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Minimum Age Convention 1973, para. 6. (b)
- Paragraph text
- [This Convention does not apply to work done by children and young persons in schools for general, vocational or technical education or in other training institutions, or to work done by persons at least 14 years of age in undertakings, where such work is carried out in accordance with conditions prescribed by the competent authority, after consultation with the organizations of employers and workers concerned, where such exist, and is an integral part of:] a programme of training mainly or entirely in an undertaking, which programme has been approved by the competent authority; or
- Body
- International Labour Organization
- Document type
- International treaty
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Youth
- Year
- 1973
- Paragraph type
- Other
Paragraph
Rio+20 – Conference on Sustainable Development: The future we want 2012, para. 229
- Paragraph text
- We reaffirm our commitments to the right to education, and in this regard we commit to strengthen international cooperation to achieve universal access to primary education, particularly for developing countries. We further reaffirm that full access to quality education at all levels is an essential condition for achieving sustainable development, poverty eradication, gender equality and women's empowerment, as well as human development, for the attainment of the internationally agreed development goals, including the Millennium Development Goals, and for the full participation of both women and men, in particular young people. In this regard, we stress the need for ensuring equal access to education for persons with disabilities, indigenous peoples, local communities, ethnic minorities and people living in rural areas.
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Men
- Women
- Youth
- Year
- 2012
- Paragraph type
- Other
Paragraph
Rio+20 – Conference on Sustainable Development: The future we want 2012, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Youth
- Year
- 2012
- Paragraph type
- Other
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
- Paragraph type
- Other
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. 22v
- 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]: Develop gender-sensitive curricula for educational programmes at all levels and take concrete measures to ensure that educational materials portray women and men, youth, girls and boys in positive and non-stereotypical roles, particularly in the teaching of scientific and technological subjects, in order to address the root causes of segregation in working life;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Youth
- Year
- 2011
- Paragraph type
- Other
Paragraph
Persons with Disabilities 1994, para. 35
- Paragraph text
- School programmes in many countries today recognize that persons with disabilities can best be educated within the general education system. Thus the Standard Rules provide that "States should recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities, in integrated settings". In order to implement such an approach, States should ensure that teachers are trained to educate children with disabilities within regular schools and that the necessary equipment and support are available to bring persons with disabilities up to the same level of education as their non disabled peers. In the case of deaf children, for example, sign language should be recognized as a separate language to which the children should have access and whose importance should be acknowledged in their overall social environment.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Youth
- Year
- 1994
- Paragraph type
- Other
Paragraph
Right of everyone to take part in cultural life (Art. 15, para. 1(a)) 2009, para. 29
- Paragraph text
- The Committee therefore urges States parties to take account of the recommendations contained in the United Nations Principles for Older Persons, and in particular of principle 7, that older persons should remain integrated in society, participate actively in the formulation and implementation of policies that directly affect their well being and share their knowledge and skills with younger generations; and principle 16, that older persons should have access to the educational, cultural, spiritual and recreational resources of society.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Youth
- Year
- 2009
- Paragraph type
- Other
Paragraph
Implementing child rights in early childhood 2006, para. 29
- Paragraph text
- Parental and public responsibilities for early childhood education. The principle that parents (and other primary caregivers) are children's first educators is well established and endorsed within the Convention's emphasis on respect for the responsibilities of parents (sect. IV above). They are expected to provide appropriate direction and guidance to young children in the exercise of their rights, and provide an environment of reliable and affectionate relationships based on respect and understanding (art. 5). The Committee invites States parties to make this principle a starting point for planning early education, in two respects:
- 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
- Youth
- Year
- 2006
- Paragraph type
- Other
Paragraph
Implementing child rights in early childhood 2006, para. 30
- Paragraph text
- The Committee calls on States parties to ensure that all young children receive education in the broadest sense (as outlined in paragraph 28 above), which acknowledges a key role for parents, wider family and community, as well as the contribution of organized programmes of early childhood education provided by the State, the community or civil society institutions. Research evidence demonstrates the potential for quality education programmes to have a positive impact on young children's successful transition to primary school, their educational progress and their long term social adjustment. Many countries and regions now provide comprehensive early education starting at 4 years old, which in some countries is integrated with childcare for working parents. Acknowledging that traditional divisions between "care" and "education" services have not always been in children's best interests, the concept of "Educare" is sometimes used to signal a shift towards integrated services, and reinforces the recognition of the need for a coordinated, holistic, multisectoral approach to early childhood.
- 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
- Youth
- Year
- 2006
- Paragraph type
- Other
Paragraph
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 97
- Paragraph text
- A growing number of States worldwide have confirmed their commitment to comprehensive sexuality education as an essential priority for achieving national development, health and education goals. In its resolution 70/137, the General Assembly called upon all States to develop and implement educational programmes and teaching materials, as well as teacher education and training programmes for both formal and non-formal education, including comprehensive evidence-based education on human sexuality, based on full and accurate information, for all adolescents and youth; to modify the social and cultural patterns of conduct of men and women of all ages; to eliminate prejudices; and to promote and build decision-making, communication and risk reduction skills for the development of respectful relationships based on gender equality and human rights.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Adolescents
- Men
- Women
- Youth
- Year
- 2016
- Paragraph type
- Other
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 9
- Paragraph text
- Technical and vocational education and training is seen "as a cornerstone for the transformation of education and training", which is indeed crucial, given increasing concerns about rising unemployment, particularly among educated youth. As acknowledged by the World Bank, "The dynamic forces of the knowledge economy, accompanied by changing markets, scientific and technological advances, and increasing globalization and internationalization, call for a new face of skills and competencies". In this context, enhanced attention must be paid to modernizing technical and vocational education and training curricula and to the quality of the education provided.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Youth
- Year
- 2012
- Paragraph type
- Other
Paragraph
Lifelong learning and the right to education 2016, para. 70
- Paragraph text
- The Special Rapporteur welcomes the perspective developed in looking at technical and vocational education and training through an overall lifelong learning framework. He considers that the provisions in the ILO Human Resources Development Convention, 1975 (No. 142) remain relevant at present. Article 4 of the Convention stipulates that "each Member shall gradually extend, adapt and harmonize its vocational training systems to meet the needs for vocational traini ng throughout life of both young persons and adults in all sectors of the economy and branches of economic activity and at all levels of skill and responsibility". The Convention enjoins on Member States the obligation to adopt and develop comprehensive and coordinated policies and programmes of vocational guidance and vocational training, which shall encourage and enable all persons "to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations, account being taken of the needs of society" (art. 1 (5)).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2016
- Paragraph type
- Other
Paragraph
The right of the child to freedom of expression 2014, para. 58
- Paragraph text
- In the Republic of Korea, high school students have promoted a major social mobilization against authoritarian practices within the education system. As a result of the public debate generated by the students, in January 2012, the Seoul Metropolitan Council adopted a students' rights ordinance ensuring, inter alia, the right of students to protest, a ban on corporal punishment, the elimination of mandatory participation in religious activities and the protection of lesbian, gay, bisexual and transgender students and pregnant students against discrimination. Action for Youth Rights of Korea, an association established by Korean students in the context of this mobilization, continues to promote student activism.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Activists
- LGBTQI+
- Youth
- Year
- 2014
- Paragraph type
- Other
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
- Paragraph type
- Other
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 50
- Paragraph text
- Schools may serve as sites for the perpetuation of a singular religious or ideological ideal, failing to take on board religious or belief diversity, erasing all symbols of such difference, and aiming to assimilate all into an (intolerant) national "unity". In some countries, regions or schools with diverse religious communities teach only the majority religion. For example, in Bosnia and Herzegovina, visited by the Independent Expert in 2012, Bosniak, Croat and Serb communities remain largely divided along religious and ethnic lines. Religious education is provided only in the majority religion and serves to reinforce differences and exacerbate divisions between young people and communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Youth
- Year
- 2013
- Paragraph type
- Other
Paragraph
Child participation 2012, para. 24
- Paragraph text
- Education programmes have been developed in schools and represent a wide-reaching and potentially sustainable method of informing children. From 2008 to 2011, Barnardo's, a charity founded in the United Kingdom of Great Britain and Northern Ireland in 1866 to care for vulnerable children and young people, delivered a preventative education programme on child sexual exploitation intended to improve awareness and understanding of and response to sexual exploitation and to strengthen the confidence and ability of children and young people to resist unwanted sexual experiences. The programme, which included training and awareness-raising sessions, targeted local safeguarding children boards, schools and residential units from 25 London boroughs. In total, it involved 4,723 young people and 820 professionals. According to the final evaluation, published in 2011, half of the children involved demonstrated progress in identifying risk factors and safety strategies.
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Youth
- Year
- 2012
- Paragraph type
- Other
Paragraph
Gender equality in the realization of the human rights to water and sanitation 2016, para. 29
- Paragraph text
- The fact that in many instances women and girls risk being harassed when they relieve themselves in the open or in public facilities is partly due to the structural and systematic use of stereotypes and stigma. The promotion of awareness-raising campaigns, targeted education programmes and discussion groups, among other measures, to transform both men's and women's perceptions of gender roles is therefore encouraged. Gender-based violence must be prevented and investigated, and those responsible must be prosecuted, in order to break patterns of societal acceptance of exclusion and violence based on gender norms. Recognizing that young people may grow up to be change makers, curricula in all schools should challenge gender stereotypes and encourage critical thinking.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Youth
- Year
- 2016
- Paragraph type
- Other
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 49
- Paragraph text
- The religion or belief of teachers, too, may have an impact on their employability and promotion. Pupils, teachers, parents and their respective communities can be caught up in the consequences of those violations of general human rights and minority rights provisions. In numerous States, teaching and interaction with the younger generation is considered an influential position, one deemed too sensitive to trust a person belonging to a religious minority within Government schools. In some countries, they may be allowed to teach only in minority faith schools.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Families
- Youth
- Year
- 2013
- Paragraph type
- Other
Paragraph
SRSG on violence against children: Annual report 2014, para. 107
- Paragraph text
- As young people stressed during the 2013 Global Youth Summit promoted by the International Telecommunication Union, more than simply trying to avoid online threats, it is important to develop children's capacities as digital citizens; and promote solid values and life skills, including a strong sense of responsibility, respect and concern for others. Rather than curtailing children's natural curiosity and sense of innovation for fear of encountering risks online, it is critical to tap into children's resourcefulness and enhance their resilience while exploring the potential of the Internet.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2014
- Paragraph type
- Other
Paragraph
The role of men and boys in achieving gender equality 2004, para. 6g
- Paragraph text
- [The Commission urges Governments [...] to take the following actions:] Develop and implement programmes for pre-schools, schools, community centres, youth organizations, sport clubs and centres and other groups dealing with children and youth, including training for teachers, social workers and other professionals who deal with children, in order to foster positive attitudes and behaviours on gender equality;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Children
- Men
- Youth
- Year
- 2004
- Paragraph type
- Other
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 6.13
- Paragraph text
- Countries should aim to meet the needs and aspirations of youth, particularly in the areas of formal and non-formal education, training, employment opportunities, housing and health, thereby ensuring their integration and participation in all spheres of society, including participation in the political process and preparation for leadership roles.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 1994
- Paragraph type
- Other
Paragraph
Key actions for the further implementation of the Programme of Action of the of the International Conference on Population and Development 1999, para. 35b
- Paragraph text
- [35. Governments, in particular of developing countries, with the assistance of the international community, should:] (b) Include at all levels, as appropriate, of formal and non-formal schooling, education about population and health issues, including sexual and reproductive health issues, in order to implement further the Programme of Action in terms of promoting the well-being of adolescents, enhancing gender equality and equity as well as responsible sexual behaviour, and protecting them from early and unwanted pregnancy, sexually transmitted diseases, including HIV/AIDS, and sexual abuse, incest and violence; and ensure the active involvement and participation of parents, youth, community leaders and organizations for the sustainability, increased coverage and effectiveness of such programmes;
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Adolescents
- Youth
- Year
- 1999
- Paragraph type
- Other
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. 22z
- 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]: Provide quality education in emergency situations that is gender-sensitive, centred on learners, rights-based, protective, adaptable, inclusive, participatory and reflective of the specific living conditions of women, children and youth, and that pays due regard, as appropriate, to their linguistic and cultural identity, mindful that quality education can foster tolerance and mutual understanding and respect for the human rights of others;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Humanitarian
- Person(s) affected
- Children
- Girls
- Women
- Youth
- Year
- 2011
- Paragraph type
- Other
Paragraph
Beijing Declaration and Platform for Action 1995, para. 77
- Paragraph text
- The mass media are a powerful means of education. As an educational tool the mass media can be an instrument for educators and governmental and non-governmental institutions for the advancement of women and for development. Computerized education and information systems are increasingly becoming an important element in learning and the dissemination of knowledge. Television especially has the greatest impact on young people and, as such, has the ability to shape values, attitudes and perceptions of women and girls in both positive and negative ways. It is therefore essential that educators teach critical judgement and analytical skills.
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 1995
- Paragraph type
- Other
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 6.15
- Paragraph text
- Youth should be actively involved in the planning, implementation and evaluation of development activities that have a direct impact on their daily lives. This is especially important with respect to information, education and communication activities and services concerning reproductive and sexual health, including the prevention of early pregnancies, sex education and the prevention of HIV/AIDS and other sexually transmitted diseases. Access to, as well as confidentiality and privacy of, these services must be ensured with the support and guidance of their parents and in line with the Convention on the Rights of the Child. In addition, there is a need for educational programmes in favour of life planning skills, healthy lifestyles and the active discouragement of substance abuse.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Families
- Youth
- Year
- 1994
- Paragraph type
- Other
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.24
- Paragraph text
- Age-appropriate education, especially for adolescents, about the issues considered in the present Programme of Action should begin in the home and community and continue through all levels and channels of formal and non-formal education, taking into account the rights and responsibilities of parents and the needs of adolescents. Where such education already exists, curricula and educational materials should be reviewed, updated and broadened with a view to ensuring adequate coverage of important population-related issues and to counteract myths and misconceptions about them. Where no such education exists, appropriate curricula and materials should be developed. To ensure acceptance, effectiveness and usefulness by the community, education projects should be based on the findings of socio-cultural studies and should involve the active participation of parents and families, women, youth, the elderly and community leaders.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Families
- Women
- Youth
- Year
- 1994
- Paragraph type
- Other
Paragraph
Implementing child rights in early childhood 2006, para. 38
- Paragraph text
- Resource allocation for early childhood. In order to ensure that young children's rights are fully realized during this crucial phase of their lives (and bearing in mind the impact of early childhood experiences on their long term prospects), States parties are urged to adopt comprehensive, strategic and time bound plans for early childhood within a rights based framework. This requires an increase in human and financial resource allocations for early childhood services and programmes (art. 4). The Committee acknowledges that States parties implementing child rights in early childhood do so from very different starting points, in terms of existing infrastructures for early childhood policies, services and professional training, as well as levels of resources potentially available to allocate to early childhood. The Committee also acknowledges that States parties may be faced with competing priorities to implement rights throughout childhood, for example where universal health services and primary education have still not been achieved. It is nonetheless important that there be sufficient public investment in services, infrastructure and overall resources specifically allocated to early childhood, for the many reasons set out in this general comment. In this connection, States parties are encouraged to develop strong and equitable partnerships between the Government, public services, non governmental organizations, the private sector and families to finance comprehensive services in support of young children's rights. Finally, the Committee emphasizes that where services are decentralized, this should not be to the disadvantage of young children.
- 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
- Youth
- Year
- 2006
- Paragraph type
- Other
Paragraph
The right to education (Art. 13) 1999, para. 16e
- Paragraph text
- [An introduction to technology and to the world of work should not be confined to specific TVE programmes but should be understood as a component of general education. According to the UNESCO Convention on Technical and Vocational Education (1989), TVE consists of "all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life" (art. 1 (a)). This view is also reflected in certain ILO Conventions. Understood in this way, the right to TVE includes the following aspects:] It consists, in the context of the Covenant's non discrimination and equality provisions, of programmes which promote the TVE of women, girls, out of school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Youth
- Year
- 1999
- Paragraph type
- Other
Paragraph
The right to inclusive education 2016, para. 40c
- Paragraph text
- [Progressive realization does not prejudice those obligations that are immediately applicable. Drawing from CESCR's General Comment, States parties have "a minimum core obligation to ensure the satisfaction of, at the very least, minimum essential levels" of each of the features of the right to education. Therefore States parties should implement the following core rights with immediate effect:] Compulsory, free primary education available to all. States parties must take all appropriate measures to guarantee this right, on the basis of inclusion, to all children and youth with disabilities. The Committee urges States parties to "ensure access to and completion of quality education for all children and youth to at least 12 years of free, publicly funded, inclusive and equitable quality primary and secondary education, of which at least nine years are compulsory, as well as access to quality education for out-of- school children and youth through a range of modalities" as per the Education 2030 Framework for Action.
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Youth
- Year
- 2016
- Paragraph type
- Other
Paragraph
Implementing child rights in early childhood 2006, para. 4
- Paragraph text
- Definition of early childhood. Definitions of early childhood vary in different countries and regions, according to local traditions and the organization of primary school systems. In some countries, the transition from preschool to school occurs soon after 4 years old. In other countries, this transition takes place at around 7 years old. In its consideration of rights in early childhood, the Committee wishes to include all young children: at birth and throughout infancy; during the preschool years; as well as during the transition to school. Accordingly, the Committee proposes as an appropriate working definition of early childhood the period from birth to the age of 8 years; States parties should review their obligations towards young children in the context of this definition.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Youth
- Year
- 2006
- Paragraph type
- Other
Paragraph