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Addis Ababa Action Agenda of the Third International Conference on Financing for Development (Addis Ababa Action Agenda) (2015), para. 086
- Original document
- Paragraph text
- 78. We recognize the importance for achieving sustainable development of delivering quality education to all girls and boys. This will require reaching children living in extreme poverty, children with disabilities, migrant and refugee children, and those in conflict and post-conflict situations, and providing safe, non-violent, inclusive and effective learning environments for all. We will scale up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including through scaling up and strengthening initiatives, such as the Global Partnership for Education. We commit to upgrading education facilities that are child, disability and gender sensitive and increasing the percentage of qualified teachers in developing countries, including through international cooperation, especially in least developed countries and small island developing States.
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Humanitarian
- Person(s) affected
- Boys
- Children
- Girls
- Persons on the move
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 12
- Paragraph text
- Deeply concerned that children with autism spectrum disorders, developmental disorders and associated disabilities in all regions of the world experience challenges in accessing long-term health care, education, training and intervention programmes undertaken by Governments, non-governmental organizations and the private sector,
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 14
- Paragraph text
- Recalling that early diagnosis, appropriate research and effective interventions are vital to the growth and development of the individual, and emphasizing that early intervention is crucial for addressing the needs of the individual with autism spectrum disorders, developmental disorders and associated disabilities, thus improving the opportunities to live a quality life with the ability to participate in the greater community and increasing the likelihood that an individual will need lower levels of support later in life,
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 16
- Paragraph text
- Realizing that the challenge of meeting the needs of individuals with autism spectrum disorders, developmental disorders and associated disabilities is particularly acute in the developing world, resulting in increased difficulties for individuals and their families, as well as for the health, education and social welfare systems trying to meet their needs,
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 22
- Paragraph text
- 2. Recognizes that, in order to develop and implement feasible, effective and sustainable intervention programmes for addressing autism spectrum disorders, developmental disorders and associated disabilities, an innovative, integrated approach would benefit from a focus, inter alia, on:
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 30
- Paragraph text
- 5. Calls upon all States to ensure an inclusive education system at all levels and lifelong learning, as well as to promote vocational training and skills development programmes for persons with autism, in accordance with the Convention on the Rights of Persons with Disabilities 4 and other local, national and regional policies;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 31
- Paragraph text
- 6. Also calls upon all States to enable persons with autism spectrum disorders, developmental disorders and associated disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 24
- Original document
- Paragraph text
- 3. Calls upon the international community to provide inclusive and equitable quality education at all levels – early childhood, primary, secondary, tertiary and distance education, including technical and vocational training – so that all people, irrespective of sex, age, race or ethnicity, and persons with disabilities, migrants, indigenous people, children and youth, especially those in vulnerable situations, may have access to lifelong learning opportunities that help them to acquire the knowledge and skills needed to exploit opportunities to participate fully in society and contribute to sustainable development;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
Paragraph
Entrepreneurship for sustainable development (2017), para. 39
- Original document
- Paragraph text
- 18. Encourages Governments and all sectors of society to take sustainable measures to achieve full and productive employment and decent work for persons with disabilities, on an equal basis and without discrimination on the basis of disability, including by promoting access to inclusive education systems, skills development and vocational and entrepreneurial training, in order to enable persons with disabilities to attain and maintain maximum independence, and notes that further efforts are needed to increase awareness of the ability of persons with disabilities to innovate and contribute to the achievement of sustainable development through entrepreneurship;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Entrepreneurship for sustainable development (2019), para. 54
- Original document
- Paragraph text
- 26. Encourages Governments and all sectors of society to take sustainable measures to achieve full and productive employment and decent work for persons with disabilities, on an equal basis and without discrimination on the basis of gender and disability, including by promoting access to inclusive education systems, skills development and vocational and entrepreneurial training, in order to enable persons with disabilities to attain and maintain maximum independence, notes that further efforts are needed to increase awareness of the ability of persons with disabilities to innovate and contribute to the achievement of sustainable development through entrepreneurship, and in this regard calls upon all stakeholders to establish research on policy support for entrepreneurs with disabilities and collect data in order to develop or improve programmes, taking into account their capabilities, skills, socioeconomic status and other personal characteristics;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Follow-up to the International Year of Human Rights Learning (2010), para. 14
- Original document
- Paragraph text
- 5. Encourages civil society organizations worldwide, in particular those working at the community level, to integrate human rights learning into dialogue and consciousness-raising programmes with groups working on education, development, poverty eradication, participation, children, indigenous peoples, gender equality, persons with disabilities, elder persons and migrants, as well as on other relevant political, civil, economic, social and cultural issues of concern;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Children
- Ethnic minorities
- Persons on the move
- Persons with disabilities
Paragraph
Follow-up to the International Year of Human Rights Learning (2014), para. 15
- Original document
- Paragraph text
- 5. Encourages civil society organizations worldwide, in particular those working at the community level, to integrate human rights learning into dialogue and consciousness-raising programmes with groups working on education, development, poverty eradication, participation, children, indigenous peoples, gender equality, persons with disabilities, elder persons and migrants, as well as on other relevant political, civil, economic, social and cultural issues of concern;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Children
- Ethnic minorities
- Persons on the move
- Persons with disabilities
Paragraph
Global health and foreign policy: an inclusive approach to strengthening health systems (2020), para. 60
- Original document
- Paragraph text
- 15. Calls upon Member States to develop evidence-based training that is sensitive to different cultures and the specific needs of women, children and persons with disabilities, skills enhancement and education of health workers, including midwives and community health workers, as well as promote a continued education and lifelong learning agenda and expand community-based health education and training in order to provide quality care for people throughout the life course;
- Topic(s)
- Education
- Health
- Person(s) affected
- Children
- Persons with disabilities
- Women
Paragraph
Guidelines for the Alternative Care of Children (2010), para. 067
- Original document
- Paragraph text
- 31. Competent authorities and others concerned are also encouraged to make use of the present Guidelines, as applicable, at boarding schools, hospitals, centres for children with mental and physical disabilities or other special needs, camps, the workplace and other places which may be responsible for the care of children.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
Paragraph
Human resources development (2020), para. 20
- Original document
- Paragraph text
- Recognizing that education is the key to promoting the develop ment 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 ind igenous peoples, girls and women, rural inhabitants and persons with disabilities,
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Girls
- Persons with disabilities
- Women
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: accessibility (2020), para. 12
- Original document
- Paragraph text
- Welcoming further the observance of international disability-related days, including “World Autism Awareness Day” on 2 April 2019 on the theme “Assistive technologies, active participation”, which promoted accessibility for persons on the autism spectrum to affordable assistive technologies in order to eliminate the barriers to their participation on an equal basis with others, as well as the observance of World Down Syndrome Day on 21 March 2019 on the theme “Leave no one behind in education”, which focused on inclusive and accessible education,
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons with disabilities
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: accessibility (2020), para. 16
- Original document
- Paragraph text
- Recognizing the importance of accessibility for persons with disabilities to the physical, social, economic and cultural environment, to health and education and to information and communications, and the need to identify and el iminate prejudice, discrimination, obstacles and barriers that limit the access of persons with disabilities to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or available to the public, in both urban and rural areas, on an equal basis with others,
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Persons with disabilities
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: accessibility (2020), para. 28
- Original document
- Paragraph text
- Stressing the need for capacity-development efforts aimed at empowering persons with disabilities and their representative organizations to ensure equal access to quality education, full and productive employment and decent work on an equal basis and without discrimination to persons with disabilities, including by promoting access to inclusive education systems, skills development, volunteering opportunities and vocational and entrepreneurial training in order to enable persons with disabilities to attain and maintain maximum independence,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: accessibility (2020), para. 50
- Original document
- Paragraph text
- 20. Calls upon States to ensure that persons with disabilities are able to access inclusive, quality primary, secondary and tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others and to facilitate the full and equal participation of persons with disabilities in education by taking appropriate steps through the provision of information in accessible and alternative communication formats, reasonable accommodation and other support as required;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities (2018), para. 30
- Paragraph text
- 11. 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;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities (2018), para. 31
- Paragraph text
- 12. 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;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
Paragraph
Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities (2018), para. 37
- Paragraph text
- (d) Ensuring that women and girls with disabilities and their families have access to a range of support services, information in accessible formats and education on how to prevent, recognize and report instances of exploitation, violence and abuse against women and girls with disabilities, as well as how to ensure that children with disabilities have a safe and supportive family environment;
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Women
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
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
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2007), para. 18
- Original document
- Paragraph text
- 11. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, increase the participation and integration of social groups, particularly youth, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Persons with disabilities
- Youth
Paragraph
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2008), para. 29
- Original document
- Paragraph text
- 19. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, increase the participation and integration of social groups, particularly youth, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Persons with disabilities
- Youth
Paragraph
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2009), para. 42
- Original document
- Paragraph text
- 29. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, increase the participation and integration of social groups, particularly youth, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Persons with disabilities
- Youth
Paragraph
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2010), para. 48
- Original document
- Paragraph text
- 34. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, increase the participation on equal terms and integration of social groups, particularly youth, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Persons with disabilities
- Youth
Paragraph
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2011), para. 56
- Original document
- Paragraph text
- 39. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, eliminate discrimination, increase the participation and integration of social groups, particularly young people, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Persons with disabilities
- Youth
Paragraph