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Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities 2017, para. 18
- Paragraph text
- Also calls upon States to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education that provides adolescent girls and young women with disabilities, in and out of school, in a manner consistent with their evolving capacities, with appropriate direction and guidance from parents and legal guardians, with information in accessible and alternative communication formats on sexual and reproductive health, gender equality and women’s empowerment, 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 develop respectful relationships, in full partnership with young people, parents, legal guardians, caregivers, educators and health-care providers;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Girls
- Men
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
The girl child 2017, para. 9
- Paragraph text
- Calls upon all States to place enhanced emphasis on quality education for the girl child, including catch-up and literacy education for those who did not receive formal education, special initiatives for keeping girls in school through post-primary education, including those who are already married or pregnant, to promote access to skills and entrepreneurship training for young women and to tackle gender stereotypes, in order to ensure that young women entering the labour market have opportunities to obtain full and productive employment and decent work, and equal pay for equal work or work of equal value;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2017
Paragraph
Improvement of the situation of women and girls in rural areas 2017, para. 5
- Paragraph text
- Stresses the need to identify the best practices for ensuring that rural women have access to and full and equal participation in the area of information and communications technology, to address the priorities and needs of rural women and girls as active users of information and to ensure their participation in developing and implementing global, regional and national information and communications technology strategies, taking appropriate educational measures to eliminate gender stereotypes regarding women in the field of technology;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
The girl child 2017, para. 10
- Paragraph text
- Encourages States to adopt, as appropriate, and implement inclusive policies and programmes to promote girls’ education in science, technology, engineering and mathematics, including information and communications technology, throughout their education, by, inter alia, expanding the scope of education and training opportunities ranging from basic digital fluency to advanced technical skills, recognizing that girls who develop such skills may enjoy more academic success and higher-paying jobs in the future, and recognizing also that girls and women have an equally important role to play in these arenas as men and boys;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
Paragraph
The girl child 2017, para. 11
- Paragraph text
- Calls upon States, with the support, where appropriate, of international organizations, civil society and non-governmental organizations, to develop policies and programmes, giving priority to formal, informal and non-formal education programmes, including scientifically accurate and 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, and with appropriate direction and guidance from parents and legal guardians, with information on sexual and reproductive health and HIV prevention, gender equality and women’s empowerment, 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, in order to, inter alia, enable them to protect themselves from HIV infection and other risks;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Boys
- Girls
- Men
- Women
- Youth
- Year
- 2017
Paragraph
Improvement of the situation of women and girls in rural areas 2017, para. 2gg
- Paragraph text
- [Urges Member States, in collaboration with the organizations of the United Nations system and civil society, as appropriate, to continue their efforts to implement the outcome of and to ensure an integrated and coordinated follow-up to the relevant United Nations conferences and summits, including their reviews, and to attach greater importance to the improvement of the situation of rural women and girls in their national, regional and global development strategies by, inter alia:] Supporting a gender-sensitive education system, including through approaches that attract and retain female students and teachers and that consider the specific needs of rural women and girls in order to eliminate gender stereotypes and discriminatory tendencies affecting them, including through community-based dialogue involving women and men and girls and boys;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
Paragraph
Improvement of the situation of women and girls in rural areas 2017, para. 2ii
- Paragraph text
- [Urges Member States, in collaboration with the organizations of the United Nations system and civil society, as appropriate, to continue their efforts to implement the outcome of and to ensure an integrated and coordinated follow-up to the relevant United Nations conferences and summits, including their reviews, and to attach greater importance to the improvement of the situation of rural women and girls in their national, regional and global development strategies by, inter alia:] Promoting education, training and relevant information programmes for rural and farming women through the use of affordable and appropriate technologies and the mass media, and taking concrete measures to improve rural women’s skills, productivity and employment opportunities through technical, agricultural and vocational education and training;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities 2017, para. 11
- Paragraph text
- Calls upon States to strengthen and intensify efforts to take deliberate, concrete and targeted steps to fully realize the equal enjoyment of the right to education, including ensuring access to an inclusive education system at all levels for all women and girls with disabilities, eliminating legal, administrative, financial, structural, social and cultural barriers that hinder their equal enjoyment of the right to education on an equal basis with others, and to facilitate their full and equal participation in education by taking appropriate steps through the provision of information in accessible and alternative communication formats, reasonable accommodation and other support as required;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2017
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities 2017, para. 12
- Paragraph text
- Also calls upon States to develop policies and measures that promote access to education for persons with disabilities and to strengthen education systems that are fully inclusive of girls with disabilities to reduce the risk of social exclusion and poverty, which could have long-term implications for their capacity and opportunity to participate in labour markets;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2017
Paragraph
Improvement of the situation of women and girls in rural areas 2017, para. 2hh
- Paragraph text
- [Urges Member States, in collaboration with the organizations of the United Nations system and civil society, as appropriate, to continue their efforts to implement the outcome of and to ensure an integrated and coordinated follow-up to the relevant United Nations conferences and summits, including their reviews, and to attach greater importance to the improvement of the situation of rural women and girls in their national, regional and global development strategies by, inter alia:] Eliminating gender disparities in the realization of the right to education and ensuring full and equal participation in and completion of inclusive quality education (primary, secondary and tertiary education, including vocational and technical education), promoting lifelong learning opportunities for rural women and girls and the elimination of female illiteracy, including through quality teacher training, recruitment and retention of teachers in rural areas, especially women teachers where they are underrepresented, and building gender-sensitive education facilities that provide a safe, non-violent, inclusive and effective learning environment for all and facilitate an effective transition from education or unemployment to decent work;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Violence against women migrant workers 2017, para. 17
- Paragraph text
- Encourages States to consider designing and implementing financial literacy training programmes for women migrant workers and, where appropriate, their families, and other programmes that may contribute to the full development impact of migration;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Movement
- Person(s) affected
- Families
- Persons on the move
- Women
- Year
- 2017
Paragraph
Policies and programmes involving youth 2017, para. 11
- Paragraph text
- Emphasizing also the need to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, and to ensure, by 2020, that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy,
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2017
Paragraph
Policies and programmes involving youth 2017, para. 10
- Paragraph text
- 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;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Boys
- Girls
- Men
- Women
- Youth
- Year
- 2017
Paragraph
Rights of indigenous peoples 2017, para. 23
- Paragraph text
- Welcomes the agreed conclusions of the sixty-first session of the Commission on the Status of Women, in which Governments were urged to take measures to promote the economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and 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 of the United Nations Declaration on the Rights of Indigenous Peoples for indigenous women and girls;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2017
Paragraph
Women in development 2017, para. 22
- Paragraph text
- Urges all Governments to eliminate discrimination against women and girls in the field of education and to ensure their safe and equal access to, and encourage their participation in, all levels of education, including technical, vocational, tertiary and non-formal education and training, including in the fields of business, trade, administration, information and communications technologies, science, technology, engineering and mathematics and other new technologies, to eliminate gender inequalities at all levels and to eradicate poverty and allow women’s full and equal contribution to, and equal opportunity to benefit from, development;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Entrepreneurship for sustainable development (2019), para. 48
- Original document
- Paragraph text
- 20. Encourages all relevant stakeholders to further develop financial literacy and financial education programmes that include an emphasis on the impact of finance on sustainable development, as appropriate, in order to ensure that all learners acquire the knowledge and skills needed to access financial services, in particular women and girls, farmers and those working in micro-, small and medium-sized enterprises;
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Girls
- Women
- Field Year
- No value
Paragraph
United Nations Literacy Decade: education for all (2009), para. 12
- 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
- Field Year
- No value
Paragraph
The fight against racism, racial discrimination, xenophobia and related intolerance and thecomprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2003), para. 37
- Paragraph text
- 10. Urges 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
- Field Year
- No value
Paragraph
Literacy for life: shaping future agendas (2014), para. 04
- Original document
- Paragraph text
- Reaffirming the Education for All goals, in particular goal 3, on ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes, and goal 4, on achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Youth
- Field Year
- No value
Paragraph
Situation of human rights in the Islamic Republic of Iran (2002), para. 17
- Original document
- Paragraph text
- (b) The assessment of the Special Representative that some improvements have taken place, inter alia, in such areas as women’s education;
- Topic(s)
- Education
- Gender
- Person(s) affected
- Women
- Field Year
- No value
Paragraph
The right to development (2014), para. 55
- Original document
- Paragraph text
- 29. Further recognizes 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 the education of women 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
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Field Year
- No value
Paragraph
Human resources development (2016), para. 23
- Original document
- Paragraph text
- 6. Stresses that human resources development policies should focus on supporting the emergence of a sufficiently wide and flexible pool of skilled human resources, especially among women and youth, to support all sectors of the e conomy and be matched with present and future workforce needs, which requires well - sequenced investments in basic education, vocational training, on -the-job training and more advanced managerial, engineering and scientific education to increase the supply of technological knowledge that can be absorbed by national innovation systems;
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Women
- Youth
- Field Year
- No value
Paragraph
Improvement of the status of women in the United Nations system (2003), para. 35
- Paragraph text
- 8. Encourages the Secretary-General and the executive heads of the organizations of the United Nations system to continue to develop common approaches for retaining women, promoting inter-agency mobility and improving career development opportunities;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Movement
- Person(s) affected
- Women
- Field Year
- No value
Paragraph
Elimination of female genital mutilation (2018), para. 35
- Original document
- Paragraph text
- (b) Place special emphasis on formal and informal education, in particular for young people, including girls, and for parents and religious, traditional and community leaders, about the harmful effects of female genital mutilation, and, in particular, encourage men and boys to become more involved in information and awareness campaigns and to be agents of change within communities, with the meaningful participation of women and girls who have been subjected to the practice;
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Youth
- Field Year
- No value
Paragraph
The right to development (2020), para. 71
- Original document
- Paragraph text
- 34. Further recognizes 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 the education of women 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
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Field Year
- No value
Paragraph
Entrepreneurship for development (2013), para. 17
- Original document
- Paragraph text
- 9. Also recognizes the value of teaching entrepreneurial skills at all levels of education, ensuring the full and equal participation of women and girls, and encourages entrepreneurship education through skills development, capacity- building, training programmes and business incubators;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Field Year
- No value
Paragraph
The right to development (2010), para. 54
- Original document
- Paragraph text
- 29. Further recognizes 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
- Field Year
- No value
Paragraph
Triennial policy review of operational activities for development of the United Nations system (1999), para. 39
- Original document
- Paragraph text
- 25. Encourages further efforts, including through the United Nations Development Group, to further improve the resident coordinator system, and welcomes the efforts to continue to broaden the base of recruitment of resident coordinators, increasing the number of women resident coordinators and improving its selection criteria and procedures, including through the use of competency assessment and training and by ensuring that the resident coordinators take fully into account the mandates of all organizations of the resident coordinator system;
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Women
- Field Year
- No value
Paragraph
Women in development (2018), para. 50
- Original document
- Paragraph text
- 22. Urges all Governments to eliminate discrimination against women and girls in the field of education and to ensure their safe and equal access to, and encourage their participation in, all levels of education, including technical, vocational, tertiary and non-formal education and training, including in the fields of business, trade, administration, information and communications technologies, science, technology, engineering and mathematics and other new technologies, to eliminate gender inequalities at all levels and to eradicate poverty and allow women ’s full and equal contribution to, and equal opportunity to benefit from, development;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Field Year
- No value
Paragraph
Office of the United Nations High Commissioner for Refugees (1995), para. 39
- Original document
- Paragraph text
- 19. Encourages the High Commissioner to continue to undertake initiatives for refugee women in the areas of leadership and skills training, legal awareness and education and, in particular, in the area of reproductive health, with full respect for the various religious and ethical values and cultural backgrounds of the refugees, in conformity with universally recognized human rights;
- Topic(s)
- Education
- Health
- Humanitarian
- Person(s) affected
- Persons on the move
- Women
- Field Year
- No value
Paragraph