Search Tips
sorted by
30 shown of 175 entities
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. 22p
- Paragraph text
- [The Commission urges Governments, at all levels [...] to take the following actions, as appropriate:] [Expanding access and participation in education]: Ensure that pregnant adolescents and young mothers, as well as single mothers, can continue and complete their education, and in this regard, design, implement and, where applicable, revise educational policies to allow them to return to school, providing them with access to health and social services and support, including childcare facilities and crèches, and to education programmes with accessible locations, flexible schedules and distance education, including e-learning, and bearing in mind the challenges faced by young fathers in this regard;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Children
- Girls
- Infants
- Women
- Youth
- Year
- 2011
- Date modified
- Mar 10, 2020
Paragraph
Challenges and achievements in the implementation of the Millennium Development Goals for women and girls 2014, para. 20
- Paragraph text
- The Commission notes that with regard to Millennium Development Goal 2 (achieving universal primary education), significant progress has been made in net primary school enrolments and towards eliminating gender disparity in primary education enrolment, but expresses concern that the heavy focus on numbers has resulted in less focus on completion, educational quality and learning outcomes. The Commission further notes the lack of progress in closing gender gaps in access to, retention in and completion of secondary education, which has been shown to contribute more strongly than primary school attendance to the achievement of gender equality, the empowerment of women, and the human rights of women and girls and several positive social and economic outcomes. The majority of youth lacking basic education are young women. Notwithstanding the progress made more needs to be done where progress remains uneven within groups and between countries to achieve the targets by 2015.
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2014
- 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. 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
- Date modified
- Mar 10, 2020
Paragraph
Elimination of all forms of discrimination and violence against the girl child 2007, para. 14.2.e
- Paragraph text
- [The Commission [...] urges Governments [...] to:] [14.2. Education and training] (e) Identify constraints and gaps and develop appropriate strategies, in collaboration with parents and legal guardians, teachers and community leaders, to ensure gender equality, accelerated achievement of equality in enrolment and completion of schooling at the early childhood, primary and all other educational levels for all girls, including pregnant adolescents and young mothers, especially in neglected and marginalized areas and communities and rural and remote areas, and introduce, where appropriate, temporary special measures, including financial incentives and stipends and nutrition programmes in order to improve enrolment and retention rates for girls at all educational levels;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Children
- Girls
- Women
- Youth
- 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. 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
- 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
Elimination of all forms of discrimination and violence against the girl child 2007, para. 14.13.b
- Paragraph text
- [The Commission [...] urges Governments [...] to:] [14.13. Empowering girls] (b) Facilitate girls' empowerment, including through developing and adequately funding safe and supportive spaces, promoting mentoring and networking among women leaders and girls at all levels, peer education programmes, life skills programmes, and other gender-sensitive youth-friendly services, and provide enhanced opportunities for girls, particularly adolescent girls, to meet and interact with their peers and develop leadership capacities and networking opportunities;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Girls
- Women
- Youth
- Year
- 2007
- Date modified
- Mar 10, 2020
Paragraph
Women and the environment 1997, para. 26
- Paragraph text
- Education and training of young people on the human rights of women should be ensured, and traditional and customary practices that are harmful to and discriminate against women should be eliminated.
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Environment
- Gender
- Person(s) affected
- Women
- Youth
- Year
- 1997
- Date modified
- Mar 10, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 277a
- Paragraph text
- [By Governments and, as appropriate, international and non-governmental organizations:] Promote an educational setting that eliminates all barriers that impede the schooling of married and/or pregnant girls and young mothers, including, as appropriate, affordable and physically accessible child-care facilities and parental education to encourage those who have responsibilities for the care of their children and siblings during their school years to return to, or continue with, and complete schooling;
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Infants
- Women
- Youth
- Year
- 1995
- Date modified
- Mar 10, 2020
Paragraph
Elimination and prevention of all forms of violence against women and girls 2013, para. 34kk
- Paragraph text
- [The Commission urges governments, at all levels[...] to take the following actions:] [Addressing structural and underlying causes and risk factors so as to prevent violence against women and girls]: Develop and implement educational programmes and teaching materials, including comprehensive evidence-based education for human sexuality, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with the appropriate direction and guidance from parents and legal guardians, with the involvement of children, adolescents, youth and communities, and in coordination with women's, youth and specialized non-governmental organizations, in order to modify the social and cultural patterns of conduct of men and women of all ages, to eliminate prejudices and to promote and build informed decision-making, communication and risk reduction skills for the development of respectful relationships and based on gender equality and human rights, as well as teacher education and training programmes for both formal and non-formal education;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Children
- Girls
- Men
- Women
- Youth
- Year
- 2013
- Date modified
- Mar 10, 2020
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
- Date modified
- Mar 10, 2020
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
- Date modified
- Mar 10, 2020
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
- Date modified
- Mar 10, 2020
Paragraph
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
- Date modified
- Mar 10, 2020
Paragraph
Minimum Age Convention 1973, para. 6. (a)
- 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 course of education or training for which a school or training institution is primarily responsible;
- Body
- International Labour Organization
- Document type
- International treaty
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Youth
- Year
- 1973
- Date modified
- Mar 10, 2020
Paragraph
Minimum Age Convention 1973, para. 6. (c)
- 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 guidance or orientation designed to facilitate the choice of an occupation or of a line of training.
- Body
- International Labour Organization
- Document type
- International treaty
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Youth
- Year
- 1973
- Date modified
- Mar 10, 2020
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
- Date modified
- Feb 26, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 71
- Paragraph text
- Discrimination in girls' access to education persists in many areas, owing to customary attitudes, early marriages and pregnancies, inadequate and gender- biased teaching and educational materials, sexual harassment and lack of adequate and physically and otherwise accessible schooling facilities. Girls undertake heavy domestic work at a very early age. Girls and young women are expected to manage both educational and domestic responsibilities, often resulting in poor scholastic performance and early drop-out from the educational system. This has long-lasting consequences for all aspects of women's lives.
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 1995
- Date modified
- Feb 26, 2020
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 23
- Paragraph text
- Many girls and young women with disabilities do not have access to information and education about sexual and reproductive health and rights and related services. Several studies found that youth with disabilities, especially girls and young women with intellectual disabilities, have low levels of sexuality education and sexual and reproductive health and rights knowledge, including information with regard to the prevention and transmission of HIV. The lack of inclusive education prevents girls and young women with disabilities from accessing comprehensive sexuality education, as those programmes are usually not available in special education settings. In addition, comprehensive sexuality education is not always delivered in accessible formats and alternative languages, and very often it does not address disability-specific needs. Stigma and stereotypes about female sexuality can also lead to the exclusion of girls and young women with disabilities from existing comprehensive sexuality education programmes by their parents, guardians and teachers. There is a general lack of guidance for families and teachers on how to talk about sexuality and equality with girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date modified
- Feb 14, 2020
Paragraph
SRSG on children and armed conflict: Annual report 2012, para. 45
- Paragraph text
- [Empowering children through education, skills and livelihood opportunities]: Ensuring children’s access to education is itself a powerful means of protecting them from becoming involved with armed forces or groups in conflict-affected countries or fragile situations. If children attend school, they are busy and less likely to join armed forces or groups because they have other alternatives. In contrast, a lack of access to education leads many young people to see military training as their only opportunity to learn. In situations of armed conflict, when the protective function of schools is most required, schools often become targets for attacks. The use of schools for military purposes equally reduces the likelihood of children attending school, and thus may increase the likelihood of voluntary association of children with armed groups. All stakeholders must therefore ensure that schools are protected. Measures that field-based practitioners in conflict settings have used to prevent schools from being attacked include physical protection, community involvement in protection of schools, alternative delivery of education, negotiations with stakeholders to make schools conflict-free zones, restrictions on the military and political use of schools, and advocacy initiatives.
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Children
- Youth
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Continuum of violence against women from the home to the transnational sphere: the challenges of effective redress 2011, para. 35
- Paragraph text
- Sexual harassment at school and at the workplace is acknowledged as a pervasive manifestation of violence. In El Salvador, the Special Rapporteur heard testimonies of the working conditions of young women working in the maquila plants, where they were subjected to verbal and physical abuse by supervisors, sexual harassment, and mandatory pregnancy tests. Sexual harassment in educational and training institutions in Algeria was pervasive and underreported at the time of the visit of the Special Rapporteur, despite commendable steps by the authorities to criminalize sexual harassment based on abuse of authority. The visit to the United States revealed the particular vulnerability of undocumented immigrant women to violence, including sexual harassment and abuse, in the workplace. Sexual and physical violence against girls in educational establishments perpetrated by male school staff and school boys remains problematic, as reported during the visit of the Special Rapporteur in Zambia. Long distances from home to school also increased risk of harassment, with girls reportedly having sexual relationships with minibus and taxi drivers as a way of coping with transportation costs.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Girls
- Women
- Youth
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Child participation 2012, para. 72
- Paragraph text
- In the United Kingdom, a prevention programme on sexual exploitation, administered by Nia (an organization that works towards the prevention of violence against children and the protection of victims of gender-based violence) in partnership with the Children's Society, developed and ran a train-the-trainers programme in which young people were trained to deliver training to professionals and other young people. The aim was to equip young people with information on sexual exploitation and to develop creative ways to engage participants in the learning process. The young people co-facilitated training sessions for professionals, in addition to giving presentations and workshops at various conferences and youth centres. The response from the trainers was unanimously positive; all felt that the experience had boosted their self-esteem, increased their own awareness of sexual exploitation and given them presentation skills. While the young people reportedly experienced rudeness and haughty behaviour from some professionals, they found the majority open and genuinely interested in hearing their viewpoint. The project benefited both the participants and the professionals by showing them another perspective and the unique knowledge of young people.
- 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
- Gender
- Violence
- Person(s) affected
- Children
- Youth
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Criminalisation of sexual and reproductive health 2011, para. 63
- Paragraph text
- Adequate knowledge about sexual and reproductive health has repeatedly proved to be effecting in lowering rates of maternal mortality; preventing unintended pregnancies, unsafe abortion, HIV/AIDS and other sexually transmitted infections; delaying the onset of sexual intercourse; increasing knowledge about family planning options; and protecting against gender-based violence (see E/C.12/2000/4, para. 21). Empowering women through comprehensive education and information on sexual and reproductive health is also imperative since young women often have less power or control in their relationships, which make them disproportionately vulnerable to coercion, abuse and exploitation. As a tool for empowerment and means to critically examine gender inequalities and stereotypes, comprehensive education and information also becomes a way of eroding deeply entrenched systems of patriarchy; such systems perpetuate violations of women's rights, including their right to health (see A/65/162, paras. 7-9). Providing women with knowledge and skills relating to their sexual and reproductive health, related education and information enhances their freedom in making informed health-related decisions, and promotes their equal participation in society.
- 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
- Gender
- Health
- Person(s) affected
- Women
- Youth
- Year
- 2011
- Date modified
- Feb 14, 2020
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 32
- Paragraph text
- The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that "States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process"; and that "States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education". Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to "promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
- Year
- 2012
- Date modified
- Feb 14, 2020
Paragraph
Implementing child rights in early childhood 2006, para. 5
- Paragraph text
- A positive agenda for early childhood. The Committee encourages States parties to construct a positive agenda for rights in early childhood. A shift away from traditional beliefs that regard early childhood mainly as a period for the socialization of the immature human being towards mature adult status is required. The Convention requires that children, including the very youngest children, be respected as persons in their own right. Young children should be recognized as active members of families, communities and societies, with their own concerns, interests and points of view. For the exercise of their rights, young children have particular requirements for physical nurturance, emotional care and sensitive guidance, as well as for time and space for social play, exploration and learning. These requirements can best be planned for within a framework of laws, policies and programmes for early childhood, including a plan for implementation and independent monitoring, for example through the appointment of a children's rights commissioner, and through assessments of the impact of laws and policies on children (see general comment No. 2 (2002) on the role of independent human rights institutions, para. 19).
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2006
- Date modified
- Feb 14, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 267
- Paragraph text
- The International Conference on Population and Development recognized, in paragraph 7.3 of the Programme of Action, that "full attention should be given to the promotion of mutually respectful and equitable gender relations and particularly to meeting the educational and service needs of adolescents to enable them to deal in a positive and responsible way with their sexuality", taking into account the rights of the child to access to information, privacy, confidentiality, respect and informed consent, as well as the responsibilities, rights and duties of parents and legal guardians to provide, in a manner consistent with the evolving capacities of the child, appropriate direction and guidance in the exercise by the child of the rights recognized in the Convention on the Rights of the Child, and in conformity with the Convention on the Elimination of All Forms of Discrimination against Women. In all actions concerning children, the best interests of the child shall be a primary consideration. Support should be given to integral sexual education for young people with parental support and guidance that stresses the responsibility of males for their own sexuality and fertility and that help them exercise their responsibilities.
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Children
- Girls
- Women
- Youth
- Year
- 1995
- Date modified
- Feb 14, 2020
Paragraph
Challenges and achievements in the implementation of the Millennium Development Goals for women and girls 2014, para. 42x
- 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]: Develop and implement educational programmes and teaching materials, including comprehensive evidence-based education for human sexuality, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with the appropriate direction and guidance from parents and legal guardians, with the involvement of children, adolescents, youth and communities and in coordination with women's, youth and specialized non-governmental organizations, in order to modify the social and cultural patterns of conduct of men and women of all ages, to eliminate prejudices and to promote and build informed decision-making, communication and risk reduction skills for the development of respectful relationships and based on gender equality and human rights, as well as teacher education and training programmes for both formal and non-formal education;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Children
- Girls
- Men
- Women
- Youth
- Year
- 2014
- Date modified
- Feb 14, 2020
Paragraph
The girl child 1998, para. c
- Paragraph text
- [Actions to be taken by Governments, educational institutions and the United Nations system, as appropriate:] Ensure universal enrolment and retention of girls in school and ensure the continued education of pregnant adolescents and young mothers in order to guarantee basic education to the girl child;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Person(s) affected
- Adolescents
- Children
- Girls
- Women
- Youth
- Year
- 1998
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 94
- Paragraph text
- That process is, however, largely dependent on the extent to which teachers themselves understand the online environment and have the necessary skills and training to advise, guide, empower and support children and young people, to identify early signals of abuse, and to report and follow up on such cases in an ethical and child-sensitive manner. That is an area in which more investment is needed.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph
SRSG on violence against children: Annual report 2015, para. 115
- Paragraph text
- Knowledge gaps also need to be addressed. So far, studies have focused more on problems and concerns, and less on online opportunities and the long-term consequences of risks. Few studies have been conducted in countries in middle- and low-income countries and less is known about how very young children engage with ICTs. Given that it is in those areas that change has been fastest and the need to minimize risks is particularly felt, it is there that research should be promoted further.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Health
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date modified
- Feb 14, 2020
Paragraph