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Access and participation of women and girls in education, training and science and technology, including for the promotion of women's equal access to full employment and decent work 2011, para. 22hh
- Paragraph text
- [The Commission urges Governments, at all levels [...] to take the following actions, as appropriate:] [Supporting the transition from education to full employment and decent work]: Develop or strengthen policies and programmes to support the multiple roles of women in society, including in the fields of science and technology, in order to increase women's and girls' access to education, training, science and technology, while acknowledging the social significance of maternity and motherhood, parenting and the role of parents and other guardians in the upbringing of the children and caring for other family members, and ensure that such policies and programmes also promote shared responsibility of parents, women and men and society as a whole;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Families
- Girls
- Women
- Year
- 2011
- Date modified
- Mar 10, 2020
Paragraph
Elimination of all forms of discrimination and violence against the girl child 2007, para. 14.13.c
- Paragraph text
- [The Commission [...] urges Governments [...] to:] [14.13. Empowering girls] (c) Invest in awareness campaigns, and provide education and training, including specialized training on violence, gender issues, discrimination and human rights, to parents and legal guardians, families, political, religious, traditional and community leaders, and all professions relevant to the protection and empowerment of girls, including educators, social workers, police officers, judges, lawyers, prosecutors and the media, to increase awareness and commitment to the promotion and protection of the rights of girls and appropriate responses to rights violations;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Violence
- Person(s) affected
- Families
- Girls
- Year
- 2007
- Date modified
- Mar 10, 2020
Paragraph
Access and participation of women and girls in education, training and science and technology, including for the promotion of women's equal access to full employment and decent work 2011, para. 22bb
- Paragraph text
- [The Commission urges Governments, at all levels [...] to take the following actions, as appropriate:] [Strengthening gender-sensitive quality education and training, including in the field of science and technology]: Promote a positive image of careers in science and technology for women and girls, including in the mass media and social media and through sensitizing parents, students, teachers, career counsellors and curriculum developers, and devising and scaling up other strategies to encourage and support their participation in these fields;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Families
- Girls
- Women
- Year
- 2011
- Date modified
- Mar 10, 2020
Paragraph
Elimination of all forms of discrimination and violence against the girl child 2007, para. 14.2.j
- Paragraph text
- [The Commission [...] urges Governments [...] to:] [14.2. Education and training] (j) Ensure that young women and men have access to information and education, including peer education, youth-specific HIV education and sexual education and services necessary for behavioural change, to develop the life skills required to reduce their vulnerability to HIV infection and reproductive ill health, in full partnership with young persons, parents, families, educators and health-care providers;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Families
- Girls
- Men
- Youth
- Year
- 2007
- Date modified
- Mar 10, 2020
Paragraph
Gender and all forms of discrimination, in particular racism, racial discrimination, xenophobia and related intolerance 2001, para. 3d
- Paragraph text
- [Actions to be taken by Governments, the United Nations and civil society, as appropriate]: Ensure that education and training, especially teacher training, promote respect for human rights, the culture of peace, gender equality and cultural, religious and other diversity, and encourage educational and training institutions and organizations to adopt policies of equal opportunities and follow up their implementation with the participation of teachers, parents, boys and girls and the community;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2001
- Date modified
- Mar 10, 2020
Paragraph
Education and training of women 1997, para. 7
- Paragraph text
- Consciousness should be raised about the need for a new allocation of responsibilities within the family, in order to alleviate the extra burden on women.
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Families
- Women
- Year
- 1997
- Date modified
- Mar 10, 2020
Paragraph
Council of Europe Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse 2007, para. undefined
- Paragraph text
- Each Party shall take the necessary legislative or other measures to ensure that children, during primary and secondary education, receive information on the risks of sexual exploitation and sexual abuse, as well as on the means to protect themselves, adapted to their evolving capacity. This information, provided in collaboration with parents, where appropriate, shall be given within a more general context of information on sexuality and shall pay special attention to situations of risk, especially those involving the use of new information and communication technologies.
- Body
- Council of Europe
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2007
- Date modified
- Mar 10, 2020
Paragraph
European Social Charter (Revised) 1996, para. 1a
- Paragraph text
- With a view to ensuring the effective exercise of the right of children and young persons to grow up in an environment which encourages the full development of their personality and of their physical and mental capacities, the Parties undertake, either directly or in co-operation with public and private organisations, to take all appropriate and necessary measures designed: 1a. to ensure that children and young persons, taking account of the rights and duties of their parents, have the care, the assistance, the education and the training they need, in particular by providing for the establishment or maintenance of institutions and services sufficient and adequate for this purpose;
- Body
- Council of Europe
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Youth
- Year
- 1996
- Date modified
- Mar 10, 2020
Paragraph
European Social Charter (Revised) 1996, para. 1a
- Paragraph text
- With a view to ensuring the exercise of the right to equality of opportunity and treatment for men and women workers with family responsibilities and between such workers and other workers, the Parties undertake: 1. to take appropriate measures: a. to enable workers with family responsibilities to enter and remain in employment, as well as to reenter employment after an absence due to those responsibilities, including measures in the field of vocational guidance and training;
- Body
- Council of Europe
- Document type
- Regional treaty
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Men
- Women
- Year
- 1996
- Date modified
- Mar 10, 2020
Paragraph
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights “Protocol of San Salvador” 1988, para. undefined
- Paragraph text
- Every child, whatever his parentage, has the right to the protection that his status as a minor requires from his family, society and the State. Every child has the right to grow under the protection and responsibility of his parents; save in exceptional, judicially-recognized circumstances, a child of young age ought not to be separated from his mother. Every child has the right to free and compulsory education, at least in the elementary phase, and to continue his training at higher levels of the educational system.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 1988
- Date modified
- Mar 10, 2020
Paragraph
American Convention on Human Rights 1969, para. 4
- Paragraph text
- 4. Parents or guardians, as the case may be, have the right to provide for the religious and moral education of their children or wards that is in accord with their own convictions.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 1969
- Date modified
- Mar 10, 2020
Paragraph
Challenges and achievements in the implementation of the Millennium Development Goals for women and girls 2014, para. 42w
- Paragraph text
- [The Commission urges Governments, at all levels [...] to take the following actions:] [Realizing women's and girls' full enjoyment of all human rights]: Promote the right to education by making primary education compulsory and available free to all children and through the progressive introduction of subsidized education, bearing in mind the need for special measures to ensure equal access, including affirmative action to contribute to achieving equal opportunity and combating exclusion and ensuring school attendance, in particular for girls and children from low-income families and children who become heads of households;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 26, 2020
Paragraph
Children’s rights in juvenile justice 2007, para. 18
- Paragraph text
- The Committee fully supports the Riyadh Guidelines and agrees that emphasis should be placed on prevention policies that facilitate the successful socialization and integration of all children, in particular through the family, the community, peer groups, schools, vocational training and the world of work, as well as through voluntary organizations. This means, inter alia that prevention programmes should focus on support for particularly vulnerable families, the involvement of schools in teaching basic values (including information about the rights and responsibilities of children and parents under the law), and extending special care and attention to young persons at risk. In this regard, particular attention should also be given to children who drop out of school or otherwise do not complete their education. The use of peer group support and a strong involvement of parents are recommended. The States parties should also develop community-based services and programmes that respond to the special needs, problems, concerns and interests of children, in particular of children repeatedly in conflict with the law, and that provide appropriate counselling and guidance to their families.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2007
- Date modified
- Feb 14, 2020
Paragraph
The right of the child to freedom from all forms of violence 2011, para. 53
- Paragraph text
- Follow-up. The following must always be clear: (a) who has responsibility for the child and family from reporting and referral all the way through to follow-up; (b) the aims of any course of action taken - which must be fully discussed with the child and other relevant stakeholders; (c) the details, deadlines for implementation and proposed duration of any interventions; and (d) mechanisms and dates for the review, monitoring and evaluation of actions. Continuity between stages of intervention is essential and this may best be achieved through a case management process. Effective help requires that actions, once decided through a participatory process, must not be subject to undue delay. The follow-up must be understood in the context of article 39 (recovery and reintegration), article 25 (periodic review of treatment and placements), article 6, paragraph 2 (right to development) and article 29 (aims of education which present intentions and aspirations for development). Contact of the child with both parents should be ensured in accordance with article 9, paragraph 3, unless this is contrary to the best interests of the child.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Governance & Rule of Law
- Health
- Person(s) affected
- Children
- Families
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 98
- Paragraph text
- The school is especially important for connecting children, families and teachers and in remote areas it can become a bridge between a child's home and the community. Schools have a unique potential to nurture non-violent behaviour and to change attitudes that condone violence.
- 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
- Families
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2014, para. 73
- Paragraph text
- Alongside their unique potential, ICTs are associated with risks, making children vulnerable to harmful information, bullying, abuse and exploitation in ways that are sometimes difficult to detect and respond to, including by families and caregivers, teachers and others.
- 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
- Families
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
Normative action for quality education 2012, para. 23
- Paragraph text
- The Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child establish that education should be aimed at the full development of the human personality and the sense of its dignity. Article 26 of the Declaration clearly states that education must be “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Article 13 of the Covenant specifies that education “shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace.” Article 29 of the Convention on the Rights of the Child goes further in stipulating that education must develop respect for human rights, the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own. Education must prepare the child for responsible life in a free society.
- 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
- Children
- Families
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
The right of the child to protection from corporal punishment and other cruel and degrading forms of punishment 2006, para. 46
- Paragraph text
- In addition, States must ensure that positive, non-violent relationships and education are consistently promoted to parents, carers, teachers and all others who work with children and families. The Committee emphasizes that the Convention requires the elimination not only of corporal punishment but of all other cruel or degrading punishment of children. It is not for the Convention to prescribe in detail how parents should relate to or guide their children. But the Convention does provide a framework of principles to guide relationships both within the family, and between teachers, carers and others and children. Children's developmental needs must be respected. Children learn from what adults do, not only from what adults say. When the adults to whom a child most closely relates use violence and humiliation in their relationship with the child, they are demonstrating disrespect for human rights and teaching a potent and dangerous lesson that these are legitimate ways to seek to resolve conflict or change behaviour.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Families
- Year
- 2006
- Date modified
- Feb 14, 2020
Paragraph
Access and participation of women and girls in education, training and science and technology, including for the promotion of women's equal access to full employment and decent work 2011, para. 22o
- Paragraph text
- [The Commission urges Governments, at all levels [...] to take the following actions, as appropriate:] [Expanding access and participation in education]: Increase enrolment and retention rates of girls in education, inter alia, by: allocating appropriate and adequate budgetary resources; enlisting the support of parents and the community, including through campaigns and flexible school schedules; providing financial and other incentives targeted at families, including access to free education at the primary level, and at other levels where possible, and scholarships; and providing teaching, learning and hygiene and health supplies, as well as nutritional and academic support, in order to minimize the costs of education, in particular to families, and to facilitate parents' ability to choose education for their children;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Children
- Families
- Girls
- Women
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
The girl child 1998, para. d
- Paragraph text
- [Actions to be taken by Governments, educational institutions and the United Nations system, as appropriate:] Encourage all levels of society, including parents, Governments and non-governmental organizations, to support the implementation of educational policies to enhance gender awareness in the community;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Families
- Girls
- Year
- 1998
- Date modified
- Feb 14, 2020
Paragraph
The girl child 1998, para. e
- Paragraph text
- [Actions to be taken by Governments, educational institutions and the United Nations system, as appropriate:] Provide gender-sensitive training for school administrators, parents and all members of the school community, such as local administrators, staff, teachers, school boards and students;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Families
- Girls
- Year
- 1998
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2016, para. 95
- Paragraph text
- In the United States of America, a comprehensive resource for prevention and response was created by the Government. A dedicated siteprovides information on the nature of bullying and cyberbullying, who may be at risk, and how bullying can be prevented and addressed. Alongside advice for parents and children there is information about when and where to report cyberbullying.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2016
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 115
- Paragraph text
- Restorative justice can be introduced into every stage of the criminal justice process and is relevant in other contexts, such as family, school, care institutions and communities. It allows for the design and implementation of holistic interventions in line with children's development and the achievement of their potential in all aspects of life.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 93
- Paragraph text
- Especially in remote areas, schools can also become a bridge between a child's home and community, an environment where students, parents and other community members meet to gain digital literacy and confidence, and to benefit from ICT-based training on life skills, social and economic empowerment and entrepreneurship.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 88
- Paragraph text
- Parents' and caregivers' own digital literacy is a key factor. They need support and advice to reduce their anxiety and to gain an understanding of the online world and of how children operate in that environment, the risks they might encounter, the harm that can potentially ensue and, crucially, the most effective ways to cope and develop their children's resilience.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 86
- Paragraph text
- Guided by children's evolving capacities, it is equally important to support a positive, caring, digitally-informed and protective family environment, with access to relevant child-friendly information and services, including on how to report online abuse. Strategies to enhance children's resilience online include: - Open communication with children, both at home and at school, about issues concerning the online environment; - Opportunities for children to learn how to use online coping strategies, such as deleting messages, blocking contacts and reporting providers of inappropriate content, from an early age; - Appropriate support for children to tackle their psychological problems and build self-confidence, especially for vulnerable children; - Parental Internet access and use, which both cultivates the confidence of parents and caregivers and enhances their ability to provide guidance to children; - Positive attitudes about online safety and proactive coping strategies among peer groups; - Support for children's Internet use and safety by schools and teachers, both technical support and assistance in developing problem-solving strategies; - Action by parents to address online risk, including monitoring and mediation, rather than simply restricting children's Internet use.Technological advances have been so rapid that parents and caregivers often struggle to keep up with developments, and to detect and respond to online risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2014, para. 127
- Paragraph text
- Similarly, it is vital to promote awareness and give children, parents and caregivers the skills to enable them to seek opportunities and prevent and manage harm associated with ICTs. Balancing children's empowerment and protection is critical, and strategies to reduce risks should not hamper children's online opportunities or their learning to cope with risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2014, para. 113
- Paragraph text
- Especially in remote areas, schools can also become a bridge between a child's home and his or her community, an environment where students, parents and other community members meet to gain digital literacy and confidence, and to benefit from ICT-based training on life skills, social and economic empowerment and entrepreneurship.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2013, para. 33a
- Paragraph text
- [The meeting called for a multidimensional strategy and:] Holistic, participatory and child-centred strategies to bring an end to violence in school. These strategies should aim to secure a safe and child-friendly environment inside education settings, address the cultural acceptance of violence against children, and promote positive discipline initiatives amongst families and in the community at large;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2013
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2012, para. 55
- Paragraph text
- Although statistical information on violence in education is scarce and fragmented, available data reveal the serious magnitude and the long-lasting consequences of this phenomenon - on children and their families and on the education system as a whole. Surveys conducted in a number of countries confirm this pattern and in some cases helped to denounce emerging forms of violence, including new forms of sexual abuse in schools referred to as "sex for grades".
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph