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Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 23
- Paragraph text
- Many girls and young women with disabilities do not have access to information and education about sexual and reproductive health and rights and related services. Several studies found that youth with disabilities, especially girls and young women with intellectual disabilities, have low levels of sexuality education and sexual and reproductive health and rights knowledge, including information with regard to the prevention and transmission of HIV. The lack of inclusive education prevents girls and young women with disabilities from accessing comprehensive sexuality education, as those programmes are usually not available in special education settings. In addition, comprehensive sexuality education is not always delivered in accessible formats and alternative languages, and very often it does not address disability-specific needs. Stigma and stereotypes about female sexuality can also lead to the exclusion of girls and young women with disabilities from existing comprehensive sexuality education programmes by their parents, guardians and teachers. There is a general lack of guidance for families and teachers on how to talk about sexuality and equality with girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date modified
- Feb 14, 2020
Paragraph
Violence against women with disabilities 2012, para. 86
- Paragraph text
- In addition, the Human Rights Council Special Rapporteur on the right to education dedicated his 2007 thematic report to the issue of the right of persons with disabilities to inclusive education (A/HRC/4/29, paras. 8 and 76). He found that literacy rates for women and girls with disabilities were significantly lower than for men and boys, and that women and girls were generally subjected to more discrimination. Similarly, in his 2005 thematic report, the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, focused on the right to health of persons with mental disabilities (E/CN.4/2005/51, paras. 12 and 49) and found that women with intellectual disabilities were especially vulnerable to forced sterilization and sexual violence. He advocated for measures to protect them from violence and other right to health-related abuses, whether occurring in private health-care or support services. Finally, the Special Rapporteur to monitor the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities reports annually to the Commission for Social Development and has mainstreamed the issue of women and disabilities in his reports (see E/CN.5/2011/9).
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Girls
- Persons with disabilities
- Women
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Continuum of violence against women from the home to the transnational sphere: the challenges of effective redress 2011, para. 35
- Paragraph text
- Sexual harassment at school and at the workplace is acknowledged as a pervasive manifestation of violence. In El Salvador, the Special Rapporteur heard testimonies of the working conditions of young women working in the maquila plants, where they were subjected to verbal and physical abuse by supervisors, sexual harassment, and mandatory pregnancy tests. Sexual harassment in educational and training institutions in Algeria was pervasive and underreported at the time of the visit of the Special Rapporteur, despite commendable steps by the authorities to criminalize sexual harassment based on abuse of authority. The visit to the United States revealed the particular vulnerability of undocumented immigrant women to violence, including sexual harassment and abuse, in the workplace. Sexual and physical violence against girls in educational establishments perpetrated by male school staff and school boys remains problematic, as reported during the visit of the Special Rapporteur in Zambia. Long distances from home to school also increased risk of harassment, with girls reportedly having sexual relationships with minibus and taxi drivers as a way of coping with transportation costs.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2011
- Date modified
- Feb 14, 2020
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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
- Date modified
- Feb 14, 2020
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 27
- Paragraph text
- Other international human rights treaties further emphasize the obligation to promote technical and vocational education and training. States have obligations to promote equal opportunities for women and men in education, training and lifelong learning under the Convention on the Elimination of All Forms of Discrimination against Women. As outlined by the Committee on the Elimination of Discrimination against Women, human rights-based technical and vocational education and training also implies that in tackling tacit discrimination owing to obsolete traditional gender roles, women and girls should be encouraged to choose non-traditional fields of education and careers, such as intensive technical and vocational education and training in traditionally male-dominated areas. That could contribute to eliminating barriers and facilitating professional reinsertion of girls who dropped out of school. States have the obligation to elaborate policies aimed at promoting the access of girls and women to technical and vocational education and training, with proactive measures, including temporary special measures, to encourage and facilitate their participation and to contribute to the elimination of discrimination.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 62
- Paragraph text
- [The Special Rapporteur makes the following recommendations to States:] Design and implement comprehensive inclusive and accessible sexuality education programmes and materials for girls and young women with disabilities within and outside the school system;
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date modified
- Feb 14, 2020
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 90
- Paragraph text
- Women have been disproportionately impacted by a lack of educational opportunities. Having a basic education and being literate improves a woman's opportunities for preventing and removing violence from her life, and this is especially true for women who experience multiple forms of discrimination. When women and girls are able to exercise their right to an education and livelihood, they will enjoy a high level of security in their social lives and financial well-being.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 91
- Paragraph text
- The right to an education also includes the right to a quality education. The substance of the education is as crucial as access to it. Low quality education, which disproportionately affects the world's women and girls, does not seek to uplift women and girls, but rather further entrenches them in disadvantaged situations. Quality education should include anti-violence and anti-gender stereotyping as part of the curriculum.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Integration of a human rights-based approach in measures to discourage the demand that fosters all forms of exploitation of persons, especially women and children, and which leads to human trafficking 2013, para. 30
- Paragraph text
- Several provisions are also included in the Council of Europe Convention on Action against Trafficking in Human Beings. For instance, its article 6 provides that: To discourage the demand that fosters all forms of exploitation of persons, especially women and children, that leads to trafficking, each Party shall adopt or strengthen legislative, administrative, educational, social, cultural or other measures including: a research on best practices, methods and strategies; b raising awareness of the responsibility and important role of media and civil society in identifying the demand as one of the root causes of trafficking in human beings; c target information campaigns involving, as appropriate, inter alia, public authorities and policy makers; d preventive measures, including educational programmes for boys and girls during their schooling, which stress the unacceptable nature of discrimination based on sex, and its disastrous consequences, the importance of gender equality and the dignity and integrity of every human being.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Servile marriage 2012, para. 83
- Paragraph text
- World Health Organization research also shows that women and girls with low levels of education are at a greater risk of violence than better educated and older women. The higher the levels of schooling for girls, the less they are at risk of servile marriage. In the United Republic of Tanzania, women who attend secondary school are 92 per cent less likely to be married before the age of 18 years than women who attend only primary 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
- Girls
- Older persons
- Women
- Year
- 2012
- Date modified
- Feb 14, 2020
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
- Date modified
- Feb 14, 2020
Paragraph
Effective Implementation of the OPSC 2010, para. 51
- Paragraph text
- In many societies, the unequal social status of women continues to contribute to patent discrimination against girls, particularly in poor and rural communities. Girls born in poor households or living in rural communities are at a clear disadvantage in terms of education, owing to persistent attitudes and practices that encourage early marriages and the confinement of young women, and give greater importance to the education of boys over girls.
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2010
- Date modified
- Feb 14, 2020
Paragraph
Unpaid care work and women's human rights 2013, para. 39
- Paragraph text
- Unpaid care work can also compromise the enjoyment of the right of girls and women to education. Entrenched gender stereotypes about the place of women in the home and the family, and the unpaid care work girls and women are expected to perform throughout their lives, often deprive women and girls of time, autonomy and choice to exercise this right.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Rights of indigenous women and girls 2015, para. 77a
- Paragraph text
- [Recommendations to Member States] [With regard to economic, social and cultural rights, Member States should:] Improve access by indigenous peoples to education, with interventions targeted towards understanding and overcoming the specific barriers faced by girls;
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
The right of the child to freedom of expression 2014, para. 43
- Paragraph text
- In addition to banning information outright, some school curricula present biased accounts of history or prejudiced views of certain groups, such as girls, sexual or ethnic minorities or children with disabilities, which can negatively affect children's freedom to form their own views and instead perpetuate discrimination - a situation raised by various United Nations treaty bodies in their recommendations to States.
- 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
- Children
- Girls
- Persons with disabilities
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 40
- Paragraph text
- Information and communications technologies can result in educational deprivation, particularly for the poor. Special attention must be paid to questions related to access and skills for the most marginalized groups, including girls and women and persons with disabilities. The guiding principle must be to adopt an all-inclusive approach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2016
- Date modified
- Feb 14, 2020
Paragraph
Justiciability of the right to education 2013, para. 57
- Paragraph text
- The Committee on the Elimination of Discrimination against Women (CEDAW) has called on the States parties “to denounce and punish such acts of violence and to continue to take all necessary action, including the dismantling of patriarchal barriers and entrenched gender stereotypes, to guarantee and to ensure that girls are able to enjoy their basic human right to education in every region of the world.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Privatization and the right to education 2014, para. 47
- Paragraph text
- Privatization in education also exacerbates discrimination against girls in gaining access to education. It is well known that families prioritize the education of boys over girls and that girls are less likely to be enrolled in private education owing to parents' perceived return on the costs of educating girls compared to that of boys.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
Justiciability of the right to education 2013, para. 56
- Paragraph text
- Women have historically been victims of social injustice and educational deprivation. The majority of those who are deprived of education today are girls and women, whereas they are entitled to education as much as boys. In some cases, they are prevented from attending schools by parents who see no value in educating daughters, or by religious extremists threatening them. Violence against women and girls impairs their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Justiciability of the right to education 2013, para. 58
- Paragraph text
- This as well as available case law is helpful in safeguarding girls’ right to education. For instance, the Supreme Court of Colombia has upheld the pregnant girl’s right to education, nullifying any contrary regulation by school, as has the Botswana Court of Appeals.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Equality of opportunity in education 2011, para. 29
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 94
- Paragraph text
- States should pay particular attention to the empowerment of women and girls in the provision of technical and vocational education and training, also encouraging them to choose non-traditional fields of education and careers. National policies should seek to eliminate gender stereotypes and barriers to the professional development of women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Equality of opportunity in education 2011, para. 54
- Paragraph text
- Threat of violence against girls on the way to and from schools limits their education opportunities: household surveys in many countries identify distance as a major factor in parents’ decisions to keep daughters out of school, and concerns over security figure prominently.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Families
- Girls
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Financing education and update on education in emergencies 2011, para. 98
- Paragraph text
- States must take specific measure to guarantee the education of girls and marginalized groups in situations of emergency. Specific efforts are required to eliminate persistent or emerging patterns of discrimination and to remove physical, financial, cultural and linguistic barriers that contribute to furthering inequalities during periods of emergency
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Girls
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 26
- Paragraph text
- According to the Committee on Economic, Social and Cultural Rights, the right to technical and vocational education includes the following aspects: "(a) It enables students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability and enhances the productivity of their families and communities, including the State party's economic and social development; (b) It takes account of the educational, cultural and social background of the population concerned; the skills, knowledge and levels of qualification needed in the various sectors of the economy; and occupational health, safety and welfare; (c) It provides retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes; (d) It consists of programmes which give students, especially those from developing countries, the opportunity to receive TVE in other States, with a view to the appropriate transfer and adaptation of technology; and (e) It consists, in the context of the Covenant's non-discrimination and equality provisions, of programmes which promote the TVE of women, girls, out-of-school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Sexual education 2010, para. 48
- Paragraph text
- In the case of Africa, several countries do not provide any kind of planned sexual education. According to some studies, families are uncomfortable talking about sexuality with their sons and daughters; yet young girls and boys do receive some information informally from friends or through the HIV prevention programme.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Families
- Girls
- Youth
- Year
- 2010
- Date modified
- Feb 14, 2020
Paragraph
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 35
- Paragraph text
- Despite this significant progress, there are still social and cultural barriers preventing girls' access to school in some countries, as resonantly evidenced by Malala Yousafzai, the young Pakistani schoolgirl who was the victim of an assassination attempt by Taliban gunmen in 2012 and has since been a vocal advocate for girls' right to education.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 115
- Paragraph text
- [The Working Group recommends that States:] Ensure all girls' de facto access to education, including mandatory, free primary education and access to secondary and tertiary education, free of discrimination;
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 59
- Paragraph text
- Women and girls of African descent - victims of compounded discrimination - suffer disproportionately from lack of access to education and high illiteracy levels, representing a significant barrier to their overall progress and empowerment.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
Violence against women as a barrier to the effective realization of all human rights 2014, para. 41
- Paragraph text
- Violence against women also works against the achievement of development goals such as education, the focus of Millennium Development Goal 3. The fact that 60 million girls worldwide are assaulted while travelling to and from school prevents many girls from completing their education. Many adolescent girls are also forced to withdraw from school owing to marriage and school-related violence, while sexual violence increases the dropout rates of girls and undermines educational achievement.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Violence
- Person(s) affected
- Adolescents
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph