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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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Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities 2017, para. 18 | Aug 19, 2019 | Paragraph | 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; | United Nations General Assembly | Resolution |
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| 2017 | ||
The girl child 2017, para. 9 | Aug 19, 2019 | Paragraph | Calls upon all States to place enhanced emphasis on quality education for the girl child, including catch-up and literacy education for those who did not receive formal education, special initiatives for keeping girls in school through post-primary education, including those who are already married or pregnant, to promote access to skills and entrepreneurship training for young women and to tackle gender stereotypes, in order to ensure that young women entering the labour market have opportunities to obtain full and productive employment and decent work, and equal pay for equal work or work of equal value; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 14 | Aug 19, 2019 | Paragraph | Urges Member States to address the high rates of youth unemployment, underemployment, vulnerable employment, informal employment and young people not in employment, education or training by developing and implementing targeted and integrated local and national youth employment policies for inclusive, sustainable and innovative job creation, improved employability, skills development and vocational training to facilitate the transition from school to work and to increase the prospects for integrating youth in the sustainable labour market, and through increased entrepreneurship, including the development of networks of young entrepreneurs at the local, national, regional and global levels that foster knowledge among young people about their rights and responsibilities in society, and encourages Member States to invest in education, support lifelong learning and provide social protection for all youth and to request donors, specialized United Nations entities and the private sector to continue to provide assistance to Member States, including technical and funding support, as appropriate; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 17 | Aug 19, 2019 | Paragraph | Encourages Member States to take measures that minimize the negative effects of globalization and maximize its benefits, and emphasizes the importance of a fair globalization in offering relevant education and training for young people in order that they may reach their full personal development and that enable their access to decent jobs and better employment opportunities in order to meet the needs of changing labour markets and enable young migrants to enjoy their human rights; | United Nations General Assembly | Resolution |
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| 2017 | ||
The girl child 2017, para. 40 | Aug 19, 2019 | Paragraph | Urges States and the international community 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 fulfil their social, economic and other potential and overcome their challenges, 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; | United Nations General Assembly | Resolution |
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| 2017 | ||
The girl child 2017, para. 11 | Aug 19, 2019 | Paragraph | Calls upon States, with the support, where appropriate, of international organizations, civil society and non-governmental organizations, to develop policies and programmes, giving priority to formal, informal and non-formal education programmes, including scientifically accurate and 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, and with appropriate direction and guidance from parents and legal guardians, 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 to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to, inter alia, enable them to protect themselves from HIV infection and other risks; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 12 | Aug 19, 2019 | Paragraph | 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 have access to such services and opportunities, which will allow them to be drivers of development; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 9 | Aug 19, 2019 | Paragraph | 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 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; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 13 | Aug 19, 2019 | Paragraph | Calls upon Member States to accelerate their efforts to close the digital divide among youth by ensuring that information and communications technologies are fully and appropriately integrated into education and training at all levels, including in the development of curricula, teacher training and institutional administration and management, and in support of the concept of lifelong learning; | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 11 | Aug 19, 2019 | 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 2020, that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, | United Nations General Assembly | Resolution |
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| 2017 | ||
Policies and programmes involving youth 2017, para. 10 | Aug 19, 2019 | Paragraph | 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; | United Nations General Assembly | Resolution |
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| 2017 | ||
The girl child 2017, para. 20 | Aug 19, 2019 | Paragraph | Emphasizing that increased and equal access to quality education for young people, especially adolescent girls, including in the areas of sexual and reproductive health, as well as health care, hygiene and sanitation, dramatically lowers their vulnerability to preventable diseases and infections, in particular HIV and other sexually transmitted infections, | United Nations General Assembly | Resolution |
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| 2017 | ||
United Nations University (2007), para. 08 | Feb 25, 2020 | Paragraph | 5. Notes with particular appreciation the University’s support of scholars and academic institutions in developing countries and the countries with economies in transition, including in particular young scholars, through its research and capacity and network development activities, highly appreciates the efforts of the University and its research and training centres and programmes in expanding their cooperative networks of institutions, academic associations and individual scholars worldwide and in developing innovative interdisciplinary programmes that produce concrete outcomes, and encourages the University to further expand those efforts; |
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International cooperation against the world drug problem (2004), para. 23 | Feb 25, 2020 | Paragraph | (a) To further implement comprehensive demand reduction policies and programmes, including research, covering all drugs under international control, in order to raise public awareness of the drug problem, paying special attention to prevention and education and providing, especially to young people and others at risk, information on developing life skills, making healthy choices and engaging in drug-free activities; |
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Outcome document of the High-level Meeting of the General Assembly on Youth: Dialogue and Mutual Understanding (2011), para. 24 | Feb 25, 2020 | Paragraph | 19. Invite Member States, following the celebration of the International Year of Youth, to continue to place greater emphasis on, and expand their activities at the national, regional and international levels in promoting, including through human rights education and learning, a culture of dialogue and mutual understanding among and with youth, as agents of development, social inclusion, tolerance and peace; |
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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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Policies and programmes involving youth (2014), para. 16 | Feb 25, 2020 | Paragraph | 6. Emphasizes the role of education and health literacy in improving health outcomes over a lifetime, and in this regard encourages Member States to promote health education and health literacy 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 and sustainable health-care services and social services by paying special attention to, and raising awareness regarding, nutrition, including eating disorders and obesity, the effects of non-communicable and communicable diseases and sexual and reproductive health; |
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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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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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United Nations Literacy Decade: education for all (2011), para. 22 | Feb 25, 2020 | Paragraph | 5. Calls upon Member States, their development partners, the international donor community, the private sector and civil society, in accordance with national law, to further scale up quality literacy efforts and consider the post-2012 strategy for addressing youth and adult literacy challenges, bearing in mind that just over two years remain of the Decade and 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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Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance (2019), para. 54 | Feb 25, 2020 | Paragraph | 40. Underlines that the roots of extremism are multifaceted and must be addressed through adequate measures such as education, awareness-raising and the promotion of dialogue, and in this regard recommends the increase of measures to raise awareness among young people of the dangers of the ideologies and activities of extremist political parties, movements and groups; |
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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. 043 | Feb 25, 2020 | Paragraph | 9. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, quality education for all and health care, eliminate discrimination, increase the participation and integration of social groups, particularly young people, older persons and persons with disabilities, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms in order for all people in all countries to benefit from globalization; |
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Policies and programmes involving youth (2010), para. 18 | Feb 25, 2020 | Paragraph | (c) To ensure the involvement of young people in the renewable and sustainable energy sectors, through access to adequate education and training, the promotion of youth employment and entrepreneurship opportunities and cooperation initiatives in these sectors; |
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Policies and programmes involving youth (2020), para. 47 | Feb 25, 2020 | Paragraph | 22. Recognizes that the international community faces increasing challenges posed by climate change and the loss of biodiversity, which have increased vulnerabilities and inequalities with direct and indirect implications for the well - being of youth and which could make youth, particularly in developing countries and small island developing States, vulnerable to their adverse impacts, including through suffering disproportionately in labour markets in times of crisis created by climate change, calls for the enhanced cooperation of and concerted action by Member States with youth in order to address those challenges, taking into account the p ositive role that the education of youth can play in that respect, and encourages Member States to further promote youth participation in climate action and to consider youth perspectives in decision-making processes on climate change; |
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Implementation of the Third United Nations Decade for the Eradication of Poverty (2018–2027) (2020), para. 43 | Feb 25, 2020 | Paragraph | 14. Also notes with concern that 262 million children and young people between the ages of 6 and 17 were out of school in 2017, in this regard recognizes that substantial and efficiently spent investments are needed to improve the qual ity of and access to education and in order to enable millions of people to acquire skills for decent work, and takes note with appreciation of the report of the International Commission on Financing Global Education Opportunity and the recommendations contained therein, as appropriate; |
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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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Office of the United Nations High Commissioner for Refugees (2016), para. 41 | Feb 25, 2020 | Paragraph | 32. Expresses appreciation for the convening of the World Education Forum 2015 at Incheon, Republic of Korea, from 19 to 22 May 2015, notes with concern that a large proportion of the world’s out-of-school population lives in conflict- affected areas, and takes note of the commitment in the Incheon Declaration 10 to developing more inclusive, responsive and resilient educati on systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees; |
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Policies and programmes involving youth: youth in the global economy – promoting youth participation in social and economic development (2008), para. 048 | Feb 25, 2020 | Paragraph | 3. Many young people, especially in developing countries, remain marginalized from the global economy and lack the capabilities to access the opportunities that globalization offers. Many are restricted by inadequate education, limited skills, unemployment and poverty or are outside the reach of basic information and communication and the goods and services that have become available with globalization. |
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International cooperation to address and counter the world drug problem (2020), para. 059 | Feb 25, 2020 | Paragraph | 22. Urges Member States, as part of their comprehensive drug demand reduction measures at the national level, to strengthen efforts, as appropriate, to prevent drug abuse in educational settings, in both the public and private sectors, including by providing children and youth with information regarding drug abuse and its harmful effects and consequences as well as drug use prevention, counselling and skills, resilience and opportunities to choose healthy lifestyles, and to promote safe and drug-free environments in educational settings; |
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Policies and programmes involving youth (2018), para. 34 | Feb 25, 2020 | Paragraph | 18. Recognizes that the international community faces increasing challenges posed by climate change and the loss of biodiversity, which have increased vulnerabilities and inequalities with direct and indirect implications for the well - being of youth and which could make youth, particularly in developing countries and small island developing States, vulnerable to their adverse impacts, including through suffering disproportionately in labour markets in times of crisis created by climate change, and calls for the enhanced cooperation of and concerted action by Member States with youth in order to address those challenges, taking into account the positive role that the education of youth can play in that respect; |
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