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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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Accelerating efforts to eliminate violence against women and girls: preventing and responding to violence against women and girls in digital contexts (2018), para. 41 | Feb 25, 2020 | Paragraph | (f) Developing and implementing educational programmes and teaching materials, including comprehensive sexuality education, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with their meaningful participation, with appropriate direction and guidance from parents and legal guardians, and with the active involvement of all relevant stakeholders, in order to empower them to safely use and navigate digital technologies, 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, as well as teacher education and training programmes for both formal and non-formal education; |
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Accelerating efforts to eliminate violence against women: engaging men and boys in preventing and responding to violence against all women and girls (2017), para. 37 | Feb 25, 2020 | Paragraph | (g) Developing and implementing educational programmes and teaching materials, including comprehensive sexuality education, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with appropriate direction and guidance from parents and legal guardians, with the active involvement of all relevant stakeholders, in order 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, as well as teacher education and training programmes for both formal and non-formal education; |
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Child, early and forced marriage (2017), para. 27 | Feb 25, 2020 | Paragraph | 8. Calls upon States to promote and protect the right of women and girls to equal access to education through enhanced emphasis on free and quality primary and secondary education, including catch-up and literacy education for those who have not received formal education or have left school early, including because of marriage and/or childbearing, which empowers young women and girls to make informed decisions about their lives, employment, economic opportunities and health, including through scientifically accurate, age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to contribute to ending child, early and forced marriage; |
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Child, early and forced marriage in humanitarian settings (2017), para. 26 | Feb 25, 2020 | Paragraph | 6. Calls upon States to promote and protect the right of women and girls to equal access to education through enhanced emphasis on free and quality primary and secondary education, including catch-up and literacy education for those who have not received formal education or have left school early, including because of marriage and/or childbearing, which empowers young women and girls to make informed decisions about their lives, employment, economic opportunities and health, including through scientifically accurate, age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to contribute to ending child, early and forced marriage; |
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Consequences of child, early and forced marriage (2019), para. 35 | Feb 25, 2020 | Paragraph | 7. Further calls upon States to promote and protect the right of women and girls to equal access to education through enhanced emphasis on free and quality primary and secondary education, including catch-up and literacy education for those who have not received formal education, have left school early or were forced to leave school because of, inter alia, marriage, pregnancy and/or childbirth, on re-entry policies and on vocational training and skills development, which empower young women and girls subjected to child, early and forced marriage to make informed decisions about their lives, employment, economic opportunities and health, including through scientifically accurate, age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills, and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to contribute to ending child, early and forced marriage; |
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Consequences of child, early and forced marriage (2019), para. 36 | Feb 25, 2020 | Paragraph | 8. Calls upon States to ensure that married and/or pregnant adolescents and young mothers, as well as single mothers, can continue and complete their education, and in this regard design, implement and, where applicable, revise educational policies to allow them to remain in and return to school, providing them with access to health-care and social services and support, including childcare and breastfeeding facilities and crèches, and to education programmes with accessible locations, flexible schedules and distance education, including e-learning, and bearing in mind the important role and responsibilities of fathers, including young fathers, in this regard; |
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Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 06 | Feb 25, 2020 | Paragraph | Noting with concern that, despite the considerable progress on education access and participation over the past years, 262 million children and youth aged 6 to 17 were still out of school in 2017, more than half of children and adolescents are not meeting minimum proficiency standards in reading and mathematics and, while rapid technological changes present opportunities and challenges, the learning environment, the capacities of teachers and the quality of education have not kept pace, and refocused efforts are needed to improve learning outcomes for the full life cycle, especially for women, girls and people in vulnerable situations, 1 |
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Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities (2018), para. 41 | Feb 25, 2020 | Paragraph | 18. Also calls upon States to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education that provides adolescent girls and young women with disabilities, in and out of school, in a manner consistent with their evolving capacities, with appropriate direction and guidance from parents and legal guardians, with information in accessible and alternative communication formats on sexual and reproductive health, gender equality and women’s empowerment, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision- making, communication and risk reduction skills and develop respectful relationships, in full partnership with young people, parents, legal guardians, caregivers, educators and health-care providers; |
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Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2020), para. 077 | Feb 25, 2020 | Paragraph | 41. Also recognizes that factors such as poverty, residing in a rural area or having a disability all too often prevent children and adolescents from accessing quality education, especially at the secondary and tertiary levels; |
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Integrating sport into youth crime prevention and criminal justice strategies (2020), para. 16 | Feb 25, 2020 | Paragraph | Stressing that the rehabilitation and social reintegration of persons deprived of their liberty as a result of criminal conduct are among the essential aims of the criminal justice system and that the Nelson Mandela Rules and other relevant standards and norms, in particular the Beijing Rules and the United Nations Rules for the Protection of Juveniles Deprived of their Liberty, 13 recommend that authorities not only offer programmes related to education, vocational training and work, as well as other forms of assistance that are appropriate and available, including those of a remedial, moral, spiritual, social and health- and sports-based nature, but also pay special attention to young prisoners in this regard, |
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Intensification of efforts to prevent and eliminate all forms of violence against women and girls: domestic violence (2017), para. 56 | Feb 25, 2020 | Paragraph | (f) Committing themselves to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and women’s empowerment, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and develop respectful relationships, in full partnership with young people, parents, legal guardians, caregivers, educators and health -care providers, in order to end domestic violence; |
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Literacy for life: shaping future agendas (2017), para. 06 | Feb 25, 2020 | Paragraph | Deeply concerned that, according to the United Nations Educational, Scientific and Cultural Organization, 758 million adults lack basic literacy skills, that, of the world’s 650 million primary-school-age children, at least 250 million, many of whom are from disadvantaged backgrounds, are not acquiring basic skills in reading and mathematics, that an estimated 124 million children and adolescents worldwide remain out of school, especially in rural areas, and that these challenges are distributed in an uneven manner across countries and populations, |
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Literacy for life: shaping future agendas (2019), para. 06 | Feb 25, 2020 | Paragraph | Deeply concerned that, according to the United Nations Educational, Scientific and Cultural Organization, 750 million adults, two thirds of whom are women, lack basic literacy skills, that more than 617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics and that 262 million children, adolescents and youth worldwide (or 1 in 5) are out of school – a figure that has barely changed over the past five years, 4 |
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Policies and programmes involving youth (2018), para. 25 | Feb 25, 2020 | Paragraph | 9. Emphasizes the role of quality health education and literacy in improving health outcomes over a lifetime, and in this regard encourages its promotion by Member States among young people, including through evidence-based education and information strategies and programmes, both in and out of school, and through public campaigns, and to increase the access of youth to affordable, safe, effective, sustainable and youth-friendly health-care services and social services, safe drinking water and adequate and equitable sanitation and hygiene, without discrimination, by paying special attention to and raising awareness regarding sports a nd physical activity, nutrition, including eating disorders, obesity, mental health and well -being, the prevention, control and effects of communicable and non-communicable diseases, the prevention of adolescent pregnancies, and sexual and reproductive health care, and recognizes the need to develop safe, affordable and youth-friendly counselling and substance abuse prevention programmes; |
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Policies and programmes involving youth (2018), para. 26 | Feb 25, 2020 | Paragraph | 10. Calls upon Member States to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development, and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers; |
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Policies and programmes involving youth (2020), para. 35 | Feb 25, 2020 | Paragraph | 10. Emphasizes the role of quality health education and literacy in improving health outcomes over a lifetime, and in this regard encourages its promotion by Member States among young people, including through evidence-based education and information strategies and programmes, both in and out of school, and through public campaigns, and to increase the access of youth to affordable, safe, effective, sustainable and appropriate youth-friendly health-care services and social services, safe drinking water and adequate and equitable sanitation and hygien e, by paying special attention to and raising awareness regarding sports and physical activity, nutrition, including eating disorders, obesity, mental health and well-being, the prevention, control and effects of communicable and non-communicable diseases, the prevention of adolescent pregnancies, and sexual and reproductive health care, and recognizes the need to develop safe, affordable and youth-friendly counselling and substance abuse prevention programmes; |
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Policies and programmes involving youth (2020), para. 37 | Feb 25, 2020 | Paragraph | 12. Calls upon Member States to accelerate efforts to scale up scientifically accurate age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health, gender equality and the empowerment of women, human rights, physical, psychological and pubertal development, and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers; |
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Policies and programmes involving youth (2020), para. 39 | Feb 25, 2020 | Paragraph | 14. Also emphasizes the right to education, recognizes that investment in universal, quality and inclusive education and training is the most important policy investment that States can make to ensure the immediate and long-term development of youth, and reiterates that access to inclusive, equitable and quality formal and non-formal education, at all levels, including, as appropriate, catch-up and literacy education, including in information and communications technologies for those who did not receive formal education, information and communications technologies and volunteerism are important factors that enable young people to acquire the relevant skills and to build their capacities, including for employability and entrepreneurial development, and to gain decent and productive work, and calls upon Member States to take the actions necessary to ensure that young people, including pregnant adolescents and young mothers, have access to such services and opportunities, which will allow them to be drivers of sustainable development; |
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Political Declaration of the Comprehensive High-level Midterm Review of the Implementation of the Istanbul Programme of Action for the Least Developed Countries for the Decade 2011–2020 (2016), para. 036 | Feb 25, 2020 | Paragraph | 23. We recognize that qualified and skilled human resources can make important contributions to sustainable development in the least developed countries. While much progress has been made towards achieving education for all at the primary and secondary levels, much more remains to be done to ensure that the over 24 million children of primary school age not in school and the over 22 million out-of-school adolescents of lower secondary school age in the least developed countries have access to quality education. Strengthened efforts by the least developed countries and their development partners are also needed to ensure that education is of good quality and that it provides all learners with the skills needed to access employment and decent work. |
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Political Declaration on HIV and AIDS: Intensifying Our Efforts to Eliminate HIV and AIDS (2011), para. 106 | Feb 25, 2020 | Paragraph | 82. Commit to strengthen national social and child protection systems and care and support programmes for children, in particular for the girl child, and adolescents affected by and vulnerable to HIV, as well as their families and caregivers, including through the provision of equal opportunities to support the development to their full potential of orphans and other children affected by and living with HIV, especially through equal access to education, the creation of safe and non-discriminatory learning environments, supportive legal systems and protections, including civil registration systems, and the provision of comprehensive information and support to children and their families and caregivers, especially age-appropriate HIV information, to assist children living with HIV as they transition through adolescence, consistent with their evolving capacities; |
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Political Declaration on HIV and AIDS: On the Fast Track to Accelerating the Fight against HIV and to Ending the AIDS Epidemic by 2030 (2016), para. 108 | Feb 25, 2020 | Paragraph | 61 (m). Commit to reducing the risk of HIV infection among adolescent girls and young women by providing them with quality information and education, mentoring, social protection and social services, which evidence shows reduce their risk of HIV infection, by ensuring girls’ access and transition to secondary and tertiary education and addressing barriers to retention, and by providing women with psychosocial support and vocational training to facilitate their transition from education to decent work; |
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Political Declaration on HIV and AIDS: On the Fast Track to Accelerating the Fight against HIV and to Ending the AIDS Epidemic by 2030 (2016), para. 115 | Feb 25, 2020 | Paragraph | 62 (c). Commit to accelerating efforts to scale up scientifically accurate, age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, with information on sexual and reproductive health and HIV prevention, gender equality and women’s empowerment, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self -esteem and informed decision-making, communication and risk reduction skills and develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to enable them to protect themselves from HIV infection; |
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Political Declaration on HIV and AIDS: On the Fast Track to Accelerating the Fight against HIV and to Ending the AIDS Epidemic by 2030 (2016), para. 121 | Feb 25, 2020 | Paragraph | 62 (i). Encourage Member States to strengthen national social and child protection systems to ensure that, by 2020, 75 per cent of people living with, at risk of and affected by HIV who are in need benefit from HIV-sensitive social protection, including cash transfers and equal access to housing, and support programmes for children, in particular for orphans and street children, girls and adolescents living with, at risk of and affected by HIV, as well as their families and caregivers, including through the provision of equal opportunities to support the development of children to their full potential, especially through equal access to early child development services, trauma and psychosocial support and education, as they transition through adolescence, and the creation of safe and non-discriminatory learning environments, supportive legal systems and protections, includ ing civil registration systems; |
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Protecting children from bullying (2019), para. 21 | Feb 25, 2020 | Paragraph | Recognizing that early childhood is a critical stage for cognitive, emotional and behavioural development and that the parent-child relationship is a significant factor in predicting bullying behaviour in adolescents, as well as the existing evidence of a link between domestic violence and bullying in schools, |
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Rights of the child (2003), para. 041 | Feb 25, 2020 | Paragraph | 12. Urges States to give particular emphasis to the prevention of HIV infection in young children and strengthen efforts to prevent adolescents and women from becoming HIV-infected, inter alia, by including HIV/AIDS prevention in educational curricula and educational programmes consistent with the epidemiology of the diseases in each State, and by supporting wide-scale voluntary HIV testing and counselling programmes for pregnant women, together with services for HIV- infected pregnant women to reduce the risk of transmitting the virus from infected pregnant women to their children; |
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Rights of the child (2004), para. 055 | Feb 25, 2020 | Paragraph | (c) To design and implement programmes to provide social services and support to pregnant adolescents and adolescent mothers, in particular to enable them to continue and complete their education; |
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Rights of the child (2004), para. 056 | Feb 25, 2020 | Paragraph | (d) To promote an educational setting that eliminates all barriers that impede the schooling of pregnant adolescents and adolescent mothers; |
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Rights of the child (2005), para. 041 | Feb 25, 2020 | Paragraph | (b) To design and implement programmes to provide social services and support to pregnant adolescents and adolescent mothers, in particular by enabling them to continue and complete their education; |
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Rights of the child (2006), para. 029 | Feb 25, 2020 | Paragraph | (d) Designing and implementing programmes to provide social services and support to pregnant adolescents and adolescent mothers, in particular by enabling them to continue and complete their education; |
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Rights of the child (2006), para. 081 | Feb 25, 2020 | Paragraph | (a) To ensure universal access to comprehensive information related to HIV/AIDS prevention by 2010 through education, life skills training for adolescents and the use of child-targeted media and to ensure that this information is relevant, gender- and age-appropriate and timely, engaging the meaningful participation of children and their parents or caregivers in its development and recognizing children as agents of change, to enable them to protect themselves from HIV infection; |
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