Search Tips
sorted by
30 shown of 46 entities
Violence against women with disabilities 2012, para. 86
- Paragraph text
- In addition, the Human Rights Council Special Rapporteur on the right to education dedicated his 2007 thematic report to the issue of the right of persons with disabilities to inclusive education (A/HRC/4/29, paras. 8 and 76). He found that literacy rates for women and girls with disabilities were significantly lower than for men and boys, and that women and girls were generally subjected to more discrimination. Similarly, in his 2005 thematic report, the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, focused on the right to health of persons with mental disabilities (E/CN.4/2005/51, paras. 12 and 49) and found that women with intellectual disabilities were especially vulnerable to forced sterilization and sexual violence. He advocated for measures to protect them from violence and other right to health-related abuses, whether occurring in private health-care or support services. Finally, the Special Rapporteur to monitor the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities reports annually to the Commission for Social Development and has mainstreamed the issue of women and disabilities in his reports (see E/CN.5/2011/9).
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Girls
- Persons with disabilities
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Continuum of violence against women from the home to the transnational sphere: the challenges of effective redress 2011, para. 35
- Paragraph text
- Sexual harassment at school and at the workplace is acknowledged as a pervasive manifestation of violence. In El Salvador, the Special Rapporteur heard testimonies of the working conditions of young women working in the maquila plants, where they were subjected to verbal and physical abuse by supervisors, sexual harassment, and mandatory pregnancy tests. Sexual harassment in educational and training institutions in Algeria was pervasive and underreported at the time of the visit of the Special Rapporteur, despite commendable steps by the authorities to criminalize sexual harassment based on abuse of authority. The visit to the United States revealed the particular vulnerability of undocumented immigrant women to violence, including sexual harassment and abuse, in the workplace. Sexual and physical violence against girls in educational establishments perpetrated by male school staff and school boys remains problematic, as reported during the visit of the Special Rapporteur in Zambia. Long distances from home to school also increased risk of harassment, with girls reportedly having sexual relationships with minibus and taxi drivers as a way of coping with transportation costs.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 51
- Paragraph text
- Unfortunately, this unique potential is in marked contrast to the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression and, in some cases, sexual abuse. At times they are also victims of gang violence and assault.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Integration of a human rights-based approach in measures to discourage the demand that fosters all forms of exploitation of persons, especially women and children, and which leads to human trafficking 2013, para. 30
- Paragraph text
- Several provisions are also included in the Council of Europe Convention on Action against Trafficking in Human Beings. For instance, its article 6 provides that: To discourage the demand that fosters all forms of exploitation of persons, especially women and children, that leads to trafficking, each Party shall adopt or strengthen legislative, administrative, educational, social, cultural or other measures including: a research on best practices, methods and strategies; b raising awareness of the responsibility and important role of media and civil society in identifying the demand as one of the root causes of trafficking in human beings; c target information campaigns involving, as appropriate, inter alia, public authorities and policy makers; d preventive measures, including educational programmes for boys and girls during their schooling, which stress the unacceptable nature of discrimination based on sex, and its disastrous consequences, the importance of gender equality and the dignity and integrity of every human being.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Effective Implementation of the OPSC 2010, para. 51
- Paragraph text
- In many societies, the unequal social status of women continues to contribute to patent discrimination against girls, particularly in poor and rural communities. Girls born in poor households or living in rural communities are at a clear disadvantage in terms of education, owing to persistent attitudes and practices that encourage early marriages and the confinement of young women, and give greater importance to the education of boys over girls.
- 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
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 47
- Paragraph text
- Privatization in education also exacerbates discrimination against girls in gaining access to education. It is well known that families prioritize the education of boys over girls and that girls are less likely to be enrolled in private education owing to parents' perceived return on the costs of educating girls compared to that of boys.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 56
- Paragraph text
- Women have historically been victims of social injustice and educational deprivation. The majority of those who are deprived of education today are girls and women, whereas they are entitled to education as much as boys. In some cases, they are prevented from attending schools by parents who see no value in educating daughters, or by religious extremists threatening them. Violence against women and girls impairs their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 29
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 48
- Paragraph text
- In the case of Africa, several countries do not provide any kind of planned sexual education. According to some studies, families are uncomfortable talking about sexuality with their sons and daughters; yet young girls and boys do receive some information informally from friends or through the HIV prevention programme.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Families
- Girls
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of the child to the enjoyment of the highest attainable standard of health 2013, para. 57
- Paragraph text
- Taking into account that boys and men are crucial to planning and ensuring healthy pregnancies and deliveries, States should integrate education, awareness and dialogue opportunities for boys and men into their policies and plans for sexual, reproductive and children's health services.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
HIV/AIDS and the rights of the children 2003, para. 17
- Paragraph text
- Dialogue with community, family and peer counsellors, and the provision of "life skills" education within schools, including skills in communicating on sexuality and healthy living, have been found to be useful approaches to delivering HIV prevention messages to both girls and boys, but different approaches may be necessary to reach different groups of children. States parties must make efforts to address gender differences as they may impact on the access children have to prevention messages, and ensure that children are reached with appropriate prevention messages even if they face constraints due to language, religion, disability or other factors of discrimination. Particular attention must be paid to raising awareness among hard to reach populations. In this respect, the role of the mass media and/or oral tradition in ensuring that children have access to information and material, as recognized in article 17 of the Convention, is crucial both to providing appropriate information and to reducing stigmatization and discrimination. States parties should support the regular monitoring and evaluation of HIV/AIDS awareness campaigns to ascertain their effectiveness in providing information, reducing ignorance, stigmatization and discrimination, as well as addressing fear and misperceptions concerning HIV and its transmission among children, including adolescents.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Year
- 2003
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2013, para. 23
- Paragraph text
- Around the world, countless numbers of girls and boys fall victim to harmful practices. Often violent in nature, these practices compromise the development and education of the child, have serious and long-lasting health and psychological consequences, and may result in disability or death. At the same time, positive experiences have led to the successful abandonment of these practices and a lasting commitment by concerned communities to prevent their occurrence and safeguard the protection of children's rights.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Harmful Practices
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 37
- Paragraph text
- Ensuring girls' education may require protecting their families against economic shocks and incentivizing parents to keep their girls in school. Cash transfer programmes, for example, have assisted families in return for committing to keeping their girls and boys in school and attending regular health checks, or by providing a stipend to girls who agree to delay marriage until they complete secondary education. Such programmes have been successful in decreasing girls' dropout rates.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Gender-based violence against women, updating general recommendation No. 19 2017, para. 30b (i)
- Paragraph text
- [The Committee recommends that States parties implement the following preventive measures:] Develop and implement effective measures, with the active participation of all relevant stakeholders, such as representatives of women’s organizations and of marginalized groups of women and girls, to address and eradicate the stereotypes, prejudices, customs and practices set out in article 5 of the Convention, which condone or promote gender-based violence against women and underpin the structural inequality of women with men. Such measures should include the following: Integration of content on gender equality into curricula at all levels of education, both public and private, from early childhood onwards and into education programmes with a human rights approach. The content should target stereotyped gender roles and promote the values of gender equality and non-discrimination, including non-violent masculinities, and ensure age-appropriate, evidence-based and scientifically accurate comprehensive sexuality education for girls and boys;
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 33
- Paragraph text
- In their recommendations, children highlighted three major issues. Firstly, they expressed deep concern at the high levels of violence affecting their lives - in schools, the community, the workplace and the home. Girls underscored the particularly high risk of sexual violence, and boys the special risk of severe forms of physical abuse, crime-related violence and homicide. Children called for their effective protection from violence in all contexts and at all times. They ranked protection from violence as their second highest priority, immediately after education. For them, education is crucial to develop children's talents and skills and to promote healthy lifestyles, and it is important in preventing violence and discrimination, countering intolerance, and enhancing dialogue and critical thinking. As they noted, receiving an inclusive and high-quality education helps prevent fear and abuse, as well as violence-related school dropout, early pregnancy, child marriage and child labour.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2012, para. 46
- Paragraph text
- Education has a unique potential to generate an environment where attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and provide skills to communicate, to negotiate and support peaceful solutions to conflicts. However, this potential is in marked contrast with the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression, and in some cases sexual abuse. At times they are also victims of gang violence and assault.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2010, para. 43
- Paragraph text
- UNICEF is engaged in a number of initiatives to strengthen the evidence base concerning the nature and scope of violence against children, and consolidate efforts for data collection and analysis, and for the development of research on violence against children, including on harmful practices. The forthcoming 2010 UNICEF report on parental child disciplinary practices in a range of low- and middle-income countries confirms the high prevalence of violent disciplinary methods, but also recognizes that this practice coexists with non-violent discipline; close to 9 in 10 children experience physical punishment and psychological aggression, with higher rates among boys, among children between 5 and 9 years of age and in households where mothers condone corporal punishment and domestic violence; conversely, violent discipline was less prevalent when caregivers were engaged in greater levels of educational and play activities with their children.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Harmful Practices
- Violence
- Person(s) affected
- Boys
- Children
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Stigma and the realization of the human rights to water and sanitation 2012, para. 69
- Paragraph text
- Some prejudices develop at an early age and can be inherited from parents and others and must therefore be addressed as early as possible. Schools have an obligation to educate children to act as agents of change, developing tolerant behaviour towards others, encouraging dialogue and interaction and promoting changes that will eventually permeate other spheres. Human rights education with a focus on non-discrimination should be part of every school curriculum. Education should be inclusive, accepting students with differences, so that these differences are perceived as "normal" and students develop respect for "otherness". The same holds true for comprehensive sexual education, including on menstruation, in order to provide accurate information and combat silence and stigma, targeting both girls and boys.
- 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
- Boys
- Children
- Girls
- Year
- 2012
- Date added
- Aug 19, 2019
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.
- 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
- Date added
- Aug 19, 2019
Paragraph
Manifestations and causes of domestic servitude 2010, para. 65
- Paragraph text
- Gender discrimination marks the trajectory into domestic servitude. Families will often give preference to boys to continue their education, while girls are forced to drop out of school to help earn money for the family. Such patterns are reinforced where States fail to respect their obligation under the Convention on the Rights of the Child (art. 28) to provide free and compulsory primary education to girls and boys, while making secondary and higher education available and accessible. In some cultural contexts, there is a widespread belief that domestic work provides better training for becoming a wife and mother than formal education.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Social & Cultural Rights
- Person(s) affected
- Boys
- Children
- Families
- Girls
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of the child to freedom of expression 2014, para. 67
- Paragraph text
- Furthermore, the Internet provides unique avenues for young people to participate in public debates. For example, in the United States a 17-year-old boy reportedly organized a Twitter campaign to protest against a bill that would have banned teachers from discussing homosexuality in schools.
- 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
- Boys
- Youth
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Unpaid care work and women's human rights 2013, para. 41
- Paragraph text
- States must take all appropriate measures to ensure that women can enjoy the same access to, quality of and opportunities in education and training as men. The prohibition against discrimination in relation to the right to education applies fully and immediately to all aspects of education; therefore States must ensure that girls and women can enjoy their right to all types and levels of education on an equal basis with boys and men. This may require the adoption of concrete measures to ensure that unpaid care work in the home does not interfere with their schooling, for example, providing accessible public services and adequate infrastructure to support the unpaid care work in households and communities and reduce its time burden. According to the Committee on Economic, Social and Cultural Rights, States' obligations in regard to the right to education encompass ensuring that communities and families are not dependent on child labour and that third parties, including parents and employers, do not stop girls from going to school.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 21
- Paragraph text
- For some who belong to linguistic minorities, including those who are not proficient in national languages and those who live in remote and rural localities where service provision and access are poor or difficult, the situation may be much worse and their economic, social and geographic mobility can be severely hampered. The situation of some minority women and girls, as well as older people, may also be particularly problematic. For example, women and girls may face challenges, including relatively low levels of education and poor access to language learning opportunities relative to men and boys, that further restrict their ability to interact and benefit from opportunities outside their communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Priorities for the work of the Independent Expert and the twentieth anniversary of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities 2012, para. 71
- Paragraph text
- At its first session, the Forum focused on minorities and the right to education. Access to education for minority girls may present particular challenges, especially in highly patriarchal family and community structures where gendered societal roles persist. Lack of education represents an absolute barrier to their progress and empowerment in every region of the world. In some cases, where barriers to access are compounded for girls, sometimes owing to the prioritization given to the education of boys, this results in a vicious circle leading to severe educational exclusion and diminished opportunities for girls to take part fully in economic, social, cultural and political life. As a consequence, some minority girls and women excluded from education suffer from high illiteracy levels.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Ethnic minorities
- Girls
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous women and girls 2015, para. 28
- Paragraph text
- In that connection, indigenous girls tend to be more disadvantaged than indigenous boys. In additional to the factors impacting overall indigenous dropout rates, girls can experience a number of additional barriers. Firstly, their role within communities often means that they are expected to help with domestic and care responsibilities. Secondly, indigenous girls may also be subjected to child marriage, so that their roles as wives and sometimes child bearers mean that they have to leave school. Thirdly, indigenous girls may face the risk of sexual violence and rape during long journeys to school, as evidenced in the report of the Working Group on Discrimination against Women in Law and in Practice on its visit to Peru. The significance of this barrier to education is exacerbated by the presence of legislation in some States that prohibits women and girls from being able to seek abortion services, even if they become pregnant following rape.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Children
- Ethnic minorities
- Girls
- Women
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The right of the child to freedom of expression 2014, para. 59
- Paragraph text
- A 13-year-old from the United Kingdom of Great Britain and Northern Ireland took a stand against his school's discriminatory dress code, which allows girls to wear skirts in the summer months but does not allow boys to wear shorts. Chris Whitehead took advantage of a loophole in the school's uniform policy, whereby boys are not forbidden from wearing a skirt. Around 30 fellow pupils joined the protest, prompting the school to review its uniform policy. Meanwhile, Chris Whitehead was nominated for a Liberty Human Rights Award.
- 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
- Boys
- Girls
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Women’s right and the right to food 2013, para. 18
- Paragraph text
- School-feeding programmes can also make a significant contribution to improving access to education for girls, with impacts ranging from 19 to 38 per cent in increased female school attendance, according to certain cross-country studies. The provision of take-home rations to pupils can be particularly effective in this respect, especially where markets are unreliable or prices of essential food commodities highly volatile, or where the capacity of the schools to provide meals is limited. In Pakistan, the provision of take-home rations to girls attending school for at least 20 days a month made overall enrolment grow by 135 percent from 1998-99 to 2003-04. In Afghanistan, school enrolment has increased significantly since the overthrow of the Taliban in 2001, though - due to cultural norms, lack of sanitation facilities and the security situation - the enrolment of girls in schools as compared to boys remains very low (at 0.35 in 2008). WFP seeks to bridge this gap by distributing a monthly ration of 3.7 litres of vegetable oil to girls, conditional upon a minimum school attendance of 22 days per month. In Malawi, the introduction into the school-feeding programme of take-home rations of 12.5 kg of maize per month for girls and double orphans attending at least 80 per cent of school days led to a 37.7 per cent increase in girls' enrolment. In Lao People's Democratic Republic, where girls' enrolment can be very low, particularly in rural areas and within some ethnic groups, pupils receive a take-home family ration of canned fish, rice and iodized salt as an incentive for parents to send them to school. From 2002 to 2008, enrolment rates in primary schools benefiting from the programme increased from 60 percent to 88 percent for boys and from 53 percent to 84 percent for girls.
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Water & Sanitation
- Person(s) affected
- Boys
- Girls
- Year
- 2013
- Date added
- Aug 19, 2019
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.
- 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
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 108
- Paragraph text
- Education provided by private proprietors or enterprises is neither free nor equitable and the Special Rapporteur welcomes the proposal of the Open Working Group on Sustainable Development Goals to ensure, by 2030, that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, as well as to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (see A/68/970 and Corr.1, goal 4 and target 4.1). The underlying obligation for States to realize the right to education, including through enhanced public investment in education as an essential prerequisite, must be emphasized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 57
- Paragraph text
- Discrimination based on race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status is prohibited in international human rights conventions, including the International Covenant on Economic, Social and Cultural Rights (art. 2 (2)). Private providers do not respect the prohibited grounds of discrimination and violate fundamental principles of non-discrimination in human rights law: social origin, economic condition, birth or property are the preponderant factors in allowing access to private schools. It is the obligation of States to ensure the right to education without discrimination or exclusion. Privatization in education also has repercussions on girls' right to education, as families prioritize the education of boys over girls. Any scheme of "vouchers purported to provide economically disadvantaged parents the means to select a private school in fact promotes group differentiation".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph