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Women’s right and the right to food 2013, para. 25
- Paragraph text
- Insofar as conditionalities can improve the educational attainments of girls, they should be welcomed. CCT benefits are usually given to women, as the "caregivers" of households - in Brazil, 94 per cent of the recipients of the Bolsa Familia transfers are women. This is expected to strengthen their negotiating role within the family, although such an outcome is far from automatic. The Right to Food Guidelines recommend that States "give priority to channelling food assistance via women as a means of enhancing their decision-making role and ensuring that the food is used to meet the household's food requirements." (guideline 13.4). Beyond these aspects however, too little attention has been paid to the gender impacts of CCTs, when such programmes are put in place. [...]
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Food & Nutrition
- Gender
- Person(s) affected
- Families
- Girls
- Women
- Year
- 2013
Paragraph
Women’s right and the right to food 2013, para. 18
- Paragraph text
- School-feeding programmes can also make a significant contribution to improving access to education for girls, with impacts ranging from 19 to 38 per cent in increased female school attendance, according to certain cross-country studies. The provision of take-home rations to pupils can be particularly effective in this respect, especially where markets are unreliable or prices of essential food commodities highly volatile, or where the capacity of the schools to provide meals is limited. In Pakistan, the provision of take-home rations to girls attending school for at least 20 days a month made overall enrolment grow by 135 percent from 1998-99 to 2003-04. In Afghanistan, school enrolment has increased significantly since the overthrow of the Taliban in 2001, though - due to cultural norms, lack of sanitation facilities and the security situation - the enrolment of girls in schools as compared to boys remains very low (at 0.35 in 2008). WFP seeks to bridge this gap by distributing a monthly ration of 3.7 litres of vegetable oil to girls, conditional upon a minimum school attendance of 22 days per month. In Malawi, the introduction into the school-feeding programme of take-home rations of 12.5 kg of maize per month for girls and double orphans attending at least 80 per cent of school days led to a 37.7 per cent increase in girls' enrolment. In Lao People's Democratic Republic, where girls' enrolment can be very low, particularly in rural areas and within some ethnic groups, pupils receive a take-home family ration of canned fish, rice and iodized salt as an incentive for parents to send them to school. From 2002 to 2008, enrolment rates in primary schools benefiting from the programme increased from 60 percent to 88 percent for boys and from 53 percent to 84 percent for girls.
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Water & Sanitation
- Person(s) affected
- Boys
- Girls
- Year
- 2013
Paragraph
Women’s right and the right to food 2013, para. 17
- Paragraph text
- Another successful example is the female school stipend programme introduced by the Government of Punjab, Pakistan, in 2004, as part of the broader Punjab Education Sector Reform Programme (PESRP), inaugurated in 2003. In targeted districts defined by their low literacy rate, the female school stipend programme provides girls a stipend (an amount slightly higher than the average cost of schooling), conditional on class attendance. An early study of the impacts of this stipend found a modest but statistically significant impact on girls' attendance of schools.
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Girls
- Year
- 2013
Paragraph
Women’s right and the right to food 2013, para. 15
- Paragraph text
- Improving access to education for girls requires that the incentives structures for families be changed, and that social and cultural norms that lead parents to interrupt the schooling of girls earlier than that of boys be challenged. Many poor households are unable to send girls to school because of the costs, both direct and indirect (school fees or other costs related to attending school, such as uniforms and books), of doing so; because of opportunity costs (girls who go to school are not available to work within the household); because of the commute involved, when the family lives at a far distance from the nearest school, and associated security concerns. The absence of separate sanitation facilities for girls in schools can also be a major obstacle.
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2013
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
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
Paragraph
Violence against women as a barrier to the effective realization of all human rights 2014, para. 31
- Paragraph text
- The right to education is affected by violence, including family violence and abuse, sexual violence at school, early and forced marriage, human trafficking and harmful traditional practices - which all prevent women and girls from realizing their right to education. Sexual harassment at school has negative physical and emotional effects and also results in decreased productivity, absenteeism from school, difficulty concentrating, declining academic performance or dropping out from school, often after becoming pregnant. As recognized by the Human Rights Council in its resolution 24/23, child, early and forced marriage prevents individuals from living their lives free from all forms of violence and has adverse consequences on the enjoyment of human rights, such as the right to education (see also A/HRC/21/41, para. 74). Girls who enter into early marriage often leave school to assume the responsibilities of caring for their spouse and home and to raise a family. This, in turn, limits young women's economic opportunities and independence and places them at greater risk of domestic violence than married women who are older and more educated.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Violence
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2014
Paragraph
Unpaid care work and women's human rights 2013, para. 41
- Paragraph text
- States must take all appropriate measures to ensure that women can enjoy the same access to, quality of and opportunities in education and training as men. The prohibition against discrimination in relation to the right to education applies fully and immediately to all aspects of education; therefore States must ensure that girls and women can enjoy their right to all types and levels of education on an equal basis with boys and men. This may require the adoption of concrete measures to ensure that unpaid care work in the home does not interfere with their schooling, for example, providing accessible public services and adequate infrastructure to support the unpaid care work in households and communities and reduce its time burden. According to the Committee on Economic, Social and Cultural Rights, States' obligations in regard to the right to education encompass ensuring that communities and families are not dependent on child labour and that third parties, including parents and employers, do not stop girls from going to school.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Women
- Year
- 2013
Paragraph
Unpaid care work and women's human rights 2013, para. 40
- Paragraph text
- Owing to structural discrimination, girls are sometimes taken out of school to undertake unpaid care work, such as housework and care of younger children. Even more frequently girls' equal chances to achieve in education are hampered because they have less time for studying, networking or socializing at school as a result of these duties. This is likely to occur especially when mothers are disabled or deceased, as girls are expected to assume their unpaid care obligations. For women with children, lack of support, from within the household and from the State, may mean that they have to forsake skills development, training opportunities and further education in order to undertake childcare and domestic work. Therefore, women and girls are not able to enjoy their right to education, or its positive effects such as empowerment and economic opportunity, on an equal basis with men, with great social and economic losses to the society as a whole.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
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
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 23
- Paragraph text
- In 2011, the Forum on Minority Issues highlighted the need for dedicated attention to guaranteeing the rights of minority women and girls, who face unique challenges and multiple and intersecting forms of discrimination in such areas as access to education and may be vulnerable to violations, including sexual violence or trafficking. Specialist units, focal points or consultative bodies within ministries or governmental institutions on women's issues can be a means of ensuring that their issues are adequately and appropriately addressed within institutional mandates. This may require specialist or minority staff sensitive to minority issues, and gender and cultural or religious sensitivities relating to women and girls. Along the same lines, the Forum has recommended that national human rights institutions consider specific mechanisms in their secretariats for addressing issues relevant to minority women and girls.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2012
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 34
- Paragraph text
- There is also ample evidence that migrant, refugee and asylum-seeking students in many countries face a far higher risk of marginalization with regard to education systems and opportunities when compared with native students Movement across national borders is only one of the many causal factors and mechanisms (social, economic, cultural, physical and psychological) that impact upon migrants, refugees and asylum-seekers in the exercise of their right to education. Early marriage and pregnancy, cultural expectations requiring girls and women to attend to childcare and household duties, and insecurity when travelling to school are examples of others. An assumption of linear causality should therefore be avoided.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Girls
- Persons on the move
- Women
- Year
- 2010
Paragraph
The right of the child to freedom of expression 2014, para. 59
- Paragraph text
- A 13-year-old from the United Kingdom of Great Britain and Northern Ireland took a stand against his school's discriminatory dress code, which allows girls to wear skirts in the summer months but does not allow boys to wear shorts. Chris Whitehead took advantage of a loophole in the school's uniform policy, whereby boys are not forbidden from wearing a skirt. Around 30 fellow pupils joined the protest, prompting the school to review its uniform policy. Meanwhile, Chris Whitehead was nominated for a Liberty Human Rights Award.
- 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
- Boys
- Girls
- Year
- 2014
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
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
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 28
- Paragraph text
- The Convention of the Rights of the Child establishes, in article 28 (b), that States shall "encourage the development of different forms of secondary education, including general and vocational education". The Committee on the Rights of the Child has stressed the importance of providing vocational training at the end of compulsory education at the age of 12. It has also underlined the need to ensure the availability of vocational training opportunities for all children and adolescents on an equal basis for boys and girls, with priority given to children from vulnerable groups and children who dropped out of (primary or secondary) school. The Committee has put focus on those children who "left school without certificates, enabling them to acquire competencies and skills in order to enhance their work opportunities".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Year
- 2012
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
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
Paragraph
Stigma and the realization of the human rights to water and sanitation 2012, para. 69
- Paragraph text
- Some prejudices develop at an early age and can be inherited from parents and others and must therefore be addressed as early as possible. Schools have an obligation to educate children to act as agents of change, developing tolerant behaviour towards others, encouraging dialogue and interaction and promoting changes that will eventually permeate other spheres. Human rights education with a focus on non-discrimination should be part of every school curriculum. Education should be inclusive, accepting students with differences, so that these differences are perceived as "normal" and students develop respect for "otherness". The same holds true for comprehensive sexual education, including on menstruation, in order to provide accurate information and combat silence and stigma, targeting both girls and boys.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
Paragraph
Sexual exploitation of children in travel and tourism 2013, para. 70
- Paragraph text
- The Child Wise Tourism programme is Child Wise's longest running overseas programme operating across South-East Asia. The goal of the project is to support regional Governments, tourism authorities and police to take the lead in establishing policy and practices which prevent child sex tourism and other forms of child sexual exploitation. It also aims to ensure a protective environment for children in tourism destinations, which assists in preventing child sex tourism. Over the last 12 years, Child Wise has implemented the programme in Thailand, the Lao People's Democratic Republic, Cambodia, Viet Nam, Myanmar, Malaysia, Philippines, Singapore, Brunei Darussalam and Indonesia. It has fostered action through a country-specific approach that is grounded in unified regional goals enabling regional level comparison, cooperation and collaboration. Stakeholders have come together in regional education campaigns, forums, meetings and follow-ups to work to ensure the sustainability of programmes to prevent child sex tourism in the region. In October 2010, ECPAT Netherlands, Plan Nederland, the travel agents TUI Netherlands, the Dutch Association of Travel Agents and Tour Operators (ANVR), Fly Brazil, the travel agents Travel Counsellors, Plan Brazil, RESPOSTA and the World Childhood Foundation Brazil embarked on a three-year project offering vocational training to girls, motivating the tourism sector, reminding the Dutch and Brazilian authorities of their duties, raising awareness amongst travellers and providing training for travel professionals. IBCR, in collaboration with Fundación Paniomor and with the support of World Vision Canada, is beginning a new project in Costa Rica, which will aim to improve collaboration and the prosecution of these kinds of crimes against children. Moreover, the project will focus on working directly with children, families and communities of the most affected areas in Costa Rica, providing information, tools and the creation of a support network for the victims of this exploitation. Adolescents will receive information about the mechanisms of self-protection and income-generating alternatives to commercial sexual exploitation.
- 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
- Person(s) affected
- Children
- Girls
- Year
- 2013
Paragraph
Sexual education 2010, para. 77
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] The right to sexual education is particularly important to women's and girls' empowerment and to ensuring that they enjoy their human rights. It is therefore one of the best tools for dealing with the consequences of the system of patriarchal domination by changing social and cultural patterns of behaviour that affect men and women and tend to perpetuate discrimination and violence against women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2010
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
Paragraph
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
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
- Topic(s)
- Education
- Health
- Person(s) affected
- Adolescents
- Girls
- Women
- Youth
- Year
- 2010
Paragraph
Sexual education 2010, para. 18
- Paragraph text
- However much we try to avoid it, we are always sexually informed, by action or by omission, at school, in the family, through the media, etc. Thus deciding not to offer sexual education at teaching centres is opting for an omissive form of sexual education, that leaves girls, boys and adolescents on their own as regards the type of knowledge and messages, generally negative, that they receive on sexuality. When sexual education is not explicitly provided, in practice education follows the so-called hidden curriculum, with its potential load of prejudices and inaccuracies over which there can be no social or family criticism or control.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Boys
- Girls
- Year
- 2010
Paragraph
Sexual education 2010, para. 14
- Paragraph text
- Comprehensive sexual education is extremely important in view of the threat of HIV/AIDS and sexually transmitted diseases, especially for groups at risk and persons in particularly vulnerable situations, such as women and girls exposed to gender-based violence or persons in difficult financial circumstances. In paragraph 16 of its General Comment No. 3, the Committee on the Rights of the Child has emphasized that "effective HIV/AIDS prevention requires States to refrain from censoring, withholding or intentionally misrepresenting health-related information, including sexual education and information, and that […] States parties must ensure that children have the ability to acquire the knowledge and skills to protect themselves and others as they begin to express their sexuality".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2010
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
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 51
- Paragraph text
- States must ensure that all information and communication pertaining to sexual and reproductive health and rights are accessible to persons with disabilities, including through sign language, Braille, accessible electronic formats, alternative script, easy-to-read formats, and augmentative and alternative modes, means and formats of communication.64 For instance, call centres to report cases of gender-based violence must be accessible to deaf and hard-of-hearing girls and women through text messaging or other alternative methods. For example, Illinois Imagines has developed guides and other materials for rape crisis centres, disability service agencies and self-advocates that include guidance for prevention education programmes and picture guides about sexual assault exams and the rights of sexual violence survivors. The University of Tartu in Estonia has provided training for teachers on how to deliver comprehensive sexuality education in plain language so that children with intellectual disabilities can benefit equally from the lessons.
- 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
- Children
- Girls
- Persons with disabilities
- Women
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 44
- Paragraph text
- States need to provide comprehensive and non-discriminatory sexuality education to girls and young women with disabilities, both within and outside school (see A/65/162, paras. 62 and 87). It should include information about self-esteem and healthy relationships; sexual and reproductive health, contraception and sexually transmitted diseases; the prevention of sexual and other forms of exploitation, violence and abuse; stigma and prejudices against persons with disabilities; gender roles; and human rights. Indeed, sexuality education has been found to be effective in improving the sexual knowledge and skills of youth with disabilities, and in reducing sexual violence against them. States must ensure that their sexuality education programmes are inclusive of girls and young women with disabilities and their specific needs, and that they are made available in accessible and alternative communication formats. Peer-education programmes are effective ways to enhance knowledge and skills with regard to the sexual and reproductive health and rights of girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 38
- Paragraph text
- States can take a number of measures to improve sexual and reproductive health and rights of girls and young women with disabilities, including by reviewing their legal and policy frameworks; taking concrete measures in the areas of education and information, access to justice, accessibility, non-discrimination and participation; and by allocating specific budgets for their implementation.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph