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Rights of indigenous women and girls 2015, para. 25
- Paragraph text
- Indigenous children's inability to access education is generally caused by the geographical and political marginalization of indigenous communities. When education is available, it is often blind to the specific needs of indigenous children. Curricula are often not taught in indigenous languages, which undermines indigenous children's ability to achieve school readiness and express their cultural identity in school. National school curricula tend to have very little, if any, focus on indigenous peoples, their issues and histories. Some national curricula even reinforce negative cultural stereotypes about indigenous peoples and indigenous students frequently find that the education provided by the State promotes individualism and a competitive atmosphere, rather than communal ways of life and cooperation. It is also common for indigenous children to experience racism and discrimination and ethnically motivated bullying in school. Furthermore, the education available to indigenous children is not always of adequate quality. The physical buildings in which indigenous children are educated can also fail to be fit for purpose, and teaching staff and materials may also be of poor quality.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Criminalisation of sexual and reproductive health 2011, para. 59
- Paragraph text
- Laws restricting information about sexual and reproductive health and which censor discussions of homosexuality in the classroom fuel stigma and discrimination of vulnerable minorities. For example, laws and policies that promote abstinence-only education reduce sexual education to images and stereotypes of heteronormativity, given their focus on procreation; some of these programmes even contain explicitly discriminatory content on gender and sexual orientation. In certain instances, teachers have been suspended or threatened with lawsuits for engaging in discussions on "inappropriate" sexual matters with their students when discussing sexual and reproductive health issues in the classroom. In other cases, pursuant to abstinence-only and anti-obscenity policies, school districts, courts and legislators have prohibited civil society organizations from meeting in public schools. Such laws and policies perpetuate false and negative stereotypes concerning sexuality, alienate students of different sexual orientations and prevent students from making fully informed decisions regarding their sexual and reproductive health.
- 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
- Ethnic minorities
- LGBTQI+
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] Remove any forms of discrimination that negatively impact on the rights of certain groups, including girls, indigenous peoples and migrant children, to an education.
- 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
- Ethnic minorities
- Girls
- Persons on the move
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 50
- Paragraph text
- Furthermore, in nearly all of the countries he has visited, the Special Rapporteur has heard reports of a lack of adequate participation of indigenous peoples in the design, delivery and monitoring of programmes and policies that specifically affect them, at all levels. The Special Rapporteur would like to stress that enhancing indigenous peoples' control over decision-making that affects them has been shown to be conducive to successful practical outcomes, and there are numerous examples of successful indigenous-controlled programmes in place to address issues of indigenous health, education and other areas of concern, in ways that are culturally appropriate and adapted to local needs. Measures should be taken to support these programmes and increase the opportunity for indigenous peoples to provide services to their own communities.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 32
- Paragraph text
- The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that "States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process"; and that "States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education". Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to "promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 40
- Paragraph text
- Public policies should address the underlying causes of poverty and marginalization that indigenous peoples suffer as a result of the denial of their rights. They should also be considered as elements of the coordinated and systematic action States should develop to ensure that indigenous peoples enjoy their collective and individual human rights, and not as marginal, stand-alone initiatives dependent on available funding. The mandate holder has observed positive examples of public policies to implement indigenous rights on different sectoral issues, such as for example the National Aboriginal and Torres Strait Islander Health Plan 2013-2023 which affirms that it adopts a human rights-based approach informed by the Declaration. Other examples include the Whanau Ora policy in New Zealand; the bilingual intercultural education programme in Panama and the policies for the protection of indigenous peoples in isolation and recent contact in Bolivia and Ecuador. In El Salvador the recently adopted national policy on indigenous peoples considers the Declaration as its framework. Canada is undertaking a review of its policies to ensure coherence with the Declaration, and dialogue processes with indigenous peoples on public policies are ongoing in Costa Rica or Paraguay.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2012, para. 53
- Paragraph text
- For vulnerable groups of children, including girls, children with disabilities, children belonging to minorities or indigenous groups, or affected by HIV, these efforts need to be redoubled. They face particular challenges in gaining access to schooling and in remaining in school. They are more likely to be subjected to violence, or disregarded when they seek advice or report incidents of violence. As a result, they may end up choosing not to report violence for fear of drawing attention.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Ethnic minorities
- Girls
- Persons with disabilities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Access to justice for people living in poverty 2012, para. 76
- Paragraph text
- This can constitute a significant barrier for the poorest and most marginalized, many of whom speak local languages or dialects, as well as for indigenous populations, ethnic minorities and migrants. In particular, those who are often excluded from education services, including women, are less likely to have received adequate schooling in the official or predominant language.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 135
- Paragraph text
- Human rights education in schools should be a mandatory subject. Language in school textbooks should be revised to eliminate stereotypical and prejudicial portrayals of caste-affected communities and contest the social construction of caste and caste-like systems and related notions, including untouchability and segregation.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 122
- Paragraph text
- In Yemen, the All Youth Network for Community Development was set up by young people belonging to the Akhdam minority (Muhamasheen) to work at the local level to eliminate caste discrimination. Its programmes target education, political participation, human rights education and capacity-building.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Hate speech and incitement to hatred against minorities in the media 2015, para. 115
- Paragraph text
- Education to promote intercultural understanding, mutual respect and tolerance among population groups is essential to eliminating stereotypes and prejudices against minority communities. Human rights education should be an important part of school curricula, which should also include the history, culture and traditions of minority groups as well as their important contribution to enriching our societies.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 52
- Paragraph text
- In Viet Nam, visited by the previous mandate holder in July 2010 (see A/HRC/16/45/Add.2), UNICEF has been supporting the Ministry of Education and Training to address disparities in education outcomes between the majority and ethnic minorities. The mother tongue–based bilingual education programme has been implemented since 2008 in three provinces with three different ethnic minorities—Mong, Jrai and Khmer—and shows very positive results.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Protection of minority rights in conflict prevention 2010, para. 81
- Paragraph text
- The High Commissioner has developed a number of guidelines to help national and international actors to address issues that have a potential to cause conflict, including education, language rights, political participation and the involvement of "kin States" (States whose majority community is ethnically related to a minority in a neighbouring State).
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous women and girls 2015, para. 77a
- Paragraph text
- [Recommendations to Member States] [With regard to economic, social and cultural rights, Member States should:] Improve access by indigenous peoples to education, with interventions targeted towards understanding and overcoming the specific barriers faced by girls;
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous women and girls 2015, para. 24
- Paragraph text
- Indigenous peoples, in particular women, tend to have low levels of educational attainment and literacy compared with non-indigenous populations. That situation is a violation of the right to everyone to an education. Such violations of the rights of indigenous persons to an education are multi-dimensional and brings into consideration the issues of access, quality and inclusion.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Women
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 60
- Paragraph text
- In the context of education, the Declaration on the Rights of Indigenous Peoples underlines the importance for indigenous peoples of: education in their own languages; culturally appropriate methods of teaching and learning; and the reflection of their cultures, traditions, histories and aspirations in educational curricula (see articles 14(1) and 15(1)). However, in many places, prejudices and negative stereotyping of indigenous culture and identity remain a major challenge, and indigenous peoples face discrimination in schools, both from other students and from teachers. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has carried out an exhaustive investigation into this issue, the results of which are contained in its 2010 Education for All Global Monitoring Report: Reaching the marginalized. The report affirms that "[s]tigmatization is a potent source of marginalization that children bring with them to the classroom. From Aboriginals in Australia to the indigenous people of Latin America, failure to provide home language instruction has often been part of a wider process of cultural subordination and social discrimination".
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 25
- Paragraph text
- The Declaration, in particular with regard to economic, social and cultural rights, points out in numerous articles the need for States to adopt "effective" or "specific" measures or to take "necessary steps" to overcome discrimination and ensure the progressive achievement of these rights. In general, article 21(2) stipulates that "States shall take effective measures and, where appropriate, special measures to ensure continuing improvement of their [indigenous peoples'] economic and social conditions". More specifically, the Declaration calls for: measures to: safeguard the cultural values and identity of indigenous peoples and prevent their forced assimilation or integration (article 8(2)); protection of their right to revitalize, use, develop and transmit their cultural heritage (article 13(1 and 2)); ensured access to education in their own culture and their own language (article 14); protection of indigenous children from economic exploitation and child labour (article 17(2)); protection of indigenous women and children against violence and discrimination (article 22(2)); and the right to achieve the highest attainable standard of physical and mental health (article 24(2)).
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Women
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 19
- Paragraph text
- The principles of self-determination and non-discrimination permeate the broad range of economic and social rights. For example, in the context of health, the practical implications of these general principles are that health services should not only aim at closing the gaps in health outcomes between indigenous and non-indigenous individuals, but also incorporate and strengthen the traditional medicine and health practices of indigenous peoples. In the area of education, general and contextualized standards guarantee the equal rights of indigenous individuals to education without discrimination, as well as the right to establish their own educational institutions, in conformity with their own convictions. In addition, the right to work enshrined in various instruments of general applicability encompasses the right of indigenous peoples to pursue traditional occupations, such as sustainable pastoralism, hunting, gathering, fishing and shifting cultivation, as well as equal access to pursue such occupations, that is, indigenous peoples should enjoy "access to credit, market facilities, agricultural extension and skills training facilities on an equal footing with other parts of the population".
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
The need to harmonize activities affecting indigenous peoples within the United Nations system 2012, para. 24
- Paragraph text
- United Nations agencies and institutions have played an important role in operationalizing the standards enshrined in the Declaration and other relevant human rights instruments and in mainstreaming indigenous rights throughout the United Nations system. In his work, the Special Rapporteur has come across numerous noteworthy programmes that have had a significant positive impact on promoting the rights of indigenous peoples. At the country level, for example, the United Nations Children's Fund (UNICEF) has a multitude of activities targeted at indigenous peoples in areas such as culturally sensitive health care, bilingual education and disaggregated data collection. The International Fund for Agricultural Development (IFAD) has developed the Indigenous Peoples Assistance Facility to provide small grants for projects and foster a policy on engagement with indigenous peoples. OHCHR works directly with indigenous peoples at the country level, often playing a crucial role in calming situations of potential conflict involving indigenous peoples. The Special Rapporteur takes particular note of the important work of the OHCHR regional and country offices in Latin America in this regard.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 234
- Paragraph text
- We strongly encourage educational institutions to consider adopting good practices in sustainability management on their campuses and in their communities, with the active participation of, inter alia, students, teachers and local partners, and teaching sustainable development as an integrated component across disciplines.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 233
- Paragraph text
- We resolve to promote education for sustainable development and to integrate sustainable development more actively into education beyond the Decade of Education for Sustainable Development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 231
- Paragraph text
- We encourage Member States to promote sustainable development awareness among youth, inter alia by promoting programmes for non-formal education in accordance with the goals of the United Nations Decade of Education for Sustainable Development (2005-2014).
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 181
- Paragraph text
- We agree to effectively implement the Istanbul Programme of Action and to fully integrate its priority areas into the present framework for action, the broader implementation of which will contribute to the overarching goal of the Istanbul Programme of Action of enabling half the least developed countries to meet the criteria for graduation by 2020.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 52
- Paragraph text
- At the same time, indigenous peoples continue to face impediments to their active participation at the international level, such that there is still a lack of adequate participation of indigenous peoples in conferences and meetings where matters of vital importance to them - such as the environment and traditional knowledge - are being discussed and decided. Additionally, indigenous peoples often are excluded from or have inadequate participation in decision-making by international financial institutions about large-scale development projects that affect them. Potential reforms within international institutions and platforms of decision-making that affect indigenous peoples' lives should be closely examined; certainly, there is room to strengthen education and capacity-building of indigenous peoples in this regard. Financial and administrative support should be maintained and expanded as necessary to ensure that indigenous peoples can participate effectively in international forums.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 33
- Paragraph text
- Beyond increasing indigenous peoples' educational opportunities in general, States and the international community play an important role in the promotion, training and capacity-building necessary to allow indigenous peoples to adequately understand, design and implement development activities within or affecting their communities, including in relation to large-scale natural resource extraction and infrastructure projects. While many development projects in various countries include programmes for some training and employment opportunities for affected indigenous communities, in most cases this training does not envision indigenous people as potential engineers, business administrators, environmental analysts, lawyers or other professionals with the skills necessary for the execution of the projects at the managerial level. Ensuring professional training for indigenous peoples that allows their full involvement in the design and delivery of development-related activities should be part of any vision for development as it concerns them.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Environment
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 32
- Paragraph text
- As experience shows, advancing indigenous self-determination requires a practical orientation around specific objectives. A number of specific objectives must thus be pursued to enhance indigenous self-determination in the development process. Among these is the objective of enhancing indigenous education and skills capacity in relevant areas. Indigenous peoples are rich in valuable knowledge, but are often lacking in the skills and levels of education necessary to themselves engage and participate in the various components of development programmes and projects that affect them in the modern world. Many State programmes which are oriented at improving the education of indigenous peoples should take into account such a perspective. The Special Rapporteur has made specific and detailed recommendations as to how such programmes should be consolidated and strengthened in practice, in his reports regarding the situation of indigenous peoples in various countries. It should also be noted that the Expert Mechanism, in its first report to the Human Rights Council (A/HRC/10/56), offered important observations concerning the right of indigenous peoples to education, and United Nations agencies, including UNESCO, have likewise provided valuable input on this issue.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 41
- Paragraph text
- To do so, and to bring about real changes in mindsets, perceptions and discourse, a broad set of policy measures are necessary, for example in the areas of intercultural dialogue or education for diversity, equality and justice and in strengthening freedom of expression and promoting a "culture of peace". Indeed, the Special Rapporteur has previously stated that the strategic response to expressions deemed as offensive or intolerant is more speech: more speech that educates about cultural differences; more speech that promotes diversity and understanding; more speech to empower and give voice to minorities and indigenous peoples, for example through the support of community media and their representation in mainstream media. More speech can be the best strategy to reach out to individuals, changing what they think and not merely what they do, as has been recognized in the outcome document of the Durban Review Conference, which also affirmed the role that the right to freedom of opinion and expression can play in the fight against racism, racial discrimination, xenophobia and related intolerance worldwide.
- 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
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Groups in need of attention, limitations to the right to freedom of expression, and protection of journalists 2010, para. 129
- Paragraph text
- States should take the necessary steps to support the expression of the cultural diversity of indigenous peoples and other minority groups in the public and private media. They should also promote policies on dialogue and education that foster understanding and respect in intercultural exchanges.
- 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
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 65
- Paragraph text
- Alternative schools for linguistic, cultural or religious reasons in line with article 13 of the International Covenant on Economic, Social and Cultural Rights have a recognized place in education systems and are important in maintaining diversity and protecting minorities within countries.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 55
- Paragraph text
- The Supreme Court of Canada has ruled that minority language educational rights under section 23 of the Canadian Charter of Rights and Freedoms, which provides guarantees for French-speaking communities, were considered justiciable. Other rulings by courts in South Africa protect the right to education and language rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph