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Accelerating efforts to eliminate all forms of violence against women: violence against women as a barrier to women’s political and economic empowerment (2014), para. 14
- Paragraph text
- Recognizing that poverty and lack of empowerment of women, as well as their marginalization resulting from their exclusion from social policies and from the benefits of education, health and sustainable development, can place them at increased risk of violence, and that all forms of violence against women and girls, including sexual violence, are impediments to the development of their full potential as equal partners in all aspects of life, as well as obstacles to the achievement of the internationally agreed development goals, including the Millennium Development Goals,
- Topic(s)
- Education
- Gender
- Poverty
- Social & Cultural Rights
- Violence
- Person(s) affected
- Girls
- Women
- Date modified
- Sep 22, 2021
Paragraph
Political Declaration on HIV and AIDS: On the Fast Track to Accelerating the Fight against HIV and to Ending the AIDS Epidemic by 2030 (2016), para. 108
- Original document
- Paragraph text
- 61 (m). Commit to reducing the risk of HIV infection among adolescent girls and young women by providing them with quality information and education, mentoring, social protection and social services, which evidence shows reduce their risk of HIV infection, by ensuring girls’ access and transition to secondary and tertiary education and addressing barriers to retention, and by providing women with psychosocial support and vocational training to facilitate their transition from education to decent work;
- Topic(s)
- Economic Rights
- Education
- Health
- Person(s) affected
- Adolescents
- Girls
- Women
- Youth
- Date modified
- Sep 22, 2021
Paragraph
Literacy for life: shaping future agendas (2017), para. 20
- Original document
- Paragraph text
- 7. Requests the United Nations Educational, Scientific and Cultural Organization to continue its coordinating and catalysing role through the implementation of the recommendations of the Global Alliance for Literacy and by continuing to provide support to Member States, in collaboration with partners, in enhancing capacities for policy formulation, programme implementation, monitoring and evaluation, as well as sharing information and knowledge on policies, programmes and progress in the achievement of the Sustainable Development Goal targets connected with literacy, especially target 4.6 on youth and adult literacy, and creating synergies of action between the Alliance and other initiatives, including its Global Partnership for Girls’ and Women’s Education and Global Network of Learning Cities;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Girls
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
Literacy for life: shaping future agendas (2014), para. 16
- Original document
- Paragraph text
- 5. Encourages Member States, their development partners and the specialized agencies and other organizations of the United Nations system, as appropriate, to sustain and expand the gains achieved during the Decade through additional technical and financial support and to promote literacy and literate environments through multi-pronged approaches, with a focus on marginalized groups or those in vulnerable situations, in particular girls and women, people living in rural areas and persons with disabilities, including by utilizing innovative information and communications technology solutions, bearing in mind that the target date of 2015 for the achievement of the Education for All goals and the Millennium Development Goals is approaching;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Date modified
- Mar 5, 2020
Paragraph
Global efforts for the total elimination of racism, racial discrimination, xenophobia and related intolerance and the comprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2007), para. 27
- Paragraph text
- 12. Stresses the responsibility of States to mainstream a gender perspective in the design and development of prevention, education and protection measures aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at all levels, to ensure that they effectively target the distinct situations of women and men;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Date modified
- Mar 5, 2020
Paragraph
Human rights and indigenous peoples (2017), para. 26
- Original document
- Paragraph text
- 16. Welcomes the agreed conclusions of the Commission on the Status of Women adopted at its sixty-first session, in which the Commission called for measures to be taken to promote the economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and through meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and to promote their participation in relevant decision-making processes at all levels and in all areas, while respecting and protecting their traditional and ancestral knowledge, and noting the importance for indigenous women and girls of the United Nations Declaration on the Rights of Indigenous Peoples, and encourages States to give serious consideration to the above-mentioned recommendations, as appropriate;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Literacy for life: shaping future agendas (2015), para. 20
- Original document
- Paragraph text
- 6. Requests the United Nations Educational, Scientific and Cultural Organization to continue its coordinating and catalysing role in the fight against illiteracy, including in the context of the agenda for the period following the United Nations Literacy Decade, through developing Member States’ capacities in the areas of policies, programme delivery and literacy assessments, scaling up literacy actions for girls and women, reinforcing innovative models of literacy delivery, including through information and communications technologies, and expanding the knowledge base and monitoring and evaluation, as well as advocating literacy on the global agenda and ensuring synergies between different actions, including through multi-stakeholder partnerships and networks;
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
The rights of the child (1999), para. 83
- Original document
- Paragraph text
- 25. Calls upon all States, in accordance with the norms of international humanitarian law, to integrate in the training and gender-sensitized education programmes of their armed forces, including those for peacekeeping, instruction on responsibilities towards the civilian population, in particular women and children;
- Topic(s)
- Education
- Gender
- Humanitarian
- Person(s) affected
- Children
- Women
- Date modified
- Mar 5, 2020
Paragraph
International Year of Physics, 2005 (2004), para. 4
- Original document
- Paragraph text
- Convinced that education in physics provides men and women with the tools to build the scientific infrastructure essential for development,
- Topic(s)
- Education
- Person(s) affected
- Men
- Women
- Date modified
- Mar 5, 2020
Paragraph
Intensification of efforts to eliminate all forms of violence against women (2011), para. 45
- Paragraph text
- (j) Adopting all appropriate measures, especially in the field of education, from the entry levels of the education system, to modify the social and cultural patterns of conduct of men and women of all ages, in order to promote the development of respectful relations and to eliminate prejudices, customary practices and all other practices based on the idea of the inferiority or superiority of either of the sexes and on stereotyped roles for men and women, and by raising awareness of the unacceptability of violence against women and girls at all levels, including through schools, teachers, parents, youth organizations and teaching materials sensitized on gender equality and human rights;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Social & Cultural Rights
- Person(s) affected
- Men
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
Accelerating efforts to eliminate all forms of violence against women: ensuring due diligence in prevention (2010), para. 22
- Original document
- Paragraph text
- 9. Urges States to devote the resources necessary to ensure effective and ongoing outreach, awareness-raising, education, training and engagement with relevant stakeholders who have an important role in the prevention and early response to warning signs of violence against women and girls, including government officials, community and religious leaders, and health, education, justice and law enforcement personnel, including prison personnel;
- Topic(s)
- Education
- Health
- Violence
- Person(s) affected
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 07
- Original document
- Paragraph text
- Reaffirming the commitment made in the 2030 Agenda for Sustainable Development to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality and the empowerment of all women and girls, the promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Women in development (2004), para. 17
- Original document
- Paragraph text
- Concerned that the continuing discrimination against women, the denial or lack of equal rights and access to education, training and credit facilities and the lack of control over land, capital, technology and other areas of production impede their full and equal contribution to, and equal opportunity to benefit from, development,
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
Paragraph
Policies and programmes involving youth (2020), para. 37
- Original document
- Paragraph text
- 12. Calls upon Member States to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development, and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers;
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Boys
- Girls
- Men
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
The right to development (2004), para. 34
- Original document
- Paragraph text
- 19. Recognizes further the important role and the rights of women and the application of a gender perspective as a cross-cutting issue in the process of realizing the right to development, and notes in particular the positive relationship between women’s education and their equal participation in the civil, cultural, economic, political and social activities of the community and the promotion of the right to development;
- Topic(s)
- Education
- Gender
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
Paragraph
Intensification of efforts to end obstetric fistula (2015), para. 11
- Original document
- Paragraph text
- Deeply concerned about discrimination against women and girls and the violation of their rights, which often result in less access for girls to education and nutrition, their reduced physical and mental health and the enjoyment by girls of fewer of the rights, opportunities and benefits of childhood and adolescence compared with boys, and in their often being subjected to various forms of cultural, social, sexual and economic exploitation and to violence and harmful practices,
- Topic(s)
- Education
- Equality & Inclusion
- Food & Nutrition
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Human resources development (2010), para. 10
- Original document
- Paragraph text
- Recognizing that education is the key to promoting the development of human potential, equality and understanding among peoples, as well as to sustaining economic growth and eradicating poverty, and recognizing also that, to achieve those ends, it is essential that quality education be available to all, including indigenous peoples, girls and women, rural inhabitants and persons with disabilities,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Keeping the promise: united to achieve the Millennium Development Goals (2010), para. 132
- Paragraph text
- (b) Ensuring access to education and successful schooling of girls by removing barriers and expanding support for girls’ education through measures such as providing free primary education, a safe environment for schooling and financial assistance such as scholarships and cash transfer programmes; promoting supportive policies to end discrimination against women and girls in education; and tracking completion and attendance rates with a view to retaining girls in schools through secondary levels;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Rights of the child (2017), para. 094
- Original document
- Paragraph text
- 57. Notes with concern that child, early and forced marriage disproportionally affects girls, including migrant girls, who have received little or no formal education and is itself a significant obstacle to educational opportun ities for girls and young women, in particular girls who are forced to drop out of school owing to marriage and/or childbirth, recognizing that educational opportunities are directly related to women’s and girls’ empowerment, employment and economic opportunities and to their active participation in economic, social and cultural development, governance and decision-making;
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
Intensification of efforts to end obstetric fistula (2019), para. 13
- Original document
- Paragraph text
- Deeply concerned about discrimination against and marginalization of women and girls, in particular those who are facing multiple and intersecting forms of discrimination, which often result in reduced access to education and nut rition, compromising their physical and mental health and well-being and the enjoyment of their human rights and the opportunities and benefits of childhood and adolescence compared with boys, and often in their being subjected to various forms of cultural , social, sexual and economic exploitation and abuse, violence and harmful practices, which can increase the risk of obstetric fistula,
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Follow-up to the Fourth United Nations Conference on the Least Developed Countries (2020), para. 48
- Original document
- Paragraph text
- 36. Recognizes that particular efforts are needed to ensure that all young people, including girls, enjoy access to lifelong learning opportunities and equal access to quality education at all levels, inclusive of early childhood, primary, secondary and tertiary education, as well as technical and vocational training, notes with concern, in this regard, the lack of progress in closing gender gaps in access to, retention in and completion of secondary education, recognizes the need to continue to provide and encourage, as appropriate, institutes of higher education to allocate places and scholarships for students and trainees from the least developed countries, in particular in the fields of science, technology, business management and economics, and to strengthen support for institutions in relation to gender equality and the empowerment of women at the global, regional and national levels, and recognizes that the least developed countries have the most to gain from sustainable development and utilizing the full skills and talents of their people, including women and girls;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
United Nations Principles and Guidelines on Access to Legal Aid in Criminal Justice Systems (2013), para. 072
- Original document
- Paragraph text
- 37. States should put in place mechanisms to ensure that all legal aid providers possess education, training, skills and experience that are commensurate with the nature of their work, including the gravity of the offences dealt with, and the rights and needs of women, children and groups with special needs.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Women
- Date modified
- Mar 5, 2020
Paragraph
Human rights and indigenous peoples (2019), para. 42
- Original document
- Paragraph text
- 26. Reaffirms the importance of promoting the political, social and economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and through meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and of promoting their participation in relevant decision-making processes at all levels and in all areas while respecting and protecting their traditional and ancestral knowledge, noting the importance of the United Nations Declaration on the Rights of Indigenous Peoples for indigenous women and girls, and encourages States to give serious consideration to the above-mentioned recommendations, as appropriate;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Date modified
- Mar 5, 2020
Paragraph
Global efforts for the total elimination of racism, racial discrimination, xenophobia and related intolerance and the comprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2004), para. 33
- Paragraph text
- 11. Stresses the responsibility of States to mainstream a gender perspective in the design and development of prevention, education and protection measures aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at all levels, to ensure that they effectively target the distinct situations of women and men;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Date modified
- Mar 5, 2020
Paragraph
Women and political participation (2004), para. 15
- Original document
- Paragraph text
- Recognizing the importance of education and training from an early age in government, public policy, economics, civics, information technology and science to ensure that women develop the knowledge, skills, confidence and ethical values needed to participate fully in society and the political process,
- Topic(s)
- Education
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
Paragraph
Supporting efforts to end obstetric fistula (2011), para. 22
- Original document
- Paragraph text
- 5. Also calls upon States to ensure the right to education for women and girls, of good quality, on an equal basis with men and boys, and to ensure that they complete a full course of primary education, and to renew their efforts to improve and expand girls’ and women’s education at all levels, including at the secondary and higher levels, as well as vocational education and technical training, in order, inter alia, to achieve gender equality, the empowerment of women and poverty eradication;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Date modified
- Mar 5, 2020
Paragraph
Sport as an enabler of sustainable development (2018), para. 37
- Original document
- Paragraph text
- 8. Encourages the relevant stakeholders to emphasize and advance the use of sport as a vehicle to foster sustainable development and, inter alia, strengthen education, including physical education, for children and young persons, including persons with disabilities, promote health, prevent disease, including non-communicable diseases, and drug abuse, realize gender equality and the empowerment of women and girls, foster inclusion and well-being, promote healthy and active ageing, ensure the participation of everyone without discrimination of any kind, promote tolerance, mutual understanding and respect and facilitate social inclusion, conflict prevention and peacebuilding;
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Women
- Youth
- Date modified
- Mar 5, 2020
Paragraph
Women in development (2009), para. 46
- Original document
- Paragraph text
- 26. Urges Member States to encourage women entrepreneurs, including through education, vocational training and training of women in business, administration and information and communications technology, and invites business associations to assist national efforts in this regard;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
Paragraph
United Nations Literacy Decade: education for all (2002), para. 11
- Original document
- Paragraph text
- Deeply concerned about the persistence of the gender gap in education, which is reflected by the fact that nearly two thirds of the world’s adult illiterates are women,
- Topic(s)
- Education
- Gender
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
Paragraph
United Nations Decade for Human Rights Education, 1995–2004, and public information activities in the field of human rights (2001), para. 38
- Original document
- Paragraph text
- 17. Calls upon international, regional and national non-governmental organizations and intergovernmental organizations, in particular those concerned with women, labour, development, food, housing, education, health care and the environment, as well as all other social justice groups, human rights advocates, educators, religious organizations and the media, to undertake specific activities of formal, non-formal and informal education, including cultural events, alone and in cooperation with the Office of the United Nations High Commissioner for Human Rights, in implementing the Plan of Action;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Date modified
- Mar 5, 2020
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