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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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Elimination and prevention of all forms of violence against women and girls 2013, para. 34jj | Aug 19, 2019 | Paragraph | [The Commission urges governments, at all levels[...] to take the following actions:] [Addressing structural and underlying causes and risk factors so as to prevent violence against women and girls]: Design and implement national policies that aim at transforming those social norms that condone violence against women and girls, and work to counteract attitudes by which women and girls are regarded as subordinate to men and boys or as having stereotyped roles that perpetuate practices involving violence or coercion; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2013 | ||
Elimination and prevention of all forms of violence against women and girls 2013, para. 34ll | Aug 19, 2019 | Paragraph | [The Commission urges governments, at all levels[...] to take the following actions:] [Addressing structural and underlying causes and risk factors so as to prevent violence against women and girls]: Carry out awareness-raising and education campaigns, in cooperation with civil society organizations, especially women's organizations, through different means of communication, targeting the general public, young people, men and boys, to address the structural and underlying causes of violence and abuse against women and girls; to overcome gender stereotypes and promote zero tolerance for such violence; to remove the stigma of being a victim and survivor of violence; and to create an enabling environment where women and girls can easily report incidences of violence and make use of the services available and of protection and assistance programmes; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2013 | ||
Education and training of women 1997, para. 3 | Aug 19, 2019 | Paragraph | Governments that have not yet done so should formulate national strategies and action plans for implementation of the Platform for Action that indicate how relevant institutions coordinate action to meet the goals and targets for education. The strategies should be comprehensive, have time-bound targets and benchmarks for monitoring, and include proposals for allocating or reallocating resources for implementation. Mobilization of additional funds from all sources to enable girls and women, as well as boys and men, on an equal basis, to complete their education, may also be necessary. | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 1997 | ||
Gender and all forms of discrimination, in particular racism, racial discrimination, xenophobia and related intolerance 2001, para. 3d | Aug 19, 2019 | Paragraph | [Actions to be taken by Governments, the United Nations and civil society, as appropriate]: Ensure that education and training, especially teacher training, promote respect for human rights, the culture of peace, gender equality and cultural, religious and other diversity, and encourage educational and training institutions and organizations to adopt policies of equal opportunities and follow up their implementation with the participation of teachers, parents, boys and girls and the community; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2001 | ||
Gender and all forms of discrimination, in particular racism, racial discrimination, xenophobia and related intolerance 2001, para. 1c | Aug 19, 2019 | Paragraph | [Actions to be taken by Governments, the United Nations and civil society, as appropriate]: Acknowledge the need to address the issues of racism, racial discrimination, xenophobia and related intolerance as and where they affect young women and men, boys and girls and recognize the role they play in the fight against racism, racial discrimination, xenophobia and related intolerance, including particular forms of racism experienced by young women and girls, and support the fundamental role played by youth non-governmental organizations in educating young people and children to build a society based on respect and solidarity; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2001 | ||
Elimination of all forms of discrimination and violence against the girl child 2007, para. 14.3.d | Aug 19, 2019 | Paragraph | [The Commission [...] urges Governments [...] to:] [14.3. Gender stereotypes] (d) Promote non-discriminatory treatment of girls and boys in the family and, in this regard, adopt measures to ensure equal access by girls and boys to food, education and health, and develop programmes and policies addressed to family members, especially parents and other legal guardians, to protect and promote the health and well-being of girls, as well as to ensure that the value of girls to their families and societies is recognized, including with a view to eliminating son preference; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2007 | ||
Access and participation of women and girls in education, training and science and technology, including for the promotion of women's equal access to full employment and decent work 2011, para. 22v | Aug 19, 2019 | Paragraph | [The Commission urges Governments, at all levels [...] to take the following actions, as appropriate:] [Strengthening gender-sensitive quality education and training, including in the field of science and technology]: Develop gender-sensitive curricula for educational programmes at all levels and take concrete measures to ensure that educational materials portray women and men, youth, girls and boys in positive and non-stereotypical roles, particularly in the teaching of scientific and technological subjects, in order to address the root causes of segregation in working life; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2011 | ||
Fertility, reproductive health and development 2011, para. 17 | Aug 19, 2019 | Paragraph | Recognizing also the right of women and girls to education at all levels as well as access to life skills and sex education based on full and accurate information and, with respect to girls and boys, in a manner consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, in order to help women and girls, men and boys, to develop knowledge to enable them to make informed and responsible decisions to reduce early childbearing and maternal mortality, to promote access to prenatal and post-natal care and to combat sexual harassment and gender-based violence, | Commission on Population and Development | Resolution |
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| 2011 | ||
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 48 | Aug 19, 2019 | Paragraph | Girls: A combination of significant burdens of domestic responsibilities and sibling and family care, protective concerns on the part of parents, lack of appropriate facilities and cultural assumptions imposing limitations on the expectations and behaviour of girls can serve to diminish their opportunities to enjoy the rights provided for in article 31, particularly in the adolescent years. In addition, gender differentiation in what is considered girls' and boys' play and which is widely reinforced by parents, caregivers, the media and producers/manufacturers of games and toys serve to maintain traditional gender-role divisions in society. Evidence indicates that whereas boys' games prepare them for successful performance in a wide range of professional and other settings in modern society, girls' games, in contrast, tend to direct them towards the private sphere of the home and future roles as wives and mothers. Adolescent boys and girls are often discouraged from engaging in joint recreational activities. Furthermore, girls generally have lower participation rates in physical activities and organized games as a consequence of either external cultural or self-imposed exclusion or lack of appropriate provision. This pattern is of concern in the light of the proven physical, psychological, social and intellectual benefits associated with participation in sports activities. Given these widespread and pervasive barriers impeding girls' realization of their rights under article 31, the Committee urges States parties to take action to challenge gender stereotypes which serve to compound and reinforce patterns of discrimination and inequality of opportunity. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2013 | ||
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 58f | Aug 19, 2019 | Paragraph | [Municipal planning: Local municipalities should assess provision of play and recreation facilities to guarantee equality of access by all groups of children, including through child-impact assessments. Consistent with the obligations under article 31, public planning must place a priority on the creation of environments which promote the well-being of the child. In order to achieve the necessary child-friendly urban and rural environments, consideration should be given to, inter alia:] Provision of clubs, sports facilities, organized games and activities for both girls and boys of all ages and from all communities; | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2013 | ||
The right of the child to the enjoyment of the highest attainable standard of health 2013, para. 9 | Aug 19, 2019 | Paragraph | Gender-based discrimination is particularly pervasive, affecting a wide range of outcomes, from female infanticide/foeticide to discriminatory infant and young child feeding practices, gender stereotyping and access to services. Attention should be given to the differing needs of girls and boys, and the impact of gender-related social norms and values on the health and development of boys and girls. Attention also needs to be given to harmful gender-based practices and norms of behaviour that are ingrained in traditions and customs and undermine the right to health of girls and boys. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2013 | ||
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 58g | Aug 19, 2019 | Paragraph | [Schools: Educational environments should play a major role in fulfilling the obligations under article 31, including:] Physical environment of settings: States parties should aim to ensure the provision of adequate indoor and outdoor space to facilitate play, sports, games and drama, during and around school hours; active promotion of equal opportunities for both girls and boys to play; adequate sanitation facilities for boys and girls; playgrounds, play landscapes and equipment that are safe and properly and regularly inspected; playgrounds with appropriate boundaries; equipment and spaces designed to enable all children, including children with disabilities, to participate equally; play areas which afford opportunities for all forms of play; location and design of play areas with adequate protection and with the involvement of children in the design and development; | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2013 | ||
Conclusion on Protracted Refugee Situations 2009, para. (k) | Aug 19, 2019 | Paragraph | Recognizes that protracted refugee situations can increase the risks to which refugees may be exposed and that, in this respect, there is a need to identify and respond effectively to the specific protection concerns of men, women, girls and boys, in particular, unaccompanied and separated children, adolescents, persons with disabilities, and older persons, who may be exposed to heightened risks, including sexual and gender-based violence and other forms of violence and exploitation; and encourages UNHCR and States to pursue age, gender and diversity mainstreaming and participatory approaches with a view to enhancing the safety, well-being and development of refugees and promoting appropriate solutions for them; | Executive Committee of the Programme of the United Nations High Commissioner for Refugees | ExCom Conclusion |
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| 2009 | ||
Harmful practices (joint General Recommendation with CRC) 2014, para. 55f | Aug 19, 2019 | Paragraph | [The Committees recommend that the States parties to the Conventions adopt or amend legislation with a view to effectively addressing and eliminating harmful practices. In doing so, they should ensure:] That a minimum legal age of marriage for girls and boys, with or without parental consent, is established at 18 years. When a marriage at an earlier age is allowed in exceptional circumstances, the absolute minimum age must not be below 16 years, the grounds for obtaining permission must be legitimate and strictly defined by law and the marriage must be permitted only by a court of law upon the full, free and informed consent of the child or both children, who must appear in person before the court; | Committee on the Elimination of Discrimination against Women | General Comment / Recommendation |
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| 2014 | ||
Harmful practices (joint General Recommendation with CEDAW) 2014, para. 67 | Aug 19, 2019 | Paragraph | Childhood, and early adolescence at the latest, are entry points for assisting both girls and boys and supporting them to change gender-based attitudes and adopt more positive roles and forms of behaviour in the home, at school and in wider society. This means facilitating discussions with them on social norms, attitudes and expectations that are associated with traditional femininity and masculinity and sex- and gender-linked stereotypical roles and working in partnership with them to support personal and social change aimed at eliminating gender inequality and promoting the importance of valuing education, especially girls' education, in the effort to eliminate harmful practices that specifically affect pre-adolescent and adolescent girls. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2014 | ||
Indigenous children and their rights under the Convention 2009, para. 29 | Aug 19, 2019 | Paragraph | In the design of special measures, States parties should consider the needs of indigenous children who may face multiple facets of discrimination and also take into account the different situation of indigenous children in rural and urban situations. Particular attention should be given to girls in order to ensure that they enjoy their rights on an equal basis as boys. States parties should furthermore ensure that special measures address the rights of indigenous children with disabilities. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2009 | ||
The right of the child to be heard 2009, para. 4 | Aug 19, 2019 | Paragraph | States parties reaffirmed their commitment to the realization of article 12 at the twenty seventh special session of the General Assembly on children in 2002. However, the Committee notes that, in most societies around the world, implementation of the child's right to express her or his view on the wide range of issues that affect her or him, and to have those views duly taken into account, continues to be impeded by many long-standing practices and attitudes, as well as political and economic barriers. While difficulties are experienced by many children, the Committee particularly recognizes that certain groups of children, including younger boys and girls, as well as children belonging to marginalized and disadvantaged groups, face particular barriers in the realization of this right. The Committee also remains concerned about the quality of many of the practices that do exist. There is a need for a better understanding of what article 12 entails and how to fully implement it for every child. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2009 | ||
The right of the child to be heard 2009, para. 95 | Aug 19, 2019 | Paragraph | These programmes have to reinforce the principle that girls and boys have equal rights to express their views. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2009 | ||
The implementation of the rights of the child during adolescence 2016, para. 45 | Aug 19, 2019 | Paragraph | States should guarantee that adolescents' right to freedom of association and peaceful assembly in all its forms is fully respected, consistent with the restrictions delineated in article 15 (2) of the Convention, including through the provision of safe spaces for both girls and boys. Legal recognition should be afforded to adolescents to establish their own associations, clubs, organizations, parliaments and forums, both in and out of school, form online networks, join political parties and join or form their own trade unions. Measures should also be introduced to protect adolescent human rights defenders, particularly girls, who often face gender-specific threats and violence. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2016 | ||
The implementation of the rights of the child during adolescence 2016, para. 38 | Aug 19, 2019 | Paragraph | The Convention prohibits any gender-based discrimination, and age limits should be equal for girls and boys. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2016 | ||
The implementation of the rights of the child during adolescence 2016, para. 69 | Aug 19, 2019 | Paragraph | The Committee is deeply concerned at the challenges faced by many States to achieve equality in the enrolment of girls and boys and keep girls in school beyond primary education. Investment in girls' secondary education, a commitment necessary to comply with articles 2, 6 and 28 of the Convention, also serves to protect girls from child and forced marriage, sexual exploitation and early pregnancy, and contributes significantly towards the future economic potential of girls and their children. Investment should also be made in strategies that promote positive gender relations and social norms; address sexual and gender-based violence, including within schools; and promote positive role models, family support and the economic empowerment of women, to overcome the legal, political, cultural, economic and social barriers that represent barriers for girls. Furthermore, States should recognize that a growing number of boys are not enrolling and are not remaining in school, identify the causes and adopt appropriate measures to support boys' continued participation in education. | Committee on the Rights of the Child | General Comment / Recommendation |
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| 2016 | ||
Eliminating discrimination against women in cultural and family life, with a focus on the family as a cultural space 2015, para. 73d (i) | Aug 19, 2019 | Paragraph | [According to general recommendation No. 29 of the Committee on the Elimination of Discrimination against Women, the family is a social and legal construct and, in various countries, a religious construct. It also is an economic construct. The Working Group recommends that States:] Take measures to ensure that families allow girls to access education on an equal basis with boys, by raising awareness in the community and providing families with financial incentives to allow girls to finish their studies; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2015 | ||
Eliminating discrimination against women in cultural and family life, with a focus on the family as a cultural space 2015, para. 73d (iii) | Aug 19, 2019 | Paragraph | [According to general recommendation No. 29 of the Committee on the Elimination of Discrimination against Women, the family is a social and legal construct and, in various countries, a religious construct. It also is an economic construct. The Working Group recommends that States:] Ensure that women, on an equal footing with men, and girls, on an equal footing with boys, have the right to at least half the family property and inheritance in the event of divorce or widowhood. Facilitate the invalidation of any waiver of these rights obtained from a woman as a result of pressure from her family or community; | Working Group on the issue of discrimination against women in law and practice | Special Procedures' report |
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| 2015 | ||
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 | ||
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 | ||
Gender perspectives on torture and other cruel, inhuman and degrading treatment
or punishment 2016, para. 29 | Aug 19, 2019 | Paragraph | Girls in the criminal justice system are at particular risk of experiencing torture and ill-treatment. The majority have prior histories of abuse and violence that serve as primary predictors of their entry into the juvenile justice system. Girls' particular physical and mental health needs often go unrecognized and incarceration itself tends to exacerbate trauma, with girls suffering disproportionately from depression and anxiety and exhibiting a higher risk of self-harm or suicide than boys or adults. Many States lack facilities for separating girls from adults or boys, which significantly increases the risks of violence, including sexual violence. The employment of male guards in girls' facilities significantly increases the risk of abuse, while girls held in remote, segregated facilities are isolated and have limited contact with their families. | Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment | Special Procedures' report |
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| 2016 | ||
Report of the SR on the right to health and Agenda 2030 2016, para. 96 | Aug 19, 2019 | Paragraph | As the global community is concerned by the increasing prevalence of collective violence, including violent extremism, it is important to note how the relationship between collective violence and interpersonal forms of violence may reinforce and feed one another. For example, violence against children in families can lead to high prevalence of youth violence and may contribute to the phenomenon of violent extremism. Prohibiting boys from expressing emotions from an early age, enforcing a toxic and primitive understanding of masculinity, has been linked to acts of extreme violence by young men and reinforced a tendency to join groups and movements that are involved in collective violence. | Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health | Special Procedures' report |
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| 2016 | ||
Right to health of adolescents 2016, para. 87 | Aug 19, 2019 | Paragraph | AIDS is the second most common cause of death among adolescents globally. Worldwide, adolescents in key population groups, including gay and bisexual boys, transgender adolescents, adolescents who exchange sex for money, goods or favours and adolescents who inject drugs, are also at a higher risk of HIV infection. Adolescent girls in high-HIV burden countries are particularly vulnerable, making up 75 per cent of new infections in Africa in 2013, with gender inequality, harmful traditional practices and punitive age of consent laws identified as drivers of the epidemic. These sectors and groups face a disproportionately high risk of experiencing stigma, discrimination, violence, rejection by families, criminalization and other human rights violations when seeking sexual and reproductive health services, including denial of access to health-care services, such as HIV testing, counselling and treatment. | Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health | Special Procedures' report |
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| 2016 | ||
Sports and healthy lifestyles as contributing factors to the right to health 2016, para. 50 | Aug 19, 2019 | Paragraph | Historically, sport has often involved forms of "hegemonic masculinity": boys and men have frequently been enabled or encouraged to exhibit aggressive, violent or discriminatory behaviour in competitive sport, including sexism, misogyny, homophobia and transphobia. A welcome shift in this paradigm has occurred in a number of regions and countries where homophobia has decreased, where this has included the area of sports. Nevertheless, levels of homophobia, transphobia, and discrimination against intersex people remain high in most countries. Those who are perceived to fall outside dominant gender and heteronormative standards, including lesbian, gay, bisexual, transgender and intersex people, continue to face discriminatory treatment and restrictions in sport, including discrimination, harassment and violence, and a lack of safe and welcoming spaces for participation. | Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health | Special Procedures' report |
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| 2016 | ||
Comprehensive, rights-based and child-centred care, recovery and reintegration programmes 2015, para. 28 | Aug 19, 2019 | Paragraph | Research shows that girls account for the majority of documented victims of sexual exploitation. However, the fact that boys are also victims cannot be disregarded. Similarly, children who identify as transgender are extremely vulnerable to sexual exploitation. In the United States of America, lesbian, gay, bisexual, transgender and intersex youth are disproportionately represented in runaway and homeless youth programmes and child welfare systems and 42 per cent of them have been sexually exploited. A 2006 study in Cambodia found that 80 per cent of interviewed victims of street-based sexual exploitation were male. In Taiwan Province of China, the number of boys being prostituted discovered through social networking sites peaked in 2008. In Ethiopia, a study revealed that male children are specifically targeted for prostitution on the basis of the belief that anal intercourse is less likely to transmit HIV/AIDS. A recent study in the United Kingdom found that one third of children accessing specialist sexual exploitation services were male. | Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material | Special Procedures' report |
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| 2015 |