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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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Financing education and update on education in emergencies 2011, para. 5 | Aug 19, 2019 | Paragraph | Resource constraints, however, remain a major barrier to the realization of the right to education. Prospects for achieving the targets of millennium development goals 2 (Ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling) and 3 (Eliminating gender disparity in all levels of education no later than 2015) are bleak on account of a dearth of resources. The assessment prepared for the 2010 High-level Plenary Meeting of the General Assembly on the Millennium Development Goals underlined the need for scaling up budgets and providing enhanced resources to accelerate progress in meeting those targets. The Education for All Global Monitoring Reports in recent years have consistently pointed to insufficient funding for education. More recently, public expenditure cuts as a consequence of the global financial crisis have threatened to decrease support to the education sector, possibly jeopardizing recent advances. For instance, 7 of 18 low-income countries reduced spending on education in 2009; those countries alone had 3.7 million children out of school. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Normative action for quality education 2012, para. 24 | Aug 19, 2019 | Paragraph | States’ obligations to ensure quality education for girls is further expounded in the Convention on the Elimination of All Forms of Discrimination against Women, which establishes women's right to education, both as entitlement and as empowerment. State parties thus have an obligation to ensure, on the basis of equality of men and women, access to education at all levels and in all its forms, including “access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality” (art. 10 (b)). | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Report on the Post-2015 Education Agenda 2013, para. 65 | Aug 19, 2019 | Paragraph | The right to education for women and girls should be driven by a rights-based approach. That is essential for putting an end to multiple forms of discrimination from which women and girls suffer. A rights-based approach implies that educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. "Greater equity, including between men and women and among other groups, is not only essential in itself, but also important for promoting human development. One of the most powerful instruments for this purpose is education". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Assessment of the educational attainment of students 2014, para. 90 | Aug 19, 2019 | Paragraph | In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2014 | ||
Financing education and update on education in emergencies 2011, para. 58 | Aug 19, 2019 | Paragraph | The current update is divided into six sections reflecting the content and core recommendations of resolution 64/290. Each section provides an indication of remaining challenges in the promotion of education in emergencies, and progress made in the past three years. The first section focuses on the recommendation for increasing political and financial support to education in emergencies. The second section addresses the recommendation to better protect schools from attacks and to ensure accountability. The third section addresses the recommendation to better prepare education systems for situations of natural disaster. The fourth section addresses the recommendation that attention be given to the specific needs of girls and other marginalized groups. The fifth section focuses on the recommendation to ensure quality education in emergencies. The sixth section is dedicated to the need for improving the collection of data on education in emergencies. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
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 | ||
Report on the Post-2015 Education Agenda 2013, para. 121 | Aug 19, 2019 | Paragraph | Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Protecting education against commercialization 2015, para. 106 | Aug 19, 2019 | Paragraph | The questioning of the privatization of education in Ghana by both the Committee on the Elimination of Discrimination against Women (see CEDAW/C/GHA/Q/6-7) and the Committee on the Rights of the Child (see CRC/C/GHA/Q/3-5) is a welcome development. In October 2014, the Committee on the Rights of the Child asked Ghana to provide detailed information on the reasons behind the increase in private education, which limits access to quality education for children who cannot afford private school tuitions (ibid.). The Committee on Economic, Social and Cultural Rights has asked the Government of Uganda to provide information on the impact of the growth of private education on the right to education of girls and children living in poverty (see E/C.12/UGA/Q/1). | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
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 | ||
Normative action for quality education 2012, para. 52 | Aug 19, 2019 | Paragraph | The physical environment requirements can include aspects such as the presence of basic facilities (sanitation, separate toilets for girls, ramp for persons with disabilities) and adequate infrastructure (lighting, acoustic, safety and security, communication facilities). Facilities and equipment in schools must be appropriate in terms of instruction needs, health and sanitation, safety and management. Specific norms are required for infrastructure for technical and vocational education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Sexual education 2010, para. 60 | Aug 19, 2019 | Paragraph | Violence against women is another pandemic that affects the whole of humanity. It is estimated that at least one in three women throughout the world has been beaten, subjected to sexual violence or abused in some way in the course of her life. Consequently, the Special Rapporteur considers that the empowerment of women, of which sexual education forms an essential part, is a powerful defence against violation of the human rights of girls and adolescent women. In addition, men who receive appropriate sex education acquire values of solidarity, justice and respect for the integrity of others and are therefore less likely to resort to sexual or gender-based violence. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Financing education and update on education in emergencies 2011, para. 47 | Aug 19, 2019 | Paragraph | Specific resources must be ensured to address the root causes of the exclusion from education of girls, those living in poverty or with disabilities, ethnic and linguistic minorities, migrants, and other marginalized and disadvantaged groups. Specific measures targeting important obstacles to education must be considered, including the abolition of school fees and the provision of subsidies for other costs, such as textbooks, uniforms and transportation. Temporary special measures to provide financial support to such groups through affirmative action have a normative basis in international human rights treaties. Particular attention must be paid to the principles of transparency and accountability in the management of education budgets. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 12 | Aug 19, 2019 | Paragraph | Efforts to universalize access to education over the last decades are underpinned by repeated political commitments. The EFA and Millennium Development Goals campaigns inspired expansions of primary education systems and created more education opportunities for girls. However, progress is fragile and uneven across regions and among population groups. Unprecedented disparities in access and quality emerge as the demand for education grows and education systems expand. Significant gaps remain even in the coverage of education as there are about 67 million children of primary school age who are out of school; while a larger number of adolescents (another 71 million), remain deprived of basic post-primary education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 47 | Aug 19, 2019 | Paragraph | Girls and women constitute the majority of those who remain deprived of education. The Committee on the Elimination of Discrimination against Women has repeatedly expressed concern in its concluding observations at the low level of education of women and girls, and the prevailing obstacles to their access to education at all levels, especially the secondary and tertiary levels. The Special Rapporteur is of the view that the human rights framework is pivotal in the struggle against multiple forms of discrimination which women and girls in vulnerable and marginalized situations suffer. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than undertaken solely because of the potential benefits to one’s children or to society. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 19 | Aug 19, 2019 | Paragraph | Reports indicate that the EFA agenda is falling behind, and the prospects of achieving Millennium Development Goals 2 and 3 on universal primary education and gender equality, respectively, are also bleak. The target of universal primary education is unlikely to be achieved by 2015. Inequalities, stigmatization and discrimination linked to economic status, gender, ethnicity, language, location and disability are also holding back progress. Social and economic status and sex appear as major factors of marginalization in education, with girls and those living in poverty being the most affected. “Poverty and gender inequalities magnify other disadvantages, and close doors to education opportunity for millions of children.” | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 72b | Aug 19, 2019 | Paragraph | [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Address multiple forms of inequality and discrimination through comprehensive policies: Given the mutually reinforcing nature of different forms of discrimination and inequality in the context of education, States should address multiple forms of inequality and discrimination through comprehensive policies. Prevailing disparities in access to education – between boys and girls, and between rich and poor regions –must be given special consideration, recognizing that good policies backed by a commitment to equality can make a difference. Policy measures must respond to the need for making learning accessible for the most marginalized and vulnerable; | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
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 | ||
Financing education and update on education in emergencies 2011, para. 79 | Aug 19, 2019 | Paragraph | Efforts to ensure gender parity in education are particularly relevant in this context. Attention has been drawn to the pervasive harm of sexual violence during conflict, which directly and indirectly affects female teachers and students. Insecurity on the way to and from and within schools or colleges appears as a central element in the exclusion of girls from the education system. The lack of separate sanitary facilities in emergency schools can also constitute a major barrier to girls' education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 36 | Aug 19, 2019 | Paragraph | Reflecting the commitments adopted by world leaders in 2000 and set to be achieved by 2015, the Millennium Development Goals are amongst the most significant political commitments in recent history to tackle the most pressing challenges of our world, including serious concerns relating to education. Goal 2 calls on States to ensure that all children complete primary education, while Goal 3 calls on States to eliminate disparities between girls and boys in primary as well as secondary education. Progress towards these goals requires fully embracing equality of opportunity in education in the formulation, implementation and evaluation of education policies. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Equality of opportunity in education 2011, para. 28 | Aug 19, 2019 | Paragraph | Article 10 of the Convention on the Elimination of All Forms of Discrimination Against Women contains detailed provisions related to equality of opportunity in education and the equal rights of women and men in the field of education.” Furthermore, general recommendation No. 25, elaborated by the Committee on the Elimination of Discrimination against Women, which oversees the implementation of this treaty, explains that “the Convention requires that women be given an equal start and that they be empowered by an enabling environment to achieve equality of results.” In this regard, the Committee further specified that temporary special measures are necessary, not as an exception to the prohibition of discrimination, but as a central part of a strategy to achieve substantive or de facto equality between women and men. The Committee has also specifically referred to the equal rights of girls in the area of basic education in its general recommendation No. 28 on the core obligations of States parties. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Normative action for quality education 2012, para. 53 | Aug 19, 2019 | Paragraph | A number of States have regulations outlining the necessary infrastructure for schools. In India, for instance, according to the Right of Children to Free and Compulsory Education Act, schools must have an all-weather building, with separate toilets for boys and girls, along with a kitchen, clean water for drinking and a playground with a secure boundary wall. In South Africa, the Government has developed a School Infrastructure Performance Indicator System along with norms and quality interventions required to support an equitable, modern, high-quality education system to help track progress and identify intervention requirements. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Report on the Post-2015 Education Agenda 2013, para. 31 | Aug 19, 2019 | Paragraph | The Special Rapporteur believes that the right to education must be emphasized in the post-2015 development agenda for many reasons. Education is a fundamental building block for human development and is invaluable for individual and social transformation. Education enables children to prepare for democratic citizenship and responsibilities of the future. Education is central to poverty eradication strategies and the achievement of global commitments for sustainable development. Growth in the human development index employed by the United Nations Development Programme (UNDP) is associated with growth in public spending on education: education is the best investment a country can make. Education is essential for the empowerment of women, making them agents of change and of social transformation. Education is crucial for conflict prevention, peacebuilding and promoting solidarity. Education is an inalienable human right of every child, boys and girls alike. All development goals have educational dimensions and the right to education provides indispensable leverage for development. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Protecting education against commercialization 2015, para. 108 | Aug 19, 2019 | Paragraph | Education provided by private proprietors or enterprises is neither free nor equitable and the Special Rapporteur welcomes the proposal of the Open Working Group on Sustainable Development Goals to ensure, by 2030, that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, as well as to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (see A/68/970 and Corr.1, goal 4 and target 4.1). The underlying obligation for States to realize the right to education, including through enhanced public investment in education as an essential prerequisite, must be emphasized. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2015 | ||
Normative action for quality education 2012, para. 88f | Aug 19, 2019 | Paragraph | [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Focus on the right to quality education for women’s empowerment: • States should pay particular attention to the quality of education offered to girls and women. Emphasis should be placed on giving concrete shape to the provisions laid down in the Convention on Elimination of All Forms of Discrimination against Women; | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Sexual education 2010, para. 77 | Aug 19, 2019 | Paragraph | [On the basis of the foregoing remarks, the Special Rapporteur considers that:] The right to sexual education is particularly important to women's and girls' empowerment and to ensuring that they enjoy their human rights. It is therefore one of the best tools for dealing with the consequences of the system of patriarchal domination by changing social and cultural patterns of behaviour that affect men and women and tend to perpetuate discrimination and violence against women. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2010 | ||
Financing education and update on education in emergencies 2011, para. 98 | Aug 19, 2019 | Paragraph | States must take specific measure to guarantee the education of girls and marginalized groups in situations of emergency. Specific efforts are required to eliminate persistent or emerging patterns of discrimination and to remove physical, financial, cultural and linguistic barriers that contribute to furthering inequalities during periods of emergency | Special Rapporteur on the right to education | Special Procedures' report |
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| 2011 | ||
Justiciability of the right to education 2013, para. 56 | Aug 19, 2019 | Paragraph | Women have historically been victims of social injustice and educational deprivation. The majority of those who are deprived of education today are girls and women, whereas they are entitled to education as much as boys. In some cases, they are prevented from attending schools by parents who see no value in educating daughters, or by religious extremists threatening them. Violence against women and girls impairs their right to education. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Technical and Vocational Education and Training (TVET) 2012, para. 26 | Aug 19, 2019 | Paragraph | According to the Committee on Economic, Social and Cultural Rights, the right to technical and vocational education includes the following aspects: "(a) It enables students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability and enhances the productivity of their families and communities, including the State party's economic and social development; (b) It takes account of the educational, cultural and social background of the population concerned; the skills, knowledge and levels of qualification needed in the various sectors of the economy; and occupational health, safety and welfare; (c) It provides retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes; (d) It consists of programmes which give students, especially those from developing countries, the opportunity to receive TVE in other States, with a view to the appropriate transfer and adaptation of technology; and (e) It consists, in the context of the Covenant's non-discrimination and equality provisions, of programmes which promote the TVE of women, girls, out-of-school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups". | Special Rapporteur on the right to education | Special Procedures' report |
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| 2012 | ||
Justiciability of the right to education 2013, para. 57 | Aug 19, 2019 | Paragraph | The Committee on the Elimination of Discrimination against Women (CEDAW) has called on the States parties “to denounce and punish such acts of violence and to continue to take all necessary action, including the dismantling of patriarchal barriers and entrenched gender stereotypes, to guarantee and to ensure that girls are able to enjoy their basic human right to education in every region of the world.” | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 | ||
Justiciability of the right to education 2013, para. 58 | Aug 19, 2019 | Paragraph | This as well as available case law is helpful in safeguarding girls’ right to education. For instance, the Supreme Court of Colombia has upheld the pregnant girl’s right to education, nullifying any contrary regulation by school, as has the Botswana Court of Appeals. | Special Rapporteur on the right to education | Special Procedures' report |
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| 2013 |