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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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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. 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. 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 | ||
Compendium of good practices in the elimination of discrimination against women 2017, para. 70 | Aug 19, 2019 | Paragraph | Community education programmes are a key component of the implementation strategy. In this case, a robust pilot project on public legal education included community training on the decision and the related girls’ rights and police obligations; awareness-raising events including drama/theatre and panel discussions; rights-training for children; a smartphone application giving details on the steps to take in rape investigations; and public awareness materials, including billboards, radio and television programmes, social media outreach and short videos on the Internet. These measures have been replicated in other parts of the country. | 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. 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 |
5 shown of 5 entities