the practice of abortion as a primary means of family planning and has advocated education programmes aimed at eliminating female genital mutilation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 55
- Paragraph text
- The Special Rapporteur particularly welcomes initiatives, such as those by the Government of Portugal, whose National Plan for the Integration of Immigrants 2007–2009 contains 12 measures in the field of education, including: “Training of Teaching Staff in Interculturality”. In Finland, the teacher training programme introduced in 2001 declares training related to linguistic minorities and immigrants to be a priority area for teachers’ professional development. The Government of Korea states that multicultural education is an integral component of teacher training programmes: as of 2009, 10 teacher colleges offer the “Introduction on Multicultural Education” course.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 95
- Paragraph text
- States should pay particular attention to making technical and vocational education and training accessible to marginalized and vulnerable groups, targeting in particular ethnic and linguistic minorities, persons with disabilities and migrants, and especially those living in poverty. Devoid of equitable approaches, technical and vocational education and training can accentuate prevailing inequities and deprivation to the detriment of the right to education for all. Promoting equity and inclusion through positive measures should be a key factor in the provision of technical and vocational education and training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 83
- Paragraph text
- Quality education will remain elusive so long as education systems practise marginalization and exclusion. Bringing about de facto equality of opportunity in education necessitates an equity-based approach to education. Through education laws and policy, States need to give particular consideration to the educational needs of economically and socially marginalized groups, such as those living in poverty, ethnic and linguistic minorities, children with disabilities and indigenous children. In this regard, Human Rights Council resolution 17/3 urges States to give full effect to the right to education by ensuring adequate legal protection and addressing multiple forms of inequality and discrimination in education through comprehensive policies. An example of an inclusive approach is provided by Spain’s Organic Education Law (2006), which centers around the fundamental principle of quality of education for all students, combined with equity and equal opportunities.
- 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
- 2012
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 29
- Paragraph text
- A second area of concern has to do with those development initiatives by States, often pursued with the backing of international actors, which are targeted specifically at indigenous peoples and their social and economic conditions. Many initiatives by States are aimed at the important objective of reducing the disadvantage that indigenous peoples experience in social and economic spheres. In his various reports assessing the human rights situations of indigenous peoples in various countries, the Special Rapporteur has provided specific details of examples of such Government policies and programmes that are targeted at key issues associated with indigenous peoples' development, including those related to indigenous health, education and poverty reduction.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 39
- Paragraph text
- The right of indigenous peoples to participate in decision-making is both rooted in other basic human rights and essential to the effective enjoyment of those rights. A number of basic human rights principles underpin the right to participate and inform its content. These include, among others, principles of self-determination, equality, cultural integrity and property. Correspondingly, a lack of effective participation by indigenous peoples in decision-making concerning matters that affect them can have a direct impact on, and in many cases directly undermine, their effective enjoyment of other basic human rights, including those just mentioned as well as the rights to health and education.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 74a
- Paragraph text
- [Within both of these areas of concern, there is a need for Governments to decidedly fold into development programmes the goal of increasing indigenous self-determination. Enhancing indigenous self-determination is a matter of basic human dignity as well as being conducive to successful practical outcomes. Among the objectives to be pursued in this regard are the following:] Enhancing indigenous education and skills in relevant areas so that indigenous peoples themselves can engage and participate in the various components of development programmes and projects that affect them in the modern world, including natural resource extraction projects;
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 73
- Paragraph text
- States should engage in comprehensive reviews of their existing legislation and administrative programmes to identify where they may be incompatible with the Declaration. This would include a review of all laws and programmes touching upon indigenous peoples' rights and interests, including those related to natural resource development, land, education and administration of justice. On the basis of such a review, necessary legal and programmatic reforms should be developed and implemented in consultation with indigenous peoples.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Environment
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 87
- Paragraph text
- A good faith effort towards consensual decision-making requires that States endeavour to create a climate of confidence with indigenous peoples that allows for a productive dialogue. This is particularly important in relation to indigenous peoples given their historic exclusion from decision-making processes and consequent lack of trust in State institutions. Furthermore, indigenous peoples are typically disadvantaged in terms of political influence, financial resources, access to information and relevant education in comparison to State institutions or private parties, such as companies, that are their counterparts in the consultations.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 114
- Paragraph text
- We resolve to take action to enhance agricultural research, extension services, training and education to improve agricultural productivity and sustainability through the voluntary sharing of knowledge and good practices. We further resolve to improve access to information, technical knowledge and know-how, including through new information and communications technologies that empower farmers, fisherfolk and foresters to choose among diverse methods of achieving sustainable agricultural production. We call for the strengthening of international cooperation on agricultural research for development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 132
- Paragraph text
- We note that transportation and mobility are central to sustainable development. Sustainable transportation can enhance economic growth and improve accessibility. Sustainable transport achieves better integration of the economy while respecting the environment. We recognize the importance of the efficient movement of people and goods and access to environmentally sound, safe and affordable transportation as a means to improve social equity, health, resilience of cities, urban-rural linkages and productivity of rural areas. In this regard, we take into account road safety as part of our efforts to achieve sustainable development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 229
- Paragraph text
- We reaffirm our commitments to the right to education, and in this regard we commit to strengthen international cooperation to achieve universal access to primary education, particularly for developing countries. We further reaffirm that full access to quality education at all levels is an essential condition for achieving sustainable development, poverty eradication, gender equality and women's empowerment, as well as human development, for the attainment of the internationally agreed development goals, including the Millennium Development Goals, and for the full participation of both women and men, in particular young people. In this regard, we stress the need for ensuring equal access to education for persons with disabilities, indigenous peoples, local communities, ethnic minorities and people living in rural areas.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Men
- Women
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
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
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
The need to harmonize activities affecting indigenous peoples within the United Nations system 2012, para. 33
- Paragraph text
- A recurring issue that has come to the attention of the Special Rapporteur relates to the impact on indigenous peoples of the United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage sites. This issue has arisen in the context of the Special Rapporteur's communications with Governments regarding specific allegations of human rights violations, as well as in the context of his reports examining the situation of indigenous peoples in particular countries. Indigenous peoples have expressed concerns over their lack of participation in the nomination, declaration and management of World Heritage sites, as well as concerns about the negative impact these sites have had on their substantive rights, especially their rights to lands and resources. The Permanent Forum and the Expert Mechanism have both raised concerns in this connection in the course of their work.
- 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
- 2012
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 21
- Paragraph text
- The Committee notes that the right "to take part in" culture life enshrined in article 15(1) of the International Covenant on Economic, Social and Cultural Rights covers, inter alia, the individual and collective rights to: choose one's own identity; engage in one's own cultural practices; speak the language of one's choice; know and understand one's own culture and that of others; receive quality education and training with due regard for cultural identity; follow a way of life associated with the use of cultural goods and resources such as land, water, biodiversity, language or specific institutions; and be involved in creating the spiritual, material, intellectual and emotional expressions of the community.
- 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
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 50
- Paragraph text
- However, one limitation of the disaggregation of data collected against common socioeconomic indicators is that such data may essentially serve to monitor discrimination against indigenous individuals in terms of their access to and achievement of social and economic rights while providing little information on the range of attributes of these rights pertaining to the right to self-determination. For example, disaggregated data may show a gap in educational outcomes, but will not supply information as to whether the education provided was culturally appropriate, or whether the student was able to learn in his or her own language, for example. Likewise, a simple registration of increased income may be read as indicating positive progress, even in situations where indigenous peoples have been forced to leave a more subsistence-oriented economy.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 57
- Paragraph text
- An essential element of overcoming discrimination and achieving the economic, social and cultural rights of indigenous peoples is the design and delivery of adequate social services, particularly within the education and health sectors. As noted above and further here, culturally appropriate services are not only required by international human rights standards, especially as articulated in the Declaration on the Rights of Indigenous Peoples, they also are related to higher achievement outcomes. It can already be concluded that although enormous progress has been made with regard to the 2015 goals and targets, they will not be met for disadvantaged indigenous peoples, unless governments direct more attention - and resources - towards them.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 59
- Paragraph text
- One aspect of culturally appropriate social services involves providing such services to indigenous peoples in the places where they live. Many indigenous peoples live in rural and isolated areas, where there is often limited availability of medicines and teaching materials, low professional attainment on the part of the teachers and health workers locally deployed and poor school and clinic infrastructure. Country reports by the previous Special Rapporteurs are replete with examples of these conditions. In parallel, an ever-increasing number of indigenous peoples live in urban areas where culturally appropriate services, such as mother tongue education, are often not available. Measures must be put in place to ensure that indigenous peoples can enjoy the same social and economic rights as other segments of the population, without having to sacrifice important aspects of their cultures or ways of life, including their attachment to their traditional lands and the transmission of their languages to future generations.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 61
- Paragraph text
- In general, disadvantages do not exist in isolation and there are numerous examples that demonstrate how poverty and gender discrimination contribute to exacerbating educational deprivation among indigenous peoples throughout the world. The UNESCO report identifies the following measures to overcome marginalization in education, all of which are valid options for addressing the problems encountered by indigenous peoples: setting national equity-based targets, which focus on marginalized sections of the population; gathering disaggregated data to identify marginalized groups and monitor their progress; identifying the drivers of marginalization for specific groups; adopting an integrated policy approach that addresses interlocking causes of disadvantage, within education and beyond, including by improving affordability and accessibility, strengthening the learning environment; and honouring and expanding entitlements and opportunities.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 65
- Paragraph text
- The Special Rapporteur agrees with these calls for broad, multifaceted and contextualized legal, policy and programme responses to overcoming discrimination against indigenous peoples and to furthering their self-determination with regard to health and education. This requires coordinated and systematic actions by States, actions which acknowledge and conceptualize the indivisibility and interdependence of human rights and also correspond to indigenous peoples' holistic and integrated perceptions of development and well-being.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph