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Report of the Working Group of Experts on People of African Descent on its nineteenth and twentieth sessions 2017, para. 77
- Paragraph text
- States must ensure that people of African descent have access to quality education which enables them to compete on an equal footing with others in the labour market. States must acknowledge the persistence of structural racism and multiple forms of discrimination within the education system and must therefore put in place appropriate legislation and affirmative action policies to tackle the problem. School curriculums for all should take into consideration an accurate account of the history of the transatlantic trade in enslaved Africans, enslavement and colonialism.
- 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
- 2017
Paragraph
Corruption and the right to health 2017, para. 88d
- Paragraph text
- [The Special Rapporteur also urges other relevant stakeholders to:] Strengthen those elements in the medical education curriculum of future medical doctors that strengthen their knowledge and skills in order to prevent them from becoming involved in corrupt acts, unethical behaviour, reliance on excessive and unnecessary medical interventions, disease mongering, favouritism, informal payments and other practices that are either corrupt or increase the risk of corruption;
- 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
- All
- Year
- 2017
Paragraph
Report of the Working Group of Experts on People of African Descent on its nineteenth and twentieth sessions 2017, para. 78
- Paragraph text
- States should ratify international agreements related to the fight against racism and discrimination in education. To this end, the Working Group calls for universal ratification of the International Covenant on Economic, Social and Cultural Rights as well as the Optional Protocol thereto and the Convention against Discrimination in Education of the United Nations Educational, Scientific and Cultural Organization.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2017
Paragraph
Report of the Working Group of Experts on People of African Descent on its nineteenth and twentieth sessions 2017, para. 72
- Paragraph text
- The Working Group urges Member States to allocate additional investments to the health-care and education systems of people of African descent and to promote equal opportunities in employment, as well as other positive measures and strategies within the human rights framework.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2017
Paragraph
Service regulation and human rights to water and sanitation 2017, para. 89j
- Paragraph text
- [In line with the above, the Special Rapporteur recommends that States:] Include, in regulatory frameworks, specific requirements ensuring adequate provision of services to, inter alia, schools, health facilities, prisons, transport hubs and public spaces in general;
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2017
Paragraph
Corruption and the right to health 2017, para. 88c
- Paragraph text
- [The Special Rapporteur also urges other relevant stakeholders to:] Strengthen measures to address corruption and unethical practices in the process of generation of knowledge through research, dissemination of such knowledge through medical education and the development of guidelines for diagnostics and treatment of health conditions;
- 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
- All
- Year
- 2017
Paragraph
Lifelong learning and the right to education 2016, para. 103
- Paragraph text
- States should recognize the importance of developing and strengthening the normative framework for lifelong learning, taking into consideration the right to learning as well as the right to education and training. They should also recognize the right to education and learning as a social right and a social responsibility. They should develop a normative framework that reflects the right to education, learning and training. In this respect, consideration should be given to available examples. Moreover, the right to education, learning and training should be developed in its nexus with other rights. Governments should review labour laws so as to make them conducive to operationalizing the right to learning as well as the right to training.
- 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
- All
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 106
- Paragraph text
- Technical and vocational education and training should be recognized as a linchpin in the concept of lifelong learning and as a font of skills development and professional excellence. Countries should focus on fostering entrepreneurship through an overall lifelong learning framework. States, along with social partners and enterprises, should develop innovative approaches to technical and vocational education and training in order to respond to the diverse aspirations and needs of individuals and societies in a rapidly globalizing world.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 119
- Paragraph text
- States should address issues of access, quality and equity in the use of digital technology in education and ensure that students' right to education is exercised in an equitable manner and that it is fully respected. There is a great risk that technology will widen inequalities in society if an equitable approach to its use is not adopted. State obligations for respecting, protecting and fulfilling the right to education should be a priority concern.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 108
- Paragraph text
- Recognizing the importance of ICTs as support for lifelong learning processes, Governments must foster open education resources that will allow students to draw upon online educational materials. They should work towards developing minimum quality standards. Care should be taken to ensure that technology does not exacerbate inequities or entail abusive practices. Fraudulent practices in online learning and certification must be punishable by law.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 125
- Paragraph text
- In the context of the universal periodic review mechanism of the Human Rights Council, critical attention should be given to digital technology and the right to education in the dialogue with States. Governments should be encouraged to take the measures necessary to safeguard the right to education, to maintain education as a public good and to take action whenever the right to education is compromised as a result of the application of digital technologies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 99
- Paragraph text
- It is incumbent upon Governments to advance in that direction, pursuant to the political commitments made in the Education 2030 agenda, as highlighted in the present report. This is imperative, given the crucial importance of the knowledge, competencies and skills needed by learners in the twenty-first century. Individuals everywhere should have possibilities for engaging in lifelong learning and for participating fully in their community, workplace and wider society.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 114
- Paragraph text
- Governments must learn from the lessons of the past, when technologies were purchased without due consideration being given to the many factors that contribute to success. Computers and tablets alone make no difference in learning outcomes if teachers and administrators of educational establishments have not been involved in planning and have not received adequate training to effectively use the technology in the classroom.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 116
- Paragraph text
- In the face of the transformation of education systems, especially higher education, through digital technologies, the State remains primarily responsible for respecting and protecting the right to education on account of its international legal obligations. The State is the custodian of norms and principles and must ensure that the right to education is respected in all systems and modes of education. Governments should not abdicate their responsibility for ensuring that educational institutions retain their essential public service function. In all circumstances, the State must discharge its responsibility as guarantor and regulator of education as a fundamental human right.
- 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
- All
- Year
- 2016
Paragraph
Right to food and nutrition 2016, para. 98
- Paragraph text
- A holistic approach to nutrition requires national policymakers to create an environment conducive to nutritious, healthy diets, including through education, and dietary guidelines. Finally, a comprehensive approach should encourage adjustments in food supply and changes in food systems to increase the availability and accessibility of healthier food that is both sustainable and nutrition sensitive.
- Body
- Special Rapporteur on the right to food
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Food & Nutrition
- Person(s) affected
- All
- 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. 130
- Paragraph text
- Governments should encourage civil society and non-governmental organizations to play a valuable role in engaging the public in debates on the impact of digital technology on the right to education, giving full consideration to the importance of access, quality and equity in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 112
- Paragraph text
- Digital technologies are negatively affecting the cause of education by impairing the ability of students to contemplate and think critically, by scuttling human values in education and by paving the way for the commodification of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Right to health of adolescents 2016, para. 113d
- Paragraph text
- [In connection to sexual and reproductive health rights, the Special Rapporteur recommends that Governments:] Guarantee the provision of age-appropriate, comprehensive and inclusive sexuality education, based on scientific evidence and human rights, as part of the school curriculum;
- 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
- Gender
- Health
- Person(s) affected
- All
- 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
Issues and challenges to the right to education in the digital age 2016, para. 126
- Paragraph text
- The obligation of States to provide inclusive, equitable, non-discriminatory education of a high quality for all must be carefully preserved in any implementation of digital technologies in education. The predominance of English in online education negatively affects the provision of education in other languages.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 113
- Paragraph text
- In the light of their obligations under the norms and principles of the right to education, States must ensure that digital technologies do not impair universal access to education or equality of opportunity in education. Nor should they be allowed to erode the concept 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
- All
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 100
- Paragraph text
- The Special Rapporteur emphasizes that, in this endeavour, paramount importance should be given to the "full development of the human person" as the essential objective of the right to education as a continuously unfolding process covering the entire life. The process of lifelong learning must also be propelled by a perception of the right to education not only as an individual right but also as a social right, with primary responsibility for its realization resting on Governments as well social partners.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 122
- Paragraph text
- Public authorities should ensure that the use of digital technologies is considered as a means of education, not as a substitute for face- to-face education. They should recognize that human contact in education is essential to the teaching and learning process. Public authorities should also take the measures necessary to build the capacity of teachers to use digital technologies while retaining freedom in their pedagogic approaches. Teachers must have the competence and be free to adapt digital technologies to local contexts, and the authority to rearrange online teaching materials and methodologies to best serve the country's education requirements.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2016
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 109
- Paragraph text
- In the 1998 World Declaration on Higher Education for the Twenty-First Century: Vision and Action, signatories called upon higher education institutions to give the opportunity to students to fully develop their own abilities with a sense of social responsibility, educating them to become full participants in democratic society and promoters of changes that will foster equity and justice.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
Protecting education against commercialization 2015, para. 122
- Paragraph text
- Learning from the devastating impact of structural adjustments on education as an essential public service, and in the face of the prevalent market ideology and surging privatization in education, States must expand educational opportunities, recognizing the paramount importance of public investment in education as their essential obligation. Under no circumstances should a State provide financial support to private providers of education or allow private companies to operate multiple schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2015
Paragraph
The use of encryption and anonymity to exercise the rights to freedom of opinion and expression in the digital age 2015, para. 57
- Paragraph text
- States should revise or establish, as appropriate, national laws and regulations to promote and protect the rights to privacy and freedom of opinion and expression. With respect to encryption and anonymity, States should adopt policies of non-restriction or comprehensive protection, only adopt restrictions on a case-specific basis and that meet the requirements of legality, necessity, proportionality and legitimacy in objective, require court orders for any specific limitation, and promote security and privacy online through public education.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
Paragraph
Protecting education against commercialization 2015, para. 112
- Paragraph text
- Education benefits both the individual and the society and must be preserved as a public good; social interest in education must be protected against its commercialization. The corrosive impact of privatization on the right to education must receive foremost consideration in education laws and public policies. The commercialization of education should have no place in a country's education system.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
Paragraph
Protecting education against commercialization 2015, para. 124
- Paragraph text
- Public authorities should not allow the pursuit of material values to the detriment of a humanist mission of education or the propagation by private schools of a value system solely conducive to the market economy, with learning systems devoid of cultural diversity. States must ensure that the education imparted in private schools is in conformity with the objectives of education laid down in the Universal Declaration of Human Rights and in international human rights conventions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2015
Paragraph
Protecting education against commercialization 2015, para. 125
- Paragraph text
- Regulations should prescribe full financial and performance reporting requirements for all private schools. It should be obligatory for all private providers to report regularly to designated public authorities on their financial operations, in line with prescriptive regulations, covering matters such as school fees collected and salaries paid to teachers, and to declare, in a fully transparent manner, that they are not engaged in for-profit education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
Paragraph