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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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Entrepreneurship for sustainable development (2019), para. 48 | Feb 25, 2020 | Paragraph | 20. Encourages all relevant stakeholders to further develop financial literacy and financial education programmes that include an emphasis on the impact of finance on sustainable development, as appropriate, in order to ensure that all learners acquire the knowledge and skills needed to access financial services, in particular women and girls, farmers and those working in micro-, small and medium-sized enterprises; |
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United Nations Literacy Decade: education for all (2009), para. 12 | Feb 25, 2020 | Paragraph | Deeply concerned about the persistence of the gender gap in education, which is reflected by the fact that nearly two thirds of the world’s adult illiterates are women, |
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The fight against racism, racial discrimination, xenophobia and related intolerance and thecomprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2003), para. 37 | Feb 25, 2020 | Paragraph | 10. Urges States to mainstream a gender perspective in the design and development of prevention, education and protection measures aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at all levels, to ensure that they effectively target the distinct situations of women and men; |
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Literacy for life: shaping future agendas (2014), para. 04 | Feb 25, 2020 | Paragraph | Reaffirming the Education for All goals, in particular goal 3, on ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes, and goal 4, on achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults, |
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Situation of human rights in the Islamic Republic of Iran (2002), para. 17 | Feb 25, 2020 | Paragraph | (b) The assessment of the Special Representative that some improvements have taken place, inter alia, in such areas as women’s education; |
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The right to development (2014), para. 55 | Feb 25, 2020 | Paragraph | 29. Further recognizes the important role and the rights of women and the application of a gender perspective as a cross-cutting issue in the process of realizing the right to development, and notes in particular the positive relationship between the education of women and their equal participation in the civil, cultural, economic, political and social activities of the community and the promotion of the right to development; |
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Human resources development (2016), para. 23 | Feb 25, 2020 | Paragraph | 6. Stresses that human resources development policies should focus on supporting the emergence of a sufficiently wide and flexible pool of skilled human resources, especially among women and youth, to support all sectors of the e conomy and be matched with present and future workforce needs, which requires well - sequenced investments in basic education, vocational training, on -the-job training and more advanced managerial, engineering and scientific education to increase the supply of technological knowledge that can be absorbed by national innovation systems; |
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Improvement of the status of women in the United Nations system (2003), para. 35 | Feb 25, 2020 | Paragraph | 8. Encourages the Secretary-General and the executive heads of the organizations of the United Nations system to continue to develop common approaches for retaining women, promoting inter-agency mobility and improving career development opportunities; |
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Elimination of female genital mutilation (2018), para. 35 | Feb 25, 2020 | Paragraph | (b) Place special emphasis on formal and informal education, in particular for young people, including girls, and for parents and religious, traditional and community leaders, about the harmful effects of female genital mutilation, and, in particular, encourage men and boys to become more involved in information and awareness campaigns and to be agents of change within communities, with the meaningful participation of women and girls who have been subjected to the practice; |
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The right to development (2020), para. 71 | Feb 25, 2020 | Paragraph | 34. Further recognizes the important role and the rights of women and the application of a gender perspective as a cross-cutting issue in the process of realizing the right to development, and notes in particular the positive relationship between the education of women and their equal participation in the civil, cultural, economic, political and social activities of the community and the promotion of the right to development; |
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Entrepreneurship for development (2013), para. 17 | Feb 25, 2020 | Paragraph | 9. Also recognizes the value of teaching entrepreneurial skills at all levels of education, ensuring the full and equal participation of women and girls, and encourages entrepreneurship education through skills development, capacity- building, training programmes and business incubators; |
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The right to development (2010), para. 54 | Feb 25, 2020 | Paragraph | 29. Further recognizes the important role and the rights of women and the application of a gender perspective as a cross-cutting issue in the process of realizing the right to development, and notes in particular the positive relationship between women’s education and their equal participation in the civil, cultural, economic, political and social activities of the community and the promotion of the right to development; |
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Triennial policy review of operational activities for development of the United Nations system (1999), para. 39 | Feb 25, 2020 | Paragraph | 25. Encourages further efforts, including through the United Nations Development Group, to further improve the resident coordinator system, and welcomes the efforts to continue to broaden the base of recruitment of resident coordinators, increasing the number of women resident coordinators and improving its selection criteria and procedures, including through the use of competency assessment and training and by ensuring that the resident coordinators take fully into account the mandates of all organizations of the resident coordinator system; |
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Women in development (2018), para. 50 | Feb 25, 2020 | Paragraph | 22. Urges all Governments to eliminate discrimination against women and girls in the field of education and to ensure their safe and equal access to, and encourage their participation in, all levels of education, including technical, vocational, tertiary and non-formal education and training, including in the fields of business, trade, administration, information and communications technologies, science, technology, engineering and mathematics and other new technologies, to eliminate gender inequalities at all levels and to eradicate poverty and allow women ’s full and equal contribution to, and equal opportunity to benefit from, development; |
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Office of the United Nations High Commissioner for Refugees (1995), para. 39 | Feb 25, 2020 | Paragraph | 19. Encourages the High Commissioner to continue to undertake initiatives for refugee women in the areas of leadership and skills training, legal awareness and education and, in particular, in the area of reproductive health, with full respect for the various religious and ethical values and cultural backgrounds of the refugees, in conformity with universally recognized human rights; |
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The girl child (2001), para. 32 | Feb 25, 2020 | Paragraph | 23. Requests the Secretary-General to ensure that a gender perspective and the needs and rights of the girl child are integrated into the preparatory work for the special session of the General Assembly on the follow-up to the World Summit for Children in 2001, inter alia, by providing the General Assembly with a comprehensive report drawing on the experiences and outcomes of the five-year reviews of the International Conference on Population and Development, the Fourth World Conference on Women and the World Summit for Social Development, and the World Education Forum. |
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Promoting social integration through social inclusion (2020), para. 40 | Feb 25, 2020 | Paragraph | 5. Stresses the importance of promoting inclusive and equitable quality education that is age-, disability- and gender-sensitive, as well as lifelong learning opportunities for all, especially for children, women, youth, persons with disabilities, older persons, migrants, indigenous peoples and persons belonging to national or ethnic, religious and linguistic minorities, and of skills development and quality training as essential means for inclusive participation and integration in society; |
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Intensification of efforts to end obstetric fistula (2015), para. 24 | Feb 25, 2020 | Paragraph | 4. Also calls upon States to ensure the right to education of good quality for women and girls, on an equal basis with men and boys, and to ensure that they complete a full course of primary education, and to renew their efforts to improve and expand girls’ and women’s education at all levels, including at the secondary and higher levels, and including age-appropriate sex education, as well as vocational education and technical training, in order to, inter alia, achieve gender equality, the empowerment of women and girls and poverty eradication; |
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Measures to combat contemporary forms of racism and racial discrimination, xenophobia and related intolerance (2002), para. 37 | Feb 25, 2020 | Paragraph | 14. Further urges States to mainstream a gender perspective in the design and development of measures of prevention, education and protection aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at all levels, to ensure that they effectively target the distinct situations of women and men; |
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Women in development (2016), para. 84 | Feb 25, 2020 | Paragraph | 50. Encourages Governments and all sectors of society to take sustainable measures to ensure equal access to full and productive employment and decent work on an equal basis and without discrimination against persons with disa bilities, including by promoting access to inclusive education systems, skills development and vocational and entrepreneurial training, in order to enable persons with disabilities to attain and maintain maximum independence, as noted in the Convention on the Rights of Persons with Disabilities 32 as well as in the outcome document of the high-level meeting of the General Assembly on the realization of the Millennium Development Goals and other internationally agreed development goals for persons with disabilities: the way forward, a disability-inclusive development agenda towards 2015 and beyond, 21 and notes the need to strengthen efforts aimed at addressing the rights and needs of women and children with disabilities; |
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United Nations Decade for Human Rights Education, 1995–2004 (2004), para. 05 | Feb 25, 2020 | Paragraph | Believing that human rights education constitutes an important vehicle for the elimination of gender-based discrimination and for ensuring equal opportunities through the promotion and protection of the human rights of women, |
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International cooperation in the peaceful uses of outer space (2018), para. 40 | Feb 25, 2020 | Paragraph | 24. Notes with appreciation that the regional centres for space science and technology education, affiliated to the United Nations, namely, the African regional centres for space science and technology education in the French and English languages, located in Morocco and Nigeria, respectively, the Regional Centre for Space Science and Technology Education for Asia and the Pacific, located in China, the Centre for Space Science and Technology Education in Asia and the Pacific, located in India, the Regional Centre for Space Science and Technology Education for Latin America and the Caribbean, with campuses located in Brazil and Mexico, and the Centre for Space Science and Technology Education for Western Asia, located in Jordan, have continued their education programmes in 2018, encour ages the regional centres to continue to promote greater participation of women in their education programmes, and agrees that the regional centres should continue to report to the Committee on the Peaceful Uses of Outer Space on their activities; |
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Policies and programmes involving youth (2020), para. 19 | Feb 25, 2020 | Paragraph | Emphasizing also the need to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, and to ensure, by 2030, that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, |
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Follow-up to the Fourth World Conference on Women and full implementation of the Beijing Declaration and Platform for Action and the outcome of the twenty-third special session of the General Assembly (2009), para. 32 | Feb 25, 2020 | Paragraph | (l) Taking further steps to ensure that the education system and the media, to the extent consistent with freedom of expression, support the use of non-stereotypic, balanced and diverse images of women presenting them as key actors of the process of development as well as promoting non-discriminatory roles of women and men in their private and public life; |
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Intensifying global efforts for the elimination of female genital mutilation (2019), para. 29 | Feb 25, 2020 | Paragraph | 8. Urges States to promote gender-sensitive, empowering educational processes, sensitive to the needs of women and girls, by reviewing and revising, as appropriate, school curricula, educational materials and teacher-training programmes and elaborating policies and programmes of zero tolerance of violence against girls or of harmful practices, including female genital mutilation, placing special emphasis on education about the harmful effects of female genital mutilation, and to further integrate a comprehensive understanding of the causes and consequences of gender- based violence and discrimination against women and girls into education and training curricula at all levels; |
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Question of human rights in Afghanistan (2003), para. 48 | Feb 25, 2020 | Paragraph | (d) The equal right of women and girls to education without discrimination, the effective functioning of schools throughout the country and the admission of women and girls to educational programmes at all levels; |
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Freedom of religion or belief (2018), para. 39 | Feb 25, 2020 | Paragraph | 10. Stresses the importance of a continued and strengthened dialogue in all its forms, including among individuals of, and within, different religions and beliefs, and with broader participation, including of women, to promote greater tolerance, respect and mutual understanding, and takes note with appreciation of different initiatives in this regard, including the Alliance of Civilizations and the programmes led by the United Nations Educational, Scientific and Cultural Organization; |
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Global efforts for the total elimination of racism, racial discrimination, xenophobia and related intolerance and the comprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2010), para. 48 | Feb 25, 2020 | Paragraph | 34. Stresses the responsibility of States to mainstream a gender perspective in the design and development of prevention, education and protection measures aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at all levels, to ensure that they effectively target the distinct situations of women and men; |
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Realizing the equal enjoyment of the right to education by every girl (2017), para. 08 | Feb 25, 2020 | Paragraph | Noting with appreciation the work carried out by all relevant organs, bodies and mechanisms of the United Nations system within their respective mandates, in particular the United Nations Children’s Fund and the United Nations Educational, Scientific and Cultural Organization, the United Nations Entity for Gender Equality and the Empowerment of Women, the United Nations Population Fund and the Office of the United Nations High Commissioner for Human Rights, as well as the efforts of organizations and civil society to promote girls’ full and equal enjoyment of the right to education, |
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Intensifying global efforts for the elimination of female genital mutilation (2019), para. 27 | Feb 25, 2020 | Paragraph | 6. Also urges States to condemn all harmful practices that affect women and girls, in particular female genital mutilation, whether committed within or outside a medical institution, to take all necessary measures, including through educational campaigns and by enacting and enforcing legislation to prohibit female genital mutilation, to protect women and girls from this act of violence, to hold perpetrators to account and to put in place adequate accountability mechanisms at the national and local levels, where applicable, in order to monitor progress; |
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