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Activities of the Working Group 2014, para. 77
- Paragraph text
- The rights of children and young people of African descent need to be specifically protected with regard to their identity, culture and language, in particular by promoting culturally and linguistically sensitive education policies and programmes. Actions shall be adopted to combat the indirect discrimination faced by children in education systems by removing the negative stereotypes and imagery often used in teaching materials, ensuring the inclusion of the histories and cultures of people of African descent, including the transatlantic slave trade in curriculums, and ensuring the cultural or linguistic relevance of teaching for children of African descent. Formal education at the early childhood, primary, secondary, post-secondary and adult education levels must incorporate knowledge about the history of transatlantic enslavement and the role of people of African descent in global development, and the diversity and richness of civilizations and cultures that constitute the common heritage of humankind. A comprehensive curriculum reform shall also tackle all forms of stereotypes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 109
- Paragraph text
- Guided by a rights-based approach, education goals should be formulated as entitlements, with the corresponding responsibility of Governments to their citizens to deliver on the goals and targets. Thus, the education agenda should be devised along the lines of rights-holders and duty-bearers: rights-holders include children, youth and adults who are entitled to receive or equitably access available education programmes; duty-bearers include Governments, or partners that assist Governments in their obligation to provide the policies, programmes and institutions that implement the right to education. As primary duty-bearers for the realization of the right to education, Governments are first and foremost responsible for providing a national education system that lives up to their commitments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 115
- Paragraph text
- Quality has been neglected in the pursuit of education-related Millennium Development Goals and the Education for All agenda; the right to basic education of good quality for all remains unfulfilled. The post-2015 development agenda should engage States more resolutely in promoting and ensuring that the right to a quality education for all is given without discrimination or exclusion. Education of high quality is imperative for responding to the rising aspiration of youth and for creating a better future for them. While expanding access to education for all, Governments must take full care to ensure that minimum standards in education are maintained.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Public-private partnerships in education 2015, para. 130
- Paragraph text
- States, in particular developing countries, must develop innovative modalities for public-private partnerships, harnessed for skills development, to respond to the rising aspirations of young people, with institutionalized collaboration between institutions offering technical and vocational education and training and enterprises. They should also valorize the social esteem of technical and vocational education and training and lay down a legal framework that makes it imperative for industry and institutions offering technical and vocational education and training to collaborate to their mutual advantage.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 113
- Paragraph text
- In today's globalized economy, completion of primary education is just not enough. To ensure that education is relevant and useful, education goals in the post-2015 development agenda should have the objective of achieving by 2030 universal secondary-level education for all, with vocational and technical education and training as an integral part in order to respond to the rising aspirations of youth and to meet the critical challenges of an increasingly globalized economy.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Prevention of trafficking in persons 2010, para. 76
- Paragraph text
- Appropriate messages about the risks of trafficking and what people should do to avoid or minimize them should be institutionalized at all levels of education so as to reach young people before they fall prey to unscrupulous traffickers.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Youth
- Year
- 2010
- Paragraph type
- Conclusion / Recommendation
Paragraph
Embrace diversity and energize humanity 2017, para. 59i
- Paragraph text
- States should ensure that a variety of stakeholders adopt educational and capacity-building measures in regard to sexual orientation and gender identity to nurture empathy towards the diversity inherent to humanity, from a young age. They should also strengthen capacity-building of law enforcers and related personnel, including through integration of sexual orientation and gender identity into their training and educational curriculum, to enhance understanding for sexual and gender diversity.
- Body
- Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Youth
- Year
- 2017
- Paragraph type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 64
- Paragraph text
- In some countries, teachers are not sufficiently trained on equality and diversity issues, particularly those not of African descent working in schools with large populations of students of African descent. Many feel underprepared to teach of issues about African history and culture or to deal with the racism, racial discrimination, xenophobia and related intolerance faced by their pupils.
- 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
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 60c
- 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:] Youth of African descent enjoy, including, when appropriate, through the provision of special measures, access to quality education and appropriate professional orientation in order to have access to positions in the judiciary and administrative institutions at the highest levels;
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 82n
- Paragraph text
- [States should also:] Promote access to new technologies that would offer people of African descent, particularly women, children and young people, adequate resources for education, technological development and long-distance learning in local communities;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Women
- Youth
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 49
- Paragraph text
- The Working Group recognizes that the failure to provide appropriate education and training for youth of African descent often results in their aimlessness and unemployment and leaves them vulnerable to social and police profiling, consequently resulting in their overrepresentation in the criminal justice system.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68k
- Paragraph text
- [States should also:] Ensure curricula adequately reflect the diversity and plurality of societies. Education should be culturally relevant for children and young people of African descent, including in their own language where necessary;
- 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
- 2013
- Paragraph type
- Conclusion / Recommendation
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 type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 62
- Paragraph text
- High dropout rates among learners of school-going age are linked to the underachievement of children and youth of African descent, particularly boys.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 68n
- Paragraph text
- [States should also:] Promote access to new technologies that would offer people of African descent, particularly women, children and young people, adequate resources for education, technological development and long-distance learning in local communities;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Women
- Youth
- Year
- 2013
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 60
- Paragraph text
- Young people of African descent should benefit, including, when appropriate, through the provision of special measures, from access to quality education and appropriate professional orientation in order to have access to positions in the judiciary and administrative institutions at the highest levels.
- 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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 82k
- Paragraph text
- [States should also:] Ensure that curriculums adequately reflect the diversity and plurality of societies. Education should be culturally relevant for children and young people of African descent, including in their own language where necessary;
- 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
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 60f
- 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:] Appropriate education and training are provided for youth of African descent 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
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Activities of the Working Group 2014, para. 60t
- 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 rights of children and youth of African descent are specifically protected with regard to their identity, culture and language, particularly by promoting culturally and linguistically sensitive education policies and programmes. Measures should 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 in curricula of the histories and cultures of people of African descent, and the history of the transatlantic slave trade, 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 levels must incorporate knowledge about the history of transatlantic slavery, the role of people of African descent in global development, and the diversity and richness of civilizations and cultures which constitute the common heritage of humankind. Comprehensive curricula reform should 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
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Paragraph type
- Conclusion / Recommendation
Paragraph
Hate speech and incitement to hatred against minorities in the media 2015, para. 116
- Paragraph text
- Media literacy is essential to providing youth and adults with adequate tools and resources to develop critical thinking in order to question the accuracy, bias and impact of the information provided by the media. The Special Rapporteur recommends that States include key functions of media literacy in school curricula at all stages with special focus on the online environment.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2015
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Conclusion / Recommendation
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 65
- Paragraph text
- In several countries, young people of African descent are underrepresented in higher education. This is a consequence of the cumulative impact of discrimination at the lower levels of education and their being discouraged from entering the higher education system to avoid incurring financial debts.
- 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
- 2013
- Paragraph type
- Conclusion / Recommendation
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
- Paragraph type
- Other
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 9
- Paragraph text
- Technical and vocational education and training is seen "as a cornerstone for the transformation of education and training", which is indeed crucial, given increasing concerns about rising unemployment, particularly among educated youth. As acknowledged by the World Bank, "The dynamic forces of the knowledge economy, accompanied by changing markets, scientific and technological advances, and increasing globalization and internationalization, call for a new face of skills and competencies". In this context, enhanced attention must be paid to modernizing technical and vocational education and training curricula and to the quality of the education provided.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
- Paragraph type
- Other
Paragraph
Lifelong learning and the right to education 2016, para. 70
- Paragraph text
- The Special Rapporteur welcomes the perspective developed in looking at technical and vocational education and training through an overall lifelong learning framework. He considers that the provisions in the ILO Human Resources Development Convention, 1975 (No. 142) remain relevant at present. Article 4 of the Convention stipulates that "each Member shall gradually extend, adapt and harmonize its vocational training systems to meet the needs for vocational traini ng throughout life of both young persons and adults in all sectors of the economy and branches of economic activity and at all levels of skill and responsibility". The Convention enjoins on Member States the obligation to adopt and develop comprehensive and coordinated policies and programmes of vocational guidance and vocational training, which shall encourage and enable all persons "to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations, account being taken of the needs of society" (art. 1 (5)).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2016
- Paragraph type
- Other
Paragraph
The right of the child to freedom of expression 2014, para. 58
- Paragraph text
- In the Republic of Korea, high school students have promoted a major social mobilization against authoritarian practices within the education system. As a result of the public debate generated by the students, in January 2012, the Seoul Metropolitan Council adopted a students' rights ordinance ensuring, inter alia, the right of students to protest, a ban on corporal punishment, the elimination of mandatory participation in religious activities and the protection of lesbian, gay, bisexual and transgender students and pregnant students against discrimination. Action for Youth Rights of Korea, an association established by Korean students in the context of this mobilization, continues to promote student activism.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Activists
- LGBTQI+
- Youth
- Year
- 2014
- Paragraph type
- Other
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
- Paragraph type
- Other
Paragraph