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Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 72
- Paragraph text
- Recalling paragraph 99 of the Durban Declaration, in which States concerned are called upon "to honour the memory of the victims of past tragedies and affirm that, wherever and whenever these occurred, they must be condemned and their recurrence prevented", States should adopt measures to preserve, protect and restore the intangible patrimony and spiritual memory of sites and places of the slave trade and slave resistance, giving increased visibility to this history and culture through museums, monuments, visual arts and other means, such as the permanent memorial at the United Nations headquarters to honour the memory of the victims of slavery and the transatlantic slave trade.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 54
- Paragraph text
- The Working Group notes that, despite guarantees in international and national law, the prevalence of racism, racial discrimination, xenophobia and related intolerance affects people of African descent in a unique fashion, to the point that many people of African descent are still unable to obtain remedies for wrongful acts through their domestic institutions. Structural discrimination occurs at all stages and levels of the administration of justice, inter alia in legislation, law enforcement, courts and tribunals. One of the most important challenges that people of African descent face is discriminatory treatment by the very institutions that are supposed to administer justice.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 60k
- 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:] People of African descent enjoy all the guarantees of a fair trial and equality before the law, as enshrined in the relevant international human rights instruments, and specifically the rights to presumption of innocence, assistance of counsel and an interpreter, an independent and impartial tribunal and guarantees of fair punishment, and the enjoyment of all the rights to which prisoners are entitled under the relevant international norms;
- 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
- All
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 60l
- 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:] Acts of racial discrimination are prosecuted and punished and the victims receive full reparation. The obligation to prosecute and punish should cover all material and intellectual perpetrators of the violation. Cases of racial discrimination must receive effective, proportionate and dissuasive sanctions and remedies, both to reduce impunity and to ensure that victims can regain the dignity of which they were deprived;
- 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
- All
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Development and people of African descent 2015, para. 43
- Paragraph text
- The Working Group concludes that poverty is both a cause and a consequence of discrimination. Development should not be narrowly defined as economic development only, but must also include political, economic, social, cultural and environmental aspects, consistent with the Declaration on the Right to Development. The Working Group "recognizes that … historical injustices have undeniably contributed to the poverty, underdevelopment, marginalization, social exclusion, economic disparities, instability and insecurity that affect many people in different parts of the world, in particular in developing countries" and "recognizes the need to develop programmes for the social and economic development of these societies and the Diaspora, within the framework of a new partnership based on the spirit of solidarity and mutual respect" (Durban Programme of Action, para. 158), in areas such as debt relief, poverty eradication, market access and the promotion of foreign direct investment.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Environment
- Equality & Inclusion
- Governance & Rule of Law
- Poverty
- Person(s) affected
- All
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Interlinkages between recognition, justice and development 2016, para. 53
- Paragraph text
- The systemic discrimination and the construction of structural and institutional invisibility faced by people of African descent stem from the fact that their history and their contributions to the development of civilization are not properly documented, and are at times rewritten, falsified and not made known to all. The administration of justice is an important way of eliciting the truth. Furthermore, for the full development of people of African descent, there must be recognition, justice and development.
- 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
- All
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 35
- Paragraph text
- Some countries with a record of attacks against persons with albinism have identified as a major problem the ambiguity between witchcraft on the one hand and the practice of traditional, herbal or alternative medicine on the other. This is further complicated by the secrecy surrounding witchcraft and the resulting difficulty in identifying its real practitioners in all cases. These matters raise the question of whether and how these occupations ought to be defined and regulated as a means of preventing human rights violations allegedly and actually committed by their practitioners. There is also the issue of whether witchcraft beliefs should be given any form of legal character or recognition when it is largely a supernatural phenomenon. Often, these issues are further complicated by the fact that many legal instruments addressing witchcraft are outdated and disconnected from current social realities.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Health
- Person(s) affected
- All
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Vision for the mandate 2016, para. 60
- Paragraph text
- Furthermore, the Independent Expert will give particular importance to her mandate to conduct, facilitate and support the provision of advisory services, technical assistance, capacity-building and international cooperation in support of national efforts for the effective realization of the rights of persons with albinism and to prevent violence. She is therefore particularly committed to fostering capacity-building of national stakeholders, promoting exchanges on challenges and experiences and supporting efforts in translating international norms into national legislation, policies, programmes and practices that are effective and adapted to national circumstances.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Violence
- Person(s) affected
- All
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Activities of the Working Group 2014, para. 52
- Paragraph text
- The Working Group recognizes that it is possible to seek and achieve reparatory justice and compensation for victims of colonial injustices, as demonstrated by the Mau Mau case in Kenya.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 4
- Paragraph text
- The right to education is an internationally recognized right and the provision of adequate financial resources is essential to its realization. Article 26 of the Universal Declaration of Human Rights recognizes the right of everyone to education, which shall be free, at least in the elementary and fundamental stages. Since the adoption of the Universal Declaration of Human Rights, States have undertaken international legal obligations for the fulfilment of the right to education through various human rights instruments and assumed the responsibility of providing the resources required for its realization.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 9
- Paragraph text
- Commitments to finance education are also present in the International Labour Organization (ILO)/United Nations Educational, Scientific and Cultural Organization (UNESCO) Recommendation concerning the Status of Teachers (1966), which recognizes the need for high priority to be given in all countries to setting aside, within the national budget, an adequate proportion of national income for the development of education. In fact, the right to education is an integral part of the institutional mission of UNESCO, and Member States have the obligation of providing the necessary resources for its realization.
- 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
- All
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 10
- Paragraph text
- The concept of the progressive realization of economic, social and cultural rights, including the right to education, recognizes that their realization often extends over time. It also implies that measures to promote the fulfilment of a right must be adopted with a view to ensuring a sustainable expansion of its enjoyment across the country. When referring to the progressive realization of the right to education, the Committee on Economic, Social and Cultural Rights emphasized that States parties to the International Covenant on Economic, Social and Cultural Rights have a specific and continuing obligation "to move as expeditiously and effectively as possible" towards the full realization of that right. It also underlined: "there is a strong presumption of impermissibility of any retrogressive measures". In that sense, support to education must be driven by consideration of the need to ensure the gradual expansion of the education sector.
- 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
- All
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 11
- Paragraph text
- Various United Nations human rights treaty bodies have expressed concern regarding the possible impact of economic crises on the enjoyment of human rights. The Committee on Economic and Social Rights specified that "even in times of severe resources constraints, whether caused by a process of adjustment, of economic recession or by other factors, the vulnerable members of society can and indeed must be protected by the adoption of relatively low-cost targeted programmes". More recently, the Human Rights Council adopted a resolution in which it called upon States to note that the global economic and financial crises did not diminish the responsibility of national authorities in the realization of human rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 12
- Paragraph text
- States' obligations to satisfy, as a matter of priority, "minimum essential levels of each of the rights" recognized in the International Covenant on Economic, Social and Cultural Rights, also referred to as "minimum core obligations", have immediate effect. Core obligations relating to the right to education include the obligation to provide primary education free of charge for all in accordance with article 13.2 (a) and the obligation to adopt and implement a national educational strategy that includes the provision of secondary, higher and fundamental education. Article 14 of the Covenant further underlines the core obligation to adopt a plan of action aimed at securing the progressive implementation of the right to compulsory primary education, free of charge, within a reasonable time frame.
- 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
- All
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 14
- Paragraph text
- In its general comment on the nature of States parties' obligations, the Committee on Economic, Social and Cultural Rights underlined that even where the available resources are inadequate for the realization of economic and social rights, the obligation remains for a State party to strive to ensure the widest possible enjoyment of those rights under the prevailing circumstances, to monitor the extent of their realization, and to devise strategies and programmes for their promotion. Mentions of resources refer to financing, but not exclusively.
- 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
- All
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 15
- Paragraph text
- Under the International Covenant on Economic, Social and Cultural Rights, States have an obligation to take steps individually and through international assistance and cooperation, to the maximum extent of their available resources, with a view to achieving the progressive realization of rights. The specific obligations of the international community towards financing the right to education have been underlined by the Committee on Economic, Social and Cultural Rights. At the same time, States requiring international assistance must seek and manage aid in accordance with human rights norms and standards.
- 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
- All
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 49
- Paragraph text
- States cannot fulfil their international obligations concerning the realization of the right to education unless they provide the necessary resources for education and make them available on a consistent and predictable basis. For this purpose, national legal and policy frameworks ensuring investment in education play a crucial role. They are also essential in accelerating sustainable progress towards achieving the Millennium Development Goals and moving the Education for All agenda forward. Education is indeed the best investment a country can make and deserves the highest priority in resource allocation. As a global public good of paramount importance, education should receive strong commitments from global leaders for its funding.
- 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
- All
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 51
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] A national law whereby at least a minimum level of investment is indispensably assured for quality education is highly necessary. Following up on the recommendations made consistently by the High-level Group on Education for All, the establishment of an internationally accepted norm, whereby a certain minimum percentage of GNP (4-6 per cent) or of the national budget (15-20 per cent) is allocated to education may be valuable in providing the basis for developing a national legal and policy framework.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 65
- Paragraph text
- Judicial systems play an essential role in protecting and enforcing the right to education as an entitlement. The enforcement of legal mechanisms guaranteeing equality of opportunity in education is crucial in safeguarding such entitlement. In the case of violation of the right to education and denial of equality of opportunity, everyone must be able to have recourse before courts or administrative tribunals on the basis of international legal obligations as well as to existing constitutional provisions on the right to education. Decisions by courts across regions demonstrate how courts have upheld the right to education and equality of opportunities in education. Case law from several countries shows that individuals can claim their entitlement to equality of opportunity in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 29
- Paragraph text
- Other international instruments offer a more detailed framework for the provision of technical and vocational education and training and the responsibility of States in this context. As already mentioned, a normative framework for technical and vocational education and training is laid down by the UNESCO Convention on Technical and Vocational Education. Technical and vocational education and training is also recognized as a right in a number of instruments adopted by the International Labour Organization. The most relevant in this regard is Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004). Through various ILO instruments, the realization of the right to education for all is directly linked with employment and decent work, and social development.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 35
- Paragraph text
- While recognizing the diversity of education systems and the need to promote the participation of multiple stakeholders in technical and vocational education and training, international instruments foresee the need to further develop normative frameworks to guide action in this regard. The UNESCO Convention on Technical and Vocational Education, in its preamble, deems it desirable "to develop common guidelines in technical and vocational education" considering that, in many countries, similar objectives are pursued and similar problems arise. Similarly, ILO Recommendation No. 195, in paragraph 5 (a), encourages States to "define, with the involvement of the social partners, a national strategy for education and training, as well as establish a guiding framework for training policies at national, regional, local, and sectoral and enterprise levels". These guiding frameworks, with national laws and policies as a bulwark, can enrich national normative frameworks.
- 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
- All
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 81
- Paragraph text
- In this context, industry and the private sector are emerging as an important stakeholder in the provision of technical and vocational education and training. It is, however, clear that, from a right to education perspective, key responsibility devolves upon States. They remain not only providers of such education and training but also have a promotional as well as protective and facilitating role. Their responsibility is crucial for devising a comprehensive and high-quality technical and vocational education and training system that is respectful of human rights, in particular, the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 93
- Paragraph text
- States should ensure that adequate and sustained financial support is available to technical and vocational education and training, recognizing the importance of national investment in this sector. In order to maximize resources available for technical and vocational education and training from diversified sources, States should devise mechanisms with necessary incentives for investments by industry, enterprises, and regional and local bodies. Resources for technical and vocational education and training should also be utilized optimally.
- 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
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 97
- Paragraph text
- States should put in place monitoring and evaluation mechanisms for assessing the performance and quality of technical and vocational education and training, provided both by public and private entities. As recommended in the Shanghai Consensus, UNESCO, in consultation with Member States and other concerned organizations, should "explore the possibility of setting up an international task force to develop international guidelines on quality assurance for the recognition of qualifications, based on learning outcomes, and identify a set of world reference levels, to facilitate the international comparison and recognition of technical and vocational education and training qualifications".
- 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
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 99
- Paragraph text
- International cooperation, well established by human rights law and often reiterated in international political commitments for technical and vocational education and training, is particularly important for support to countries with feeble capacities in such education and training. International bodies such as UNESCO, ILO, UNICEF and the World Bank should be encouraged to continue their work in providing policy advice and support services. Along with development partners, they should provide technical assistance to governments in their efforts to develop technical and vocational education and training systems.
- 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
- All
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 29
- Paragraph text
- The international legal framework concerning the right to quality education is complemented by international political commitments. The World Declaration on Education for All (Jomtien, Thailand, 1990) and the follow-up Dakar Framework for Action, adopted at the World Education Forum in Dakar, in April 2000, both recognize quality of education as a crucial component in the global movement to achieve Education for All. The Dakar Framework explicitly affirms that quality is at the heart of education. Goal 2 of the Framework commits States to provide primary education of good quality, while Goal 6 states that all aspects of education quality should be improved “so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” The Committee on Economic, Social and Cultural Rights has underlined the legal implications of the Framework for Action and its linkage with articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights regarding the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 86
- Paragraph text
- Exploding demands for education have led to an exponential growth in the number of private schools, which need to be regulated. Quality norms and standards should be uniformly applicable to all schools – public and private alike – throughout a country. A comprehensive and sound regulatory framework for controlling private schools and ensuring their conformity with norms and standards is required. Effective sanctions in case of abusive practices by private schools are necessary. As the International Commission on Education for the Twenty-first Century stated, policy-makers must “face up squarely to their responsibilities” and not leave it to market forces or some kind of self-regulation to put things right when they go wrong. In this respect, it is pertinent to bear in mind that as regards parental choice in education in schools other than those established by the public authorities, this must “conform to such minimum educational standards as may be laid down or approved by the State.”
- 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
- All
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 88i
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Support research and reflection on quality in education: • Further research and reflections on the requirements for quality in education should be promoted by universities and education research centres. Civil society organizations should also contribute to this process by monitoring the situation of education and promoting initiatives that foster quality in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 99
- Paragraph text
- Education should be central to the notion and concepts of global public goods and intellectual commons which are increasingly being discussed in international forums. Education benefits both the individual and the society, and it should be safeguarded by avoiding its mercantilization, geared towards commercial gains only. Providing public services that contribute to a healthy, educated labour force helps build national stability and strengthens the legitimacy of government. Education should be preserved as a public good so that it does not become devoid of social interest.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 39
- Paragraph text
- A rights-based approach recognizes that all human rights are universal and indivisible, and provide for equality, participation, transparency and accountability. The education goals and targets should apply to all nations. National targets should be developed in full consultation with citizens and civil society. Each goal must ensure that education is available to all, and when limited by the lack of resources it is made progressively available without discrimination. Education goals, implementation efforts and financing by Governments must be transparent. Finally, through national legislation, the right to education shall be given to all people, who shall have national recourse to ensure those commitments are honoured.
- 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
- All
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph