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Comprehensive, rights-based and child-centred care, recovery and reintegration programmes 2015, para. 55
- Paragraph text
- Even though access to education, vocational training and life skills is an essential aspect of recovery and reintegration, child victims often face challenges in accessing them. In many cases, child victims have never attended school. In other cases, they are unable to enrol in school owing to discrimination or lack of a residence permit. Additional barriers include lack of identity documents, in particular birth certificates, loss of educational records, financial and geographical barriers, gender discrimination, bullying or teasing, corporal punishment, feeling uncomfortable in the school environment, difficulties with concentration, older children not wanting to be placed in classes with very young children and children needing to work. When education is provided in shelters, children with different abilities may be placed in the same class; studying may not lead to an accreditation and the quality of teaching may not be of the same standard as in formal schools.
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Older persons
- Year
- 2015
Paragraph
Extreme inequality and human rights 2015, para. 30
- Paragraph text
- Studies have demonstrated the negative effect of income inequality upon the right to education. A 2014 study published by OECD showed that "increased income disparities depress skills development among individuals with poorer parental education background, both in terms of the quantity of education attained (e.g. years of schooling), and in terms of its quality (i.e. skill proficiency)" and that "higher inequality lowers the opportunities of education (and social mobility) of disadvantaged individuals in the society, an effect that dominates the potentially positive impacts through incentives". Another study showed that the youngest children in Ecuador, irrespective of wealth quintile or education of their parents, performed broadly as well as their comparators, but that, as they got older, only those children in the top half of the wealth distribution and with highly educated parents maintained their performance relative to their comparators.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Older persons
- Year
- 2015
Paragraph
Further actions and initiatives to implement the Beijing Declaration and Platform for Action 2000, para. 55
- Paragraph text
- Increased efforts are needed to provide equal access to education, health and social services and to ensure women's and girls' rights to education and the enjoyment of the highest attainable standard of physical and mental health and well-being throughout the life cycle, as well as adequate, affordable and universally accessible health care and services, including sexual and reproductive health, particularly in the face of the HIV/AIDS pandemic; they are also necessary with regard to the growing proportion of older women.
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Girls
- Older persons
- Women
- Year
- 2000
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
Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2013), para. 53
- Original document
- Paragraph text
- 32. 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 to social development by globalization and market-driven reforms 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 (2015), para. 59
- Original document
- Paragraph text
- 35. 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 to social development by globalization and market driven reforms 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 (2017), para. 65
- 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, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms 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 (2018), para. 63
- 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, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms 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 (2019), para. 34
- Original document
- Paragraph text
- 9. 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, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms 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 (2020), para. 043
- Original document
- Paragraph text
- 9. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, quality 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, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms 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
International Year of Older Persons: towards a society for all ages (1998), para. 18
- Paragraph text
- 10. Invites non-governmental organizations, including those specialized in the question of older persons, to develop programmes and projects for the Year, particularly at the local level, in cooperation, inter alia, with local authorities, community leaders, enterprises, the media and schools, and encourages them to support and participate in the appropriate national coordinating mechanisms;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Older persons
Paragraph
International Year of Older Persons: towards a society for all ages (1998), para. 26
- Paragraph text
- 18. Welcomes the initiative of the United Nations Educational, Scientific and Cultural Organization and the American Association of Retired Persons to collaborate on a worldwide poster competition for the Year, in which artists will portray their vision of "A society for all ages";
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
Paragraph
Key actions for the further implementation of the Programme of Action of the of the International Conference on Population and Development 1999, para. 22
- Paragraph text
- 22. Governments and civil society, including non-governmental organizations and the private sector, should create opportunities and remove barriers that hinder elderly women and men from continuing to contribute their skills to their families, to the workforce and to their communities, in order to help to foster intergenerational solidarity and enhance the well-being of society. This will require life-long education and opportunities for retraining.
- Body
- United Nations General Assembly
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Men
- Older persons
- Women
- Year
- 1999
Paragraph
Lifelong learning and the right to education 2016, para. 41
- Paragraph text
- The Special Rapporteur recalls that the normative bases of lifelong learning exist in international human rights treaties. The Convention against Discrimination in Education (1960) lays down the obligation of States with regard to continuing education. The International Covenant on Economic, Social and Cultural Rights, adopted in 1966, includes similar provisions. According to article 13 (2) (d) of the Covenant, individuals "who have not received or completed the whole period of their primary education" have a right to fundamental education, or basic education as defined in the World Declaration on Education for All (1990). The enjoyment of the right to fundamental education is not limited by age or gender; it extends to children, young people and adults, including older persons. Fundamental education, therefore, is an integral component of adult education and lifelong learning. Because fundamental education is a right of all age groups, curricula and delivery systems suitable for students of all ages must be devised.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Older persons
- Youth
- Year
- 2016
Paragraph
Lifelong learning and the right to education 2016, para. 92
- Paragraph text
- The Special Rapporteur commends the SkillsFuture credit, launched in Singapore to promote lifelong learning. Given to every Singaporean aged 25 years and older, it covers nearly 2.5 million citizens in the country. The first credit amounts to $500, with the proviso that the Government will top it up at regular intervals in future. The credit can be used for a wide range of courses. Already, there are 10,000 courses, in areas ranging from basic computing to web design, digital animation, human resources management, finance, health care and languages. The courses are provided at publicly funded tertiary institutions, as well as by private providers. The Government will provide employers with subsidies of 70 to 90 per cent when they train their employees. The credit is provided on top of SkillsFuture study awards in various fields. For example, for all Singaporeans aged 40 years and older, 90 per cent of the costs of their courses will be funded.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Older persons
- Year
- 2016
Paragraph
Multilingualism (2009), para. 18
- Original document
- Paragraph text
- 11. Acknowledges the measures undertaken by the Secretary-General, in accordance with its resolutions, to address the issue of the replacement of retiring staff in the language services, and requests the Secretary-General to maintain and intensify those efforts, including through the strengthening of cooperation with institutions that train language specialists to meet the need in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Multilingualism (2011), para. 17
- Original document
- Paragraph text
- 10. Acknowledges the measures undertaken by the Secretary-General, in accordance with its resolutions, to address the issue of the replacement of retiring staff in the language services, and requests the Secretary-General to maintain and intensify those efforts, including through the strengthening of cooperation with institutions that train language specialists to meet the need in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Multilingualism (2013), para. 57
- Original document
- Paragraph text
- 42. Acknowledges the measures undertaken by the Secretary-General, in accordance with its resolutions, to address the issue of the replacement of retiring staff in the language services, and requests the Secretary-General to maintain and intensify those efforts, including through the strengthening of cooperation with institutions that train language specialists to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Multilingualism (2015), para. 70
- Original document
- Paragraph text
- 54. Acknowledges the measures taken by the Secretary-General, in accordance with its resolutions, to address the issue of the replacement of retiring staff in the language services, and requests the Secretary-General to maintain and intensify those efforts, including through the strengthening of cooperation with institutions that train language specialists to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Older women and protection of their human rights 2010, para. 19
- Paragraph text
- Employers often regard older women as non-profitable investments for education and vocational training. Older women also do not have equal opportunities to learn modern information technology, nor the resources to obtain them. Many poor older women, especially those with disabilities and those living in rural areas, are denied the right to education and receive little or no formal or informal education. Illiteracy and innumeracy can severely restrict older women's full participation in public and political life, the economy, and access to a range of services, entitlements and recreational activities.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Older persons
- Persons with disabilities
- Women
- Year
- 2010
Paragraph
Older women and protection of their human rights 2010, para. 40
- Paragraph text
- States parties have an obligation to ensure equal opportunity in the field of education for women of all ages, and to ensure that older women have access to adult education and lifelong learning opportunities as well as to the educational information they need for their well-being and that of their families.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
- Women
- Year
- 2010
Paragraph
Pattern of conferences (2010), para. 81
- Original document
- Paragraph text
- 6. Acknowledges the measures undertaken by the Secretary-General, in accordance with its resolutions, to address the issue of the replacement of retiring staff in the language services, and requests the Secretary-General to maintain and intensify those efforts, including the strengthening of cooperation with institutions that train language specialists, in order to meet the need in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Pattern of conferences (2013), para. 118
- Original document
- Paragraph text
- 12. Notes with appreciation the measures taken by the Secretary-General, in accordance with its resolutions, to address, among other things, the issue of the replacement of retiring staff in the language services, and requests the Secretary- General to maintain and intensify those efforts, including the strengthening of cooperation with institutions that train language specialists, in order to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Pattern of conferences (2014), para. 111
- Original document
- Paragraph text
- 94. Notes with appreciation the measures taken by the Secretary-General, in accordance with its resolutions, to address, among other things, the issue of the replacement of retiring staff in the language services, and requests the Secretary- General to maintain and intensify those efforts, including the strengthening of cooperation with institutions that train language specialists, in order to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Pattern of conferences (2015), para. 138
- Original document
- Paragraph text
- 121. Notes with appreciation the measures taken by the Secretary-General, in accordance with its resolutions, to address, among other things, the issue of the replacement of retiring staff in the language services, and requests the Secretary- General to maintain and intensify those efforts, including the strengthening of cooperation with institutions that train language specialists, in order to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph
Pattern of conferences (2017), para. 129
- Original document
- Paragraph text
- 113. Notes with appreciation the measures taken by the Secretary-General, in accordance with its resolutions, to address, among other things, the issue of the replacement of retiring staff in the language services, and requests the Secretary - General to maintain and intensify those efforts, including the strengthening of cooperation with institutions that train language specialists, in order to meet the needs in the six official languages of the United Nations;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Older persons
Paragraph