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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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Compendium of good practices in the elimination of discrimination against women 2017, para. 61 | Aug 19, 2019 | Paragraph | The gender-sensitive education initiative is a promising practice in a fraught context, but is not a stand-alone measure. The case study demonstrates that gender equality cannot be fully achieved through sectorial approaches, but instead requires the creation of an enabling environment animated by comprehensive long-term measures emphasizing the interconnectedness of women’s rights in order to yield both legal and social change. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2017 | ||
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 106i | Aug 19, 2019 | Paragraph | [The Working Group recommends that States:] Use educational and social work alternatives instead of custodial or punitive measures to prevent injury to the fetus as a result of drug or alcohol consumption by addicted pregnant women; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2016 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 115 | Aug 19, 2019 | Paragraph | [The Working Group recommends that States:] Ensure all girls' de facto access to education, including mandatory, free primary education and access to secondary and tertiary education, free of discrimination; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 35 | Aug 19, 2019 | Paragraph | Despite this significant progress, there are still social and cultural barriers preventing girls' access to school in some countries, as resonantly evidenced by Malala Yousafzai, the young Pakistani schoolgirl who was the victim of an assassination attempt by Taliban gunmen in 2012 and has since been a vocal advocate for girls' right to education. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 15 | Aug 19, 2019 | Paragraph | There are widespread prohibitions of discrimination against women in education and employment. However, these laws have not led to effective implementation, accountability and de facto equality. Furthermore, in some countries, equal opportunity legislation is restricted to the public sector and has not been applied to the private sector. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Compendium of good practices in the elimination of discrimination against women 2017, para. 59 | Aug 19, 2019 | Paragraph | While these measures alone will not achieve substantive equality, intervention in the education system is projected to bear fruit in terms of creating a positive environment for social discussion of and support for gender equality issues. Preliminary outcome studies of training programmes in two regions of the country demonstrated shifts in attitudes towards gender equality and violence against women, but the curriculum and training policies have not yet been applied uniformly across the country, limiting systemic impact. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2017 | ||
Compendium of good practices in the elimination of discrimination against women 2017, para. 56 | Aug 19, 2019 | Paragraph | That civil society organization navigated the challenging context by building strategic partnerships with experts and Government. Together with educational experts, they developed a theoretical and practical educational guidebook entitled “Women and Men: Different but Equal”, which was subsequently approved for use by the Ministry of Education and Science. It supported the incorporation of gender curricula into mandatory courses, such as social studies, and included discussion of gender, reproductive rights and violence prevention. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2017 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 117 | Aug 19, 2019 | Paragraph | [The Working Group recommends that States:] Ensure equality for girls in the quality of education at all levels, including breaking down gender stereotypes in school curricula, teacher training programmes, textbooks and teaching materials; and encourage girls' engagement in non-traditional vocational skill areas and academic disciplines, such as mathematics, science and technology; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 39 | Aug 19, 2019 | Paragraph | Gender diversification in academic disciplines and professional training are necessary. The United Nations Educational, Scientific and Cultural Organization points out that quality reforms include those that address the content or mode of provision of particular educational inputs, such as revising curricula and textbooks, or improving teachers' skills in gender-aware teaching and learning methods. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 38 | Aug 19, 2019 | Paragraph | While educational gender parity shows signs of improvement, it is often not reflected in parallel gains in economic and political participation. Amongst countries that have invested in girls' education, some see returns in terms of women's economic and political participation, but others do not. These countries have an untapped educated talent pool and would have much to gain through women's greater participation in the economy. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 34 | Aug 19, 2019 | Paragraph | The gender gap in education is not as stark as it once was: today, female enrolment is rising at greater rate than among males, and data show the achievement of gender parity at primary and/or secondary levels in two thirds of countries. In 2013, 25 countries had fully closed the gap in educational attainment at all levels (5 more than in 2012) with, in some cases, even disparities in favour of girls. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 33 | Aug 19, 2019 | Paragraph | Education of girls is key to quality of life for girls, adult women, families and communities. Education has a multiplier effect, increasing labour force participation and reducing child and maternal mortality. A country's progress depends, among other things, on the enhancement of its female human capital. Above all, education is a basic human right that must, at all levels, be made equally available to girls. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 | ||
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 108i | Aug 19, 2019 | Paragraph | [The Working Group recommends that States:] Provide age-appropriate, comprehensive and inclusive sexuality education based on scientific evidence and human rights, for girls and boys, as part of the mandatory school programmes. Sexuality education should give particular attention to gender equality, sexuality, relationships, gender identity, including non-conforming gender identities, and responsible parenthood and sexual behaviour to prevent early pregnancies and sexually transmitted infections; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2016 | ||
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 97 | Aug 19, 2019 | Paragraph | A growing number of States worldwide have confirmed their commitment to comprehensive sexuality education as an essential priority for achieving national development, health and education goals. In its resolution 70/137, the General Assembly called upon all States to develop and implement educational programmes and teaching materials, as well as teacher education and training programmes for both formal and non-formal education, including comprehensive evidence-based education on human sexuality, based on full and accurate information, for all adolescents and youth; to modify the social and cultural patterns of conduct of men and women of all ages; to eliminate prejudices; and to promote and build decision-making, communication and risk reduction skills for the development of respectful relationships based on gender equality and human rights. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2016 | ||
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 96 | Aug 19, 2019 | Paragraph | States have an obligation to provide education, one of whose aims is to facilitate access to scientific and technical knowledge. This is of crucial importance with respect to questions of sexuality, reproduction and health education. States have an obligation to allow information about health matters to flow freely, without State interference on moral or other grounds. It also encompasses the possibility for non-State actors to disseminate information, including in relation to sexuality and sexual and reproductive health services. However, States also have an obligation to address and eliminate harmful and wrongful gender stereotypes that contribute to the violation of women's right to health and safety. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2016 | ||
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 95 | Aug 19, 2019 | Paragraph | Restrictions in many countries on girls' and women's access to unbiased, quality education, including evidence-based comprehensive sexuality education, and information about where and how to obtain essential health services prevent women from making free and informed decisions about their health and safety and hence obstruct proper, informed access to health care. This is particularly true for adolescents and marginalized women facing multiple and intersectional forms of discrimination. Such restrictions are manifestations of censorship that limit women's and girls' choices. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2016 | ||
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 105 | Aug 19, 2019 | Paragraph | School-related gender-based violence takes different forms, with girls in some countries violently targeted for attending school, while in other countries, they are subject in school to sexual violence or harassment, including by teachers. Such violence results in trauma, stigmatization and sometimes pregnancy, and severely curtails girls' educational opportunities. In many States, sexual intercourse with a minor is considered rape, as minors are not capable of consent, but only 32 out of 100 States have specific provisions on sexual harassment at schools. Examples of good practices by some States include introducing confidential school reporting mechanisms, capacity-building for police, child-friendly courts, a public register of sexual offenders and barring sexual offenders from teaching. | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2014 |
17 shown of 17 entities