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Activities of the Working Group 2014, para. 48
- Paragraph text
- The Working Group notes that the failure to provide good quality education and appropriate professional orientation for people of African descent is an obstacle to their accessing positions in the judiciary and administrative institutions at the highest levels.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 53
- Paragraph text
- The Working Group notes that education that is culturally appropriate and history education that is not only linked to slavery but includes Africa before the transatlantic slave trade are forms of social justice for people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 58
- Paragraph text
- In accordance with the themes of the Decade, the Working Group recalls some of the recommendations contained in its annual reports to the Human Rights Council, in 2014 (A/HRC/27/68) and 2013 (A/HRC/24/52) respectively, on equal access to justice and recognition through education, cultural rights and data collection. The Working Group calls upon States to take the necessary action and implement its recommendations:
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82b
- Paragraph text
- [States should also:] Take measures to ensure that students of African descent are protected from direct or indirect discrimination, stigmatization, symbolic and physical violence, and racist bullying. The education system should ensure that all students learn in an environment free from racist and hostile attitudes of teachers and peers, and are protected therefrom. Negative stereotypes and imagery in teaching materials should be removed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82c
- Paragraph text
- [States should also:] Institute a compulsory human rights teacher-training programme at the national level, covering, among other areas, multiculturalism, equality, non discrimination and gender sensitivity at a national level;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82d
- Paragraph text
- [States should also:] Take into account the cultural and ethnic diversity of the communities served when selecting teachers. The teaching profession should include highly qualified teachers of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82e
- Paragraph text
- [States should also:] Revise and develop specific curriculums and corresponding teaching materials that respect and recognize history, including the transatlantic slave trade. Such curriculums should be incorporated into formal and informal education at the early childhood, primary, secondary, post-secondary and adult education levels. People of African descent should have the opportunity to contribute to the development of such curriculums;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82i
- Paragraph text
- [States should also:] Ensure that national curriculums include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82j
- Paragraph text
- [States should also:] Promote a collective vision and strategy for improving the conditions of people of African descent by empowering them through the right to education. In this context, a database on information pertaining to the status of education of people of African descent should be developed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82m
- Paragraph text
- [States should also:] Adopt measures to increase the number of teachers of African descent working in educational institutions;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82p
- Paragraph text
- [States should also:] Provide sufficient budgetary resources and adopt measures, including affirmative action policies, at all levels of education for people of African descent, as a means for Governments to recognize the existence of structural discrimination and to combat it;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82q
- Paragraph text
- [States should also:] Improve quality standards of education in public education systems;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82r
- Paragraph text
- [States should also:] Develop truly inclusive classroom pedagogy for all, with culturally relevant curriculums, that celebrates the history and contribution of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 83
- Paragraph text
- Civil society and people of African descent groups should continue with the development of a collective vision and strategy for improving the access to quality education for people of African descent by empowering them through the right to education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2015, para. 37
- Paragraph text
- The Working Group will use the opportunity created by the International Decade for People of African Descent to intensify efforts to raise awareness of issues pertaining to people of African descent. Education is a fundamental tool in breaking down stereotypes and cultural barriers and all members are committed to spreading the message through all means necessary in order to attain those goals.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
Paragraph
Activities of the Working Group 2016, para. 29
- Paragraph text
- Racial stereotyping of people of African descent is taking place around the world and must be addressed as an unacceptable phenomenon. Stereotypes are the result of limited knowledge, misinterpretations, shortcomings of education and the negative portrayal of people of African descent in the media and works of art. For example, people of African descent are rarely present in films, and when they are present have secondary or supporting roles only.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Article 1, paragraph 1, of the Convention (Descent) 2002, para. (f)
- Paragraph text
- [Recommends that the States parties, as appropriate for their particular circumstances, adopt some or all of the following measures:] Adopt special measures in favour of descent-based groups and communities in order to ensure their enjoyment of human rights and fundamental freedoms, in particular concerning access to public functions, employment and education;
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
Assessment of the educational attainment of students 2014, para. 23
- Paragraph text
- Fulfilment of State obligations for the right to education is dependent upon how the education provided meets the essential objectives of the right to education, as shown by the educational attainments of students. This calls for national assessments of education to be driven by a human rights-based approach, where the full range of obligations arising from the right to education remains centre stage. The Special Rapporteur would like to emphasize the need and importance of a holistic approach which is broader than the narrow approach of performance evaluation only of mathematical literacy and language skills, and which broadens the assessment of the educational attainments of students to include all obligations relating to the right to education under international human rights law.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 26
- Paragraph text
- The primary objective of national assessment systems is to appraise the educational attainments of students through the entire national education system. This should be driven by a human rights-based approach and the humanistic mission of education, rather than by its mere instrumental role, and by preserving and fostering the noble cause of education. The values and principles propounded by the United Nations Declaration on Human Rights Education and Training "as a means to give full effect to the right to education worldwide" must be publicized in order to make them an integral part of the educational attainments of students. "Universally recognized human rights values and democratic principles should be embedded in any education system."
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 27
- Paragraph text
- A ground-breaking report presented to UNESCO in 1996, known as the Delors Report, outlined four pillars of education: learning to know, learning to do, learning to live together and learning to be. Those objectives provide a useful framework for the purpose of modernizing national curricula and the corresponding mechanisms for assessing the educational attainments of students.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 57
- Paragraph text
- However, development programmes for technical and vocational education and training and skills have not been adequately addressed in the most common international or regional assessments. National assessment mechanisms for those programmes must better evaluate how well they empower students to acquire the necessary competencies for the development requirements of their country, while still meeting the broader human rights-based objectives. Existing normative frameworks for TVET provide the basis for developing national assessments to appraise the acquisition of those competencies and skills by students. The UNESCO Revised Recommendation concerning Technical and Vocational Education (2001) stipulates that member States should aim to apply relevant and appropriate internationally recommended standards and norms relating to systems of assessment or evaluation; occupational qualifications and certification; and equipment and technical standards. The Recommendation also underlines the importance of the exchange of good practices and methods. Similarly, International Labour Organization (ILO) Recommendation No. 195 (2004) concerning Human Resources Development: Education, Training and Lifelong Learning stipulates that measures should be adopted, in consultation with social partners and using a national qualifications framework, to promote the development, implementation and financing of a transparent mechanism for the assessment, certification and recognition of skills, including prior learning and previous experience, irrespective of the countries where they were acquired and whether acquired formally or informally. Moreover, the Committee on Economic, Social and Cultural Rights requires States in their reporting to indicate the measures taken to increase the availability of TVET programmes and whether they enable students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability (HRI/GEN/2/Rev.6, section II, para. 60).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 58
- Paragraph text
- National assessment mechanisms for TVET programmes require a new and unique assessment mechanism to reflect how they differ from traditional academic programmes. TVET programmes involve private-public partnerships under the overall responsibility of Governments and institutionalized collaboration between TVET institutions and enterprises. A dual system of vocational training where students in vocational streams also undergo practical learning and training in enterprises is well organized in some developed countries and is a useful example for the developing world to draw upon for devising innovative policies and approaches.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 59
- Paragraph text
- Governments, enterprises and TVET institutions must thus be collectively involved in defining the vocational trades and in developing assessment mechanisms of the attainments of students as part of a tripartite system. This is indispensable for ensuring that TVET graduates are responsive to ever-changing national and private sector employment requirements, with the State also ensuring that TVET programmes and the assessments of them are supplemented by a broader human rights-based education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 61
- Paragraph text
- The emerging concept of technical and vocational skills development in Africa calls for novel mechanisms in the form of national qualification frameworks. In South Africa, the national qualifications framework provides a mechanism for awarding qualifications based on the attainment of specified learning skills prescribed by industry. It allows for the accumulation of credits and for the recognition of prior learning. Similarly, the Mauritius Education and Human Resource Strategy Plan 2008-2020 recognizes the need for creative learning - the acquisition of skills and competencies that unlock the human potential - as a paramount necessity since education is one of the cardinal drivers of economic growth, including a quality assurance system. Accordingly, a qualifications authority in the TVET sector has been established.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 62
- Paragraph text
- The Special Rapporteur considers that it is important for each country to develop a national framework of certification, recognizing and validating various modes of the acquisition of skills in a coherent and unified system. The recognition of prior learning, as expressed in ILO Recommendation No. 195, can help to bridge the divide between formal and informal technical and vocational skills development systems by providing mechanisms and opportunities for the recognition and validation of experiential learning. It is also necessary to ensure that the assessment mechanisms for TVET are founded on competence-based training, not only on theory-based certification.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 63
- Paragraph text
- Quality standards can set minimum skill requirements for graduate apprentices, with monitoring mechanisms to ensure they meet those standards. It is also necessary to improve the linkages between informal apprenticeships and formal education and training, in particular regarding the role of skills development in national policies and laws.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 64
- Paragraph text
- In developing national qualification frameworks and assessing competencies, it is crucial to ensure that they are not limited to technical competencies in TVET, but also include critical thinking and are not devoid of a human rights perspective.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 67
- Paragraph text
- National assessment systems should evaluate how human rights values and knowledge have been acquired by students. Performance tests should be devised to assess the extent to which students have incorporated those values into their understanding, commitment and day-to-day behaviour patterns. This constitutes a response to rising levels of violence in many schools, a phenomenon which deserves consideration in assessing school-based evaluations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 69
- Paragraph text
- The quality of teaching and learning at the basic education level is an important factor in national assessment. Teachers are also key to linking assessments to improved learning. Moreover, they play a valuable role in accomplishing the humanistic mission of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 70
- Paragraph text
- The UNESCO Recommendation Concerning the Status of Teachers, adopted by the Special Intergovernmental Conference on the Status of Teachers in 1966, lays down a comprehensive normative framework on the teaching profession. It also recognizes the essential role of teachers in educational advancement. It applies to all teachers in both private and public schools and provides guidance on a diverse range of matters, including the roles and responsibilities of teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph