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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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Third International Conference on Financing for Development: Addis Ababa Action Agenda 2015, para. 78 | Aug 19, 2019 | Paragraph | We recognize the importance for achieving sustainable development of delivering quality education to all girls and boys. This will require reaching children living in extreme poverty, children with disabilities, migrant and refugee children, and those in conflict and post-conflict situations, and providing safe, non-violent, inclusive and effective learning environments for all. We will scale up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including through scaling up and strengthening initiatives, such as the Global Partnership for Education. We commit to upgrading education facilities that are child, disability and gender sensitive and increasing the percentage of qualified teachers in developing countries, including through international cooperation, especially in least developed countries and small island developing States. | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Beijing Declaration and Platform for Action 1995, para. 82k | Aug 19, 2019 | Paragraph | [By Governments, in cooperation with employers, workers and trade unions, international and non-governmental organizations, including women's and youth organizations, and educational institutions:] Ensure access to quality education and training at all appropriate levels for adult women with little or no education, for women with disabilities and for documented migrant, refugee and displaced women to improve their work opportunities. | Fourth World Conference on Women | Declaration / Confererence outcome document |
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| 1995 | ||
Further actions and initiatives to implement the Beijing Declaration and Platform for Action 2000, para. 83d | Aug 19, 2019 | Paragraph | Design and implement policies and programmes to address fully specific needs of women and girls with disabilities, to ensure their equal access to education at all levels, including technical and vocational training and adequate rehabilitation programmes, health care and services and employment opportunities, to protect and promote their human rights and, where appropriate, to eliminate existing inequalities between women and men with disabilities. | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2000 | ||
Programme of Action of the International Conference on Population and Development 1994, para. 11.16 | Aug 19, 2019 | Paragraph | Information, education and communication efforts should raise awareness through public education campaigns on such priority issues as: safe motherhood, reproductive health and rights, maternal and child health and family planning, discrimination against and valorization of the girl child and persons with disabilities; child abuse; violence against women; male responsibility; gender equality; sexually transmitted diseases, including HIV/AIDS; responsible sexual behaviour; teenage pregnancy; racism and xenophobia; ageing populations; and unsustainable consumption and production patterns. More education is needed in all societies on the implications of population-environment relationships, in order to influence behavioural change and consumer lifestyles and to promote sustainable management of natural resources. The media should be a major instrument for expanding knowledge and motivation. | International Conference on Population and Development | Declaration / Confererence outcome document |
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| 1994 | ||
Third International Conference on Financing for Development: Addis Ababa Action Agenda 2015, para. 78 | Aug 19, 2019 | Paragraph | We recognize the importance for achieving sustainable development of delivering quality education to all girls and boys. This will require reaching children living in extreme poverty, children with disabilities, migrant and refugee children, and those in conflict and post-conflict situations, and providing safe, non-violent, inclusive and effective learning environments for all. We will scale up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including through scaling up and strengthening initiatives, such as the Global Partnership for Education. We commit to upgrading education facilities that are child, disability and gender sensitive and increasing the percentage of qualified teachers in developing countries, including through international cooperation, especially in least developed countries and small island developing States. | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 25 | Aug 19, 2019 | Paragraph | We commit to providing inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race or ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them to acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend, including through safe schools and cohesive communities and families. | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Key actions for the further implementation of the Programme of Action of the of the International Conference on Population and Development 1999, para. 35a | Aug 19, 2019 | Paragraph | [35. Governments, in particular of developing countries, with the assistance of the international community, should:] (a) Expand youth and adult education and lifelong culture- and gender-sensitive learning polices and programmes, with particular attention to migrants, indigenous people and people with disabilities; | United Nations General Assembly | Declaration / Confererence outcome document |
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| 1999 | ||
Beijing Declaration and Platform for Action 1995, para. 280c | Aug 19, 2019 | Paragraph | [By Governments and international and non-governmental organizations:] Ensure access to appropriate education and skills-training for girl children with disabilities for their full participation in life; | Fourth World Conference on Women | Declaration / Confererence outcome document |
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| 1995 | ||
Beijing Declaration and Platform for Action 1995, para. 81a | Aug 19, 2019 | Paragraph | [By Governments, national, regional and international bodies, bilateral and multilateral donors and non-governmental organizations:] Reduce the female illiteracy rate to at least half its 1990 level, with emphasis on rural women, migrant, refugee and internally displaced women and women with disabilities; | Fourth World Conference on Women | Declaration / Confererence outcome document |
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| 1995 | ||
Programme of Action of the International Conference on Population and Development 1994, para. 6.31 | Aug 19, 2019 | Paragraph | Governments at all levels should develop the infrastructure to address the needs of persons with disabilities, in particular with regard to their education, training and rehabilitation. | International Conference on Population and Development | Declaration / Confererence outcome document |
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| 1994 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 25 | Aug 19, 2019 | Paragraph | We commit to providing inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race or ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them to acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend, including through safe schools and cohesive communities and families. | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 4.5 | Aug 19, 2019 | Paragraph | By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 4.a | Aug 19, 2019 | Paragraph | Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 4.5 | Aug 19, 2019 | Paragraph | By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
Sustainable Development Summit: Transforming our world: the 2030 Agenda for Sustainable Development 2015, para. 4.a | Aug 19, 2019 | Paragraph | Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | United Nations General Assembly | Declaration / Confererence outcome document |
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| 2015 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 1a | Aug 19, 2019 | Paragraph | [1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:] (a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 2b | Aug 19, 2019 | Paragraph | [2. Measures to this end include:] (b) Fostering at all levels of the education system, including in all children from an early age, an attitude of respect for the rights of persons with disabilities; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 1 | Aug 19, 2019 | Paragraph | 1. States Parties shall take all appropriate legislative, administrative, social, educational and other measures to protect persons with disabilities, both within and outside the home, from all forms of exploitation, violence and abuse, including their gender-based aspects. | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 2b | Aug 19, 2019 | Paragraph | [2. In realizing this right, States Parties shall ensure that:] (b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 3a | Aug 19, 2019 | Paragraph | [3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:] (a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 3c | Aug 19, 2019 | Paragraph | [3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:] (c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. | United Nations General Assembly | International treaty |
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| 2006 | ||
CRC - Convention on the Rights of the Child 1989, para. 4 | Aug 19, 2019 | Paragraph | 4. States Parties shall promote, in the spirit of international cooperation, the exchange of appropriate information in the field of preventive health care and of medical, psychological and functional treatment of disabled children, including dissemination of and access to information concerning methods of rehabilitation, education and vocational services, with the aim of enabling States Parties to improve their capabilities and skills and to widen their experience in these areas. In this regard, particular account shall be taken of the needs of developing countries. | United Nations General Assembly | International treaty |
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| 1989 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 1b | Aug 19, 2019 | Paragraph | [1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:] (b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 2d | Aug 19, 2019 | Paragraph | [2. In realizing this right, States Parties shall ensure that:] (d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 5 | Aug 19, 2019 | Paragraph | 5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities. | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. v | Aug 19, 2019 | Paragraph | (v) Recognizing the importance of accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms, | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 1a | Aug 19, 2019 | Paragraph | [1. States Parties shall take effective and appropriate measures, including through peer support, to enable persons with disabilities to attain and maintain maximum independence, full physical, mental, social and vocational ability, and full inclusion and participation in all aspects of life. To that end, States Parties shall organize, strengthen and extend comprehensive habilitation and rehabilitation services and programmes, particularly in the areas of health, employment, education and social services, in such a way that these services and programmes:] (a) Begin at the earliest possible stage, and are based on the multidisciplinary assessment of individual needs and strengths; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 5d | Aug 19, 2019 | Paragraph | [5. With a view to enabling persons with disabilities to participate on an equal basis with others in recreational, leisure and sporting activities, States Parties shall take appropriate measures:] (d) To ensure that children with disabilities have equal access with other children to participation in play, recreation and leisure and sporting activities, including those activities in the school system; | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 1c | Aug 19, 2019 | Paragraph | [1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:] (c) Enabling persons with disabilities to participate effectively in a free society. | United Nations General Assembly | International treaty |
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| 2006 | ||
CRPD - Convention on the Rights of Persons with Disabilities 2006, para. 2a | Aug 19, 2019 | Paragraph | [2. In realizing this right, States Parties shall ensure that:] (a) Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; | United Nations General Assembly | International treaty |
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| 2006 |