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Access to justice for people living in poverty 2012, para. 26
- Paragraph text
- States not only have an obligation to ensure the enjoyment of the right to education, including human rights education (International Covenant on Economic, Social and Cultural Rights, art. 13) but also an obligation to ensure access to information without discrimination (International Covenant on Civil and Political Rights, arts. 2 and 19), which implies an obligation to proactively put information of public interest in the public domain and to ensure easy, prompt, effective and practical access to such information for all persons. In the context of access to justice, this requires, for example, that States proactively inform the public about new or changing laws, and make legal materials, such as laws, judgements, trial transcripts and adjudication procedures, available and reasonably accessible.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
Paragraph
Access to justice for people living in poverty 2012, para. 96
- Paragraph text
- [States should:] Provide training and education programmes for judicial officers, judges, lawyers, prosecutors and the police focusing on the rights and particular needs of the poor
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Poverty
- Person(s) affected
- All
- Year
- 2012
Paragraph
Access to medicines in the context of the right-to-health framework 2013, para. 75a
- Paragraph text
- [With regard to rational and appropriate use of medicines and their quality, safety and efficacy, the Special Rapporteur recommends that States:] Develop and regularly update Standard Treatment Guidelines and ensure adequate training of prescribers as a part of continuing medical education policies;
- 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
- All
- Year
- 2013
Paragraph
Activities of the Working Group 2014, para. 80
- Paragraph text
- States should fully protect the right of people of African descent to education, and must go beyond issues of physical or economic accessibility, to focus on the ultimate goal of equal access to quality education at all levels and equal achievement outcomes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 81
- Paragraph text
- Every person is entitled to accessible, free and high-quality primary-level education. States should take reasonable legislative and other measures to achieve the progressive realization of this right by people of African descent with respect to secondary education and for higher education on the basis of capacity.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82a
- Paragraph text
- [States should also:] Ensure accessible and available education, in particular in areas where people of African descent live, including in rural and marginalized communities, paying attention to improving the quality of public education;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 84b
- Paragraph text
- [In recognition of the contribution of the continent of Africa and people of African descent to the development, diversity and richness of world civilizations and cultures that constitute the common heritage of humankind, States should, in collaboration with relevant United Nations bodies and agencies, particularly the United Nations Educational, Scientific and Cultural Organization (UNESCO) and international donors:] Set up research programmes and circulate information to deconstruct the (mis)representation 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
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2014
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. 1
- Paragraph text
- 1. Everyone has the right to education.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1988
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. 2
- Paragraph text
- 2. The States Parties to this Protocol agree that education should be directed towards the full development of the human personality and human dignity and should strengthen respect for human rights, ideological pluralism, fundamental freedoms, justice and peace. They further agree that education ought to enable everyone to participate effectively in a democratic and pluralistic society and achieve a decent existence and should foster understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups and promote activities for the maintenance of peace.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1988
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. 3a
- Paragraph text
- 3. The States Parties to this Protocol recognize that in order to achieve the full exercise of the right to education: a. Primary education should be compulsory and accessible to all without cost;
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 1988
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. 3b
- Paragraph text
- 3. The States Parties to this Protocol recognize that in order to achieve the full exercise of the right to education: b. Secondary education in its different forms, including technical and vocational secondary education, should be made generally available and accessible to all by every appropriate means, and in particular, by the progressive introduction of free education;
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1988
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. 3c
- Paragraph text
- 3. The States Parties to this Protocol recognize that in order to achieve the full exercise of the right to education: c. Higher education should be made equally accessible to all, on the basis of individual capacity, by every appropriate means, and in particular, by the progressive introduction of free education;
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1988
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. 3d
- Paragraph text
- 3. The States Parties to this Protocol recognize that in order to achieve the full exercise of the right to education: d. Basic education should be encouraged or intensified as far as possible for those persons who have not received or completed the whole cycle of primary instruction;
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 1988
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. 5
- Paragraph text
- 5. Nothing in this Protocol shall be interpreted as a restriction of the freedom of individuals and entities to establish and direct educational institutions in accordance with the domestic legislation of the States Parties.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1988
Paragraph
African Charter on Democracy, Elections and Governance 2007, para. 2
- Paragraph text
- State Parties shall ensure systematic and comprehensive civic education in order to encourage full participation of social groups with special needs in democracy and development processes.
- Body
- African Union
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2007
Paragraph
African Charter on Human and Peoples' Rights (Banjul Charter) 1981, para. 1
- Paragraph text
- Every individual shall have the right to education
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 1981
Paragraph
African Charter on Human and Peoples' Rights (Banjul Charter) 1981, para. undefined
- Paragraph text
- State Parties to the present Charter shall have the duty to promote and ensure through teaching, education and publication, the respect of the rights and freedoms contained in the present Charter and to see to it that these freedoms and rights as well as corresponding obligations and duties are understood.
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1981
Paragraph
African Charter on the Rights and Welfare of the Child 1990, para. 3a
- Paragraph text
- State Parties to the present Charter shall take all appropriate measures with a view to achieving the full realization of this right and shall in particular: provide free and compulsory basic education
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Children
- Year
- 1990
Paragraph
African Charter on the Rights and Welfare of the Child 1990, para. 3b
- Paragraph text
- State Parties to the present Charter shall take all appropriate measures with a view to achieving the full realization of this right and shall in particular: encourage the development of secondary education in its different forms and progressively make it free and accessible to all;
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1990
Paragraph
African Charter on the Rights and Welfare of the Child 1990, para. 3c
- Paragraph text
- State Parties to the present Charter shall take all appropriate measures with a view to achieving the full realization of this right and shall in particular: make higher education accessible to all on the basis of capacity and ability by every appropriate means;
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Children
- Year
- 1990
Paragraph
African Charter on the Rights and Welfare of the Child 1990, para. 7
- Paragraph text
- No part of this Article shall be construed as to interfere with the liberty of individuals and bodies to establish and direct educational institutions subject to the observance of the principles set out in Paragraph I of this Article and the requirement that the education given in such institutions shall conform to such minimum standards as may be laid down by the States .
- Body
- Organization of African Unity
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1990
Paragraph
Agenda setting of the work of the Special Rapporteur 2015, para. 8
- Paragraph text
- In the age of globalization, trafficking in persons cannot be examined in isolation from the broader socioeconomic realities that drive it, nor should it be tackled only from a criminal perspective. Factors such as poverty and inequality, lack of educational opportunity and access to health care, gender discrimination, including gender-based violence, racial inequality and migration are some of the underlying factors that cause/contribute to trafficking in persons.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Health
- Movement
- Poverty
- Violence
- Person(s) affected
- All
- Year
- 2015
Paragraph
American Convention on Human Rights 1969, para. 2
- Paragraph text
- 2. The law may regulate the exercise of the rights and opportunities referred to in the preceding paragraph only on the basis of age, nationality, residence, language, education, civil and mental capacity, or sentencing by a competent court in criminal proceedings.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1969
Paragraph
American Convention on Human Rights 1969, para. undefined
- Paragraph text
- The States Parties undertake to adopt measures, both internally and through international cooperation, especially those of an economic and technical nature, with a view to achieving progressively, by legislation or other appropriate means, the full realization of the rights implicit in the economic, social, educational, scientific, and cultural standards set forth in the Charter of the Organization of American States as amended by the Protocol of Buenos Aires.
- Body
- Organization of American States
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 1969
Paragraph
Article 7: Torture or cruel, inhuman or degrading treatment or punishment - replaced by GC No. 20 1982, para. 2
- Paragraph text
- As appears from the terms of this article, the scope of protection required goes far beyond torture as normally understood. It may not be necessary to draw sharp distinctions between the various prohibited forms of treatment or punishment. These distinctions depend on the kind, purpose and severity of the particular treatment. In the view of the Committee the prohibition must extend to corporal punishment, including excessive chastisement as an educational or disciplinary measure. Even such a measure as solitary confinement may, according to the circumstances, and especially when the person is kept incommunicado, be contrary to this article. Moreover, the article clearly protects not only persons arrested or imprisoned, but also pupils and patients in educational and medical institutions. Finally, it is also the duty of public authorities to ensure protection by the law against such treatment even when committed by persons acting outside or without any official authority. For all persons deprived of their liberty, the prohibition of treatment contrary to article 7 is supplemented by the positive requirement of article 10 (1) of the Covenant that they shall be treated with humanity and with respect for the inherent dignity of the human person.
- Body
- Human Rights Committee
- Document type
- General Comment / Recommendation
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1982
Paragraph
Article 18: The right to freedom of thought, conscience and religion 1993, para. 5
- Paragraph text
- The Committee observes that the freedom to "have or to adopt" a religion or belief necessarily entails the freedom to choose a religion or belief, including, inter alia, the right to replace one's current religion or belief with another or to adopt atheistic views, as well as the right to retain one's religion or belief. Article 18 (2) bars coercions that would impair the right to have or adopt a religion or belief, including the use of threat of physical force or penal sanctions to compel believers or non-believers to adhere to their religious beliefs and congregations, to recant their religion or belief or to convert. Policies or practices having the same intention or effect, such as for example those restricting access to education, medical care, employment or the rights guaranteed by article 25 and other provisions of the Covenant are similarly inconsistent with article 18 (2). The same protection is enjoyed by holders of all beliefs of a non-religious nature.
- Body
- Human Rights Committee
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 1993
Paragraph
Assessment of the educational attainment of students 2014, para. 29
- Paragraph text
- Education is invaluable for the preservation of the cultural heritage of humankind. Inculcating in students a commitment to preserving and enriching multicultural and multilingual diversity and promoting a better understanding and appreciation of the richness of cultural diversity deserves an important place in any education system. National curricula should aim to prepare students for the defence of cultural diversity as an ethical imperative, inseparable from respect for human dignity, as expressed in the UNESCO Universal Declaration on Cultural Diversity of 2001. The main lines of the action plan for the implementation of the Declaration clearly provide for promoting through education an awareness of the positive value of cultural diversity and improving to this end both curriculum design and teacher education. The education provided, as well as the assessments of students, should show the importance attached to the preservation and promotion of cultural diversity and pluralism as an essential part of human-centred development. The assessment of students should demonstrate their understanding of common values shared by all humankind, with respect for people from different civilizations, cultures and religions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 56
- Paragraph text
- As described by the Special Rapporteur in his previous report (A/67/310), technical and vocational education and training (TVET) is an integral part of the right to basic education at the secondary level. Educational institutions must be supported to develop quality innovative programmes, including technical and vocational training and lifelong learning, geared to bridging skills gaps in order to advance sustainable development objectives. In fact, skills development through TVET has emerged as a leading concern in improving the quality of education in an increasingly globalized economy. Such training has profound implications in the twenty-first century for radically different knowledge-based economies and societies. This is all the more important in view of the need to better promote the skills required by the emerging "green economy", requiring novel means to assess competencies and skills in "green technology".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 72
- Paragraph text
- A student-centred system of education and evaluation would include a detailed assessment record of each student's progress through the curriculum. While not all students progress at the same rate, a personalized assessment allows teachers, teaching assistants or even student mentors in a higher grade to provide support so that each student completes each module in the curriculum without suffering from the social stigma associated with being held back.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 82
- Paragraph text
- Teachers are vital to the implementation of the national curricula and in conducting assessments of the educational attainments of students. Teacher training programmes need to be reinforced to enhance not just the pedagogical capacities of teachers, but also their ability to assess the educational attainments of students.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph