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Title | Date added | Template | Original document | Paragraph text | Body | Document type | Thematics | Topic(s) | Person(s) affected | Year |
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Normative action for quality education 2012, para. 23 | Aug 19, 2019 | Paragraph | The Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child establish that education should be aimed at the full development of the human personality and the sense of its dignity. Article 26 of the Declaration clearly states that education must be “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Article 13 of the Covenant specifies that education “shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace.” Article 29 of the Convention on the Rights of the Child goes further in stipulating that education must develop respect for human rights, the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own. Education must prepare the child for responsible life in a free society. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Protecting education against commercialization 2015, para. 103 | Aug 19, 2019 | Paragraph | It is important that States carefully enforce laws, rules and regulations through monitoring and enforcement. Governments should strengthen national human rights mechanisms or ombudspersons to provide parents with a place to report suspected violations, and empower such bodies to investigate allegations. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Public-private partnerships in education 2015, para. 132 | Aug 19, 2019 | Paragraph | Public authorities, parent-teacher associations, civil society groups and teachers' unions must closely monitor public-private partnerships in education. Public authorities should carefully review any commercial marketing and advertisement of education and take action in all cases of misleading claims as to quality, or any other fraudulent practices. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Protecting education against commercialization 2015, para. 95 | Aug 19, 2019 | Paragraph | It should be mandatory for private providers to be transparent and to share with parents, teachers and community associations information regarding school functioning, performance and management. A regulatory framework should clearly spell out the duties and responsibilities of private providers vis-à-vis the community, students, teachers and society at large. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Protecting education against commercialization 2015, para. 102 | Aug 19, 2019 | Paragraph | The Special Rapporteur urges public authorities, parent-teacher associations, civil society groups and teachers' unions to closely monitor publicity and false claims that promote private providers in education. Public authorities should look into all cases of commercial advertising in education and take action in all cases of misleading claims as to quality education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Assessment of the educational attainment of students 2014, para. 24 | Aug 19, 2019 | Paragraph | States have the primary responsibility for ensuring that their national education systems meet the objectives assigned to education in international human rights treaties. Beginning with the Universal Declaration of Human Rights, schools must provide education which is respectful of human rights values, democratic citizenship and cultural diversity. According to the principles contained in article 29 (1) of the Convention on the Rights of the Child, the education of the child shall be directed to "the development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own." The education to which every child has a right is one which is "designed to provide the child with life skills, to strengthen the child's capacity to enjoy the full range of human rights and to promote a culture which is infused by appropriate human rights values." Yet, as the Committee on the Rights of the Child has stated, national and international programmes and policies on education that really count the elements embodied in article 29 (1) seem all too often to be either largely missing or present only as a cosmetic afterthought. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Justiciability of the right to education 2013, para. 64 | Aug 19, 2019 | Paragraph | Excluding pupils from schools on only an economic basis violates their enjoyment of the right to education, as the Constitutional Court of Colombia ruled in 1997. The Court also ruled that, because of the fundamental character of the right to education, private schools are bound by specific obligations. These concern their disciplinary powers and their capacity to terminate contractual relations with students or their parents. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Privatization and the right to education 2014, para. 105 | Aug 19, 2019 | Paragraph | The regulatory framework should expound the grounds on which discrimination in education is prohibited in international human rights conventions, as highlighted in the present report. It should also specify the duties and responsibilities of private providers vis-à-vis parents, the community and society at large. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Justiciability of the right to education 2013, para. 36 | Aug 19, 2019 | Paragraph | Quasi-judicial mechanisms, such as ombudspersons, and national human rights institutions play an important role in protecting the right to education by monitoring its implementation at the national level. Such mechanisms exist in many countries. Even though their findings are not legally binding, decisions and recommendations by such quasi-judicial bodies at national level are important as they wield political and legal pressure upon the authorities and institutions. Such mechanisms can also approach judiciary for providing relief in cases where the right to education is not respected. For example, Defensoria Pública in São Paulo (Brazil) provides legal support to poor citizens whose right to education has been violated, even as the Public Prosecutors in São Paulo (Brazil) take up such violations with public authorities, as well as in courts for the enforcement. The National Commission for Protection of Child Rights in India has the mandate to protect the enjoyment of the right to education, and has moved away from a welfare-based approach to a rights-based perspective. After examining a large number of complaints regarding imposition of fee for primary education when the education should be free of cost, the findings of the Commission led to parents having fee payments reimbursed through subsequent court actions. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Privatization and the right to education 2014, para. 35 | Aug 19, 2019 | Paragraph | Private providers find it lucrative to provide early childhood care and education, which has remained scantly covered by the public education system. In most developing countries, the public education system is rudimentary in this respect and private providers have an open market for catering to working families and the middle class. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Privatization and the right to education 2014, para. 47 | Aug 19, 2019 | Paragraph | Privatization in education also exacerbates discrimination against girls in gaining access to education. It is well known that families prioritize the education of boys over girls and that girls are less likely to be enrolled in private education owing to parents' perceived return on the costs of educating girls compared to that of boys. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Report on the Post-2015 Education Agenda 2013, para. 45 | Aug 19, 2019 | Paragraph | Education is a continuum that begins before formal primary education starts and continues after secondary school. The importance of early childhood care and education along with the role of family is crucial in preparing children for education and is a welcome inclusion to the agenda. The post-2015 development agenda must also address the needs of millions of adults in terms of basic levels of literacy and numeracy, linking that to skill development. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Normative action for quality education 2012, para. 80 | Aug 19, 2019 | Paragraph | Public authorities should ensure monitoring and accountability in all situations where standards are not met. If standards are to be effectively implemented, the concerned stakeholders, including teaching personnel, parents and pupils, must be aware of them and actively involved in compliance. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Equality of opportunity in education 2011, para. 59 | Aug 19, 2019 | Paragraph | A number of in-kind incentives, such as school meal programmes, especially in poverty-stricken areas, are implemented in order to ensure that income deprivation or poverty in general does not result in exclusion from schools. In broad terms, State investment in social-protection policies and its contribution to alleviating the burden on families and child poverty plays an important role in the promotion of education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 54 | Aug 19, 2019 | Paragraph | Threat of violence against girls on the way to and from schools limits their education opportunities: household surveys in many countries identify distance as a major factor in parents’ decisions to keep daughters out of school, and concerns over security figure prominently. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
The right to education of migrants, refugees and asylum-seekers 2010, para. 35 | Aug 19, 2019 | Paragraph | Many of these factors combine and are reflected in low socio-economic status, class-based residential patterns and consequent school composition. Research suggests that a concentration of non-native students in any one school can be detrimental to education outcomes. Many low-income families and migrants, refugees and asylum-seekers do not have access to good-quality education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 72 | Aug 19, 2019 | Paragraph | The Special Rapporteur wishes to stress the important role played by families and communities in forming people's identities. However, he also wishes to point out that States have an unavoidable obligation to guarantee education that is free from prejudices and stereotypes. School, as a forum for socialization, opens up access to different perspectives; thus, States and families have complementary roles that are not mutually exclusive with regard to sexual education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 87h | Aug 19, 2019 | Paragraph | [On the basis of these conclusions, the Special Rapporteur recommends that States should]: Encourage the inclusion of families and communities as strategic allies in curriculum design and implementation grounded in pluralism and compliance with the obligation to provide comprehensive education, including scientific information based on evidence and human rights standards; | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 48 | Aug 19, 2019 | Paragraph | In the case of Africa, several countries do not provide any kind of planned sexual education. According to some studies, families are uncomfortable talking about sexuality with their sons and daughters; yet young girls and boys do receive some information informally from friends or through the HIV prevention programme. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 27 | Aug 19, 2019 | Paragraph | In its concluding observations on various countries, the Committee on the Rights of the Child has urged States to integrate sexual education into school curricula and has encouraged States to provide training on HIV/AIDS and sexual education to teachers and other educational administrators. The Committee has also criticized barriers to sexual education, such as allowing parents to exempt their children from such education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 34 | Aug 19, 2019 | Paragraph | In its general recommendation No. 24, the Committee on the Elimination of Discrimination against Women requested States to report on measures taken "to ensure timely access to the range of services which are related to family planning, in particular, and to sexual and reproductive health in general. Particular attention should be paid to the health education of adolescents, including information and counselling on all methods of family planning".30 | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 4 | Aug 19, 2019 | Paragraph | States must ensure that they do not restrict individuals' access to appropriate services and necessary information and must remove social and regulatory barriers to information on sexual and reproductive health and health care, as stated in the Cairo Programme of Action of the International Conference on Population and Development. In any event, the parents and other legal guardians of students must also provide appropriate direction and guidance on sexual and reproductive matters. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
The right to education of migrants, refugees and asylum-seekers 2010, para. 79 | Aug 19, 2019 | Paragraph | The exercise by migrants, refugees and asylum-seekers of their human rights (i.e. to work, housing, and education) “is significantly limited or made impossible if the State, through its laws or administrative practices, disadvantages them in these areas” (e.g. if certain jobs can only be held by nationals, or a legal requirement that makes access to the housing market more difficult for extended families). | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Protecting education against commercialization 2015, para. 43 | Aug 19, 2019 | Paragraph | Entitlement to education in terms of universal access is an essential prerequisite for the exercise of the right to education. However, privatization breeds exclusion, as those who are disadvantaged are unable to access private schools. This aggravates existing disparities in access to education, further marginalizing the poor. Furthermore, voucher schemes purported to provide economically disadvantaged parents with the means to select a private school in fact promote group differentiation. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Normative action for quality education 2012, para. 21 | Aug 19, 2019 | Paragraph | Thus, a holistic conceptual framework of quality education comprises: (i) a minimum level of student acquisition of knowledge, values, skills and competencies; (ii) adequate school infrastructure, facilities and environment; (iii) a well-qualified teaching force; (iv) a school that is open to the participation of all, particularly students, their parents and the community. It is relevant to underline that quality in education cannot be achieved without provision of adequate resources to respond to quality imperatives. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Privatization and the right to education 2014, para. 87 | Aug 19, 2019 | Paragraph | Since education is a social responsibility involving parents, the community, teachers, students and other stakeholders, they can have recourse to complaints procedures and human rights protection mechanisms in cases of violation of the right to education, abusive practices and corruption by private providers. The Special Rapporteur would like to encourage a system that provides the possibility for any entity or individual to initiate legal action in the case of abusive practices by private providers as public-interest litigation. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Normative action for quality education 2012, para. 81 | Aug 19, 2019 | Paragraph | Prevalent teacher absenteeism bears evidence to the slackness regarding the inspection of schools. Public authorities should tighten monitoring and inspection in order to control this lacuna with disciplinary measures. Some additional aspects deserve special consideration in quality inspections, such as: (i) the way human rights values are promoted in schools; (ii) the overall interaction with parents and the community; (iii) the promotion of dialogue with teachers on child-friendly teaching and learning. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Report on the Post-2015 Education Agenda 2013, para. 76 | Aug 19, 2019 | Paragraph | Education systems of tomorrow need to be designed so that they clearly delineate the roles and responsibility of various stakeholders, which include communities, local bodies, teachers and parents. To that end, a legal framework should be put in place that applies to all providers of education, public and private, and is fully respectful of the right to education as a fundamental human right, with Governments having primary responsibility, in keeping with human rights obligations. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
The right to education of migrants, refugees and asylum-seekers 2010, para. 36 | Aug 19, 2019 | Paragraph | The Special Rapporteur highlights the issues facing families in conflict-affected areas, especially those on precarious incomes. Pertinent is the comment of a refugee who stated that: “shortage of food forces parents to use their children to work”; and another who stated that: “an empty stomach does not have ears”. In such contexts, food and shelter are prioritized over payment of education fees (where imposed) and indirect costs to quality education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Issues and challenges to the right to education in the digital age 2016, para. 131 | Aug 19, 2019 | Paragraph | Civil society organizations and the intellectual community, as well as students, parents and community associations, should expose the negative effects of digital technologies on the right to education, underlining, in particular, the essential objectives laid down in the Universal Declaration of Human Rights and international human rights conventions. They should voice their concerns about the need to safeguard human values in respect of the right to education in the face of digital modes of education. Their advocacy work to foster social justice and equity is valuable in countering market-based approaches promoting the use of technology in education. Research, events and expert consultations on the right to education in the digital age should be encouraged and supported. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 |