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The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 58g
- Paragraph text
- [Schools: Educational environments should play a major role in fulfilling the obligations under article 31, including:] Physical environment of settings: States parties should aim to ensure the provision of adequate indoor and outdoor space to facilitate play, sports, games and drama, during and around school hours; active promotion of equal opportunities for both girls and boys to play; adequate sanitation facilities for boys and girls; playgrounds, play landscapes and equipment that are safe and properly and regularly inspected; playgrounds with appropriate boundaries; equipment and spaces designed to enable all children, including children with disabilities, to participate equally; play areas which afford opportunities for all forms of play; location and design of play areas with adequate protection and with the involvement of children in the design and development;
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2013
Paragraph
Rights of rural women 2016, para. 42
- Paragraph text
- Worldwide, rural women and girls have lower levels of literacy and are disadvantaged when it comes to access to education and training. Rural girls may be victims of child and/or forced marriage and experience sexual harassment and violence in and out of educational settings, which may force them to drop out of school. Their school attendance is also often curtailed by chores, such as domestic and care work, including cooking, childcare, farm work and fetching water and firewood, the long distances to travel to school and the lack of adequate water, toilet facilities and sanitation in schools, which fail to meet the needs of menstruating girls. In some regions, students and teachers in girls' schools face threats and attacks from opponents of girls' education.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2016
Paragraph
Harmful practices (joint General Recommendation with CEDAW) 2014, para. 67
- Paragraph text
- Childhood, and early adolescence at the latest, are entry points for assisting both girls and boys and supporting them to change gender-based attitudes and adopt more positive roles and forms of behaviour in the home, at school and in wider society. This means facilitating discussions with them on social norms, attitudes and expectations that are associated with traditional femininity and masculinity and sex- and gender-linked stereotypical roles and working in partnership with them to support personal and social change aimed at eliminating gender inequality and promoting the importance of valuing education, especially girls' education, in the effort to eliminate harmful practices that specifically affect pre-adolescent and adolescent girls.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Gender
- Social & Cultural Rights
- Person(s) affected
- Adolescents
- Boys
- Girls
- Year
- 2014
Paragraph
Indigenous children and their rights under the Convention 2009, para. 61
- Paragraph text
- States parties should ensure that school facilities are easily accessible where indigenous children live. If required, States parties should support the use of media, such as radio broadcasts and long distance education programmes (internet-based) for educational purposes and establish mobile schools for indigenous peoples who practice nomadic traditions. The school cycle should take into account and seek to adjust to cultural practices as well as agricultural seasons and ceremonial periods. States parties should only establish boarding schools away from indigenous communities when necessary as this may be a disincentive for the enrolment of indigenous children, especially girls. Boarding schools should comply with culturally sensitive standards and be monitored on a regular basis. Attempts should also be made to ensure that indigenous children living outside their communities have access to education in a manner which respects their culture, languages and traditions.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Girls
- Year
- 2009
Paragraph
The implementation of the rights of the child during adolescence 2016, para. 86
- Paragraph text
- The Committee recommends that States adopt a transitional approach towards achieving a balance between the positive role of work in adolescents' lives while ensuring their right to compulsory education, without discrimination. Schooling and the introduction to decent work should be coordinated to facilitate both in the lives of adolescents, according to their age and the effective mechanisms introduced to regulate such work, and give redress when adolescents are the victims of exploitation. The protection from hazardous work of all children under 18 years of age should be stipulated, with a clear list of specific harmful work. Efforts directed at preventing harmful work and working conditions should be made as a matter of priority, paying special attention to girls involved in domestic labour and other often "invisible" workers.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Children
- Girls
- Year
- 2016
Paragraph
The implementation of the rights of the child during adolescence 2016, para. 69
- Paragraph text
- The Committee is deeply concerned at the challenges faced by many States to achieve equality in the enrolment of girls and boys and keep girls in school beyond primary education. Investment in girls' secondary education, a commitment necessary to comply with articles 2, 6 and 28 of the Convention, also serves to protect girls from child and forced marriage, sexual exploitation and early pregnancy, and contributes significantly towards the future economic potential of girls and their children. Investment should also be made in strategies that promote positive gender relations and social norms; address sexual and gender-based violence, including within schools; and promote positive role models, family support and the economic empowerment of women, to overcome the legal, political, cultural, economic and social barriers that represent barriers for girls. Furthermore, States should recognize that a growing number of boys are not enrolling and are not remaining in school, identify the causes and adopt appropriate measures to support boys' continued participation in education.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2016
Paragraph
Normative action for quality education 2012, para. 24
- Paragraph text
- States’ obligations to ensure quality education for girls is further expounded in the Convention on the Elimination of All Forms of Discrimination against Women, which establishes women's right to education, both as entitlement and as empowerment. State parties thus have an obligation to ensure, on the basis of equality of men and women, access to education at all levels and in all its forms, including “access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality” (art. 10 (b)).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 65
- Paragraph text
- The right to education for women and girls should be driven by a rights-based approach. That is essential for putting an end to multiple forms of discrimination from which women and girls suffer. A rights-based approach implies that educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. "Greater equity, including between men and women and among other groups, is not only essential in itself, but also important for promoting human development. One of the most powerful instruments for this purpose is education".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Men
- Women
- Year
- 2013
Paragraph
Assessment of the educational attainment of students 2014, para. 90
- Paragraph text
- In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2014
Paragraph
Human rights of migrants in the post-2015 development agenda 2014, para. 69c
- Paragraph text
- [Indicators should include the proportion of:] Migrant girls having access to and completing primary and secondary education and demonstrating relevant learning outcomes, by migration status.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Girls
- Persons on the move
- Year
- 2014
Paragraph
Servile marriage 2012, para. 10
- Paragraph text
- In its resolution 66/140, the General Assembly reiterated its call for an end to harmful traditional or customary practices, such as early and forced marriage, and called upon States to take appropriate measures to address the root factors of child and forced marriages, including by undertaking educational activities to raise awareness regarding the negative aspects of such practices. It urged all States to enact and strictly enforce laws to ensure that marriage was entered into only with the free and full consent of the intending spouses, and, in addition, to enact and strictly enforce laws concerning the minimum legal age of consent and the minimum age for marriage and raise the minimum age for marriage where necessary, and to develop and implement comprehensive policies, plans of action and programmes for the survival, protection, development and advancement of the girl child in order to promote and protect the full enjoyment of her human rights and to ensure equal opportunities for girls, including by making such plans an integral part of her total development process.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Year
- 2012
Paragraph
Servile marriage 2012, para. 12
- Paragraph text
- The General Assembly called upon States to support and implement, including with dedicated resources, multisectoral policies and programmes that ended the practice of child and forced marriages and to ensure the provision of viable alternatives and institutional support, especially educational opportunities for girls, with an emphasis on keeping girls in school through post-primary education, including those who were already married or pregnant, ensuring physical access to education, including by establishing safe residential facilities, increasing financial incentives to families, promoting the empowerment of girls, improving educational quality and ensuring safe and hygienic conditions in schools.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Girls
- Year
- 2012
Paragraph
Multiple and intersecting forms of discrimination and violence against women 2011, para. 74
- Paragraph text
- For example, the ability to obtain a high quality education is exponentially difficult for poor, rural and/or disabled people. Furthermore, the world's women and girls continue to receive inadequate education when compared to the men and boys from their communities. Due to inadequate education, employment and financial security are more difficult for women and girls to attain. According to UNESCO, "of the "796 million adults worldwide (15 years and older) who reported not being able to read and write in 2008… two-thirds of them (64%) were women." Being illiterate isolates women, exacerbates poverty, and creates a context ripe for violence.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2011
Paragraph
Gender equality in the realization of the human rights to water and sanitation 2016, para. 29
- Paragraph text
- The fact that in many instances women and girls risk being harassed when they relieve themselves in the open or in public facilities is partly due to the structural and systematic use of stereotypes and stigma. The promotion of awareness-raising campaigns, targeted education programmes and discussion groups, among other measures, to transform both men's and women's perceptions of gender roles is therefore encouraged. Gender-based violence must be prevented and investigated, and those responsible must be prosecuted, in order to break patterns of societal acceptance of exclusion and violence based on gender norms. Recognizing that young people may grow up to be change makers, curricula in all schools should challenge gender stereotypes and encourage critical thinking.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Youth
- Year
- 2016
Paragraph
SRSG on children and armed conflict: Annual report 2013, para. 14
- Paragraph text
- Attacks on schools, hospitals, teachers, schoolchildren and medical personnel in situations of conflict remain widespread and alarming. Access to education and health care continues to be disrupted by the damage or destruction resulting from targeted attacks on schools and medical facilities and by the use of explosive weapons. Many schools and hospitals are looted by armed groups, used as barracks, operational centres and detention sites, including by governmental forces. Access to education is also hampered, as schools are targeted by armed groups as places for the indoctrination and recruitment of children. In some cases, extremist armed groups also interfere in school programmes. Teachers and medical personnel are often threatened or become victims of targeted killings and abductions. Girls' access to education is particularly affected by all forms of attack on schools.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Violence
- Person(s) affected
- Children
- Girls
- Year
- 2013
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 70
- Paragraph text
- Community education programmes are a key component of the implementation strategy. In this case, a robust pilot project on public legal education included community training on the decision and the related girls’ rights and police obligations; awareness-raising events including drama/theatre and panel discussions; rights-training for children; a smartphone application giving details on the steps to take in rape investigations; and public awareness materials, including billboards, radio and television programmes, social media outreach and short videos on the Internet. These measures have been replicated in other parts of the country.
- Legal status
- Non-negotiated soft law
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Children
- Girls
- Year
- 2017
Paragraph
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 56b
- Paragraph text
- [The obligation to respect includes the adoption of specific measures aimed at achieving respect for the right of every child, individually or in association with others, to realise his or her rights under article 31, including:] Awareness raising: States should invest in measures to challenge widespread cultural attitudes which attach low value to the rights provided for in article 31, including: Public awareness of both the right to and the significance of play, recreation, rest, leisure and participation in cultural and artistic activities for both boys and girls of all ages in contributing to the enjoyment of childhood, promoting the optimum development of the child and building positive learning environments;
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2013
Paragraph
Rights of rural women 2016, para. 75
- Paragraph text
- ICT (including radio, television, mobile phones, computers and the Internet) plays an important role in empowering rural women and girls by connecting them to the broader world and providing easy access to information and education. Various forms of technology can meet a diversity of needs, from joining online communities to taking advantage of distance learning. However, rural women and girls are disproportionately affected by gender gaps in access to ICT, which is an important dimension of the digital divide. For rural women and girls, poverty, geographic isolation, language barriers, a lack of computer literacy and discriminatory gender stereotypes can all hamper access to ICT.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2016
Paragraph
The right to education (Art. 13) 1999, para. 16e
- Paragraph text
- [An introduction to technology and to the world of work should not be confined to specific TVE programmes but should be understood as a component of general education. According to the UNESCO Convention on Technical and Vocational Education (1989), TVE consists of "all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life" (art. 1 (a)). This view is also reflected in certain ILO Conventions. Understood in this way, the right to TVE includes the following aspects:] It consists, in the context of the Covenant's non discrimination and equality provisions, of programmes which promote the TVE of women, girls, out of school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups.
- Legal status
- Non-negotiated soft law
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Youth
- Year
- 1999
Paragraph
The right to inclusive education 2016, para. 38
- Paragraph text
- States parties should respect, protect and fulfill each of the essential features of the right to inclusive education: availability, accessibility, acceptability, adaptability. The obligation to respect requires avoiding measures that hinder the enjoyment of the right, such as legislation excluding certain children with disabilities from education, or denial of accessibility or reasonable accommodation. The obligation to protect requires taking measures that prevent third parties from interfering with the enjoyment of the right, for example, parents refusing to send girls with disabilities to school, or private institutions refusing to enrol persons with disabilities based on their impairment. The obligation to fulfill requires taking measures that enable and assist persons with disabilities to enjoy the right to education, for example, that education institutions are accessible and that education systems are adapted appropriately with resources and services.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Year
- 2016
Paragraph
Women and girls with disabilities 2016, para. 24
- Paragraph text
- State parties to the Convention have an obligation to respect, to protect and to fulfil the rights of women with disabilities under article 6 and all other substantive provisions in order to guarantee them the enjoyment and exercise of all human rights and fundamental freedoms. These duties imply the undertaking of legal, political, administrative, educational and other measures.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2016
Paragraph
The implementation of the rights of the child during adolescence 2016, para. 75
- Paragraph text
- Adolescents' right to rest and leisure and to engage and participate freely in play, recreational and artistic activities, both online and offline, are fundamental to their exploration of identity, enabling adolescents to explore their culture, forge new artistic forms, create relationships and evolve as human beings. Leisure, recreation and the arts give adolescents a sense of uniqueness that is fundamental to the rights to human dignity, optimum development, freedom of expression, participation and privacy. The Committee notes with regret that those rights are widely neglected in adolescence, especially for girls. Fear of and hostility towards adolescents in public spaces, and a lack of adolescent-friendly urban planning, educational and leisure infrastructure, can inhibit the freedom to engage in recreational activity and sports. The Committee draws the attention of States to the rights embodied in article 31 of the Convention and its recommendations in general comment No. 17 (2013) on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Adolescents
- Children
- Girls
- Year
- 2016
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 108i
- Paragraph text
- [The Working Group recommends that States:] Provide age-appropriate, comprehensive and inclusive sexuality education based on scientific evidence and human rights, for girls and boys, as part of the mandatory school programmes. Sexuality education should give particular attention to gender equality, sexuality, relationships, gender identity, including non-conforming gender identities, and responsible parenthood and sexual behaviour to prevent early pregnancies and sexually transmitted infections;
- Legal status
- Non-negotiated soft law
- 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
- Boys
- Girls
- Women
- Year
- 2016
Paragraph
Financing education and update on education in emergencies 2011, para. 58
- Paragraph text
- The current update is divided into six sections reflecting the content and core recommendations of resolution 64/290. Each section provides an indication of remaining challenges in the promotion of education in emergencies, and progress made in the past three years. The first section focuses on the recommendation for increasing political and financial support to education in emergencies. The second section addresses the recommendation to better protect schools from attacks and to ensure accountability. The third section addresses the recommendation to better prepare education systems for situations of natural disaster. The fourth section addresses the recommendation that attention be given to the specific needs of girls and other marginalized groups. The fifth section focuses on the recommendation to ensure quality education in emergencies. The sixth section is dedicated to the need for improving the collection of data on education in emergencies.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Girls
- Year
- 2011
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 67
- Paragraph text
- That the importance of education is not only a right in itself, but also is essential for the enjoyment of all other rights must be recognized in the post-2015 development agenda. As already mentioned, poverty cannot be eradicated without education. The key role of education should be clearly recognized for the empowerment of women and girls. Unemployed youth and adults require additional education and training to develop skills and find decent work. Education can promote values necessary for creating democratic, stable and peaceful societies.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2013
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 121
- Paragraph text
- Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Protecting education against commercialization 2015, para. 106
- Paragraph text
- The questioning of the privatization of education in Ghana by both the Committee on the Elimination of Discrimination against Women (see CEDAW/C/GHA/Q/6-7) and the Committee on the Rights of the Child (see CRC/C/GHA/Q/3-5) is a welcome development. In October 2014, the Committee on the Rights of the Child asked Ghana to provide detailed information on the reasons behind the increase in private education, which limits access to quality education for children who cannot afford private school tuitions (ibid.). The Committee on Economic, Social and Cultural Rights has asked the Government of Uganda to provide information on the impact of the growth of private education on the right to education of girls and children living in poverty (see E/C.12/UGA/Q/1).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2015
Paragraph
Women’s right and the right to food 2013, para. 15
- Paragraph text
- Improving access to education for girls requires that the incentives structures for families be changed, and that social and cultural norms that lead parents to interrupt the schooling of girls earlier than that of boys be challenged. Many poor households are unable to send girls to school because of the costs, both direct and indirect (school fees or other costs related to attending school, such as uniforms and books), of doing so; because of opportunity costs (girls who go to school are not available to work within the household); because of the commute involved, when the family lives at a far distance from the nearest school, and associated security concerns. The absence of separate sanitation facilities for girls in schools can also be a major obstacle.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2013
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 23
- Paragraph text
- The independent expert led an electronic global discussion organized by UNICEF to highlight the issues in the special education edition of the State of the World's Minorities and Indigenous Peoples 2009 and the Forum on Minority Issues, with a view to highlighting the issues around minority girls' right to education. Specifically, the e-discussion examined the multiple barriers faced by minority girls in accessing education, evaluated the legal and policy responses to the above question, discussed good practices from the regional and country level and developed recommendations in line with the educational needs and priorities of minority and indigenous girls.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Year
- 2010
Paragraph
Sexual exploitation of children in travel and tourism 2013, para. 70
- Paragraph text
- The Child Wise Tourism programme is Child Wise's longest running overseas programme operating across South-East Asia. The goal of the project is to support regional Governments, tourism authorities and police to take the lead in establishing policy and practices which prevent child sex tourism and other forms of child sexual exploitation. It also aims to ensure a protective environment for children in tourism destinations, which assists in preventing child sex tourism. Over the last 12 years, Child Wise has implemented the programme in Thailand, the Lao People's Democratic Republic, Cambodia, Viet Nam, Myanmar, Malaysia, Philippines, Singapore, Brunei Darussalam and Indonesia. It has fostered action through a country-specific approach that is grounded in unified regional goals enabling regional level comparison, cooperation and collaboration. Stakeholders have come together in regional education campaigns, forums, meetings and follow-ups to work to ensure the sustainability of programmes to prevent child sex tourism in the region. In October 2010, ECPAT Netherlands, Plan Nederland, the travel agents TUI Netherlands, the Dutch Association of Travel Agents and Tour Operators (ANVR), Fly Brazil, the travel agents Travel Counsellors, Plan Brazil, RESPOSTA and the World Childhood Foundation Brazil embarked on a three-year project offering vocational training to girls, motivating the tourism sector, reminding the Dutch and Brazilian authorities of their duties, raising awareness amongst travellers and providing training for travel professionals. IBCR, in collaboration with Fundación Paniomor and with the support of World Vision Canada, is beginning a new project in Costa Rica, which will aim to improve collaboration and the prosecution of these kinds of crimes against children. Moreover, the project will focus on working directly with children, families and communities of the most affected areas in Costa Rica, providing information, tools and the creation of a support network for the victims of this exploitation. Adolescents will receive information about the mechanisms of self-protection and income-generating alternatives to commercial sexual exploitation.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Girls
- Year
- 2013
Paragraph