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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 all forms of violence against women: violence against women as a barrier to women’s political and economic empowerment (2014), para. 14 | Feb 25, 2020 | Paragraph | Recognizing that poverty and lack of empowerment of women, as well as their marginalization resulting from their exclusion from social policies and from the benefits of education, health and sustainable development, can place them at increased risk of violence, and that all forms of violence against women and girls, including sexual violence, are impediments to the development of their full potential as equal partners in all aspects of life, as well as obstacles to the achievement of the internationally agreed development goals, including the Millennium Development Goals, |
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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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Literacy for life: shaping future agendas (2017), para. 20 | Feb 25, 2020 | Paragraph | 7. Requests the United Nations Educational, Scientific and Cultural Organization to continue its coordinating and catalysing role through the implementation of the recommendations of the Global Alliance for Literacy and by continuing to provide support to Member States, in collaboration with partners, in enhancing capacities for policy formulation, programme implementation, monitoring and evaluation, as well as sharing information and knowledge on policies, programmes and progress in the achievement of the Sustainable Development Goal targets connected with literacy, especially target 4.6 on youth and adult literacy, and creating synergies of action between the Alliance and other initiatives, including its Global Partnership for Girls’ and Women’s Education and Global Network of Learning Cities; |
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Literacy for life: shaping future agendas (2014), para. 16 | Feb 25, 2020 | Paragraph | 5. Encourages Member States, their development partners and the specialized agencies and other organizations of the United Nations system, as appropriate, to sustain and expand the gains achieved during the Decade through additional technical and financial support and to promote literacy and literate environments through multi-pronged approaches, with a focus on marginalized groups or those in vulnerable situations, in particular girls and women, people living in rural areas and persons with disabilities, including by utilizing innovative information and communications technology solutions, bearing in mind that the target date of 2015 for the achievement of the Education for All goals and the Millennium Development Goals is approaching; |
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Literacy for life: shaping future agendas (2015), para. 10 | Feb 25, 2020 | Paragraph | Affirming that the realization of the right to education, especially for girls, contributes to the promotion of human rights, gender equality and the eradication of poverty, as well as to development, |
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Human rights and indigenous peoples (2017), para. 26 | Feb 25, 2020 | Paragraph | 16. Welcomes the agreed conclusions of the Commission on the Status of Women adopted at its sixty-first session, in which the Commission called for measures to be taken to promote the economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and through meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and to promote their participation in relevant decision-making processes at all levels and in all areas, while respecting and protecting their traditional and ancestral knowledge, and noting the importance for indigenous women and girls of the United Nations Declaration on the Rights of Indigenous Peoples, and encourages States to give serious consideration to the above-mentioned recommendations, as appropriate; |
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Literacy for life: shaping future agendas (2015), para. 20 | Feb 25, 2020 | Paragraph | 6. Requests the United Nations Educational, Scientific and Cultural Organization to continue its coordinating and catalysing role in the fight against illiteracy, including in the context of the agenda for the period following the United Nations Literacy Decade, through developing Member States’ capacities in the areas of policies, programme delivery and literacy assessments, scaling up literacy actions for girls and women, reinforcing innovative models of literacy delivery, including through information and communications technologies, and expanding the knowledge base and monitoring and evaluation, as well as advocating literacy on the global agenda and ensuring synergies between different actions, including through multi-stakeholder partnerships and networks; |
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Protection of and assistance to internally displaced persons (2014), para. 26 | Feb 25, 2020 | Paragraph | 6. Expresses particular concern that many internally displaced children, particularly girls, lack access to education in all phases of displacement owing to attacks against schools, damaged or destroyed school buildings, insecurity, loss of documentation, language barriers and discrimination, and calls upon States, in cooperation with all other relevant actors, including humanitarian and development agencies and donors, to ensure the right to a quality education, including primary and secondary education, for internally displaced children, without discrimination of any kind, as well as to support existing schools to enable them to include internally displaced persons, and calls upon parties to armed conflict to respect the civilian character of schools and other educational institutions and to refrain from undertaking actions that could adversely affect the protection of these buildings against direct attacks; |
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Accelerating efforts to eliminate all forms of violence against women: ensuring due diligence in prevention (2010), para. 22 | Feb 25, 2020 | Paragraph | 9. Urges States to devote the resources necessary to ensure effective and ongoing outreach, awareness-raising, education, training and engagement with relevant stakeholders who have an important role in the prevention and early response to warning signs of violence against women and girls, including government officials, community and religious leaders, and health, education, justice and law enforcement personnel, including prison personnel; |
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Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 07 | Feb 25, 2020 | Paragraph | Reaffirming the commitment made in the 2030 Agenda for Sustainable Development to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality and the empowerment of all women and girls, the promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development, |
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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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Intensification of efforts to end obstetric fistula (2015), para. 11 | Feb 25, 2020 | Paragraph | Deeply concerned about discrimination against women and girls and the violation of their rights, which often result in less access for girls to education and nutrition, their reduced physical and mental health and the enjoyment by girls of fewer of the rights, opportunities and benefits of childhood and adolescence compared with boys, and in their often being subjected to various forms of cultural, social, sexual and economic exploitation and to violence and harmful practices, |
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Human resources development (2010), para. 10 | Feb 25, 2020 | Paragraph | Recognizing that education is the key to promoting the development of human potential, equality and understanding among peoples, as well as to sustaining economic growth and eradicating poverty, and recognizing also that, to achieve those ends, it is essential that quality education be available to all, including indigenous peoples, girls and women, rural inhabitants and persons with disabilities, |
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Keeping the promise: united to achieve the Millennium Development Goals (2010), para. 132 | Feb 25, 2020 | Paragraph | (b) Ensuring access to education and successful schooling of girls by removing barriers and expanding support for girls’ education through measures such as providing free primary education, a safe environment for schooling and financial assistance such as scholarships and cash transfer programmes; promoting supportive policies to end discrimination against women and girls in education; and tracking completion and attendance rates with a view to retaining girls in schools through secondary levels; |
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Rights of the child (2017), para. 094 | Feb 25, 2020 | Paragraph | 57. Notes with concern that child, early and forced marriage disproportionally affects girls, including migrant girls, who have received little or no formal education and is itself a significant obstacle to educational opportun ities for girls and young women, in particular girls who are forced to drop out of school owing to marriage and/or childbirth, recognizing that educational opportunities are directly related to women’s and girls’ empowerment, employment and economic opportunities and to their active participation in economic, social and cultural development, governance and decision-making; |
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The girl child (2018), para. 33 | Feb 25, 2020 | Paragraph | 8. Calls upon States to recognize the right to education on the basis of equal opportunity and non-discrimination by making primary education compulsory and available free to all children, including those living in rural areas, and ensuring that all children have equal access to quality education, as well as making secondary and tertiary education available and accessible to all, in particular through the progressive introduction of free secondary education, bearing in mind that special measures to ensure equal access, including affirmative action, ensuring physical access to education, including by increasing financial incentives to families, improving the safety of girls on the way to and from school, ensuring that all schools are accessible, safe, secure and free from violence and providing hygienic, separate and adequate sanitation facilities, contribute to achieving equal opportunity and combating exclusion and ensuring school attendance, in particular for girls and children from low-income families and children who become heads of households; |
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Intensification of efforts to end obstetric fistula (2019), para. 13 | Feb 25, 2020 | Paragraph | Deeply concerned about discrimination against and marginalization of women and girls, in particular those who are facing multiple and intersecting forms of discrimination, which often result in reduced access to education and nut rition, compromising their physical and mental health and well-being and the enjoyment of their human rights and the opportunities and benefits of childhood and adolescence compared with boys, and often in their being subjected to various forms of cultural , social, sexual and economic exploitation and abuse, violence and harmful practices, which can increase the risk of obstetric fistula, |
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Follow-up to the Fourth United Nations Conference on the Least Developed Countries (2020), para. 48 | Feb 25, 2020 | Paragraph | 36. Recognizes that particular efforts are needed to ensure that all young people, including girls, enjoy access to lifelong learning opportunities and equal access to quality education at all levels, inclusive of early childhood, primary, secondary and tertiary education, as well as technical and vocational training, notes with concern, in this regard, the lack of progress in closing gender gaps in access to, retention in and completion of secondary education, recognizes the need to continue to provide and encourage, as appropriate, institutes of higher education to allocate places and scholarships for students and trainees from the least developed countries, in particular in the fields of science, technology, business management and economics, and to strengthen support for institutions in relation to gender equality and the empowerment of women at the global, regional and national levels, and recognizes that the least developed countries have the most to gain from sustainable development and utilizing the full skills and talents of their people, including women and girls; |
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Literacy for life: shaping future agendas (2017), para. 21 | Feb 25, 2020 | Paragraph | 8. Encourages efforts to provide quality education in safe learning environments for all, especially for boys, girls and youth, in humanitarian emergencies to contribute to a smooth transition from relief to development; |
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Human rights and indigenous peoples (2019), para. 42 | Feb 25, 2020 | Paragraph | 26. Reaffirms the importance of promoting the political, social and economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and through meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and of promoting their participation in relevant decision-making processes at all levels and in all areas while respecting and protecting their traditional and ancestral knowledge, noting the importance of the United Nations Declaration on the Rights of Indigenous Peoples for indigenous women and girls, and encourages States to give serious consideration to the above-mentioned recommendations, as appropriate; |
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Rights of the child (2019), para. 052 | Feb 25, 2020 | Paragraph | 19. Reaffirms the right to education on the basis of equal opportunity and non- discrimination, and calls upon States to make primary education compulsory, inclusive and available free to all children, ensuring that all children have equal access to education of good quality, making secondary education generally available and accessible to all, in particular through the progressive introduction of free education, bearing in mind that special measures to ensure equal access, including affirmative action, contribute to achieving equal opportunity and combating exclusion by eliminating social, economic and gender disparities in education and ensuring school attendance, in particular for girls, children with disabilities, pregnant adolescent girls, children living in poverty, indigenous children, children of African descent, persons belonging to ethnic or religious minorities and children in vulnerable or marginalized situations; |
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Supporting efforts to end obstetric fistula (2011), para. 22 | Feb 25, 2020 | Paragraph | 5. Also calls upon States to ensure the right to education for women and girls, of good quality, 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, as well as vocational education and technical training, in order, inter alia, to achieve gender equality, the empowerment of women and poverty eradication; |
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The girl child (2018), para. 58 | Feb 25, 2020 | Paragraph | 33. Calls upon Governments, civil society, including the media, and non-governmental organizations to promote human rights education and full respect for and the enjoyment of the human rights of the girl child, inter alia, through the translation, production and dissemination of age-appropriate and gender-sensitive information material on those rights to all sectors of society, in particular to children; |
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Rights of the child: the right of the child to the enjoyment of the highest attainable standard of health (2013), para. 049 | Feb 25, 2020 | Paragraph | (b) To increase resources at all levels, particularly in the education and health sectors, so as to enable young people, especially girls, to gain the knowledge, attitudes and life skills that they need to overcome their challenges, particularly through expanded and improved family planning services, including the prevention of HIV infection and early pregnancy, and to enjoy the highest attainable standard of physical and mental health, including sexual and reproductive health; and to provide quality services for the management of complications arising from abortion, and, in circumstances where abortion is not against the law, training and equipping health service providers and other measures to ensure that such abortion is safe and accessible; |
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Sport as an enabler of sustainable development (2018), para. 37 | Feb 25, 2020 | Paragraph | 8. Encourages the relevant stakeholders to emphasize and advance the use of sport as a vehicle to foster sustainable development and, inter alia, strengthen education, including physical education, for children and young persons, including persons with disabilities, promote health, prevent disease, including non-communicable diseases, and drug abuse, realize gender equality and the empowerment of women and girls, foster inclusion and well-being, promote healthy and active ageing, ensure the participation of everyone without discrimination of any kind, promote tolerance, mutual understanding and respect and facilitate social inclusion, conflict prevention and peacebuilding; |
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Rights of the child: protection of the rights of the child in humanitarian situations (2018), para. 25 | Feb 25, 2020 | Paragraph | 9. Strongly condemns the recruitment and use of children in violation of applicable international law, and calls upon States to take all feasible measures to implement effective measures for the rehabilitation and physical and psychological recovery of those who have been so recruited or used and for their reintegration into society, in particular through educational measures, taking into account the rights and specific needs of girls; |
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Rights of the child (2004), para. 053 | Feb 25, 2020 | Paragraph | (a) To recognize the right to education on the basis of equal opportunity by making primary education compulsory and available free to all, without discrimination, by ensuring that all children, including girls, children in need of special protection, children with disabilities, indigenous children, children belonging to minorities and children from different ethnic origins, have access without discrimination to education of good quality, as well as by making secondary education generally available and accessible to all, in particular by the progressive introduction of free education, bearing in mind that special measures to ensure equal access, including affirmative action, contribute to achieving equal opportunity and combating exclusion, and to ensure that the education of the child is carried out and States parties develop and implement programmes for the education of the child in accordance with articles 28 and 29 of the Convention; |
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Intensifying global efforts for the elimination of female genital mutilation (2017), para. 24 | Feb 25, 2020 | Paragraph | 3. Also calls upon States to strengthen advocacy and awareness-raising programmes, to mobilize girls and boys to take an active part in developing preventive and elimination programmes to address harmful practices, especially female genital mutilation, and to engage families, local community and religious leaders, educational institutions, the media and civil society and provide increased financial support to efforts at all levels to end discriminatory social norms and practices; |
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International cooperation on humanitarian assistance in the field of natural disasters, from relief to development (2020), para. 107 | Feb 25, 2020 | Paragraph | 65. Encourages efforts to provide safe and enabling learning environments and access to quality education for all, especially for girls and boys, in humanitarian emergencies caused by natural disasters, including in order to contribute to a smoot h transition from relief to development; |
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The situation in Afghanistan (2010), para. 080 | Feb 25, 2020 | Paragraph | 68. Reiterates the necessity of providing Afghan children, especially Afghan girls, with educational and health facilities in all parts of the country, welcomes the progress achieved in the sector of public education, recalls the National Education Strategic Plan as a promising basis for further achievements, and reiterates further the need to provide vocational training for adolescents; |
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