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Adolescents and youth 2012, para. 10
- Paragraph text
- Reaffirming its commitment to realizing the right of everyone to education, and emphasizing that education shall be directed to the full development of the human person and his or her dignity and shall strengthen respect for all human rights and fundamental freedoms, and recalling that commitments made at the international level emphasize inclusive quality learning, including early childhood education, and universal access to complete, free and compulsory primary education as well as access to secondary, tertiary and vocational education and training and lifelong learning, as well as equal access to education and successful schooling for girls and women,
- Body
- Commission on Population and Development
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date modified
- Feb 13, 2020
Paragraph
Harmful practices (joint General Recommendation with CRC) 2014, para. 22
- Paragraph text
- Child marriage is often accompanied by early and frequent pregnancy and childbirth, resulting in higher than average maternal morbidity and mortality rates. Pregnancy-related deaths are the leading cause of mortality for girls between 15 and 19 years of age, whether married or unmarried, around the world. Infant mortality among the children of very young mothers is higher (sometimes as much as two times higher) than among those of older mothers. In cases of child and/or forced marriage, in particular where the husband is significantly older than the wife, and where girls have limited education, the girls generally have limited decision-making power in relation to their own lives. Child marriage also contributes to higher rates of school dropout, especially among girls, forced exclusion from school and an increased risk of domestic violence, in addition to limiting the enjoyment of the right to freedom of movement.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Harmful Practices
- Health
- Violence
- Person(s) affected
- Children
- Girls
- Year
- 2014
- Date modified
- Feb 13, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 125g
- Paragraph text
- [By Governments, including local governments, community organizations, non-governmental organizations, educational institutions, the public and private sectors, particularly enterprises, and the mass media, as appropriate:] Organize and fund information campaigns and educational and training programmes in order to sensitize girls and boys and women and men to the personal and social detrimental effects of violence in the family, community and society; teach them how to communicate without violence and promote training for victims and potential victims so that they can protect themselves and others against such violence;
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Families
- Girls
- Men
- Women
- Year
- 1995
- Date modified
- Feb 13, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 152
- Paragraph text
- Discrimination in education and training, hiring and remuneration, promotion and horizontal mobility practices, as well as inflexible working conditions, lack of access to productive resources and inadequate sharing of family responsibilities, combined with a lack of or insufficient services such as child care, continue to restrict employment, economic, professional and other opportunities and mobility for women and make their involvement stressful. Moreover, attitudinal obstacles inhibit women's participation in developing economic policy and in some regions restrict the access of women and girls to education and training for economic management.
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 1995
- Date modified
- Feb 13, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 282c(iv)
- Paragraph text
- [By Governments:] [Protect young girls at work, inter alia, through:] Establishment of continuous training and education;
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Girls
- Youth
- Year
- 1995
- Date modified
- Feb 13, 2020
Paragraph
Beijing Declaration and Platform for Action 1995, para. 263
- Paragraph text
- Although the number of educated children has grown in the past 20 years in some countries, boys have proportionately fared much better than girls. In 1990, 130 million children had no access to primary school; of these, 81 million were girls. This can be attributed to such factors as customary attitudes, child labour, early marriages, lack of funds and lack of adequate schooling facilities, teenage pregnancies and gender inequalities in society at large as well as in the family as defined in paragraph 29 above. In some countries the shortage of women teachers can inhibit the enrolment of girls. In many cases, girls start to undertake heavy domestic chores at a very early age and are expected to manage both educational and domestic responsibilities, often resulting in poor scholastic performance and an early drop-out from schooling.
- Body
- Fourth World Conference on Women
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 1995
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 10
- Paragraph text
- Everyone has the right to education, which shall be directed to the full development of human resources, and human dignity and potential, with particular attention to women and the girl child. Education should be designed to strengthen respect for human rights and fundamental freedoms, including those relating to population and development. The best interests of the child shall be the guiding principle of those responsible for his or her education and guidance; that responsibility lies in the first place with the parents.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Families
- Girls
- Women
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 4.19
- Paragraph text
- Schools, the media and other social institutions should seek to eliminate stereotypes in all types of communication and educational materials that reinforce existing inequities between males and females and undermine girls' self-esteem. Countries must recognize that, in addition to expanding education for girls, teachers' attitudes and practices, school curricula and facilities must also change to reflect a commitment to eliminate all gender bias, while recognizing the specific needs of the girl child.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.3
- Paragraph text
- The relationship between education and demographic and social changes is one of interdependence. There is a close and complex relationship among education, marriage age, fertility, mortality, mobility and activity. The increase in the education of women and girls contributes to greater empowerment of women, to a postponement of the age of marriage and to a reduction in the size of families. When mothers are better educated, their children's survival rate tends to increase. Broader access to education is also a factor in internal migration and the composition of the working population.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Movement
- Person(s) affected
- Children
- Families
- Girls
- Women
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.6
- Paragraph text
- The eradication of illiteracy is one of the prerequisites for human development. All countries should consolidate the progress made in the 1990s towards providing universal access to primary education, as agreed upon at the World Conference on Education for All, held at Jomtien, Thailand, in 1990. All countries should further strive to ensure the complete access to primary school or an equivalent level of education by both girls and boys as quickly as possible, and in any case before the year 2015. Attention should also be given to the quality and type of education, including recognition of traditional values. Countries that have achieved the goal of universal primary education are urged to extend education and training to, and facilitate access to and completion of education at secondary school and higher levels.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Boys
- Girls
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.8
- Paragraph text
- Countries should take affirmative steps to keep girls and adolescents in school by building more community schools, by training teachers to be more gender sensitive, by providing scholarships and other appropriate incentives and by sensitizing parents to the value of educating girls, with a view to closing the gender gap in primary and secondary school education by the year 2005. Countries should also supplement those efforts by making full use of non-formal education opportunities. Pregnant adolescents should be enabled to continue their schooling.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Girls
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Supporting efforts to end obstetric fistula 2007, para. 5
- Paragraph text
- Also calls upon States to ensure that girls have equal access to free and compulsory primary education of good quality and that they complete their education at that level, and to renew their efforts to improve and expand girls' and women's education at all levels, including at secondary and higher levels, as well as vocational education and technical training, in order to, inter alia, achieve gender equality, the empowerment of women and poverty eradication;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Girls
- Women
- Year
- 2007
- Date modified
- Feb 13, 2020
Paragraph
Programme of Action of the International Conference on Population and Development 1994, para. 11.16
- Paragraph text
- Information, education and communication efforts should raise awareness through public education campaigns on such priority issues as: safe motherhood, reproductive health and rights, maternal and child health and family planning, discrimination against and valorization of the girl child and persons with disabilities; child abuse; violence against women; male responsibility; gender equality; sexually transmitted diseases, including HIV/AIDS; responsible sexual behaviour; teenage pregnancy; racism and xenophobia; ageing populations; and unsustainable consumption and production patterns. More education is needed in all societies on the implications of population-environment relationships, in order to influence behavioural change and consumer lifestyles and to promote sustainable management of natural resources. The media should be a major instrument for expanding knowledge and motivation.
- Body
- International Conference on Population and Development
- Document type
- Declaration / Confererence outcome document
- Topic(s)
- Education
- Environment
- Health
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Women
- Year
- 1994
- Date modified
- Feb 13, 2020
Paragraph
Adolescents and youth 2012, para. 30
- Paragraph text
- Also calls upon Governments to strengthen national social and child protection systems, and care and support programmes for adolescents and youth, in particular for young women and adolescent girls affected by and vulnerable to HIV, as well as their families and caregivers, including through the provision of equal opportunities to support the development to full potential of orphans and other children affected by and living with HIV, especially through equal access to education, the creation of safe and non-discriminatory learning environments, supportive legal systems and protections, including civil registration systems, and provision of comprehensive information and support, including youth-friendly health centres, to children and their families and caregivers, especially age-appropriate HIV information to assist children living with HIV as they transition through adolescence, consistent with their evolving capacities;
- Body
- Commission on Population and Development
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Children
- Girls
- Women
- Youth
- Year
- 2012
- Date modified
- Feb 13, 2020
Paragraph
Fertility, reproductive health and development 2011, para. 17
- Paragraph text
- Recognizing also the right of women and girls to education at all levels as well as access to life skills and sex education based on full and accurate information and, with respect to girls and boys, in a manner consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, in order to help women and girls, men and boys, to develop knowledge to enable them to make informed and responsible decisions to reduce early childbearing and maternal mortality, to promote access to prenatal and post-natal care and to combat sexual harassment and gender-based violence,
- Body
- Commission on Population and Development
- Document type
- Resolution
- Topic(s)
- Education
- Gender
- Health
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2011
- Date modified
- Feb 13, 2020
Paragraph
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 58g
- Paragraph text
- [Schools: Educational environments should play a major role in fulfilling the obligations under article 31, including:] Physical environment of settings: States parties should aim to ensure the provision of adequate indoor and outdoor space to facilitate play, sports, games and drama, during and around school hours; active promotion of equal opportunities for both girls and boys to play; adequate sanitation facilities for boys and girls; playgrounds, play landscapes and equipment that are safe and properly and regularly inspected; playgrounds with appropriate boundaries; equipment and spaces designed to enable all children, including children with disabilities, to participate equally; play areas which afford opportunities for all forms of play; location and design of play areas with adequate protection and with the involvement of children in the design and development;
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2013
- Date modified
- Feb 13, 2020
Paragraph
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 56b
- Paragraph text
- [The obligation to respect includes the adoption of specific measures aimed at achieving respect for the right of every child, individually or in association with others, to realise his or her rights under article 31, including:] Awareness raising: States should invest in measures to challenge widespread cultural attitudes which attach low value to the rights provided for in article 31, including: Public awareness of both the right to and the significance of play, recreation, rest, leisure and participation in cultural and artistic activities for both boys and girls of all ages in contributing to the enjoyment of childhood, promoting the optimum development of the child and building positive learning environments;
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2013
- Date modified
- Feb 13, 2020
Paragraph
Conclusion On Children At Risk 2007, para. (h) viii
- Paragraph text
- [Further recommends that States, UNHCR and other relevant agencies and partners undertake the following non-exhaustive prevention, response and solution measures in order to address specific wider environmental or individual risks factors:] Encourage the inclusion of all children in education programmes and strengthen children's capacities, including by enabling their equal access to quality education for girls and boys in all stages of the displacement cycle and in situations of statelessness; promote learning and school environments that are safe, do not perpetuate violence, and promote a culture of peace and dialogue; designate child- friendly spaces in camp and urban environments; and promote access to post-primary education wherever possible and appropriate, life-skills and vocational trainings for adolescents and support recreational activities, sports, play and cultural activities;
- Body
- Executive Committee of the Programme of the United Nations High Commissioner for Refugees
- Document type
- ExCom Conclusion
- Topic(s)
- Education
- Environment
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Persons on the move
- Year
- 2007
- Date modified
- Feb 13, 2020
Paragraph
Harmful practices (joint General Recommendation with CRC) 2014, para. 62
- Paragraph text
- There is a clear correlation between the low educational attainment of girls and women and the prevalence of harmful practices. States parties to the Conventions have obligations to ensure the universal right to high-quality education and to create an enabling environment that allows girls and women to become agents of change (Convention on the Rights of the Child, arts. 28-29; Convention on the Elimination of All Forms of Discrimination against Women, art. 10). This entails providing universal, free and compulsory primary school enrolment and ensuring regular attendance, discouraging dropping out, eliminating existing gender disparities and supporting access for the most marginalized girls, including those living in remote and rural communities. In implementing the obligations, consideration should be given to making schools and their surroundings safe, friendly to girls and conducive to their optimal performance.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 13, 2020
Paragraph
Harmful practices (joint General Recommendation with CRC) 2014, para. 67
- Paragraph text
- Childhood, and early adolescence at the latest, are entry points for assisting both girls and boys and supporting them to change gender-based attitudes and adopt more positive roles and forms of behaviour in the home, at school and in wider society. This means facilitating discussions with them on social norms, attitudes and expectations that are associated with traditional femininity and masculinity and sex- and gender-linked stereotypical roles and working in partnership with them to support personal and social change aimed at eliminating gender inequality and promoting the importance of valuing education, especially girls' education, in the effort to eliminate harmful practices that specifically affect pre-adolescent and adolescent girls.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Gender
- Social & Cultural Rights
- Person(s) affected
- Adolescents
- Boys
- Girls
- Year
- 2014
- Date modified
- Feb 13, 2020
Paragraph
Harmful practices (joint General Recommendation with CRC) 2014, para. 63
- Paragraph text
- The completion of primary and secondary education provides girls with short-term and long-term benefits by contributing to the prevention of child marriage and adolescent pregnancy and lower rates of infant and maternal mortality and morbidity, preparing women and girls to better claim their right to freedom from violence and increasing their opportunities for effective participation in all spheres of life. The Committees have consistently encouraged States parties to take measures to boost enrolment and retention in secondary education, including by ensuring that pupils complete primary school, abolishing school fees for both primary and secondary education, promoting equitable access to secondary education, including technical-vocational educational opportunities and giving consideration to making secondary education compulsory. The right of adolescent girls to continue their studies, during and after pregnancy, can be guaranteed through non-discriminatory return policies.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Children
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 13, 2020
Paragraph
Harmful practices (joint General Recommendation with CRC) 2014, para. 61
- Paragraph text
- States parties have an obligation to challenge and change patriarchal ideologies and structures that constrain women and girls from fully exercising their human rights and freedoms. For girls and women to overcome the social exclusion and poverty that many experience, which increase their vulnerability to exploitation, harmful practices and other forms of gender-based violence, they need to be equipped with the skills and competencies necessary to assert their rights, including to make autonomous and informed decisions and choices about their own lives. In this context, education is an important tool for empowering women and girls to claim their rights.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2014
- Date modified
- Feb 13, 2020
Paragraph
Rights of rural women 2016, para. 75
- Paragraph text
- ICT (including radio, television, mobile phones, computers and the Internet) plays an important role in empowering rural women and girls by connecting them to the broader world and providing easy access to information and education. Various forms of technology can meet a diversity of needs, from joining online communities to taking advantage of distance learning. However, rural women and girls are disproportionately affected by gender gaps in access to ICT, which is an important dimension of the digital divide. For rural women and girls, poverty, geographic isolation, language barriers, a lack of computer literacy and discriminatory gender stereotypes can all hamper access to ICT.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2016
- Date modified
- Feb 13, 2020
Paragraph
Rights of rural women 2016, para. 42
- Paragraph text
- Worldwide, rural women and girls have lower levels of literacy and are disadvantaged when it comes to access to education and training. Rural girls may be victims of child and/or forced marriage and experience sexual harassment and violence in and out of educational settings, which may force them to drop out of school. Their school attendance is also often curtailed by chores, such as domestic and care work, including cooking, childcare, farm work and fetching water and firewood, the long distances to travel to school and the lack of adequate water, toilet facilities and sanitation in schools, which fail to meet the needs of menstruating girls. In some regions, students and teachers in girls' schools face threats and attacks from opponents of girls' education.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2016
- Date modified
- Feb 13, 2020
Paragraph
Rights of rural women 2016, para. 43b
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Systematic training is provided for teaching personnel at all levels of the education system on the rights of rural girls and women and on the need to combat discriminatory sex-based and gender-based, ethnic and other stereotypes that limit the educational opportunities of rural women and girls. Curricula should be reviewed to eliminate discriminatory stereotypes about the roles and responsibilities of women and men in the family and in society;
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Families
- Girls
- Men
- Women
- Year
- 2016
- Date modified
- Feb 13, 2020
Paragraph
Rights of rural women 2016, para. 43a
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] High-quality education is accessible to and affordable for all rural women and girls, including those with disabilities, by improving educational infrastructures in rural areas, increasing the number of qualified teachers, including women, and ensuring that primary education is compulsory and provided free of charge and that education is provided in local languages and in a culturally appropriate manner;
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2016
- Date modified
- Feb 13, 2020
Paragraph
Plans of action for primary education (Art. 14) 1999, para. 4
- Paragraph text
- Plans of action prepared by States parties to the Covenant in accordance with article 14 are especially important as the work of the Committee has shown that the lack of educational opportunities for children often reinforces their subjection to various other human rights violations. For instance these children, who may live in abject poverty and not lead healthy lives, are particularly vulnerable to forced labour and other forms of exploitation. Moreover, there is a direct correlation between, for example, primary school enrolment levels for girls and major reductions in child marriages.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Girls
- Year
- 1999
- Date modified
- Feb 13, 2020
Paragraph
The right to education (Art. 13) 1999, para. 50
- Paragraph text
- In relation to article 13 (2), States have obligations to respect, protect and fulfil each of the "essential features" (availability, accessibility, acceptability, adaptability) of the right to education. By way of illustration, a State must respect the availability of education by not closing private schools; protect the accessibility of education by ensuring that third parties, including parents and employers, do not stop girls from going to school; fulfil (facilitate) the acceptability of education by taking positive measures to ensure that education is culturally appropriate for minorities and indigenous peoples, and of good quality for all; fulfil (provide) the adaptability of education by designing and providing resources for curricula which reflect the contemporary needs of students in a changing world; and fulfil (provide) the availability of education by actively developing a system of schools, including building classrooms, delivering programmes, providing teaching materials, training teachers and paying them domestically competitive salaries.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Families
- Girls
- Year
- 1999
- Date modified
- Feb 13, 2020
Paragraph
The right to education (Art. 13) 1999, para. 16e
- Paragraph text
- [An introduction to technology and to the world of work should not be confined to specific TVE programmes but should be understood as a component of general education. According to the UNESCO Convention on Technical and Vocational Education (1989), TVE consists of "all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life" (art. 1 (a)). This view is also reflected in certain ILO Conventions. Understood in this way, the right to TVE includes the following aspects:] It consists, in the context of the Covenant's non discrimination and equality provisions, of programmes which promote the TVE of women, girls, out of school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Youth
- Year
- 1999
- Date modified
- Feb 13, 2020
Paragraph
The equal right of men and women to the enjoyment of all economic, social and cultural rights 2005, para. 21
- Paragraph text
- [The obligation to fulfil requires States parties to take steps to ensure that in practice, men and women enjoy their economic, social and cultural rights on a basis of equality. Such steps should include:] To integrate, in formal and non-formal education, the principle of the equal right of men and women to the enjoyment of economic, social and cultural rights, and to promote equal participation of men and women, boys and girls, in schools and other education programmes;
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Year
- 2005
- Date modified
- Feb 13, 2020
Paragraph