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Right to work, para. 31
- Paragraph text
- 15. Stresses the fundamental importance of equal opportunities, education, technical and vocational training, and that lifelong learning opportunities and guidance for all, including for women, young people and persons with disabilities, are necessary for the realization of the right to work;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Women
- Youth
- Year
- 2018
Paragraph
Freedom of religion or belief, para. 40
- Paragraph text
- 10. Stresses the importance of a continued and strengthened dialogue in all its forms, including among individuals of, and within, different religions and beliefs, and with broader participation, including of women, to promote greater tolerance, respect and mutual understanding, and takes note with appreciation of different initiatives in this regard, including the Alliance of Civilizations and the programmes led by the United Nations Educational, Scientific and Cultural Organization;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Women
- Year
- 2018
Paragraph
Right to work, para. 43
- Paragraph text
- 26. Calls upon States to continue their efforts to prevent and combat all forms of discrimination and violence, including sexual harassment at the workplace, including by adopting and implementing laws and policies and through training, awareness-raising and support for women’s access to justice with respect to violence and sexual harassment, bearing in mind that these continue to be among the factors that have an adverse impact on the realization of the right to work for women;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Violence
- Person(s) affected
- Women
- Year
- 2018
Paragraph
Promoting human rights through sport and the Olympic ideal, para. 43
- Paragraph text
- regard encourages States to leverage sport and physical education policies and programmes to advance gender equality and the empowerment of women and girls;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2018
Paragraph
Women’s economic empowerment in the changing world of work 2017, para. 24
- Paragraph text
- The Commission reaffirms that the realization of the right to education, as well as access to quality and inclusive education, contributes to the achievement of gender equality and the empowerment of all women and girls. It notes with concern the lack of progress in closing gender gaps in access to, retention in and completion of secondary and tertiary education and emphasizes the importance of lifelong learning opportunities. It recognizes that new technologies, which are changing the structure of labour markets, provide new and different employment opportunities that require women and girls to acquire skills ranging from basic digital fluency to advanced technical skills in science, technology, engineering and mathematics and in information and communications technology.
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Accelerating efforts to eliminate violence against women: engaging men and boys in preventing and responding to violence against all women and girls 2017, para. 9g
- Paragraph text
- [Calls upon States to take immediate and effective action to prevent violence against women and girls by:] Developing and implementing educational programmes and teaching materials, including comprehensive sexuality education, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with appropriate direction and guidance from parents and legal guardians, with the active involvement of all relevant stakeholders, in order to modify the social and cultural patterns of conduct of men and women of all ages, to eliminate prejudices and to promote and build decision-making, communication and risk reduction skills for the development of respectful relationships based on gender equality and human rights, as well as teacher education and training programmes for both formal and non-formal education;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Men
- Women
- Youth
- 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
Accelerating efforts to eliminate violence against women: engaging men and boys in preventing and responding to violence against all women and girls 2017, para. 9j
- Paragraph text
- [Calls upon States to take immediate and effective action to prevent violence against women and girls by:] Building on evidence-based research and policy initiatives and legislative approaches that support the constructive engagement of men and boys in preventing violence against women and girls, including in primary prevention, prevention skill-building, group education, community outreach, mobilization and mass media campaigns and early childhood gender equality education programmes and curricula;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Gender
- Violence
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
Paragraph
Realizing the equal enjoyment of the right to education by every girl 2017, para. 4
- Paragraph text
- Recognizing that the full realization of the right to education for all is an essential condition for achieving sustainable development, and in this regard welcoming the 2030 Agenda for Sustainable Development, including its Sustainable Development Goal 4 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, underlining the commitment therein to eliminate gender disparities in education, and Goal 5 on achieving gender equality, and empowering all women and girls,
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
The right to education: follow-up to Human Rights Council resolution 8/4 2017, para. 3
- Paragraph text
- Also urges all States to expand educational opportunities for all without discrimination, including by implementing special programmes to address inequality of and discrimination against women and girls in education, recognizing the significant importance of investment in public education, to the maximum of available resources; to increase and improve domestic and external financing for education, as affirmed in the Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all and the Education 2030 Framework for Action; to ensure that education policies and measures are consistent with human rights standards and principles, including those laid down in the Universal Declaration of Human Rights and relevant international human rights instruments; and to strengthen engagement with all relevant stakeholders, including communities, local actors and civil society, to contribute to education as a public good;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Elimination of discrimination against women and girls 2017, para. 9c
- Paragraph text
- [Also calls upon States to implement policies to engage, educate, encourage and support men and boys:] To refrain from and condemn all forms of discrimination and violence against women and girls;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 24
- Paragraph text
- Furthermore, in many parts of the world, girls and young women with disabilities are often entirely excluded from the education system, or otherwise isolated from their communities at home or in institutions, and are without any access to sexuality education. The lack of equal access to inclusive and quality education affects, in particular, girls and young women with disabilities in conflict, post-conflict or other humanitarian situations, especially those who are refugees, internally displaced, migrants or asylum seekers; deprived of their liberty in hospitals, residential institutions, juvenile or correctional facilities; or homeless or living in poverty. Girls and young women in such situations are at heightened risk of being subjected to physical or sexual abuse and contracting sexually transmitted infections.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Girls
- Persons on the move
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 51
- Paragraph text
- States must ensure that all information and communication pertaining to sexual and reproductive health and rights are accessible to persons with disabilities, including through sign language, Braille, accessible electronic formats, alternative script, easy-to-read formats, and augmentative and alternative modes, means and formats of communication.64 For instance, call centres to report cases of gender-based violence must be accessible to deaf and hard-of-hearing girls and women through text messaging or other alternative methods. For example, Illinois Imagines has developed guides and other materials for rape crisis centres, disability service agencies and self-advocates that include guidance for prevention education programmes and picture guides about sexual assault exams and the rights of sexual violence survivors. The University of Tartu in Estonia has provided training for teachers on how to deliver comprehensive sexuality education in plain language so that children with intellectual disabilities can benefit equally from the lessons.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Women
- 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
Gender-based violence against women, updating general recommendation No. 19 2017, para. 30c
- Paragraph text
- [The Committee recommends that States parties implement the following preventive measures:] Develop and implement effective measures to make public spaces safe for and accessible to all women and girls, including by promoting and supporting community-based measures adopted with the participation of women’s groups. Measures should include ensuring adequate physical infrastructure, including lighting, in urban and rural settings, in particular in and around schools;
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Realizing the equal enjoyment of the right to education by every girl 2017, para. 7
- Paragraph text
- Noting with appreciation the work carried out by all relevant organs, bodies and mechanisms of the United Nations system within their respective mandates, in particular the United Nations Children's Fund and the United Nations Educational, Scientific and Cultural Organization, the United Nations Entity for Gender Equality and the Empowerment of Women, the United Nations Population Fund and the Office of the United Nations High Commissioner for Human Rights, as well as the efforts of organizations and civil society to promote girls' full and equal enjoyment of the right to education,
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 44
- Paragraph text
- States need to provide comprehensive and non-discriminatory sexuality education to girls and young women with disabilities, both within and outside school (see A/65/162, paras. 62 and 87). It should include information about self-esteem and healthy relationships; sexual and reproductive health, contraception and sexually transmitted diseases; the prevention of sexual and other forms of exploitation, violence and abuse; stigma and prejudices against persons with disabilities; gender roles; and human rights. Indeed, sexuality education has been found to be effective in improving the sexual knowledge and skills of youth with disabilities, and in reducing sexual violence against them. States must ensure that their sexuality education programmes are inclusive of girls and young women with disabilities and their specific needs, and that they are made available in accessible and alternative communication formats. Peer-education programmes are effective ways to enhance knowledge and skills with regard to the sexual and reproductive health and rights of girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Persons with disabilities
- 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
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 38
- Paragraph text
- States can take a number of measures to improve sexual and reproductive health and rights of girls and young women with disabilities, including by reviewing their legal and policy frameworks; taking concrete measures in the areas of education and information, access to justice, accessibility, non-discrimination and participation; and by allocating specific budgets for their implementation.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
Child, early and forced marriage in humanitarian settings 2017, para. 11
- Paragraph text
- Also calls upon States to promote, respect and protect the rights of women and girls to education through enhanced emphasis on quality education, and to ensure universal access to sexual and reproductive health-care services, information and education, as set out in target 3.7 of the 2030 Agenda, and to promote school enrolment and retention among girls, including in secondary school, and by allowing access to education services for children who have been forced to flee their homes, schools and communities, and to ensure that schools offer them safe and supportive environments;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2017
Paragraph
Compendium of good practices in the elimination of discrimination against women 2017, para. 59
- Paragraph text
- While these measures alone will not achieve substantive equality, intervention in the education system is projected to bear fruit in terms of creating a positive environment for social discussion of and support for gender equality issues. Preliminary outcome studies of training programmes in two regions of the country demonstrated shifts in attitudes towards gender equality and violence against women, but the curriculum and training policies have not yet been applied uniformly across the country, limiting systemic impact.
- Body
- Working Group on the issue of discrimination against women in law and practice
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2017
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 26
- Paragraph text
- Girls and young women with disabilities face unique challenges with regard to the management of menstrual hygiene. The absence of appropriate sanitation facilities in schools, including separate, accessible and sheltered toilets, in addition to the lack of education, resources and support for menstrual hygiene, compromise their ability to properly manage their hygiene and make them especially prone to diseases. Consequently, many girls and young women with disabilities stay at home or are sent to special schools, reinforcing their exclusion from comprehensive sexuality education.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
Paragraph
Witchcraft and the human rights of persons with albinism 2017, para. 88
- Paragraph text
- The project illustrated the value of such campaigns and associated post-project evaluation not only for the dissemination of information and changing of attitudes and behaviour but also to gather data, as they revealed instructive patterns in the targeted communities. For example, the belief that body parts of a person with albinism have magical powers was found among respondents adhering to various religious groups: Christians, Muslims and traditional believers. In the context of the survey, the latter group had the highest number of believers in that myth. This type of information is helpful for understanding the character of the problem and grounding solutions such as working with all religious leaders. It also identifies areas where increased public education efforts or more targeted projects might be warranted. The evaluation found that youth and women were more likely to have misconceived notions about albinism than men. This suggests that the project did not reach women and youth to the same extent as it did men and that it is necessary to plan and implement further interventions that target these groups in particular.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2017
Paragraph
Women’s economic empowerment in the changing world of work 2017, para. 40 (k)
- Paragraph text
- Promote and respect women's and girls' right to education throughout the life cycle at all levels, especially for those who have been left furthest behind, by providing universal access to quality education, ensuring inclusive, equal and non-discriminatory quality education, promoting lifelong learning opportunities for all and the completion of primary and secondary education and eliminating gender disparities in access to all areas of secondary and tertiary education, promoting financial and digital literacy, ensuring that women and girls have equal access to career development, training, scholarships and fellowships, and adopting positive action to build women's and girls' leadership skills and influence, and adopt measures that promote, respect and guarantee the safety of women and girls in the school environment and that support women and girls with disabilities at all levels of education and training;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2017
Paragraph
Women’s economic empowerment in the changing world of work 2017, para. 40 (l)
- Paragraph text
- Mainstream a gender perspective into education and training programmes, including those relating to science, technology, engineering and mathematics, eliminate female illiteracy and facilitate effective transition from education or unemployment to work, including through skills development to enable women's and girls' active participation in economic, social and cultural development and women's active participation in governance and decision-making at all levels, create conditions that facilitate women's full participation and integration in the formal economy and develop gender-sensitive curricula for educational programmes at all levels, inter alia, to address the root causes of occupational segregation in working life;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2017
Paragraph
Women’s economic empowerment in the changing world of work 2017, para. 40 (m)
- Paragraph text
- Place enhanced emphasis on quality education, including communications and technology education, where available, for girls, 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, equitable compensation and decent work;
- Body
- Commission on the Status of Women
- Document type
- CSW Agreed Conclusions / Declaration
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2017
Paragraph
Gender-based violence against women, updating general recommendation No. 19 2017, para. 30b (i)
- Paragraph text
- [The Committee recommends that States parties implement the following preventive measures:] Develop and implement effective measures, with the active participation of all relevant stakeholders, such as representatives of women’s organizations and of marginalized groups of women and girls, to address and eradicate the stereotypes, prejudices, customs and practices set out in article 5 of the Convention, which condone or promote gender-based violence against women and underpin the structural inequality of women with men. Such measures should include the following: Integration of content on gender equality into curricula at all levels of education, both public and private, from early childhood onwards and into education programmes with a human rights approach. The content should target stereotyped gender roles and promote the values of gender equality and non-discrimination, including non-violent masculinities, and ensure age-appropriate, evidence-based and scientifically accurate comprehensive sexuality education for girls and boys;
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2017
Paragraph
Child, early and forced marriage in humanitarian settings 2017, para. 14
- Paragraph text
- Noting with concern that child, early and forced marriage disproportionally affects girls who have received little or no formal education, and is itself a significant obstacle to educational opportunities for girls and young women, in particular girls who are forced to drop out of school owing to marriage, pregnancy, childbirth and/or childcare responsibilities, and recognizing that educational opportunities are directly related to the empowerment of women and girls, their employment and economic opportunities and their active participation in economic, social and cultural development, governance and decision-making,
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Women
- Youth
- 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