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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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Permanent memorial to and remembrance of the victims of slavery and the transatlantic slave trade (2013), para. 17 | Feb 25, 2020 | Paragraph | 9. Notes with appreciation the commitment of the United Nations Educational, Scientific and Cultural Organization to the permanent memorial initiative, and in this regard requests increased collaboration with the Permanent Memorial Committee towards the successful conclusion of the international design competition for the permanent memorial; |
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Global efforts for the total elimination of racism, racial discrimination, xenophobia and related intolerance and the comprehensive implementation of and follow-up to the Durban Declaration and Programme of Action (2010), para. 67 | Feb 25, 2020 | Paragraph | 51. Invites Member States to demonstrate greater commitment to fighting racism in sport by conducting educational and awareness-raising activities and by strongly condemning the perpetrators of racist incidents, in cooperation with national and international sports organizations; |
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United action with renewed determination towards the total elimination of nuclear weapons (2016), para. 42 | Feb 25, 2020 | Paragraph | 21. Encourages all States to implement the recommendations contained in the report of the Secretary-General on the United Nations study on disarmament and non-proliferation education, 8 in support of achieving a world free of nuclear weapons; |
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Combating intolerance, negative stereotyping, stigmatization, discrimination, incitement to violence and violence against persons, based on religion or belief (2015), para. 23 | Feb 25, 2020 | Paragraph | Underlining also the importance of raising awareness about different cultures and religions or beliefs and of education in the promotion of tolerance, which involves the acceptance by the public of and its respect for religious and cultural diversity, including with regard to religious expression, and underlining further the fact that education, in particular at school, should contribute in a meaningful way to promoting tolerance and the elimination of discrimination based on religion or belief, |
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The right to education: follow-up to Human Rights Council resolution 8/4 (2019), para. 26 | Feb 25, 2020 | Paragraph | 5. Urges States to put in place a regulatory framework to ensure the regulation of all education providers, including those operating independently or in partnership with States, guided by international human rights law and principles, that establishes, at the appropriate level, inter alia, minimum norms and standards for the creation and operation of educational services, addresses any negative impact of the commercialization of education and strengthens access to appropriate remedies and reparation for victims of violations of the right to education; |
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United Nations Literacy Decade: education for all (2002), para. 04 | Feb 25, 2020 | Paragraph | Reaffirming its resolution 49/184 of 23 December 1994, by which it proclaimed the ten-year period beginning on 1 January 1995 the United Nations Decade for Human Rights Education and appealed to all Governments to intensify their efforts to eradicate illiteracy and to direct education towards the full development of the human personality and to the strengthening of respect for all human rights and fundamental freedoms, |
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Education for all (1998), para. 12 | Feb 25, 2020 | Paragraph | Recognizing that, despite the significant progress in basic education, especially the increase in primary school enrolment coupled with a growing emphasis on the quality of education, major problems, both emerging and continuing, still persist which require even more forceful and concerted action at the national and international levels so as to achieve the goal of education for all, |
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United Nations Decade of Education for Sustainable Development (2005–2014) (2011), para. 05 | Feb 25, 2020 | Paragraph | Recognizing also the role of education for sustainable development in promoting the eradication of poverty and more sustainable patterns of consumption and production, particularly in the context of the nineteenth session of the Commission on Sustainable Development, to be held in New York in May 2011, |
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United Nations Literacy Decade: education for all (2005), para. 13 | Feb 25, 2020 | Paragraph | 4. Urges all Governments to take the lead in coordinating the activities of the Decade at the national level, bringing all relevant national actors together in a sustained dialogue and collaborative action on policy formulation, implementation and evaluation of literacy efforts; |
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Cooperation between the United Nations and the Community of Portuguese-speaking Countries (2011), para. 06 | Feb 25, 2020 | Paragraph | Welcoming the celebration by the United Nations Educational, Scientific and Cultural Organization, for the fifth consecutive year, of Portuguese Language Day, on 12 May 2010, |
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International cooperation against the world drug problem (2000), para. 105 | Feb 25, 2020 | Paragraph | (c) National action. Developing and implementing specific demand reduction activities at the primary, secondary and tertiary levels of prevention that meet the needs of various target groups and that are integrated into the health, education and other related sectors; |
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United Nations Literacy Decade: education for all (2009), para. 28 | Feb 25, 2020 | Paragraph | 16. Decides to include in the provisional agenda of its sixty-fifth session, under the item entitled “Social development”, the sub-item entitled “United Nations Literacy Decade: education for all”. |
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Education for democracy (2013), para. 16 | Feb 25, 2020 | Paragraph | 5. Invites United Nations agencies, funds and programmes, including the United Nations Democracy Fund, the United Nations Development Programme, the United Nations Children’s Fund, the Office of the United Nations High Commissioner for Human Rights and the United Nations Educational, Scientific and Cultural Organization, to provide appropriate expertise and resources for the development of relevant educational programmes and materials for democracy; |
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United Nations Literacy Decade: education for all (2002), para. 17 | Feb 25, 2020 | Paragraph | 5. Also appeals to all Governments to reinforce political will and develop more inclusive policy-making environments and devise innovative strategies for reaching the poorest and most marginalized groups and for seeking alternative formal and non-formal approaches to learning with a view to achieving the goals of the Decade; |
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World Creativity and Innovation Day (2017), para. 12 | Feb 25, 2020 | Paragraph | Taking note also of the declaration adopted in Florence, Italy, on 4 October 2014, at the third United Nations Educational, Scientific and Cultural Organization World Forum on Culture and Cultural Industries, and the call therein to take action in global partnership to promote creative environments, processes and products, |
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Economic and other activities which affect the interests of the peoples of the Non-Self-Governing Territories (2011), para. 05 | Feb 25, 2020 | Paragraph | Reaffirming the solemn obligation of the administering Powers under the Charter of the United Nations to promote the political, economic, social and educational advancement of the inhabitants of the Territories under their administration and to protect the human and natural resources of those Territories against abuses, |
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Literacy for life: shaping future agendas (2014), para. 17 | Feb 25, 2020 | Paragraph | 6. Requests the United Nations Educational, Scientific and Cultural Organization to reinforce its coordinating and catalysing role in the fight against illiteracy, and encourages its Director-General to continue the process of elaborating a literacy vision and agenda for the period subsequent to the United Nations Literacy Decade, in consultation with Member States and development partners, in order to ensure a successful global multi-stakeholder partnership; |
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Freedom of religion or belief (2017), para. 10 | Feb 25, 2020 | Paragraph | Underlining the importance of education in the promotion of tolerance, which involves the acceptance by the public of and its respect for diversity, including with regard to religious expression, and underlining also the fact that education, in particular at school, should contribute in a meaningful way to promoting tolerance and the elimination of discrimination based on religion or belief, |
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University for Peace (2001), para. 18 | Feb 25, 2020 | Paragraph | Considering the importance of promoting education for peace that fosters respect for the values inherent in peace and universal coexistence among persons, including respect for the life, dignity and integrity of human beings, as well as friendship and solidarity among peoples irrespective of their nationality, race, sex, religion or culture, |
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Culture and sustainable development (2018), para. 48 | Feb 25, 2020 | Paragraph | 15. Invites the organizations of the United Nations system, in particular the United Nations Educational, Scientific and Cultural Organization, to continue to provide support, to facilitate financing and to assist Member States, upon their request, in developing their national capacities to optimize the contribution of culture to sustainable development, including through information-sharing, the exchange of best practices, data collection, research and study and the use of appropriate evaluation indicators, as well as to implement applicable international cultural conventions, taking into account the relevant resolutions of the General Assembly; |
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Keeping the promise: united to achieve the Millennium Development Goals (2010), para. 091 | Feb 25, 2020 | Paragraph | 67. We recognize that sport, as a tool for education, development and peace, can promote cooperation, solidarity, tolerance, understanding, social inclusion and health at the local, national and international levels. |
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Human resources development (2020), para. 53 | Feb 25, 2020 | Paragraph | 31. Stresses the important contributions of the public and private sectors, respectively, in meeting national training and education needs to support the efficient functioning of enterprises and matching the needs of a rapidly changing economy, and encourages the integration of those contributions, including through the greater use of public-private partnerships and incentives; |
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United Nations Decade for Human Rights Education, 1995–2004 (2004), para. 28 | Feb 25, 2020 | Paragraph | 16. Requests the High Commissioner to bring the present resolution to the attention of all members of the international community and of intergovernmental and non-governmental organizations concerned with human rights education and public information; |
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Local government and human rights (2018), para. 11 | Feb 25, 2020 | Paragraph | Underlining that the promotion of a human rights culture within public services, and public servants’ knowledge, training and awareness, play a vital role in promoting respect for and the realization of human rights in society, and stressing the importance in this regard of human rights education and training for public servants at the local government level, |
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Sport as a means to promote education, health, development and peace (2006), para. 13 | Feb 25, 2020 | Paragraph | Recognizing the need to maintain the momentum generated by the commemoration of the International Year for Sport and Physical Education, as a means to promote education, health, development and peace, through, inter alia, increased voluntary contributions and well-targeted communications-based activities, |
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United Nations Literacy Decade: education for all (2005), para. 12 | Feb 25, 2020 | Paragraph | 3. Appeals to all Governments to develop reliable literacy data and information and to further reinforce political will, mobilize adequate national resources, develop more inclusive policy-making environments and devise innovative strategies for reaching the poorest and most marginalized groups and for seeking alternative formal and non-formal approaches to learning with a view to achieving the goals of the Decade; |
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United Nations Decade for Human Rights Education, 1995–2004, and public information activities in the field of human rights (2001), para. 14 | Feb 25, 2020 | Paragraph | Aware of the potential supportive role of the private sector in implementing at all levels of society the Plan of Action for the United Nations Decade for Human Rights Education, 1995–2004, 9 and the World Public Information Campaign, through creative initiatives and financial support for governmental and non- governmental activities, |
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World Programme for Human Rights Education: adoption of the plan of action for the second phase (2010), para. 12 | Feb 25, 2020 | Paragraph | 7. Requests the Office of the High Commissioner and the United Nations Educational, Scientific and Cultural Organization to disseminate the plan of action widely among States and intergovernmental and non-governmental organizations; |
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Sport as a means to promote education, health, development and peace (2004), para. 04 | Feb 25, 2020 | Paragraph | Acknowledging the major role of the United Nations, its funds and programmes and the United Nations Educational, Scientific and Cultural Organization and other specialized agencies, in promoting human development through sport and physical education, through its country programmes, |
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Human resources development (2002), para. 25 | Feb 25, 2020 | Paragraph | (a) Encouraging the private sector, in collaboration with the United Nations system and non-governmental organizations, to donate voluntarily to designated centres in developing countries literary materials, information and communications technology equipment and training which, together with the enabling policies and institutions both at the national and international levels, will facilitate improved access; |
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