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Report of the Working Group of Experts on People of African Descent on its nineteenth and twentieth sessions 2017, para. 60
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- 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
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
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
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. 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
Lifelong learning and the right to education 2016, para. 97
- Paragraph text
- The concept of education and learning as a continuum, no longer limited by age, is now globally recognized. As the Special Rapporteur has highlighted in the present report, education and learning are perceived as a continuing process, along with training as its valuable component. Those conceptual developments have led to the emergence of the right to learning, integrally linked with the right to education and training. The normative bases of adult or continuing education laid down in international human rights conventions have been expanded by instruments elaborated by UNESCO and ILO to endow lifelong education, learning and training with a legal framework. That evolution has also been followed in some countries, which have adopted education laws, policies and strategies on lifelong learning.
- 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
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 83
- Paragraph text
- [The Independent Expert makes the following recommendations to States affected by attacks against persons with albinism:] [Public education] Public education Ensure sustained and uninterrupted multi-year-long efforts in public education on albinism, particularly in rural and remote areas, as well as border communities, to provide relevant information about albinism, including the scientific reasons behind albinism, as well as on the human rights of persons with albinism;
- 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
Preliminary survey on the root causes of attacks and discrimination against persons with albinism 2016, para. 83
- Paragraph text
- [The Independent Expert makes the following recommendations to States affected by attacks against persons with albinism:] [Public education] Public education Ensure that public education campaigns address witchcraft-related practices affecting persons with albinism, particularly those leading to human rights violations. Such campaigns should also stress the reprehensible nature of these practices;
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- 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. 108
- Paragraph text
- Digital technologies are revolutionizing the provision of education. Multiple learning pathways, such as e-learning, massive open online courses and open educational resources, are contributing to the diversification of learning approaches. Disparities in access to digital technologies persist, however, and countries need to bridge the digital divide. Marginalization and exclusion compromise the principles of social justice and equity, which are key pillars of the United Nations system's work on peace and development.
- 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. 124
- Paragraph text
- Within the scope of their respective mandates, when considering the right to education in their dialogue with States, the United Nations human rights treaty bodies should look into the use of information and communications technologies and its repercussions on the right to education. They should especially consider whether the downside of using such technologies is kept in view and policies are in line with human rights law and the internationally established framework for safeguarding the right to education while addressing the digital divide.
- 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. 128
- Paragraph text
- States should work towards creating an exception to copyright law, nationally and internationally, that permits developing countries to make use of any information or material for non-profit education purposes. Such an exemption would better balance the public interest in promoting and improving education in developing countries within the framework of a modernized international copyright framework. To this end, UNESCO, in collaboration with the World Intellectual Property Organization, should explore the possibility of creating an international open licensing framework for education resources, in consultation with stakeholders.
- 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. 107
- Paragraph text
- Lifelong learning requires greater financial support, and must be given full consideration in investment in education. Governments should partner with stakeholders and take necessary measures aimed at innovative financial schemes to fund lifelong learning activities and programmes, with a focus on the active participation of the corporate sector and employers as well as employees in schemes devised for that purpose.
- 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. 102
- Paragraph text
- States should embrace the concept of education and learning as a continuum. They should take steps towards transforming the education system so as to enable the continual pursuit of studies, learning processes and training programmes, through formal as well as informal systems. The concept of lifelong learning must be further elaborated, taking into consideration its three key pillars: education; training and learning; and ensuring that age is not a barrier to education and 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
Interlinkages between recognition, justice and development 2016, para. 59
- Paragraph text
- Sixty years after the anti-colonialist movements led to the independence of some countries, colonial-based educational materials and perspectives continue to negatively influence society. Many textbooks and reference works still contain racial biases and sexism and fail to consider Afrocentric perspectives. Many of these colonial-based educational materials reinforce negative and damaging stereotypes about people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 109
- Paragraph text
- States should develop national qualifications frameworks and ensure that all national education and training providers are subject to accreditation that measures the quality of education and training provided, according to national standards, with a focus on improving the competence and skills of learners. National qualifications frameworks must be revised to recognize and validate new skills and competencies acquired in the process of lifelong learning.
- 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
Lifelong learning and the right to education 2016, para. 110
- Paragraph text
- UNESCO and ILO should reinforce their activities for operationalizing the normative framework for lifelong learning and provide technical assistance to States. They should also step up their advisory services for transforming education systems in a spirit 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
Lifelong learning and the right to education 2016, para. 112
- Paragraph text
- The intellectual community and civil society organizations should foster public debate on issues of key importance in lifelong learning. Research, events and expert consultations and advocacy on lifelong learning should be encouraged and supported for a greater understanding of lifelong learning and greater awareness of its importance in societies in the twenty-first century.
- 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. 115
- Paragraph text
- The Special Rapporteur recalls that the Education 2030 framework for action specifically calls upon Governments to harness information and communications technologies to promote quality and effective learning. It also recognizes the importance of education as a public good.
- 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
Lifelong learning and the right to education 2016, para. 105
- Paragraph text
- Furthermore, Governments should take special care that such policies and strategies are effectively implemented. The corporate sector, employers and social partners, including civil society and local communities, should be involved and encouraged to work with public authorities in designing programmes for lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 118
- Paragraph text
- While recognizing the importance of opportunities arising from the use of information and communications technologies, States should not forget to look into the downside of such use and the impact of the digital divide on the education system and, in particular, on those who remain marginalized, on the future generation and on society at large.
- 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. 129
- Paragraph text
- Parliamentarians play a vital role in developing laws and policies that promote the use of technology in the education sector. Legislation should explicitly protect the right to education, including in procurement legislation and commercial laws.
- 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. 111
- Paragraph text
- Moreover, the implications of digital technologies and copyright must be examined critically in order to better understand the rights to access to knowledge and information.
- 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
Interlinkages between recognition, justice and development 2016, para. 71
- Paragraph text
- States are called upon to promote full and accurate inclusion of the general history of Africa and to recognize in educational curricula the important contribution of people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] Integrate provisions designed to prevent stigma and prejudice against populations vulnerable to debt bondage, within all educational curricula.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- 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. 121
- Paragraph text
- The forces of privatization behind the spread of digital learning and education creating a marketplace in education must be exposed through public debate so as to prevent the commoditization of education. The corporate sector should not impinge upon the function and autonomy of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 110
- Paragraph text
- The use of digital technologies carries the risk of undermining human values in education and the quality of education, especially as regards degrees and diplomas that are fraudulently delivered.
- 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
Lifelong learning and the right to education 2016, para. 98
- Paragraph text
- However, many countries still lag behind that evolution in embracing the concept of lifelong learning. They are not adequately equipped with a national legal framework or the policies and strategies necessary to direct their education systems towards 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