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Embrace diversity and energize humanity 2017, para. 50
- Paragraph text
- Full enjoyment of human rights by such persons is a longitudinal challenge, starting in the home and extending to the educational system, the work place and life beyond. Discrimination is also intersectional. Many countries are, however, still hampered by the lack of or insufficiency of anti-discrimination measures, which is linked with the environment leading to violence and discrimination. There is thus a need for effective anti-discrimination measures covering both the public and private spheres, and of a comprehensive kind: not only formal but substantive, not only de jure but also de facto, in addition to the building of a community open to understanding and respecting 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
- All
- Year
- 2017
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 20
- Paragraph text
- Similarly, myths that persons with albinism are destined to experience poor fortune and cannot do well in life are also a reflection of the discrimination they face on a daily basis. Unfortunately, too often, given the myth-driven historical context of discrimination, there is a disproportionately small number of persons with albinism able to disprove this myth with the example of their lives. Other beliefs, that persons with albinism are unable to learn or are mentally challenged, illustrate the particular discrimination they face regarding access to education, including persistent bullying and the absence of reasonable accommodation for the vision impairment that is often part of albinism.
- 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
- All
- Year
- 2016
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. 40
- Paragraph text
- People in debt bondage tend to have experienced a low level of access to education, which frequently results in illiteracy and innumeracy. This leads to a lack of alternative employment options and makes them vulnerable to exploitation from their employers. Illiteracy and innumeracy allow employers or recruiters to manipulate loans, interest rates and wages. Poor remuneration in previous employment is considered to be a major cause of debt bondage, as workers are forced to take loans or advances to cover basic subsistence needs.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Poverty
- Person(s) affected
- All
- Year
- 2016
Paragraph
Challenges and lessons in combating contemporary forms of slavery 2013, para. 86
- Paragraph text
- Governments should promote and ensure access to basic rights such as education, work and health for all living within their country.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2013
Paragraph
The World Bank and human rights 2015, para. 66
- Paragraph text
- That can be applied to the plight of those living in extreme poverty, who continue in most societies to be marginalized, stigmatized and the objects of condescension and charity. Recognition of their human rights does not guarantee them food, education, or health care, but it does acknowledge their dignity and agency, empower them and their advocates and provide a starting point for a meaningful debate over the allocation of societal resources in contexts in which their interests have been systematically ignored. It is indeed a technocratic illusion to assume that those dimensions can be ignored as long as bureaucratically directed projects and policies are well designed by the staff of the Bank. Similarly, it makes a huge difference if education reforms are premised on the right to education of the beneficiaries, as opposed to the good intentions or largesse of the World Bank.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- All
- Year
- 2015
Paragraph
Marginality of economic and social rights 2016, para. 25
- Paragraph text
- In the light of what appears to be the relatively common State practice of not giving explicit legislative recognition to individual economic and social rights, the most important question is whether legislation, or an equivalent form of legal instrument, can be dispensed with altogether by a State that claims to be fulfilling its obligations through other means. In practice, the argument will usually be that legislation has been adopted in relation to the issue or sector in question, and it is unnecessary for any reference to be made in that legislation to the relevant human right. In other words, to take the example of the right to food, the argument would be that it is sufficient that there is legislation in place that addresses food safety or food security, even though it reflects no explicit rights dimension. Or, in the case of the right to education, laws dealing with the establishment of educational institutions are considered sufficient, even if there is no acknowledgement that education is a human right.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Food & Nutrition
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
The implementation of the right to social protection through the adoption of social protection floors 2014, para. 46
- Paragraph text
- Human rights proponents seeking to defend the draft might argue that issues such as non-discrimination and equality are reflected in it and that specific goals such as making "free, equitable and quality" education available to all and achieving "universal and equitable access to safe and affordable drinking water for all" can act as surrogates for the recognition of the respective rights. As argued above, however, recognition of rights empowers all individuals, imposes real obligations on Governments and brings with it an agreed framework for implementation.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Taxation and human rightss 2014, para. 43
- Paragraph text
- The quality, accessibility and availability of goods and services needed for the realization of human rights, such as the rights to an adequate standard of living, health, education and social security, will hinge on the resources that the State is able to collect. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), strengthening tax systems is vital to guarantee the right to education. Many of the countries furthest from achieving the widespread enjoyment of the right to education do not, however, tap their tax bases sufficiently.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 28
- Paragraph text
- However, the independent expert stresses the need to be cautious in evaluating progress towards the achievement of Millennium Development Goal 2 (achieve universal primary education) through targets based solely on enrolment numbers. Whether the detected positive effects on school enrolment translate into substantive gains in education is a question still open for debate. While school enrolment and attendance are necessary, the establishment of additional policies to ensure the availability and adequacy of schools, the high quality of education and the transition from school to the labour market is also essential.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2010
Paragraph
The right to participation of people living in poverty 2013, para. 78
- Paragraph text
- Rather than just using meetings to extract information, facilitators and organizers should seek to actively build the capacity of the participants and foster their better enjoyment of rights such as education and freedom of expression. The opportunity to provide workshops or courses relevant to the needs of the participants, for example literacy or leadership training, should be taken. It may be helpful to involve local organizations in building local organizing capacity. Facilitators can also help participants forge useful links - both horizontal links with other communities or community-based groups, and vertical links with decision-makers and relevant officials, for example in the local government.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2013
Paragraph
Access to justice for people living in poverty 2012, para. 26
- Paragraph text
- States not only have an obligation to ensure the enjoyment of the right to education, including human rights education (International Covenant on Economic, Social and Cultural Rights, art. 13) but also an obligation to ensure access to information without discrimination (International Covenant on Civil and Political Rights, arts. 2 and 19), which implies an obligation to proactively put information of public interest in the public domain and to ensure easy, prompt, effective and practical access to such information for all persons. In the context of access to justice, this requires, for example, that States proactively inform the public about new or changing laws, and make legal materials, such as laws, judgements, trial transcripts and adjudication procedures, available and reasonably accessible.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
Paragraph
The right to participation of people living in poverty 2013, para. 86f (ii)
- Paragraph text
- [In order to comply with their human rights obligations regarding the right to participation, the Special Rapporteur recommends States undertake the following actions:] Empowerment: Take all appropriate steps to enhance the capacity of people living in poverty to participate in public life, including by: a. Improving the accessibility and quality of education services provided to the poorest sectors of the population. b. Ensuring educational programmes transmit the necessary knowledge, including human rights education, to enable everyone to participate fully and on an equal footing at the local and national levels. c. Launching public education campaigns on issues that affect people living in poverty, such as the environment, human rights, development and budgeting processes.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Poverty
- Person(s) affected
- All
- N.A.
- Year
- 2013
Paragraph
Marginality of economic and social rights 2016, para. 37
- Paragraph text
- In considering which institutions are most likely to be best placed to promote knowledge and understanding of economic and social rights at the domestic level, two types of actors seem most relevant. The first being the government agencies that are responsible for making and implementing policy in the relevant sectors. Thus, government ministries dealing with education, social protection, health, nutrition and so on might be expected to take the lead in promoting a rights-based understanding. This is not to argue, as is sometimes suggested in the literature on rights-based approaches to development, that everything these ministries do should be guided by and seen through the lens of human rights. Nonetheless, one might expect the ministry of education, for example, to acknowledge that there is a right to education and to spell out what that means in specific policy terms. While it is well beyond the scope of this report to explore how common such an approach is among sectoral ministries in most countries, it can be said by way of generalization that the phenomenon is not common. There are some indications that the health sector might be moving more in that direction under the impetus of the movement for universal health coverage. Similarly, social security is increasingly seen in terms of the right to social security as a result of the Social Protection Floor Initiative.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
Taxation and human rightss 2014, para. 42
- Paragraph text
- The most straightforward way in which government revenues can facilitate compliance with human rights obligations is by providing resources for public goods, such as education and health services - goods that are critical to realizing human rights and that ultimately benefit the whole of society.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2014
Paragraph
Access to justice for people living in poverty 2012, para. 96
- Paragraph text
- [States should:] Provide training and education programmes for judicial officers, judges, lawyers, prosecutors and the police focusing on the rights and particular needs of the poor
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Poverty
- Person(s) affected
- All
- Year
- 2012
Paragraph
Preventing and addressing violence and atrocities against minorities 2014, para. 24
- Paragraph text
- Article 20 of the International Covenant on Civil and Political Rights (see General Assembly resolution 2200 A (XXI), annex) states that any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law. The Rabat Plan of Action on the prohibition of advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence represents an important step taken by the international community to assist States in implementing their obligations, and provides guidance on balancing freedom of expression, which is protected under article 19 of the Covenant, with article 20. As recommended in the Plan of Action, States should ensure intercultural dialogue and mechanisms and dialogues to foster intercultural and interreligious understanding and learning. States should also promote human rights education and sensitize law enforcement and security forces.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2014
Paragraph
Minorities in the criminal justice system 2015, para. 86
- Paragraph text
- Appropriate educational programmes for law enforcement, justice system and prison staff should include material on respect for human rights, tolerance and friendship among racial, ethnic or religious groups, as well as sensitization to intercultural relations and the elimination of discriminatory behaviour (including informal profiling).
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2015
Paragraph
Stigma and the realization of the human rights to water and sanitation 2012, para. 54
- Paragraph text
- States are also obliged to protect individuals from acts or omissions of third parties. In that regard, the Human Rights Committee explained that "it is the duty of the State party to afford everyone protection through legislative and other measures as may be necessary against the acts prohibited by article 7 [of the International Covenant on Civil and Political Rights], whether inflicted by people acting in their official capacity, outside their official capacity or in a private capacity". This scope of the prohibition of inhuman or degrading treatment has significant implications for the measures States need to take. They need to address stigma that could result in situations amounting to degrading treatment due to the lack of access to adequate sanitation facilities, for example, in private schools or care institutions, or due to the deliberate denial of access to water or sanitation in that sphere. It is not sufficient for States to simply prohibit such treatment and criminalize it; they need comprehensive and positive measures to prevent and address it.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Water & Sanitation
- Person(s) affected
- All
- Year
- 2012
Paragraph
Service regulation and human rights to water and sanitation 2017, para. 89j
- Paragraph text
- [In line with the above, the Special Rapporteur recommends that States:] Include, in regulatory frameworks, specific requirements ensuring adequate provision of services to, inter alia, schools, health facilities, prisons, transport hubs and public spaces in general;
- 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
- All
- Year
- 2017
Paragraph
Sustainability and non-retrogression in the realisation of the rights to water and sanitation 2013, para. 70
- Paragraph text
- Transparency cannot be achieved by simply making budgets publicly available, but not making the data accessible. In order for members of affected communities and civil society to work together with governments to find workable long-term solutions that promote sustainability, there is also a need for education with respect to understanding budgets and budgetary processes, as well as true participation by affected communities in the decision-making processes.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2013
Paragraph
The right to freedom of opinion and expression exercised through the Internet 2011, para. 22
- Paragraph text
- The right to freedom of opinion and expression is as much a fundamental right on its own accord as it is an "enabler" of other rights, including economic, social and cultural rights, such as the right to education and the right to take part in cultural life and to enjoy the benefits of scientific progress and its applications, as well as civil and political rights, such as the rights to freedom of association and assembly. Thus, by acting as a catalyst for individuals to exercise their right to freedom of opinion and expression, the Internet also facilitates the realization of a range of other human rights.
- 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
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2011
Paragraph
The use of encryption and anonymity to exercise the rights to freedom of opinion and expression in the digital age 2015, para. 57
- Paragraph text
- States should revise or establish, as appropriate, national laws and regulations to promote and protect the rights to privacy and freedom of opinion and expression. With respect to encryption and anonymity, States should adopt policies of non-restriction or comprehensive protection, only adopt restrictions on a case-specific basis and that meet the requirements of legality, necessity, proportionality and legitimacy in objective, require court orders for any specific limitation, and promote security and privacy online through public education.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
Paragraph
Hate speech and incitement to hatred 2012, para. 60
- Paragraph text
- Lastly, in several instances, it has been found that legislators and judges are unaware of international human rights treaties and the nature of State obligations, including article 20 of the Covenant. Where such lacunae exist, it is important to review the legal education system to redress the situation, including by providing training for judges on the thresholds of incitement to hatred. Law enforcement officers may also benefit from such initiatives.
- 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
- All
- Year
- 2012
Paragraph
The use of encryption and anonymity to exercise the rights to freedom of opinion and expression in the digital age 2015, para. 24
- Paragraph text
- It bears emphasizing that human rights law also protects the right to seek, receive and impart scientific information and ideas. The Universal Declaration and the International Covenant on Economic, Social and Cultural Rights protect rights to education and "to share in scientific advancement and its benefits". Encryption and anonymity technologies enable individuals to share in such information in situations where they are otherwise denied, and they are themselves examples of scientific advancement. Their use empowers individuals to gain access to the benefits of scientific progress that might be curtailed by Government. The Special Rapporteur in the field of cultural rights noted that "the rights to science and to culture should both be understood as including a right to have access to and use information and communication and other technologies in self-determined and empowering ways" (see A/HRC/20/26, para. 19).
- 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
- All
- Year
- 2015
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 88
- Paragraph text
- Moreover, given the essential role played by the Internet to facilitate the enjoyment of the right to freedom of opinion and expression, as well as other rights, such as education, freedom of association and assembly, citizen participation and economic and social development, the Special Rapporteur believes that it is not only important but imperative that States adopt effective and concrete policies and strategies, developed in consultation with individuals from all segments of society, including the private sector and relevant Government ministries, in order to make the Internet widely available, accessible and affordable to all, based on the principles of non-discrimination of any kind, including on the grounds of race, colour, sex, language, disability, economic origin or any other status.
- 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
- All
- Year
- 2011
Paragraph
Hate speech and incitement to hatred 2012, para. 82
- Paragraph text
- Training should be offered to the judiciary to ensure a clear and consistent understanding of the forms and thresholds of hate speech under international law. In addition, continuing education opportunities for legal professionals and law enforcement officials in relation to relevant national and international provisions, including thresholds for incitement, should be made widely available.
- 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
- Person(s) affected
- All
- Year
- 2012
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 61
- Paragraph text
- Although access to the Internet is not yet a human right as such, the Special Rapporteur would like to reiterate that States have a positive obligation to promote or to facilitate the enjoyment of the right to freedom of expression and the means necessary to exercise this right, which includes the Internet. Moreover, access to the Internet is not only essential to enjoy the right to freedom of expression, but also other rights, such as the right to education, the right to freedom of association and assembly, the right to full participation in social, cultural and political life and the right to social and economic development.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 84
- Paragraph text
- Enabling individuals to effectively use the content made available via the Internet requires a number of elements, including the skills to use the technology. The Special Rapporteur thus recommends that States include Internet literacy skills in school curricula and support similar learning modules outside of schools. In addition to basic skills training, modules should clarify the benefits of accessing information online and of responsibly contributing information. Training can also help individuals learn how to protect themselves against harmful content, such as the potential consequences of revealing private information on the Internet, as well as against undue restrictions by States or corporations through the use of encryption or circumvention technology.
- 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
- All
- N.A.
- Year
- 2011
Paragraph
Contemporary challenges to freedom of expression 2016, para. 45
- Paragraph text
- Religious people worldwide certainly do experience offence when their beliefs are criticized, but nobody should suffer penalty, under criminal or civil grounds, for such criticism, rejection or even ridicule, except in those very rare circumstances in which the critic incites violence against a believer and restriction is necessary to protect against such violence. The Human Rights Council, in its resolution 16/18, and the Rabat Plan of Action on the prohibition of advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence (A/HRC/22/17/Add.4, appendix) highlighted mechanisms other than criminal or civil penalty, such as broader education and law enforcement training, that could and should address hateful and offensive speech.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
The right to freedom of opinion and expression exercised through the Internet 2011, para. 88
- Paragraph text
- States should include Internet literacy skills in school curricula, and support similar learning modules outside of schools. In addition to basic skills training, modules should clarify the benefits of accessing information online, and of responsibly contributing information. Training can also help individuals learn how to protect themselves against harmful content, and explain the potential consequences of revealing private information on the Internet.
- 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
- All
- Year
- 2011
Paragraph