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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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Addis Ababa Action Agenda of the Third International Conference on Financing for Development (Addis Ababa Action Agenda) (2015), para. 086 | Feb 25, 2020 | Paragraph | 78. 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. |
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Assistance in mine action (2015), para. 32 | Feb 25, 2020 | Paragraph | 8. Encourages States, as appropriate, and relevant organizations involved in mine action to continue efforts to ensure that mine action programmes take into account risk education, the specific needs and requirements of victims and persons with disabilities and are gender- and age-sensitive, so that women, girls, boys and men can benefit equally from them, and also take into account the specific needs of refugees and internally displaced persons, and encourages the participation of all stakeholders, as well as the further participation of women, in the programming of mine action; |
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Assistance to Palestine refugees and support for the United Nations Relief and Works Agency for Palestine Refugees in the Near East (2003), para. 21 | Feb 25, 2020 | Paragraph | 7. Appeals to all States, specialized agencies and other international bodies to extend assistance for higher education to Palestine refugee students and to contribute towards the establishment of vocational training centres for Palestine refugees, and requests the Agency to act as the recipient and trustee for the special allocations for grants and scholarships; |
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Assistance to survivors of the 1994 genocide in Rwanda, particularly orphans, widows and victims of sexual violence (2008), para. 11 | Feb 25, 2020 | Paragraph | 1. Requests the Secretary-General to continue to encourage the relevant agencies, funds and programmes of the United Nations system to implement resolution 59/137 expeditiously, inter alia, by providing assistance in the areas of education for orphans, medical care and treatment for victims of sexual violence, including HIV-positive victims, trauma and psychological counselling, and skills training and microcredit programmes aimed at promoting self-sufficiency and alleviating poverty; |
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Assistance to survivors of the 1994 genocide in Rwanda, particularly orphans, widows and victims of sexual violence (2010), para. 12 | Feb 25, 2020 | Paragraph | 1. Requests the Secretary-General to continue to encourage the relevant agencies, funds and programmes of the United Nations system to implement resolution 59/137 expeditiously, inter alia, by providing assistance in the areas of education for orphans, medical care and treatment for victims of sexual violence, including HIV-positive victims, trauma and psychological counselling, and skills training and microcredit programmes aimed at promoting self-sufficiency and alleviating poverty; |
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Assistance to survivors of the 1994 genocide in Rwanda, particularly orphans, widows and victims of sexual violence (2014), para. 13 | Feb 25, 2020 | Paragraph | 2. Requests the Secretary-General to continue to encourage the relevant agencies, funds and programmes of the United Nations system to implement resolution 59/137 expeditiously, inter alia, by providing assistance in the areas of education for orphans, medical care and treatment for victims of sexual violence, including HIV-positive victims, trauma and psychological counselling, and skills training and microcredit programmes aimed at promoting self-sufficiency and alleviating poverty; |
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Building a peaceful and better world through sport and the Olympic ideal (1997), para. 07 | Feb 25, 2020 | Paragraph | Noting with satisfaction the increasing number of joint endeavours of the International Olympic Committee and the United Nations system, for example in the fields of development, humanitarian assistance, protection of the environment, health promotion and education, in which the United Nations Development Programme, the Office of the United Nations High Commissioner for Refugees, the United Nations Environment Programme, the World Health Organization and the United Nations Educational, Scientific and Cultural Organization have participated, |
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Cooperation between the United Nations and theOrganization for Security and Cooperation in Europe (2003), para. 12 | Feb 25, 2020 | Paragraph | 5. Praises the close cooperation between the institutions of the Organization for Security and Cooperation in Europe, in particular the High Commissioner on National Minorities, the Office for Democratic Institutions and Human Rights, the Representative on Freedom of the Media and the relevant United Nations bodies, welcomes in this regard the active participation of high-level representatives of the Office of the United Nations High Commissioner for Refugees, the United Nations Educational, Scientific and Cultural Organization, the United Nations Development Programme and the Office on Drugs and Crime 4 of the Secretariat in its annual Human Dimension Implementation Meeting, which paved the way for the documents adopted at the Tenth Ministerial Council in that field, and also welcomes the contribution of the United Nations Educational, Scientific and Cultural Organization, the Economic Commission for Europe and the United Nations Environment Programme to the 2002 Economic Forum of the Organization for Security and Cooperation in Europe; |
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Draft outcome document of the high-level plenary meeting of the General Assembly on addressing large movements of refugees and migrants (2016), para. 092 | Feb 25, 2020 | Paragraph | 81. We are determined to provide quality primary and secondary education in safe learning environments for all refugee children, and to do so within a few months of the initial displacement. We commit to providing host countries with support in this regard. Access to quality education, including for host communities, gives fundamental protection to children and youth in displacement contexts, particularly in situations of conflict and crisis. |
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Draft outcome document of the high-level plenary meeting of the General Assembly on addressing large movements of refugees and migrants (2016), para. 093 | Feb 25, 2020 | Paragraph | 82. We will support early childhood education for refugee children. We will also promote tertiary education, skills training and vocational education. In conflict and crisis situations, higher education serves as a powerful driver for change, shelters and protects a critical group of young men and women by maintaining their hopes for the future, fosters inclusion and non-discrimination and acts as a catalyst for the recovery and rebuilding of post-conflict countries. |
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Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2018), para. 07 | Feb 25, 2020 | Paragraph | Acknowledging the importance for achieving sustainable development of delivering quality education to all girls and boys, which 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, and recognizing the importance of scaling 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, and by 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 the least developed countries and small island developing States, |
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Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 09 | Feb 25, 2020 | Paragraph | Acknowledging the importance for achieving sustainable development of delivering quality education to all girls and boys, which will require reaching children living in extreme poverty and rural areas, children with disabilities, migrant and refugee children and those in conflict and post-conflict situations, indigenous people and children in vulnerable situations and providing safe, non-violent, inclusive and effective learning environments for all, and recognizing the importance of scaling up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education leading to relevant and effective learning outcomes, including by scaling up and strengthening initiatives, such as the Global Partnership for Education, and by 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 the least developed countries, landlocked developing countries, small island developing States and middle-income countries, |
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Education for sustainable development in the framework of the 2030 Agenda for Sustainable Development (2020), para. 24 | Feb 25, 2020 | Paragraph | 3. Calls upon the international community to provide inclusive and equitable quality education at all levels – early childhood, primary, secondary, tertiary and distance education, including technical and vocational training – so that all people, irrespective of sex, age, race or ethnicity, and persons with disabilities, migrants, indigenous people, children and youth, especially those in vulnerable situations, may have access to lifelong learning opportunities that help them to acquire the knowledge and skills needed to exploit opportunities to participate fully in society and contribute to sustainable development; |
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Follow-up to the International Year of Human Rights Learning (2010), para. 14 | Feb 25, 2020 | Paragraph | 5. Encourages civil society organizations worldwide, in particular those working at the community level, to integrate human rights learning into dialogue and consciousness-raising programmes with groups working on education, development, poverty eradication, participation, children, indigenous peoples, gender equality, persons with disabilities, elder persons and migrants, as well as on other relevant political, civil, economic, social and cultural issues of concern; |
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Follow-up to the International Year of Human Rights Learning (2014), para. 15 | Feb 25, 2020 | Paragraph | 5. Encourages civil society organizations worldwide, in particular those working at the community level, to integrate human rights learning into dialogue and consciousness-raising programmes with groups working on education, development, poverty eradication, participation, children, indigenous peoples, gender equality, persons with disabilities, elder persons and migrants, as well as on other relevant political, civil, economic, social and cultural issues of concern; |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 119 | Feb 25, 2020 | Paragraph | (i) Facilitate access to procedures for family reunification for migrants at all skills levels through appropriate measures that promote the realization of the right to family life and the best interests of the child, including by reviewing and revising applicable requirements, such as on income, language proficiency, length of stay, work authorization, and access to social security and services; |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 226 | Feb 25, 2020 | Paragraph | (f) Provide inclusive and equitable quality education to migrant children and youth, as well as facilitate access to lifelong learning opportunities, including by strengthening the capacities of education systems and by facilitating non-discriminatory access to early childhood development, formal schooling, non-formal education programmes for children for whom the formal system is inaccessible, on -the-job and vocational training, technical education and language training, as well as by fostering partnerships with all stakeholders that can support this endeavour. |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 236 | Feb 25, 2020 | Paragraph | (g) Capitalize on the skills, cultural and language proficiency of migrants and receiving communities by developing and promoting peer-to-peer training exchanges, gender-responsive, vocational and civic integration courses and workshops; |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 238 | Feb 25, 2020 | Paragraph | (i) Promote school environments that are welcoming and safe, and support the aspirations of migrant children by enhancing relationships within the school community, incorporating evidence-based information about migration into education curricula, and dedicating targeted resources to schools with a high concentration of migrant children for integration activities in order to promote respect for diversity and inclusion, and to prevent all forms of discrimination, including racism, xenophobia and intolerance. |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 257 | Feb 25, 2020 | Paragraph | (e) Build global skills partnerships among countries that strengthen training capacities of national authorities and relevant stakeholders, including the private sector and trade unions, and foster skills development of workers in countries of origin and migrants in countries of destination with a view to preparing trainees for employability in the labour markets of all participating countries; |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 258 | Feb 25, 2020 | Paragraph | (f) Promote inter-institutional networks and collaborative programmes for partnerships between the private sector and educational institutions in countries of origin and destination to enable mutually beneficial skills development opportunities for migrants, communities and participating partners, including by building on the best practices of the Business Mechanism developed in the context of the Global Forum on Migration and Development; |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 276 | Feb 25, 2020 | Paragraph | (j) Build partnerships between local authorities, local communities, the private sector, diasporas, hometown associations and migrant organizations to promote knowledge and skills transfer between their countries of origin and their countries of destination, including by mapping the diasporas and their skills, as a means to maintain the link between diasporas and their country of origin. |
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Global Compact for Safe, Orderly and Regular Migration (2019), para. 285 | Feb 25, 2020 | Paragraph | (f) Provide accessible information on remittance transfer costs by provider and channel, such as comparison websites, in order to increase the transparency and competition on the remittance transfer market, and promote financial literacy and inclusion of migrants and their families through education and training; |
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Human resources development (2010), para. 21 | Feb 25, 2020 | Paragraph | 10. Encourages efforts by Member States and the international community to promote a balanced, coherent and comprehensive approach to international migration and development, in particular by building partnerships and ensuring coordinated action to develop capacities, including for the management of migration, and in this regard reiterates the need to consider how the migration of highly skilled persons and those with advanced education affects the development efforts of developing countries; |
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Human rights and mass exoduses (2004), para. 25 | Feb 25, 2020 | Paragraph | 12. Welcomes the efforts of the United Nations High Commissioner for Human Rights to contribute to the creation of a viable environment for the sustainable return of displaced persons in post-conflict societies, working in cooperation with the States concerned, through initiatives such as the rehabilitation of the justice system, the creation of national institutions capable of defending human rights and broad-based programmes of human rights education and the strengthening of local non-governmental organizations through field presences and programmes of advisory services and technical cooperation; |
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Human rights of internally displaced persons (2012), para. 04 | Feb 25, 2020 | Paragraph | Recalling further General Assembly resolution 64/290 of 9 July 2010 and Human Rights Council resolution 15/4 of 29 September 2010, in which the Assembly and the Council emphasized the right to education of internally displaced persons and in emergency situations, such as armed conflicts or natural disasters, |
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Human rights of internally displaced persons (2012), para. 31 | Feb 25, 2020 | Paragraph | 16. Expresses particular concern that many internally displaced children lack access to education in the immediate aftermath of their displacement and also years afterwards owing to attacks against schools, damaged or destroyed school buildings, insecurity, loss of documentation, language barriers and discrimination; |
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Human rights of internally displaced persons (2012), para. 32 | Feb 25, 2020 | Paragraph | 17. Recommends that States ensure through all necessary measures that internally displaced children, including those in conflict and post-conflict phases, have access to education on a par with the rest of the population and without discrimination of any kind; |
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Human rights of migrants (2012), para. 15 | Feb 25, 2020 | Paragraph | Mindful that migrant access to education may help to mitigate the risk of widening inequalities in education, |
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Human rights of migrants (2012), para. 18 | Feb 25, 2020 | Paragraph | 3. Calls upon States to recognize and respect the right of everyone to education, as enshrined in the Universal Declaration of Human Rights, and encourages them to take steps that promote the prevention and elimination of discriminatory policies that deny migrant children and children of migrants access to education; |
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