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The right to mental health 2017, para. 71
- Paragraph text
- The obligation to secure social determinants to promote mental health requires cross-sectoral action to ensure a robust commitment from all relevant ministries. For example, suicide prevention strategies are traditionally targeted towards high-risk groups and address clinical depression as a biomedical phenomenon, while cross-sectoral programmes that address the social and environmental determinants of suicide through population-based approaches show more promise. Bullying in schools is another phenomenon to be considered as a global and national public health priority. States should first and foremost address emotional and psychosocial environments, targeting relationships rather than individuals.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 58
- Paragraph text
- According to evaluations, despite its short duration, the project’s focus on education is a promising practice for a number of reasons. First, what started as a civil society organization initiative attracted the institutional support of the National Institute of Education and the Ministry of Education and Science in the dissemination of the educational guidebook in schools, the development of the teacher training module and the roll-out of training sessions. In addition, the undertaking created a political space for civil society organizations and public authorities to take action in a challenging context, allowing meaningful steps towards fulfilling the objectives of the strategic action plan.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2017
Paragraph
Report of the Working Group of Experts on People of African Descent on its nineteenth and twentieth sessions 2017, para. 60
- Paragraph text
- The stark reality is that people of African descent continue to suffer from many multiple, aggravated and intersecting forms of discrimination. As a result, educational outcomes for people of African descent are a function of their unequal access to key educational resources, including skilled teachers and quality curriculums. There is copious evidence that in some States, students of African descent routinely receive dramatically different learning opportunities based on their social status. This poses a fundamental challenge to Goal 4, which aims at ensuring an inclusive and equitable quality education for all. Intimately connected to the right to education is the right to work. With poor educational outcomes at all levels in addition to racial discrimination, people of African descent are unable to secure decent work.
- 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
- 2017
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 111a
- Paragraph text
- [The Working Group recommends that States:] Invest in long-term and multi-dimensional strategies to promote social change, including extensive training, educational and awareness-raising measures to promote a culture of human rights among right and duty holders alike;
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
Witchcraft and the human rights of persons with albinism 2017, para. 95
- Paragraph text
- Addressing deeply rooted beliefs and practices such as witchcraft necessitates efforts in public education, which ought to be sustained even when the most visible aspects of the consequences of witchcraft on persons with albinism, namely the attacks against persons with albinism, appear to be decreasing.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 60
- Paragraph text
- Project evaluation shows a need for further focus on planning, as well as measurable objectives and outcomes for the training. Resource allocation is also an issue. Currently, the teacher training has been institutionalized only as a one-hour module, despite calls for more comprehensive training. A greater investment of time is warranted to support attitudinal and behavioural changes.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
The right to mental health 2017, para. 92c
- Paragraph text
- [To address the imbalance of the biomedical approach in mental health services, the Special Rapporteur recommends that:] States partner with academic institutions to address the knowledge gap in rights-based and evidence-based mental health within medical education.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
The Special Rapporteur's vision of the mandate 2017, para. 52
- Paragraph text
- In that context, constraints imposed on independent universities and other academic institutions are an issue of increasing concern in a number of countries. The Special Rapporteur will argue, inter alia, that academic freedom is one of the basic forms through which freedom of association manifests itself and which lies at the core of any functioning democratic system.
- Body
- Special Rapporteur on the rights to freedom of peaceful assembly and association
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 57
- Paragraph text
- In order to institutionalize gender-sensitive teacher training, advocates from civil society organizations convened meetings with government ministries, other such organizations, educators and experts to develop a training module on gender equality and gender violence in partnership with the National Institute of Education, the authority in charge of teacher training. Despite some school directors’ resistance, thousands of social science teachers were trained and the Institute is committed to institutionalizing the training.
- 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
- N.A.
- Year
- 2017
Paragraph
Corruption and the right to health 2017, para. 88f
- Paragraph text
- [The Special Rapporteur also urges other relevant stakeholders to:] Enhance transparency and avoid misusing the principle of academic autonomy when investments in health and health care are addressed, so that the integrity of academic medicine and its commitment to the realization of the right to health is not undermined.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- N.A.
- Year
- 2017
Paragraph
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 73
- Paragraph text
- Lack of public education on albinism is closely linked to widespread myths regarding the condition. This is why the need for sustained awareness-raising initiatives on the issue cannot be overstated. That said, awareness-raising and public education initiatives cannot replace concrete action, but ought to be carried out as part of a broader action plan such as the one being developed at the African regional level. Education of persons with albinism about their condition and their rights is also necessary to counter myths and misbeliefs.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 94
- Paragraph text
- Governments can support learners in various ways, such as by mandating that employers provide educational leave for employees or paid training to upgrade skills and by encouraging more people to avail themselves of unpaid educational or training leave. During his recent visit to Fiji, the Special Rapporteur was informed that the Ministry of Education provided qualified teachers up to one year 's paid leave to upgrade their qualifications. The Special Rapporteur also notes that the Government of Austria pays an allowance at the same rate as unemployment benefits to compensate for the income that has been forgone, and trainees receive a further training allowance (Weiterbildungsgeld) from the Employment Service equivalent to the level of unemployment benefit to which they are entitled. In Finland, participants can also avail themselves of a grant equal to the unemployment benefit.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 33
- Paragraph text
- UNESCO has been the progenitor of the vision and the concept of "lifelong learning", and the Special Rapporteur recognizes the importance of drawing upon its work. In the 1970s, reflections by the international community under UNESCO auspices led to a shift in focus from education to learning. This was epitomized by the International Commission on the Development of Education, which in 1971 put forward a vision of "the learning society" and recommended as the guiding principle for educational policies that "every individual must be in a position to keep learning throughout his [or her] life". Recognizing that "the idea of lifelong education is the keystone of the learning society", the Commission took the view that lifelong education was not an educational system but the principle on which the overall organization of a system was founded, and which should accordingly underlie the development of each of its component parts.
- 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
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 87
- Paragraph text
- It is incumbent upon States to "create an economic environment and incentives, to encourage enterprises to invest in education and training". In this respect, corporate social responsibility has a special significance. In addition, employers have a direct responsibility to provide training financing in a lifelong learning perspective. In the Blueprint on Enculturation of Lifelong Learning for Malaysia (2011-2020), under the Lifelong Learning Award of Excellence initiative, it is proposed that relevant acts and regulations be amended "to make it compulsory for employers to fund their employees' lifelong learning activities".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 90
- Paragraph text
- Massive open online courses and other distance education formats can promote privatization, reduce public funding and increase managerial control over academic staff. "Market-leading" universities could capture the higher education market as a whole, since customers will choose the most prestigious courses in elite universities associated with "star" professors. This phenomenon has been termed "an emerging brand of academic capitalism" that is associated with entrepreneurship, as it seeks to raise significant income from the private sector.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 92
- Paragraph text
- Recalling the report he submitted to the General Assembly at its seventieth session, in which he expressed concern regarding the risks of public-private partnerships and the right to education, the Special Rapporteur calls upon Governments to be vigilant against commercial pressures that promote the sale of technology without due concern for the actual benefits of students or teachers, educational establishments and the education system at large. Governments should seek evidence of the value of any investment into digital technologies before diverting resources from the education sector. This is critically important as growing interest is being manifested today in seeking partnerships with multiple stakeholders. The Special Rapporteur emphasizes that Governments and, through them, all providers of education, whether operating independently or jointly with Governments, remain accountable given that States bear responsibility for ensuring respect for the right to education in all partnerships.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 30
- Paragraph text
- Massive open online courses provide an alternative path to higher education. Many universities worldwide are now offering online courses, either alone or in conjunction with a massive open online course provider. Many enthusiastic promoters of knowledge societies, networking and lifelong learning can dream today of a world converted into a giant classroom in which there are a few powerful global teachers and millions of assimilators of information and knowledge packages through the Internet. Similarly, open educational resources can harness the new possibility afforded by digital technology to address common educational challenges. As a result, the landscape of higher education is undergoing rapid transformations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 123
- Paragraph text
- States should implement the recommendations contained in the 2012 Paris Open Educational Resources Declaration, recognizing their importance for strengthening the use of such resources while at the same time reducing the cost of education for the Government. High-quality textbooks, learning materials and online courses are important in education and, by sharing their development costs and promoting high-quality open resources, the savings can be invested in teacher training, school improvements and technology purchases.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 84
- Paragraph text
- In order to create a standardized and widely recognized open licensing framework, the non-profit organization Creative Commons developed a series of standardized copyright licenses. Creative Commons encourages copyright owners to license the use of their material through open content licences. These will allow for better identification, negotiation and use of their content for the purposes of creativity, education and innovation. By minimizing copyright licensing efforts and complexity, authors can ensure their work is rapidly and easily used.
- 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
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 86
- Paragraph text
- First discussed at the UNESCO Forum on the Impact of Open Courseware for Higher Education in Developing Countries, held in Paris from 1 to 3 July 2000, open educational resources are understood to be all teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open licence that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
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
Issues and challenges to the right to education in the digital age 2016, para. 103
- Paragraph text
- A regulatory framework is necessary since an unregulated free market in higher education may lead to investments in the sector by low-quality providers. Governments must regulate fraudulent practices and ensure that fake degrees are not awarded. A regulatory framework is thus of critical importance in setting out responsibilities and accountability requirements. Regulations must reflect a broad humanistic notion of education and ensure that the digitization of education is subservient to public interest.
- 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
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 127
- Paragraph text
- In the context of its ongoing work on the development of a global convention on the recognition of higher education qualifications, UNESCO could address the issue of the awarding of fake degrees and certificates and consider becoming a repository of all nationally recognized degrees and diplomas. UNESCO should also advise States to implement a national-level system of legal action against the awarding of fake degrees and diplomas and against fraudulent practices.
- 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
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 111
- Paragraph text
- The United Nations treaty bodies and States involved in the universal periodic review should enquire into how lifelong learning is being implemented, keeping in view the international normative framework for education, learning and training. They should also ensure that Governments abide by their responsibility undertaken under Sustainable Development Goal 4 on education in the 2030 Agenda for Sustainable Development, as well as pursuant to their commitments under the Education 2030 agenda.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 99
- Paragraph text
- Gaining the resources for digital technologies will inevitably involve private providers such as network operators, content providers and other stakeholders. Massive open online courses can involve creating partnerships between educational institutions in developed and developing countries, Governments, development agencies and the private sector. It is when Governments establish fundamental principles and a clear policy framework that the private sector can be involved in the provision of relevant products and services.
- 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
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 102
- Paragraph text
- An area that poses stupendous challenges is that of controlling online or correspondence providers, many of which operate from locations with no controls at all and offer their own awards, free from regulation. Public authorities must find ways of preventing underqualified or fraudulent providers from acting as universities and from issuing worthless qualifications, including in situations where providers are based overseas and operate through the Internet.
- 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
- N.A.
- Year
- 2016
Paragraph
The implementation of the rights of the child during adolescence 2016, para. 74
- Paragraph text
- Both formal and informal education and training need to be designed for the twenty-first century skills required in the modern labour market, including integrating soft and transferrable skills into the curricula; expanding opportunities for experiential or practical learning; developing vocational training based on labour market demand; establishing public-private sector partnerships for entrepreneurship, internships and apprenticeships; and providing guidance on academic and vocational opportunities. States should also disseminate information on employment rights, including rights in relation to membership in trade unions and professional associations.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Disability-inclusive policies 2016, para. 42
- Paragraph text
- States should invest in awareness-raising and education programmes on the implementation of accessibility requirements. Well-elaborated standards and guidelines are useless unless they are known and understood by those who need to apply them. That implies sensitization and training for State authorities, policymakers and planners. Accessibility and universal design should also be incorporated into the curricula of technology institutes and universities for all careers in the areas of design, architecture, construction and engineering.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 77
- Paragraph text
- Qualification systems for connecting skills development and lifelong learning are especially important. During his recent visit to Chile, the Special Rapporteur was apprised of the national qualifications framework for technical and vocational training being developed in the country, which aimed to organize learning process es as a continuum that included standardizing the qualifications of students in the education system and promoting lifelong learning through the certification of skills and recognition of prior learning. The Ministry of Labour in Chile was increasing training in cooperation with the private sector to create opportunities and certify skills for employment, entrepreneurship and the emerging needs for lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 78
- Paragraph text
- The Special Rapporteur notes the initiatives being taken in some African countries to establish national qualifications frameworks. The national qualifications framework in South Africa provides a mechanism for awarding qualifications on the basis of the achievement of specified learning outcomes prescribed by industry. It allows for the accumulation of credits and recognition of prior learning, which fosters lifelong learning. The national vocational qualifications framework in Nigeria furnishes another example in addressing the assessment of vocational qualifications. Certification of skills relevant to the labour market acquired through technical and vocational education and training is indeed important in the process of lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph