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SRSG on children and armed conflict: Annual report 2016, para. 25
- Paragraph text
- Attacks against schools, teachers and students during armed conflicts are particularly worrying as they interfere with education precisely when it can be of most benefit, not only to teach essential life skills but also to promote respect, tolerance and understanding, all of which are vital for social reconstruction and cohesion. Affected populations often view education as essential to both their short- and long-term well-being, as it helps mitigate the psychological and social impacts of conflict by creating a sense of normality, stability, structure and hope and, therefore, to overcome a crisis. All parties to a conflict have a responsibility to ensure safe access to education. It is essential that there be continuous engagement with non-State armed groups on the protection of education to remind their leadership of their obligations to avoid interfering with education, whether directly or indirectly.
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- All
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2011, para. 50
- Paragraph text
- Education has a unique potential to create a positive environment in which attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and to provide skills that enable people to communicate, negotiate and support peaceful solutions to conflicts. This is possible at all stages of life, especially early childhood, when initiatives can decisively improve the development of talents and abilities, reduce marginalization and associated risks of violence, and promote access to school and educational achievement. An environment free of violence in all its forms is also instrumental to promoting the achievement of the Millennium Development Goals, in particular to ensure universal primary education for all and to eliminate gender disparities in education.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Violence
- Person(s) affected
- All
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2012, para. 75
- Paragraph text
- In most cases, information is obtained from broad categories, such as domestic violence, or limited to a few areas, such as crime, with limited disaggregation on the basis of gender, age, social origin or disability.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Violence
- Person(s) affected
- All
- Year
- 2012
Paragraph
SRSG on violence against children: Annual report 2016, para. 28
- Paragraph text
- The Special Representative remains strongly committed to the further advancement of the global study.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2014, para. 34
- Paragraph text
- In its report, the High-level Panel of Eminent Persons on the Post-2015 Development Agenda pays significant attention to the right of freedom from fear and from violence, recognizing this as "the most fundamental human entitlement, and the essential foundation for building peaceful and prosperous societies." It stressed: "To fulfil our vision of promoting sustainable development, we must go beyond the [Millennium Development Goals]. They did not focus enough on reaching the very poorest and most excluded people. They were silent on the devastating effects of conflict and violence on development."
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2017, para. 33
- Paragraph text
- Ensuring progress towards achievement of the violence-related targets of the Sustainable Development Goals, especially target 16.2, requires strong leadership, and effective accountability and monitoring mechanisms at the national, regional and global levels. This is a particular concern of the Special Representative, who has promoted consideration of progress towards the violence-related Sustainable Development Goal targets in the reporting and monitoring processes of the treaty bodies and by the Human Rights Council, and in the voluntary national reviews of the high-level political forum on sustainable development.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Violence
- Person(s) affected
- All
- Year
- 2017
Paragraph
SRSG on children and armed conflict: Annual report 2010, para. 76
- Paragraph text
- In the context of the global campaign for education in emergencies and in light of trends related to attacks in conflict situations against educational facilities, teachers and students, Member States, United Nations entities and civil society organizations are encouraged to take all measures necessary to promote and enforce the concept of schools as zones of peace. This should extend to the development of curricula with an emphasis on peace education and fostering cultures of tolerance.
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- All
- Year
- 2010
Paragraph
SRSG on children and armed conflict: Annual report 2016, para. 23
- Paragraph text
- In its resolution 70/137 on the rights of the child , the General Assembly underlined that full access to quality education was an essential precondition for achieving sustainable development and for the full realization of the right to education. In that regard, Goal 4 of the Sustainable Development Goals is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Inclusiveness, quality and non-discrimination are fundamental principles that need to be systematically associated with education. When these principles are not given due consideration, education may increase social, ethnic and gender inequalities, further exacerbating divisions in society.
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2014, para. 43
- Paragraph text
- As the countdown for achieving the Millennium Development Goals draws closer, the international community is enhancing efforts to narrow persisting gaps and to shape the future sustainable development agenda. That agenda needs to be informed by the lessons learned in the past years and by the concerns voiced by the peoples of the United Nations.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2016, para. 33
- Paragraph text
- The new 2030 Agenda for Sustainable Development is global and universal and has the unique potential to bring gains to all parts of the world.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2010, para. 66
- Paragraph text
- Collaboration with special procedures of the Human Rights Council has been equally important. The Special Representative participated in their annual meetings in 2009 and 2010, which were particularly useful for information-sharing, for the identification of good practices and the cross-fertilization of experiences, and for the identification of mutually supportive activities for violence prevention and elimination.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Health
- Violence
- Person(s) affected
- All
- Year
- 2010
Paragraph
SRSG on violence against children: Annual report 2014, para. 18
- Paragraph text
- The text recognizes the importance of providing practitioners with a range of appropriate non-custodial measures, such as restorative justice, warning and community-based programmes so that deprivation of liberty is used only as a measure of last resort (see para. 31).
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2015, para. 114
- Paragraph text
- Rather than focusing on punishment, restorative justice addresses the causes and consequences of offending and aims to repair the harm caused by wrongdoing. Through a voluntary process, which involves all those concerned, it helps to strengthen community ties, while fostering repentance and forgiveness and shaping genuine and purposeful process of social reintegration.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2015
Paragraph
SRSG on violence against children: Annual report 2011, para. 119
- Paragraph text
- Encouraged by the wide expression of support for the global campaign for universal ratification, which is rooted in significant commitments undertaken by the international community, the Special Representative will continue to actively promote the achievement of this goal.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Civil & Political Rights
- Equality & Inclusion
- Person(s) affected
- All
- N.A.
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2012, para. 53
- Paragraph text
- More than 100 Governments submitted contributions to the Global Survey. Overall, these paint an insightful picture of significant national legal, policy and institutional developments, and of positive experiences, current gaps and priority areas of concern.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2012
Paragraph
SRSG on violence against children: Annual report 2017, para. 105
- Paragraph text
- In the countdown to 2030, everybody counts. Every world citizen can be an agent of change. And this can inspire others to work to bring about the change we need. Joining hands together, the sum of all forces will be zero: zero violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2017
Paragraph
SRSG on violence against children: Annual report 2014, para. 32
- Paragraph text
- Despite their undeniable relevance, these values have remained on the margins of the development agenda. One major reason was the fact that no clear goal, target or indicator was identified to mobilize action and to monitor progress. This situation can be changed this time around and there is a sound foundation to build upon.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2016, para. 86
- Paragraph text
- Other countries have introduced new offences specific to cyberbullying to address its distinct aspects, such as the disclosure of intimate photographs without consent, indirect harassment and malicious impersonation online. For example, in July 2015, New Zealand adopted the Harmful Digital Communications Act, which criminalizes sending messages and posting material online that deliberately cause serious emotional distress or incitement to commit suicide. The new legislation is designed to deter and prevent harmful communications, reduce their impact on victims and establish new systems for quickly resolving complaints and removing damaging online material. It provides a broad range of remedies that a district court can order, including taking down material; publishing a correction or an apology or giving the complainant a right of reply; or releasing the identity of the source of an anonymous communication.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2010, para. 40
- Paragraph text
- Collaboration with special procedures of the Human Rights Council has been equally important. The Special Representative's participation, soon after her appointment, in their sixteenth annual meeting in 2009 was particularly useful in promoting the sharing of information, the identification of good practices and the cross-fertilization of experiences, as well as in prompting the consideration of mutually supportive activities for violence prevention and elimination.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Health
- Violence
- Person(s) affected
- All
- Year
- 2010
Paragraph
SRSG on violence against children: Annual report 2014, para. 75
- Paragraph text
- Restorative justice processes enable stakeholders to engage in dialogue concerning negative behaviour and discuss underlying reasons for the behaviour. This in turn helps to identify and address inequalities and prejudice in a constructive manner, and to break down discrimination and foster empathy and understanding among the parties concerned.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2017, para. 20
- Paragraph text
- The adoption of the Sustainable Development Goals demonstrates a shared sense of purpose on the part of the international community and gives renewed impetus to global efforts. In addition, it conveys a heightened sense of urgency to act and ensure that no one is left behind. It is incumbent upon all Governments and other stakeholders to show leadership and to inspire and mobilize action.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2017
Paragraph
SRSG on violence against children: Annual report 2010, para. 44
- Paragraph text
- The Special Representative was associated with the dissemination of this research, which addresses a priority dimension of her mandate and provides a sound basis to raise awareness of this phenomenon, to promote positive non-violent alternatives and to inform policies and actions for violence prevention and responses.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Equality & Inclusion
- Violence
- Person(s) affected
- All
- N.A.
- Year
- 2010
Paragraph
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 75a
- Paragraph text
- [In recognition of the contribution of the continent of Africa and people of African descent to the development, diversity and richness of world civilizations and cultures which constitute the common heritage of humankind, States should, in collaboration with relevant United Nations bodies and agencies, particularly the United Nations Educational, Scientific and Cultural Organization (UNESCO) and international donors:] Promote and protect the culture, identity and tangible and intangible heritage of the continent of Africa and people of African descent, and keep, maintain and foster their mode of life and forms of organization, languages and religious expressions;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2013
Paragraph
Activities of the Working Group 2014, para. 60r
- Paragraph text
- [In order to provide equal access to justice for people of African descent and as a part of the duty of States to protect human rights, the Working Group calls upon States to guarantee that:] Measures are adopted to eliminate sociocultural ideologies inherited from the slavery period, which perpetuate racism and racial discrimination against people of African descent and their continued invisibility at all levels of society. Programmes should be established to preserve knowledge of the culture and history of people of African descent in museums and other forums for future generations, and efforts made to encourage and support the publication and distribution of books and other print materials, as well as the broadcasting of television and radio programmes, about their history and cultures. States and civil society should work with the media and communications companies to promote more positive and inclusive images and representations of people of African descent in order to increase their visibility within society and challenge negative stereotypes and resultant discrimination;
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2014
Paragraph
Sexual education 2010, para. 10
- Paragraph text
- Sexuality is a complex process which, as human beings, we all without exception experience throughout our life and which has biological, psychological, social and cultural aspects that must be considered from a comprehensive viewpoint.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2010
Paragraph
Sexual education 2010, para. 11
- Paragraph text
- Enjoyment of the highest attainable standard of physical and mental health obviously includes sexual health. The Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, Mr. Paul Hunt, has defined sexual health as "a state of physical, emotional, mental and social well-being related to sexuality, not merely the absence of disease, dysfunction or infirmity; sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Equality & Inclusion
- Health
- Person(s) affected
- All
- Year
- 2010
Paragraph
Equality of opportunity in education 2011, para. 6
- Paragraph text
- The centrality of education in human development is clear. The right to education as an internationally recognized right is all the more important as it is not only a human right in itself, but also essential for the exercise of other rights. While the international community is committed to achieving the right to basic education for all, the gap between commitment and reality remains significant and, if concrete and sustainable steps are not taken, this can easily widen. Understanding and removing obstacles that impede the enjoyment of all to the right to education are urgent challenges for the entire international community.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 8
- Paragraph text
- Despite the almost universal recognition of State obligations to provide universal primary education and fair access to secondary and higher education through all appropriate means, education is not fully accessible for many people around the world. The Special Rapporteur decided to dedicate his first thematic report to the promotion of equality of opportunity in education, considering its universal importance for the realization of the right to education. Developing countries face particularly acute challenges with regard to great social and economic inequalities, but developed countries also encounter challenges when attempting to ensure equal educational opportunities for all. Concerns relating to equality of opportunity in education are understood as relating both to guaranteeing equal opportunities in access to different levels of education as established by human rights norms, as well as equal opportunities to evolve within education systems.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 49
- Paragraph text
- States cannot fulfil their international obligations concerning the realization of the right to education unless they provide the necessary resources for education and make them available on a consistent and predictable basis. For this purpose, national legal and policy frameworks ensuring investment in education play a crucial role. They are also essential in accelerating sustainable progress towards achieving the Millennium Development Goals and moving the Education for All agenda forward. Education is indeed the best investment a country can make and deserves the highest priority in resource allocation. As a global public good of paramount importance, education should receive strong commitments from global leaders for its funding.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- N.A.
- Year
- 2011
Paragraph
Equality of opportunity in education 2011, para. 13
- Paragraph text
- The experience of human rights monitoring mechanisms has identified many forms of discrimination and inequality that affect the enjoyment of the right to education. These range from clear legal inequalities in status and entitlements to policies that neglect the specific conditions of certain groups. The work of human rights treaty bodies over the last years has indicated areas of action at national and international levels to ensure equality of opportunity in education. Similarly, recommendations to States undergoing the universal periodic review process also address aspects such as guaranteeing the right to education to marginalized and under privileged groups, combating poverty, ensuring the right to education for all, removing gender-based imbalances in education, strengthening efforts to expand opportunities for (basic) education, etc.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- All
- Year
- 2011
Paragraph