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A path to the total elimination of nuclear weapons (2003), para. 14
- Original document
- Paragraph text
- Stressing the importance of education on disarmament and non-proliferation for future generations, and noting with satisfaction the submission of the report of the Group of Governmental Experts on this issue by the Secretary-General to the General Assembly, 7
- Topic(s)
- Education
- Person(s) affected
- N.A.
Paragraph
A path to the total elimination of nuclear weapons (2003), para. 18
- Original document
- Paragraph text
- Stressing the importance of education on disarmament and non-proliferation for future generations, and welcoming the recommendations contained in the report of the Secretary-General on the United Nations study on disarmament and non-proliferation education, submitted to the General Assembly at its fifty-seventh session, 6
- Topic(s)
- Education
- Person(s) affected
- N.A.
Paragraph
A United Nations literacy decade: education for all (2000), para. 06
- Original document
- Paragraph text
- Recalling its resolution 53/153 of 9 December 1998, entitled “United Nations Decade for Human Rights Education, 1995–2004, and public information activities in the field of human rights”,
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
Paragraph
A United Nations literacy decade: education for all (2000), para. 09
- Original document
- Paragraph text
- Welcoming the Amman Affirmation, adopted at the mid-decade meeting of the International Consultative Forum on Education for All, held at Amman from 16 to 19 June 1996, 4 the report of the International Commission on Education for the Twenty-first Century to the United Nations Educational, Scientific and Cultural Organization 5 and the Hamburg Declaration on Adult Learning, adopted at the Fifth International Conference on Adult Education, held at Hamburg, Germany, from 14 to 18 July 1997, 6
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
Paragraph
A United Nations literacy decade: education for all (2000), para. 20
- Original document
- Paragraph text
- 8. Welcomes the convening of the World Education Forum, to be held in April 2000 in Senegal with a view to assessing the implementation of the goals of education for all and adopting an agenda for education in the twenty-first century;
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
Paragraph
A world fit for children 2002, para. 40.3
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Bridge the divide between formal and non-formal education, taking into account the need to ensure good quality in terms of educational services, including the competence of providers, and acknowledging that non-formal education and alternative approaches provide beneficial experiences. In addition, develop complementarity between the two delivery systems.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.6
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Develop and implement special strategies for improving the quality of education and meeting the learning needs of all.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.13
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Develop and implement programmes that specifically aim to eliminate gender disparities in enrolment and gender-based bias and stereotypes in education systems, curricula and materials, whether derived from any discriminatory practices, social or cultural attitudes or legal and economic circumstances.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.15
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Develop responsive, participatory and accountable systems of educational governance and management at the school, community and national levels.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.17
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Provide accessible recreational and sports opportunities and facilities at schools and in communities.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.18
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Harness the rapidly evolving information and communication technologies to support education at an affordable cost, including open and distance education, while reducing inequality in access and quality.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
A world fit for children 2002, para. 40.19
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Develop strategies to mitigate the impact of HIV/AIDS on education systems and schools, students and learning.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- N.A.
- Year
- 2002
Paragraph
Activities of the Working Group 2014, para. 48
- Paragraph text
- The Working Group notes that the failure to provide good quality education and appropriate professional orientation for people of African descent is an obstacle to their accessing positions in the judiciary and administrative institutions at the highest levels.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 53
- Paragraph text
- The Working Group notes that education that is culturally appropriate and history education that is not only linked to slavery but includes Africa before the transatlantic slave trade are forms of social justice for people of African descent.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 58
- Paragraph text
- In accordance with the themes of the Decade, the Working Group recalls some of the recommendations contained in its annual reports to the Human Rights Council, in 2014 (A/HRC/27/68) and 2013 (A/HRC/24/52) respectively, on equal access to justice and recognition through education, cultural rights and data collection. The Working Group calls upon States to take the necessary action and implement its recommendations:
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82b
- Paragraph text
- [States should also:] Take measures to ensure that students of African descent are protected from direct or indirect discrimination, stigmatization, symbolic and physical violence, and racist bullying. The education system should ensure that all students learn in an environment free from racist and hostile attitudes of teachers and peers, and are protected therefrom. Negative stereotypes and imagery in teaching materials should be removed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82c
- Paragraph text
- [States should also:] Institute a compulsory human rights teacher-training programme at the national level, covering, among other areas, multiculturalism, equality, non discrimination and gender sensitivity at a national level;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82d
- Paragraph text
- [States should also:] Take into account the cultural and ethnic diversity of the communities served when selecting teachers. The teaching profession should include highly qualified teachers of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82e
- Paragraph text
- [States should also:] Revise and develop specific curriculums and corresponding teaching materials that respect and recognize history, including the transatlantic slave trade. Such curriculums should be incorporated into formal and informal education at the early childhood, primary, secondary, post-secondary and adult education levels. People of African descent should have the opportunity to contribute to the development of such curriculums;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82i
- Paragraph text
- [States should also:] Ensure that national curriculums include the history of Africa before European contact in history education, in order to empower people of African descent about their past before the transatlantic slave trade. Similarly, history education should feature the liberation struggles during and after the colonial period. History education should also be about the development of world civilizations and should stress the contribution of people of African descent to global economic development, especially that of Europe. This will help the recognition of people of African descent as world actors;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82j
- Paragraph text
- [States should also:] Promote a collective vision and strategy for improving the conditions of people of African descent by empowering them through the right to education. In this context, a database on information pertaining to the status of education of people of African descent should be developed;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82m
- Paragraph text
- [States should also:] Adopt measures to increase the number of teachers of African descent working in educational institutions;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82p
- Paragraph text
- [States should also:] Provide sufficient budgetary resources and adopt measures, including affirmative action policies, at all levels of education for people of African descent, as a means for Governments to recognize the existence of structural discrimination and to combat it;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82q
- Paragraph text
- [States should also:] Improve quality standards of education in public education systems;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 82r
- Paragraph text
- [States should also:] Develop truly inclusive classroom pedagogy for all, with culturally relevant curriculums, that celebrates the history and contribution of people of African descent;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 83
- Paragraph text
- Civil society and people of African descent groups should continue with the development of a collective vision and strategy for improving the access to quality education for people of African descent by empowering them through the right to education.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
Paragraph
Activities of the Working Group 2015, para. 37
- Paragraph text
- The Working Group will use the opportunity created by the International Decade for People of African Descent to intensify efforts to raise awareness of issues pertaining to people of African descent. Education is a fundamental tool in breaking down stereotypes and cultural barriers and all members are committed to spreading the message through all means necessary in order to attain those goals.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
Paragraph
Activities of the Working Group 2016, para. 29
- Paragraph text
- Racial stereotyping of people of African descent is taking place around the world and must be addressed as an unacceptable phenomenon. Stereotypes are the result of limited knowledge, misinterpretations, shortcomings of education and the negative portrayal of people of African descent in the media and works of art. For example, people of African descent are rarely present in films, and when they are present have secondary or supporting roles only.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2016
Paragraph
Addis Ababa Action Agenda of the Third International Conference on Financing for Development (Addis Ababa Action Agenda) (2015), para. 081
- Original document
- Paragraph text
- 73. We recognize that the graduation process of least developed countries should be coupled with appropriate measures, so that the development process will not be jeopardized and that progress towards the sustainable development goals will be sustained. We further note that the level of concessionality of international public finance should take into account the level of development of each recipient, including income level, institutional capacity and vulnerability, as well as the nature of the project to be funded, including the commercial viability.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
Paragraph
Addis Ababa Action Agenda of the Third International Conference on Financing for Development (Addis Ababa Action Agenda) (2015), para. 137
- Original document
- Paragraph text
- • The United Nations inter-agency task team on science, technology and innovation for the sustainable development goals will promote coordination, coherence and cooperation within the United Nations system on science, technology and innovation related matters, enhancing synergy and efficiency, in particular to enhance capacity-building initiatives. The task team will draw on existing resources and will work with 10 representatives from civil society, the private sector and the scientific community to prepare the meetings of the multi-stakeholder forum on science, technology and innovation for the sustainable development goals, as well as in the development and operationalization of the online platform, including preparing proposals for the modalities for the forum and the online platform. The 10 representatives will be appointed by the Secretary-General, for periods of two years. The task team will be open to the participation of all United Nations agencies, funds and programmes and the functional commissions of the Economic and Social Council and it will initially be composed of the entities that currently integrate the informal working group on technology facilitation, namely, the Department of Economic and Social Affairs of the Secretariat, the United Nations Environment Programme, UNIDO, the United Nations Educational, Scientific and Cultural Organization, UNCTAD, the International Telecommunication Union, WIPO and the World Bank.
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- N.A.
Paragraph