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Activities of the Working Group 2014, para. 67
- Paragraph text
- Judicial remedies in cases of racial discrimination should be easily accessible, prompt, impartial, affordable and geographically accessible. Law enforcement and judicial services shall have an adequate and accessible presence in the neighbourhoods, regions, collective facilities, camps or centres where groups of people of African descent reside, so that their complaints can be expeditiously received. Accessible and youth-friendly reporting systems and services must be in place.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 76
- Paragraph text
- A greater knowledge of and respect for the heritage and culture of people of African descent should be adopted, in particular for children and young people, through intercultural education and dialogue, awareness-raising and activities designed to protect and promote African and African-descent culture in its various manifestations. Specific plans must be in place for the ethnic recognition and visibility of people of African descent. Measures shall be adopted to preserve, protect and restore traditional knowledge and the intangible patrimony and spiritual memory of sites and places of the slave trade and slave resistance.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 77
- Paragraph text
- The rights of children and young people of African descent need to be specifically protected with regard to their identity, culture and language, in particular by promoting culturally and linguistically sensitive education policies and programmes. Actions shall be adopted to combat the indirect discrimination faced by children in education systems by removing the negative stereotypes and imagery often used in teaching materials, ensuring the inclusion of the histories and cultures of people of African descent, including the transatlantic slave trade in curriculums, and ensuring the cultural or linguistic relevance of teaching for children of African descent. Formal education at the early childhood, primary, secondary, post-secondary and adult education levels must incorporate knowledge about the history of transatlantic enslavement and the role of people of African descent in global development, and the diversity and richness of civilizations and cultures that constitute the common heritage of humankind. A comprehensive curriculum reform shall also tackle all forms of stereotypes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 47
- Paragraph text
- The Working Group recognizes the right to education as a tool for achieving social justice for youth of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 57
- Paragraph text
- The Working Group stresses the need to address the persistence of racial discrimination among judicial and law enforcement officials, which affects the application of the law and the functioning of the criminal justice system and contributes to an unfair overrepresentation of people of African descent among persons in detention. The Working Group notes that people of African descent are often subjected to longer sentences than other individuals who have committed the same offence. The practice of racially profiling youth of African descent leaves them disproportionately policed, prosecuted, convicted and imprisoned compared to the rest of the population.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 58
- Paragraph text
- The Working Group is concerned about the torture, ill-treatment and harassment suffered by people of African descent at the hands of law enforcement officials. When the rights of people of African descent are violated, recourse to institutions of justice is often a distant possibility. Inadequate complaint mechanisms prevent young people of African descent from responding to misuse of power and discriminatory practices by the law enforcement and judicial authorities. The consequences of racial targeting are far-reaching and have both individual and collective effects.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 60j
- Paragraph text
- [In order to provide equal access to justice for people of African descent and as a part of the duty of States to protect human rights, the Working Group calls upon States to guarantee that:] Judicial remedies in cases of racial discrimination are easily accessible, prompt, impartial, affordable and geographically accessible. Law enforcement and judicial services should have an adequate and accessible presence in the neighbourhoods, regions, collective facilities, camps or centres where groups of people of African descent reside, so that their complaints can be expeditiously received. Accessible and youth-friendly reporting systems and services must be in place;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 60p
- Paragraph text
- [In order to provide equal access to justice for people of African descent and as a part of the duty of States to protect human rights, the Working Group calls upon States to guarantee that:] The criminalization of race is addressed, taking measures to eliminate the overrepresentation of young people of African descent who are subject to the criminal justice system, as well as double standards in sentencing. The racial aspects of violence and imprisonment should be recognized;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 60s
- Paragraph text
- [In order to provide equal access to justice for people of African descent and as a part of the duty of States to protect human rights, the Working Group calls upon States to guarantee that:] A greater knowledge of and respect for the heritage and culture of people of African descent are adopted, particularly for children and youth, through intercultural education and dialogue, awareness-raising and activities designed to protect and promote African culture and African-descent culture in its various manifestations. Specific plans must be in place for the ethnic recognition and visibility of people of African descent. Measures should be adopted to preserve, protect and restore traditional knowledge, and the intangible patrimony and spiritual memory of sites and places of the slave trade and slave resistance;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Development and people of African descent 2015, para. 66
- Paragraph text
- States should take all the measures necessary to give effect to the right of people of African descent, particularly children and young people, to free primary education and access to all levels and forms of quality public education without discrimination. Measures should be taken to increase the number of teachers of African descent working in educational institutions. The Working Group also urges States to take steps aimed at removing negative stereotypes and imagery in teaching materials, by promoting more inclusive education systems, and to take measures to reduce the school dropout rate for children of African descent, with greater support and attention to families and ensuring that curricula are accessible, culturally relevant, providing education in their own language and promoting their cultural heritage, where necessary. States must implement their human rights obligations regarding the content of education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 17
- Paragraph text
- There is also the myth that intercourse with female persons with albinism can cure infertility, sexually transmitted infections and, in particular, HIV/AIDS. This has led to the rape and forced prostitution of women and girls with albinism, some of whom end up contracting various infections. Cases have been reported of young girls with albinism being prostituted by their family to customers who thereby expect to be cured of HIV/AIDS. It is believed that cases of this sort are underreported owing to various factors, including a pre-existing context of myth-led discrimination against persons with albinism, the stigma of reporting rape and the likelihood of further abuse. Such lack of reporting is bound to aggravate the already oppressed and disenfranchised situation of women and girls with albinism.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Harmful Practices
- Health
- Violence
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Witchcraft and the human rights of persons with albinism 2017, para. 88
- Paragraph text
- The project illustrated the value of such campaigns and associated post-project evaluation not only for the dissemination of information and changing of attitudes and behaviour but also to gather data, as they revealed instructive patterns in the targeted communities. For example, the belief that body parts of a person with albinism have magical powers was found among respondents adhering to various religious groups: Christians, Muslims and traditional believers. In the context of the survey, the latter group had the highest number of believers in that myth. This type of information is helpful for understanding the character of the problem and grounding solutions such as working with all religious leaders. It also identifies areas where increased public education efforts or more targeted projects might be warranted. The evaluation found that youth and women were more likely to have misconceived notions about albinism than men. This suggests that the project did not reach women and youth to the same extent as it did men and that it is necessary to plan and implement further interventions that target these groups in particular.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The right of persons with disabilities to social protection 2015, para. 27
- Paragraph text
- Discrimination and stigma, unequal opportunities, and physical and attitudinal barriers are also causes for the social exclusion and poverty of persons with disabilities. Lack of education, in particular, has a significant impact on poverty in adulthood of persons with disabilities. As research shows, persons with disabilities with higher educational attainments have considerably higher employment and income rates. Nonetheless, children and youth with disabilities are less likely to attend school or to be promoted in school, which affects their opportunities for future employment. Furthermore, measures such as the arrest of homeless persons have a disproportionate impact on persons with psychosocial disabilities and may criminalize persons in need of support.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Persons with disabilities
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The right of persons with disabilities to social protection 2015, para. 48
- Paragraph text
- Although persons with disabilities can be covered by contributory sche mes (e.g., social insurance programmes), they have considerably fewer opportunities to contribute to such schemes than persons without disabilities, mainly owing to their higher unemployment rates, economic inactivity and informal employment. Contributory schemes normally do not cover children and young adults with disabilities if they have been unable to contribute to a social insurance scheme or are not covered through their parents. Despite these limitations, contributory schemes play an important role in providing social protection to persons with disabilities and often provide higher benefits than non-contributory programmes. Making provision for government-financed contributions for certain categories of persons who are unable to contribute directly, or who have limited contributory capacity, can strengthen the universal protection of contributory programmes.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 61
- Paragraph text
- States should prioritize prevention and the institutionalization of care in order to ensure that institutionalization of young people is a last resort.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 63
- Paragraph text
- Appropriate education and training for young people of African descent should be provided in order to prevent unemployment, social stigmatization, police profiling, and brutality.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Eliminating discrimination against women in political and public life with a focus on political transition 2013, para. 97b
- Paragraph text
- [The Working Group recommends that States:] Create the enabling conditions for public recognition and acceptance for women in positions of leadership and decision-making through public campaigns and educational programmes which are responsive to multicultural settings, including by: (i) Giving recognition to the diversity of women's engagements in political and public life; (ii) Providing a positive image of diverse women, including minority women, indigenous women, women with disabilities, and other historically marginalized women, in leadership and decision-making positions; (iii) Providing youth and children with a wide range of relevant role models and career paths for women, including through mentoring programmes for young women's participation in political and public life;
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Ethnic minorities
- Persons with disabilities
- Women
- Youth
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 66
- Paragraph text
- Procurement policies that target women can be a tool to advance women's businesses. In developing countries, governments are the largest buyer of goods and services, accounting for 15-20 per cent of gross domestic product, and yet spend only 1 per cent on sourcing from women-owned businesses. Some countries have begun to tackle the issue. One country from the Western European and other States Group set a mandatory goal of 5 per cent of federal contract spending on women-owned small businesses. An African country put in place Public Procurement and Disposal (Preference and Reservations) Regulations to ensure access to government contracts by enterprises owned by women, youth and persons with disabilities.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 97
- Paragraph text
- A growing number of States worldwide have confirmed their commitment to comprehensive sexuality education as an essential priority for achieving national development, health and education goals. In its resolution 70/137, the General Assembly called upon all States to develop and implement educational programmes and teaching materials, as well as teacher education and training programmes for both formal and non-formal education, including comprehensive evidence-based education on human sexuality, based on full and accurate information, for all adolescents and youth; to modify the social and cultural patterns of conduct of men and women of all ages; to eliminate prejudices; and to promote and build decision-making, communication and risk reduction skills for the development of respectful relationships based on gender equality and human rights.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Adolescents
- Men
- Women
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 17
- Paragraph text
- In order to be comprehensive, sexual education must provide the tools needed for decision-making in relation to a sexuality corresponding to the lifestyle which each human being chooses in the context of his or her situation. For this reason, the sexual education given to children and young people is crucial. In fact, decision makers involved in formal education should consider sexual education as an essential way of enhancing education in general and promoting quality of life. It has been said that education for sexuality is "an essential part of a good curriculum".2
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
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
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 39
- Paragraph text
- The European Committee of Social Rights set important standards on the right to sexual education in a landmark decision. The Committee decided that States parties to the European Social Charter were required to provide sexual education to young people on a scientific and non-discriminatory basis without censoring, withholding or intentionally misrepresenting information, for example as regards contraception. The Committee recommended that such education should be provided throughout the entire period of schooling and stated that education in sexual and reproductive health should be designed to develop the capacity of children and young people to understand their sexuality in its biological and cultural dimensions, which would enable them to take responsible decisions with regard to sexual and reproductive health behaviour. In its decision, the Committee expressed the view that States were required to ensure that sexual education programmes did not reinforce stereotypes or perpetuate prejudices regarding sexual orientation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 41
- Paragraph text
- Article 23 of the Ibero-American Convention on the Rights of Young People establishes the right to sexual education: 1) The States Parties recognize that the right to education also includes the right to sexual education as a source of personal development, effectiveness and communicative expression, as well as information on reproduction and its consequences; 2) Sexual education shall be provided at all levels of education and shall promote responsible conduct in the exercise of sexuality, aimed at its full acceptance and identity and at the prevention of sexually transmitted diseases, HIV/AIDS, unwanted pregnancies and sexual abuse or violence; 3) The States Parties recognize the important function and responsibility of the family in the sexual education of young people; 4) The States Parties shall adopt and implement sexual education policies, establishing plans and programmes ensuring information and the full and responsible exercise of this right.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 46
- Paragraph text
- According to a study by the International Congress on AIDS in Asia and the Pacific (ICAAP), in East Asia most countries had sexual education policies, and many had had them since the early 1990s. Of the cases studied, the policies most widely implemented were those of Papua New Guinea, Mongolia, the Philippines and Thailand. In addition, since 2009, progress has been made in the implementation of public policies and national laws in several countries. However, although some form of sexual education is provided in the region, most young people do not receive comprehensive sexual education.48
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 57
- Paragraph text
- According to a study carried out by the Guttmacher Institute, about half of 15 19-year-olds in Burkina Faso, Ghana, Malawi and Uganda have received some form of sexual education at school. In Malawi, 66 per cent of females and 56 per cent of males aged 15-19 who have attended school report that they have not received any kind of sexual education. In Burkina Faso the challenge is greater, since more than half of 15-19-year-olds have never attended school.56 Also, in the final years of primary education (age 12-14), young people are reaching a sexually active age and therefore need to have specific knowledge on preventing unwanted pregnancy and HIV infection. This suggests that sexual education should start before the end of primary education if it is to have some degree of effectiveness and a chance of changing behaviour.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 69
- Paragraph text
- In addition, abstinence-only programmes marginalize millions of young people who are already having sexual relationships and, like programmes promoting abstinence until marriage, do not foster informed and responsible decision-making. In the Special Rapporteur's view, this type of programme normalizes, stereotypes and promotes images that are discriminatory because they are based on heteronormativity; by denying the existence of the lesbian, gay, transsexual, transgender and bisexual population, they expose these groups to risky and discriminatory practices.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- LGBTQI+
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 71
- Paragraph text
- One of the fundamental challenges to achieving change in people's behaviour and attitudes through education is the need to involve families and communities, avoiding the false dichotomy between the family and the State as guarantor of the right to comprehensive sexual education. Studies indicate that in some countries, one third of young women and one fifth of young men aged 15 to 19 say that they have never discussed sexuality-related issues with their parents.56 Thus, both real life and international law provide ample reason to oppose movements that seek to relieve States of their obligation to provide sexual education in the name of alleged and often non-existent family education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Families
- Men
- Women
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 62
- Paragraph text
- Increased and more coordinated attention to education among the stakeholders providing humanitarian assistance remains a key concern. The recent partnership between The Sphere Project and the Inter-Agency Network for Education in Emergencies (INEE) in preparing the companionship agreement guiding the integration of quality education in humanitarian response represents an important step in the promotion of more coherent and dedicated attention to education within the humanitarian community. Traditionally excluded from humanitarian priorities, the restoration of access to education continues to be cited as a priority by families and young people affected by emergencies. Responding to the needs identified by communities affected is an essential component of humanitarian responses, and central to the implementation of the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Families
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 92
- Paragraph text
- The Global Education Cluster developed a Joint Education Needs Assessment Toolkit in 2010, as well as a Short Guide for Rapid Needs Assessments to provide guidance on data collection in emergency situations. The need for further improving monitoring capacities through the definition of a core set of indicators, including estimated numbers of children and youth to be reached, age and gender profiles, patterns of displacement, education materials, teacher and infrastructure requirements needed to guide the estimation of financing requirements has been underlined.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 20
- Paragraph text
- In the Asia-Pacific region, with almost two thirds (65 per cent) of the world's population of illiterate adults and with 40 per cent of those who remain out of school, daunting challenges remain in terms of quality of the education and skills, especially occupational skills, required for growth in today's society. At a UNESCO regional meeting on Education for All and the post-2015 global education development agenda organized in May 2012 in Bangkok, experts underlined the key importance of a human rights-based approach for equipping young people with the skills necessary in a changing world.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph