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Minimum Age Convention 1973, para. 2. (3)
- Paragraph text
- The minimum age specified in pursuance of paragraph 1 of this Article shall not be less than the age of completion of compulsory schooling and, in any case, shall not be less than 15 years.
- Legal status
- Legally binding
- Body
- International Labour Organization
- Document type
- International treaty
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 1973
Paragraph
European Social Charter (Revised) 1996, para. 9
- Paragraph text
- The Parties accept as the aim of their policy, to be pursued by all appropriate means both national and international in character, the attainment of conditions in which the following rights and principles may be effectively realised: 9. Everyone has the right to appropriate facilities for vocational guidance with a view to helping him choose an occupation suited to his personal aptitude and interests.
- Legal status
- Legally binding
- Body
- Council of Europe
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 1996
Paragraph
European Social Charter (Revised) 1996, para. 10
- Paragraph text
- The Parties accept as the aim of their policy, to be pursued by all appropriate means both national and international in character, the attainment of conditions in which the following rights and principles may be effectively realised: 10. Everyone has the right to appropriate facilities for vocational training.
- Legal status
- Legally binding
- Body
- Council of Europe
- Document type
- Regional treaty
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1996
Paragraph
Rio+20 – Conference on Sustainable Development: The future we want 2012, para. 132
- Paragraph text
- We note that transportation and mobility are central to sustainable development. Sustainable transportation can enhance economic growth and improve accessibility. Sustainable transport achieves better integration of the economy while respecting the environment. We recognize the importance of the efficient movement of people and goods and access to environmentally sound, safe and affordable transportation as a means to improve social equity, health, resilience of cities, urban-rural linkages and productivity of rural areas. In this regard, we take into account road safety as part of our efforts to achieve sustainable development.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Movement
- Person(s) affected
- All
- Year
- 2012
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.21
- Paragraph text
- The interpersonal communication skills - in particular, motivational and counselling skills - of public, private and non-governmental organization service providers, community leaders, teachers, peer groups and others should be strengthened, whenever possible, to enhance interaction and quality assurance in the delivery of reproductive health, including family planning and sexual health services. Such communication should be free from coercion.
- Legal status
- Negotiated soft law
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Health
- Person(s) affected
- All
- Year
- 1994
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.23
- Paragraph text
- Governments, non-governmental organizations and the private sector should make greater and more effective use of the entertainment media, including radio and television soap operas and drama, folk theatre and other traditional media to encourage public discussion of important but sometimes sensitive topics related to the implementation of the present Programme of Action. When the entertainment media - especially dramas - are used for advocacy purposes or to promote particular lifestyles, the public should be so informed, and in each case the identity of sponsors should be indicated in an appropriate manner.
- Legal status
- Negotiated soft law
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 1994
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 8.35
- Paragraph text
- Responsible sexual behaviour, including voluntary sexual abstinence, for the prevention of HIV infection should be promoted and included in education and information programmes. Condoms and drugs for the prevention and treatment of sexually transmitted diseases should be made widely available and affordable and should be included in all essential drug lists. Effective action should be taken to further control the quality of blood products and equipment decontamination.
- Legal status
- Negotiated soft law
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Health
- Person(s) affected
- All
- Year
- 1994
Paragraph
Rio+20 – Conference on Sustainable Development: The future we want 2012, para. 114
- Paragraph text
- We resolve to take action to enhance agricultural research, extension services, training and education to improve agricultural productivity and sustainability through the voluntary sharing of knowledge and good practices. We further resolve to improve access to information, technical knowledge and know-how, including through new information and communications technologies that empower farmers, fisherfolk and foresters to choose among diverse methods of achieving sustainable agricultural production. We call for the strengthening of international cooperation on agricultural research for development.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
Paragraph
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 73
- Paragraph text
- Operating at the national, regional and global levels, it will promote accountability to our citizens, support effective international cooperation in achieving this Agenda and foster exchanges of best practices and mutual learning. It will mobilize support to overcome shared challenges and identify new and emerging issues. As this is a universal Agenda, mutual trust and understanding among all nations will be important.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
Paragraph
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 73
- Paragraph text
- Operating at the national, regional and global levels, it will promote accountability to our citizens, support effective international cooperation in achieving this Agenda and foster exchanges of best practices and mutual learning. It will mobilize support to overcome shared challenges and identify new and emerging issues. As this is a universal Agenda, mutual trust and understanding among all nations will be important.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2015
Paragraph
Rio+20 – Conference on Sustainable Development: The future we want 2012, para. 235
- Paragraph text
- We underscore the importance of supporting educational institutions, especially higher educational institutions in developing countries, to carry out research and innovation for sustainable development, including in the field of education, and to develop quality and innovative programmes, including entrepreneurship and business skills training, professional, technical and vocational training and lifelong learning, geared to bridging skills gaps for advancing national sustainable development objectives.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2012
Paragraph
Gender and all forms of discrimination, in particular racism, racial discrimination, xenophobia and related intolerance 2001, para. 3c
- Paragraph text
- [Actions to be taken by Governments, the United Nations and civil society, as appropriate]: Review and update educational materials, including textbooks, and take appropriate action to remove all elements promoting discrimination, in particular gender-based discrimination, racism, racial discrimination, xenophobia and related intolerance;
- Legal status
- Negotiated soft law
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2001
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.5a
- Paragraph text
- [The objectives are:] To achieve universal access to quality education, with particular priority being given to primary and technical education and job training, to combat illiteracy and to eliminate gender disparities in access to, retention in, and support for, education;
- Legal status
- Negotiated soft law
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Gender
- Person(s) affected
- All
- Year
- 1994
Paragraph
A world fit for children 2002, para. 40.3
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Bridge the divide between formal and non-formal education, taking into account the need to ensure good quality in terms of educational services, including the competence of providers, and acknowledging that non-formal education and alternative approaches provide beneficial experiences. In addition, develop complementarity between the two delivery systems.
- Legal status
- Negotiated soft law
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2002
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.
- Legal status
- Non-negotiated soft law
- Body
- Human Rights Committee
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 1993
Paragraph
The right to education (Art. 13) 1999, para. 41
- Paragraph text
- In the Committee's view, corporal punishment is inconsistent with the fundamental guiding principle of international human rights law enshrined in the Preambles to the Universal Declaration of Human Rights and both Covenants: the dignity of the individual. Other aspects of school discipline may also be inconsistent with human dignity, such as public humiliation. Nor should any form of discipline breach other rights under the Covenant, such as the right to food. A State party is required to take measures to ensure that discipline which is inconsistent with the Covenant does not occur in any public or private educational institution within its jurisdiction. The Committee welcomes initiatives taken by some States parties which actively encourage schools to introduce "positive", non violent approaches to school discipline.
- Legal status
- Non-negotiated soft law
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 1999
Paragraph
Plans of action for primary education (Art. 14) 1999, para. 1
- Paragraph text
- Article 14 of the International Covenant on Economic, Social and Cultural Rights requires each State party which has not been able to secure compulsory primary education, free of charge, to undertake, within two years, to work out and adopt a detailed plan of action for the progressive implementation, within a reasonable number of years, to be fixed in the plan, of the principle of compulsory primary education free of charge for all. In spite of the obligations undertaken in accordance with article 14, a number of States parties have neither drafted nor implemented a plan of action for free and compulsory primary education.
- Legal status
- Non-negotiated soft law
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- All
- N.A.
- Year
- 1999
Paragraph
Right of everyone to take part in cultural life (Art. 15, para. 1(a)) 2009, para. 54c
- Paragraph text
- [The obligation to fulfil requires that States parties must provide all that is necessary for fulfilment of the right to take part in cultural life when individuals or communities are unable, for reasons outside their control, to realize this right for themselves with the means at their disposal. This level of obligation includes, for example:] The inclusion of cultural education at every level in school curricula, including history, literature, music and the history of other cultures, in consultation with all concerned;
- Legal status
- Non-negotiated soft law
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2009
Paragraph
The right to inclusive education 2016, para. 61b
- Paragraph text
- [A comprehensive and co-ordinated legislative and policy framework for inclusive education must be introduced, together with a clear and adequate time frame for implementation and sanctions for violations. It must address issues of flexibility, diversity and equality in all educational institutions for all learners, and identify responsibilities at all levels of government. Key elements will include:] A clear definition of inclusion and the specific objectives it seeks to achieve at all educational levels. Inclusion principles and practices must be considered as integral to reform, and not simply an add-on programme.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2016
Paragraph
The aims of education 2001, para. 21
- Paragraph text
- The media, broadly defined, also have a central role to play, both in promoting the values and aims reflected in article 29 (1) and in ensuring that their activities do not undermine the efforts of others to promote those objectives. Governments are obligated by the Convention, pursuant to article 17 (a), to take all appropriate steps to "encourage the mass media to disseminate information and material of social and cultural benefit to the child".
- Legal status
- Non-negotiated soft law
- 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
- All
- Children
- Year
- 2001
Paragraph
Equality of opportunity in education 2011, para. 6
- Paragraph text
- The centrality of education in human development is clear. The right to education as an internationally recognized right is all the more important as it is not only a human right in itself, but also essential for the exercise of other rights. While the international community is committed to achieving the right to basic education for all, the gap between commitment and reality remains significant and, if concrete and sustainable steps are not taken, this can easily widen. Understanding and removing obstacles that impede the enjoyment of all to the right to education are urgent challenges for the entire international community.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 8
- Paragraph text
- Despite the almost universal recognition of State obligations to provide universal primary education and fair access to secondary and higher education through all appropriate means, education is not fully accessible for many people around the world. The Special Rapporteur decided to dedicate his first thematic report to the promotion of equality of opportunity in education, considering its universal importance for the realization of the right to education. Developing countries face particularly acute challenges with regard to great social and economic inequalities, but developed countries also encounter challenges when attempting to ensure equal educational opportunities for all. Concerns relating to equality of opportunity in education are understood as relating both to guaranteeing equal opportunities in access to different levels of education as established by human rights norms, as well as equal opportunities to evolve within education systems.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 49
- Paragraph text
- States cannot fulfil their international obligations concerning the realization of the right to education unless they provide the necessary resources for education and make them available on a consistent and predictable basis. For this purpose, national legal and policy frameworks ensuring investment in education play a crucial role. They are also essential in accelerating sustainable progress towards achieving the Millennium Development Goals and moving the Education for All agenda forward. Education is indeed the best investment a country can make and deserves the highest priority in resource allocation. As a global public good of paramount importance, education should receive strong commitments from global leaders for its funding.
- Legal status
- Non-negotiated soft law
- 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
- N.A.
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 13
- Paragraph text
- The experience of human rights monitoring mechanisms has identified many forms of discrimination and inequality that affect the enjoyment of the right to education. These range from clear legal inequalities in status and entitlements to policies that neglect the specific conditions of certain groups. The work of human rights treaty bodies over the last years has indicated areas of action at national and international levels to ensure equality of opportunity in education. Similarly, recommendations to States undergoing the universal periodic review process also address aspects such as guaranteeing the right to education to marginalized and under privileged groups, combating poverty, ensuring the right to education for all, removing gender-based imbalances in education, strengthening efforts to expand opportunities for (basic) education, etc.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- All
- Year
- 2011
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 65
- Paragraph text
- Information and communication technologies have opened new paths to distance learning. As a result, technical and vocational education and training is also provided in a "virtual learning environment" by way of Internet-based education and training and e-learning and e-training initiatives. A multiplicity of learning sites and modes exist for delivering technical and vocational education and training. While such modes of delivery can provide for greater access to it, "online learning can also lead to deskilling of teachers through the fragmentation and segmentation of tasks. Moreover, providers of dubious quality are using Internet-based education and training simply to cut costs by undermining teachers' working conditions, particularly in off-shore provision". This is an emerging issue which requires serious attention in the context of developments and policy reforms in technical and vocational education and training.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- N.A.
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 66
- Paragraph text
- An essential prerequisite of quality technical and vocational education and training is to ensure the deployment and retention of qualified teachers. The provisions in the ILO/UNESCO Recommendation concerning the Status of Teachers (1966) are applicable to technical and vocational education and training, especially the provisions concerning preparation for the profession; continuing education, employment and career; the rights and responsibilities of teachers; conditions for effective teaching and learning; teacher salaries and social security; and emoluments and conditions of service. Instructors and teachers should possess the necessary qualifications, including advanced degrees and professional experience in related occupational fields. They should also have pedagogical skills and be motivated and committed to the profession. In this regard, mechanisms to ensure in-service training for teachers/educators in industry or enterprise, and continuing training in the use of information and communication technology, are especially necessary.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 14
- Paragraph text
- The central role of education in accelerating progress towards all Millennium Development Goals was recognized by the General Assembly in the context of the High-level Plenary Meeting on the Millennium Development Goals in 2010 (resolution 65/1, para. 71 (c)). Technical and vocational education and training is often regarded as a powerful tool in poverty reduction and development strategies, as it provides individuals with the requisite qualifications and skills to enable them to contribute to various sectors of the economy. "TVET is extremely suitable for contributing to national socioeconomic development and meeting the Millennium Development Goals through human resources development. When TVET curricula are focused on creating 'job-creators' (self-employed workers) rather than 'job-seekers', unemployment in developing countries can be reduced, thereby allowing developing countries to get closer to meeting the MDGs".
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2012
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 16
- Paragraph text
- New directions on the changing landscape of technical and vocational education and training were provided recently at the Third International Congress on Technical and Vocational Education and Training, "Transforming TVET: Building Skills for Work and Life", organized by UNESCO and hosted by the Government of China in Shanghai from 14 to 16 May 2012. The outcome document of that Congress provides new guidance to States on transforming technical and vocational education and training for green economies and societies in the light of climate change, and rising global unemployment and inequalities. It also recognizes the importance of adapting technical and vocational education and training programmes to rapidly changing labour market demands, economies and societies; of integrating technical and vocational education and training with information and communication technologies; and of developing mechanisms to promote the involvement of relevant stakeholders in the planning and implementation of these programmes.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- All
- Year
- 2012
Paragraph
Normative action for quality education 2012, para. 22
- Paragraph text
- Quality basic education which is crucial to “nation-building” constitutes a hallmark of the fulfilment of the right to education in the true sense of the term.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 88
- Paragraph text
- A United Nations system-wide coordinated approach is important for protecting and promoting the right to education. That must be taken into account in the post-2015 development agenda.
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- All
- Year
- 2013
Paragraph