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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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Technical and Vocational Education and Training (TVET) 2012, para. 32 | Aug 19, 2019 | Paragraph | The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that "States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process"; and that "States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education". Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to "promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Report on the Post-2015 Education Agenda 2013, para. 36 | Aug 19, 2019 | Paragraph | Sheikha Moza bint Nasser expressed her continuing engagement for the full realization of the right to education, which is a fundamental right of every child, as epitomized by her "Educate a Child" initiative for providing quality education for the world's children and youth who are still out of school. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Normative action for quality education 2012, para. 31 | Aug 19, 2019 | Paragraph | Similarly, the ministers participating in the High-Level Segment of the Economic and Social Council in 2011 recognized that “providing quality education for children, youth and adults helps to develop the knowledge and skills that people and countries need to flourish, and that additional measures are required to improve the quality of education and to ensure positive learning outcomes for all.” | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
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. 21 | Aug 19, 2019 | Paragraph | In order for sexual education to be comprehensive and to meet its goals, it must have a solid gender perspective. Many studies have shown that young people who believe in gender equality have better sexual lives. Conversely, when this is not the case, their intimate relations are generally marked by inequality. Sexual education should therefore focus on gender norms, roles and relationships. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Report on the Post-2015 Education Agenda 2013, para. 50 | Aug 19, 2019 | Paragraph | The importance attached to skills development, including technical and vocational education and training, in the report of the High-level Panel is commendable. It is particularly necessary in order to meet the critical challenges of an increasingly globalized economy and the rising aspirations of youth. The target can be refined, however, by stipulating that skills development and technical and vocational education and training should be an integral part of secondary education, with pathways for the pursuit of higher education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Sexual education 2010, para. 28 | Aug 19, 2019 | Paragraph | In accordance with the provisions of article 3 of the International Covenant on Civil and Political Rights, the Human Rights Committee in its concluding observations has expressed concern about the elimination of sexual education from school curricula and the high rate of unwanted pregnancies and abortions among girls and adolescents and has requested that States should take measures to help young women avoid unwanted pregnancies, including by strengthening family planning and sexual education programmes. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 13 | Aug 19, 2019 | Paragraph | As in all areas of education, sexual education must be adapted to different age groups and cultures. In addition, teaching strategies must be differentiated and flexible to meet the differing needs of female and male students, taking into account the fact that persons with special needs - such as young people not attending school or young married women - need to be taught about sexuality through methods other than formal education, as do adults who, often because of misconceptions, do not have a full sexual life. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Lifelong learning and the right to education 2016, para. 76 | Aug 19, 2019 | Paragraph | The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning recognize the need for "the learning outcomes that young people and adults acquire in the course of their life in non-formal and informal settings … to be made visible, assessed and accredited" (p. 5). The experiences and qualifications accumulated at different stages from participation in non-formal and informal adult learning and education should be recognized, validated and accredited. States should, in accordance with national qualifications frameworks, allow for "continuing education and access to the labour market, without facing discrimination barriers". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Lifelong learning and the right to education 2016, para. 70 | Aug 19, 2019 | Paragraph | The Special Rapporteur welcomes the perspective developed in looking at technical and vocational education and training through an overall lifelong learning framework. He considers that the provisions in the ILO Human Resources Development Convention, 1975 (No. 142) remain relevant at present. Article 4 of the Convention stipulates that "each Member shall gradually extend, adapt and harmonize its vocational training systems to meet the needs for vocational traini ng throughout life of both young persons and adults in all sectors of the economy and branches of economic activity and at all levels of skill and responsibility". The Convention enjoins on Member States the obligation to adopt and develop comprehensive and coordinated policies and programmes of vocational guidance and vocational training, which shall encourage and enable all persons "to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations, account being taken of the needs of society" (art. 1 (5)). | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Lifelong learning and the right to education 2016, para. 66 | Aug 19, 2019 | Paragraph | Technical and vocational education and training systems are crucial to equip all youth and adults with knowledge, skills and competencies and promote entrepreneurship and lifelong learning, and their importance to skills development must be fully recognized. In this respect, the Special Rapporteur recalls the provisions in the Convention on Technical and Vocational Education (1989), according to which technical and vocational education and training 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)). | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Lifelong learning and the right to education 2016, para. 64 | Aug 19, 2019 | Paragraph | The Special Rapporteur considers that the political and moral commitments made by Governments in adopting the Incheon Declaration at the World Education Forum in May 2015 impart enhanced significance to lifelong learning. Paragraph 10 of the Incheon Declaration expresses the commitment of Governments "to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. This includes equitable and increased access to quality technical and vocational education and training and higher education and research, with due attention to quality assurance. In addition, the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important." In the same paragraph, Governments have made further commitments to "ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Lifelong learning and the right to education 2016, para. 63 | Aug 19, 2019 | Paragraph | The Special Rapporteur emphasizes the need for national-level measures in view of the importance assigned to lifelong learning in the 2030 Agenda for Sustainable Development. Sustainable Development Goal 4 in the 2030 Agenda calls upon Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". That Goal includes 10 targets, 3 of which call in part for greater lifelong learning options. States are required, by 2030, to "ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy". They must also "substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship". Finally, States are called upon to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Lifelong learning and the right to education 2016, para. 41 | Aug 19, 2019 | Paragraph | The Special Rapporteur recalls that the normative bases of lifelong learning exist in international human rights treaties. The Convention against Discrimination in Education (1960) lays down the obligation of States with regard to continuing education. The International Covenant on Economic, Social and Cultural Rights, adopted in 1966, includes similar provisions. According to article 13 (2) (d) of the Covenant, individuals "who have not received or completed the whole period of their primary education" have a right to fundamental education, or basic education as defined in the World Declaration on Education for All (1990). The enjoyment of the right to fundamental education is not limited by age or gender; it extends to children, young people and adults, including older persons. Fundamental education, therefore, is an integral component of adult education and lifelong learning. Because fundamental education is a right of all age groups, curricula and delivery systems suitable for students of all ages must be devised. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2016 | ||
Public-private partnerships in education 2015, para. 73 | Aug 19, 2019 | Paragraph | The key importance of skills development is recognized in goal 4.4. of the proposed sustainable development goals: "By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship". The Special Rapporteur trusts that Governments in developing countries will be able to develop innovative modalities of public-private partnerships, harnessed for skills development, to respond to the imperatives of quality and the rising aspirations of young people. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Assessment of the educational attainment of students 2014, para. 60 | Aug 19, 2019 | Paragraph | In an endeavour to transform technical and vocational education and training, novel approaches are emerging to assess TVET programmes. For example, countries in Latin America have adopted a competency-based approach, such as the Occupational Competency Standardization and Certification Council in Mexico and the National Service of Learning (Servicio Nacional de Aprendizaje) in Colombia. Similarly, the National Programme for the integration between professional and basic education for young people and adults (PROEJA), established in 2006 in Brazil, is aimed at providing technical and vocational education and training at the basic and secondary education levels, as well as providing continuing technical education for young adults. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Justiciability of the right to education 2013, para. 26 | Aug 19, 2019 | Paragraph | Thus, justiciability of right to education also has its bases in national legal systems which provide “grounds” for the “right of action”, mentioned above. An example is the Constitution of South Africa, which provides in section 38 (Enforcement of rights) that “Anyone listed in this section has the right to approach a competent court, alleging that a right in the Bill of Rights has been infringed or threatened, and the court may grant appropriate relief, including a declaration of rights.” Fundamental rights in India constitute “basic and essential feature” of the Constitution, and any citizen can directly approach the Supreme Court of India in cases of breach or violation. The Brazilian Association of Judges, Prosecutors and Public Defenders for Children and Youth also has a strong commitment to human rights, in particular the right to quality education and its enforcement. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Report on the Post-2015 Education Agenda 2013, para. 67 | Aug 19, 2019 | Paragraph | That the importance of education is not only a right in itself, but also is essential for the enjoyment of all other rights must be recognized in the post-2015 development agenda. As already mentioned, poverty cannot be eradicated without education. The key role of education should be clearly recognized for the empowerment of women and girls. Unemployed youth and adults require additional education and training to develop skills and find decent work. Education can promote values necessary for creating democratic, stable and peaceful societies. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 19 | Aug 19, 2019 | Paragraph | In the Arab region, the lack of appropriately skilled young workers is reported to account for the prevailing unemployment among youth, especially educated youth. The Regional Expert Meeting for the Arab States, organized in Muscat, Oman, in March 2012 in view of the Third International Congress on Technical and Vocational Education and Training, mentioned above, addressed the major challenges facing Arab States in the next decade for creating employment for the millions of people entering the labour market, and ensuring that job-seekers have both qualifications and appropriate skills and competences, which are currently lacking. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 18 | Aug 19, 2019 | Paragraph | The importance of technical and vocational education and training is also recognized at the regional level; for example, it is considered a key issue in the African region. The Strategy to Revitalize Technical and Vocational Education and Training (TVET) in Africa, presented at the Conference of Ministers of Education of the African Union in May 2007, underlines the need to modernize and harmonize TVET in Africa in order "to transform it into a mainstream activity for African youth development, youth employment and human capacity-building in Africa". The African Union Summit on the theme "Accelerating youth empowerment for sustainable development" in 2011 also called for the accelerated use of technical and vocational skills development to empower youth and promote entrepreneurship. In West Africa, traditional apprenticeships are considered generally to offer the largest opportunity for acquiring employable skills in the informal sector. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 12 | Aug 19, 2019 | Paragraph | At the international level, promotion of technical and vocational education and training includes fulfilling both the Education for All (EFA) agenda and the Millennium Development Goals. At the World Education Forum (2000), it was acknowledged that youth and adults are often denied access to skills and knowledge necessary for gainful employment. Meeting "basic learning needs", as defined by the World Conference on Education for All (1990) and emphasized by the EFA agenda, is closely related to the promotion of technical and vocational education and training. Accordingly, the forthcoming EFA Global Monitoring Report will examine more extensively the EFA agenda in relation to youth and skill development. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 9 | Aug 19, 2019 | Paragraph | Technical and vocational education and training is seen "as a cornerstone for the transformation of education and training", which is indeed crucial, given increasing concerns about rising unemployment, particularly among educated youth. As acknowledged by the World Bank, "The dynamic forces of the knowledge economy, accompanied by changing markets, scientific and technological advances, and increasing globalization and internationalization, call for a new face of skills and competencies". In this context, enhanced attention must be paid to modernizing technical and vocational education and training curricula and to the quality of the education provided. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 21 | Aug 19, 2019 | Paragraph | The Latin American region is also in search of innovative ways to harness the potential of technical and vocational education. According to an evaluation on recent trends in technical education in the region, "One of the greatest challenges facing vocational training and educational transformation in the region, while responding to the demands of the labour market and to local and national development is the organization of education and training circuits that open paths to employment for youth … there is broad agreement in the region on the role of secondary education in the development of general and transversal competencies and knowledge". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 20 | Aug 19, 2019 | Paragraph | In the Asia-Pacific region, with almost two thirds (65 per cent) of the world's population of illiterate adults and with 40 per cent of those who remain out of school, daunting challenges remain in terms of quality of the education and skills, especially occupational skills, required for growth in today's society. At a UNESCO regional meeting on Education for All and the post-2015 global education development agenda organized in May 2012 in Bangkok, experts underlined the key importance of a human rights-based approach for equipping young people with the skills necessary in a changing world. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Financing education and update on education in emergencies 2011, para. 92 | Aug 19, 2019 | Paragraph | The Global Education Cluster developed a Joint Education Needs Assessment Toolkit in 2010, as well as a Short Guide for Rapid Needs Assessments to provide guidance on data collection in emergency situations. The need for further improving monitoring capacities through the definition of a core set of indicators, including estimated numbers of children and youth to be reached, age and gender profiles, patterns of displacement, education materials, teacher and infrastructure requirements needed to guide the estimation of financing requirements has been underlined. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Financing education and update on education in emergencies 2011, para. 62 | Aug 19, 2019 | Paragraph | Increased and more coordinated attention to education among the stakeholders providing humanitarian assistance remains a key concern. The recent partnership between The Sphere Project and the Inter-Agency Network for Education in Emergencies (INEE) in preparing the companionship agreement guiding the integration of quality education in humanitarian response represents an important step in the promotion of more coherent and dedicated attention to education within the humanitarian community. Traditionally excluded from humanitarian priorities, the restoration of access to education continues to be cited as a priority by families and young people affected by emergencies. Responding to the needs identified by communities affected is an essential component of humanitarian responses, and central to the implementation of the right to education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Sexual education 2010, para. 71 | Aug 19, 2019 | Paragraph | One of the fundamental challenges to achieving change in people's behaviour and attitudes through education is the need to involve families and communities, avoiding the false dichotomy between the family and the State as guarantor of the right to comprehensive sexual education. Studies indicate that in some countries, one third of young women and one fifth of young men aged 15 to 19 say that they have never discussed sexuality-related issues with their parents.56 Thus, both real life and international law provide ample reason to oppose movements that seek to relieve States of their obligation to provide sexual education in the name of alleged and often non-existent family education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 69 | Aug 19, 2019 | Paragraph | In addition, abstinence-only programmes marginalize millions of young people who are already having sexual relationships and, like programmes promoting abstinence until marriage, do not foster informed and responsible decision-making. In the Special Rapporteur's view, this type of programme normalizes, stereotypes and promotes images that are discriminatory because they are based on heteronormativity; by denying the existence of the lesbian, gay, transsexual, transgender and bisexual population, they expose these groups to risky and discriminatory practices. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 57 | Aug 19, 2019 | Paragraph | According to a study carried out by the Guttmacher Institute, about half of 15 19-year-olds in Burkina Faso, Ghana, Malawi and Uganda have received some form of sexual education at school. In Malawi, 66 per cent of females and 56 per cent of males aged 15-19 who have attended school report that they have not received any kind of sexual education. In Burkina Faso the challenge is greater, since more than half of 15-19-year-olds have never attended school.56 Also, in the final years of primary education (age 12-14), young people are reaching a sexually active age and therefore need to have specific knowledge on preventing unwanted pregnancy and HIV infection. This suggests that sexual education should start before the end of primary education if it is to have some degree of effectiveness and a chance of changing behaviour. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Sexual education 2010, para. 46 | Aug 19, 2019 | Paragraph | According to a study by the International Congress on AIDS in Asia and the Pacific (ICAAP), in East Asia most countries had sexual education policies, and many had had them since the early 1990s. Of the cases studied, the policies most widely implemented were those of Papua New Guinea, Mongolia, the Philippines and Thailand. In addition, since 2009, progress has been made in the implementation of public policies and national laws in several countries. However, although some form of sexual education is provided in the region, most young people do not receive comprehensive sexual education.48 | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 |