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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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World Summit Outcome (2005), para. 088 | Feb 25, 2020 | Paragraph | 44. We reaffirm our commitment to support developing country efforts to ensure that all children have access to and complete free and compulsory primary education of good quality, to eliminate gender inequality and imbalance and to renew efforts to improve girls’ education. We also commit ourselves to continuing to support the efforts of developing countries in the implementation of the Education for All initiative, including with enhanced resources of all types through the Education for All fast-track initiative in support of country-led national education plans. |
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World Summit Outcome (2005), para. 087 | Feb 25, 2020 | Paragraph | 43. We emphasize the critical role of both formal and informal education in the achievement of poverty eradication and other development goals as envisaged in the Millennium Declaration, 1 in particular basic education and training for eradicating illiteracy, and strive for expanded secondary and higher education as well as vocational education and technical training, especially for girls and women, the creation of human resources and infrastructure capabilities and the empowerment of those living in poverty. In this context, we reaffirm the Dakar Framework for Action adopted at the World Education Forum in 2000 9 and recognize the importance of the United Nations Educational, Scientific and Cultural Organization strategy for the eradication of poverty, especially extreme poverty, in supporting the Education for All programmes as a tool to achieve the millennium development goal of universal primary education by 2015. |
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World Chess Day (2019), para. 15 | Feb 25, 2020 | Paragraph | Acknowledging the important opportunities offered by chess in the implementation of the 2030 Agenda for Sustainable Development 9 and the Sustainable Development Goals, including, inter alia, in strengthening education, realizing gender equality and the empowerment of women and girls and fostering inclusion, tolerance, mutual understanding and respect, |
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Working towards the elimination of crimes against women and girls committed in the name of honour 2004, para. 1b | Aug 19, 2019 | Paragraph | [Welcomes:] The activities and initiatives of States aimed at the elimination of crimes against women committed in the name of honour, including the adoption of amendments to relevant national laws relating to such crimes, the effective implementation of such laws and educational, social and other measures, including national information and awareness-raising campaigns, as well as activities and initiatives of States aimed at the elimination of all other forms of violence against women; | United Nations General Assembly | Resolution |
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| 2004 | ||
Working towards the elimination of crimes against women and girls committed in the name of honour 2000, para. 4b | Aug 19, 2019 | Paragraph | [Calls upon all States:] To intensify efforts to prevent and eliminate crimes against women committed in the name of honour, which take many different forms, by using legislative, educational, social and other measures, including the dissemination of information, and to involve, among others, public opinion leaders, educators, religious leaders, chiefs, traditional leaders and the media in awareness-raising campaigns; | United Nations General Assembly | Resolution |
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| 2000 | ||
Women’s right and the right to food 2013, para. 25 | Aug 19, 2019 | Paragraph | Insofar as conditionalities can improve the educational attainments of girls, they should be welcomed. CCT benefits are usually given to women, as the "caregivers" of households - in Brazil, 94 per cent of the recipients of the Bolsa Familia transfers are women. This is expected to strengthen their negotiating role within the family, although such an outcome is far from automatic. The Right to Food Guidelines recommend that States "give priority to channelling food assistance via women as a means of enhancing their decision-making role and ensuring that the food is used to meet the household's food requirements." (guideline 13.4). Beyond these aspects however, too little attention has been paid to the gender impacts of CCTs, when such programmes are put in place. [...] | Special Rapporteur on the right to food | Special Procedures' report |
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| 2013 | ||
Women’s right and the right to food 2013, para. 18 | Aug 19, 2019 | Paragraph | School-feeding programmes can also make a significant contribution to improving access to education for girls, with impacts ranging from 19 to 38 per cent in increased female school attendance, according to certain cross-country studies. The provision of take-home rations to pupils can be particularly effective in this respect, especially where markets are unreliable or prices of essential food commodities highly volatile, or where the capacity of the schools to provide meals is limited. In Pakistan, the provision of take-home rations to girls attending school for at least 20 days a month made overall enrolment grow by 135 percent from 1998-99 to 2003-04. In Afghanistan, school enrolment has increased significantly since the overthrow of the Taliban in 2001, though - due to cultural norms, lack of sanitation facilities and the security situation - the enrolment of girls in schools as compared to boys remains very low (at 0.35 in 2008). WFP seeks to bridge this gap by distributing a monthly ration of 3.7 litres of vegetable oil to girls, conditional upon a minimum school attendance of 22 days per month. In Malawi, the introduction into the school-feeding programme of take-home rations of 12.5 kg of maize per month for girls and double orphans attending at least 80 per cent of school days led to a 37.7 per cent increase in girls' enrolment. In Lao People's Democratic Republic, where girls' enrolment can be very low, particularly in rural areas and within some ethnic groups, pupils receive a take-home family ration of canned fish, rice and iodized salt as an incentive for parents to send them to school. From 2002 to 2008, enrolment rates in primary schools benefiting from the programme increased from 60 percent to 88 percent for boys and from 53 percent to 84 percent for girls. | Special Rapporteur on the right to food | Special Procedures' report |
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| 2013 | ||
Women’s right and the right to food 2013, para. 17 | Aug 19, 2019 | Paragraph | Another successful example is the female school stipend programme introduced by the Government of Punjab, Pakistan, in 2004, as part of the broader Punjab Education Sector Reform Programme (PESRP), inaugurated in 2003. In targeted districts defined by their low literacy rate, the female school stipend programme provides girls a stipend (an amount slightly higher than the average cost of schooling), conditional on class attendance. An early study of the impacts of this stipend found a modest but statistically significant impact on girls' attendance of schools. | Special Rapporteur on the right to food | Special Procedures' report |
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| 2013 | ||
Women’s right and the right to food 2013, para. 15 | Aug 19, 2019 | Paragraph | Improving access to education for girls requires that the incentives structures for families be changed, and that social and cultural norms that lead parents to interrupt the schooling of girls earlier than that of boys be challenged. Many poor households are unable to send girls to school because of the costs, both direct and indirect (school fees or other costs related to attending school, such as uniforms and books), of doing so; because of opportunity costs (girls who go to school are not available to work within the household); because of the commute involved, when the family lives at a far distance from the nearest school, and associated security concerns. The absence of separate sanitation facilities for girls in schools can also be a major obstacle. | Special Rapporteur on the right to food | Special Procedures' report |
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| 2013 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (ss) | Aug 19, 2019 | Paragraph | Strengthen science and technology education policies and curricula, so that they are relevant to the needs of and benefit women and girls, encourage investment and research in sustainable technology, particularly to strengthen the capacities of developing countries, so as to enable women to leverage science and technology for entrepreneurship and economic empowerment in the changing world of work; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (rr) | Aug 19, 2019 | Paragraph | Support women's access, throughout their life cycle, to skills development and decent work in new and emerging fields, by expanding the scope of education and training opportunities in, inter alia, science, technology, engineering and mathematics, information and communications technology and digital fluency, and enhance women's and, as appropriate, girls' participation as users, content creators, employees, entrepreneurs, innovators and leaders; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (m) | Aug 19, 2019 | Paragraph | Place enhanced emphasis on quality education, including communications and technology education, where available, for girls, 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, equitable compensation and decent work; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (l) | Aug 19, 2019 | Paragraph | Mainstream a gender perspective into education and training programmes, including those relating to science, technology, engineering and mathematics, eliminate female illiteracy and facilitate effective transition from education or unemployment to work, including through skills development to enable women's and girls' active participation in economic, social and cultural development and women's active participation in governance and decision-making at all levels, create conditions that facilitate women's full participation and integration in the formal economy and develop gender-sensitive curricula for educational programmes at all levels, inter alia, to address the root causes of occupational segregation in working life; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (k) | Aug 19, 2019 | Paragraph | Promote and respect women's and girls' right to education throughout the life cycle at all levels, especially for those who have been left furthest behind, by providing universal access to quality education, ensuring inclusive, equal and non-discriminatory quality education, promoting lifelong learning opportunities for all and the completion of primary and secondary education and eliminating gender disparities in access to all areas of secondary and tertiary education, promoting financial and digital literacy, ensuring that women and girls have equal access to career development, training, scholarships and fellowships, and adopting positive action to build women's and girls' leadership skills and influence, and adopt measures that promote, respect and guarantee the safety of women and girls in the school environment and that support women and girls with disabilities at all levels of education and training; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 40 (gg) | Aug 19, 2019 | Paragraph | Take measures to promote the economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and 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 of the United Nations Declaration on the Rights of Indigenous Peoples for indigenous women and girls; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women’s economic empowerment in the changing world of work 2017, para. 24 | Aug 19, 2019 | Paragraph | The Commission reaffirms that the realization of the right to education, as well as access to quality and inclusive education, contributes to the achievement of gender equality and the empowerment of all women and girls. It notes with concern the lack of progress in closing gender gaps in access to, retention in and completion of secondary and tertiary education and emphasizes the importance of lifelong learning opportunities. It recognizes that new technologies, which are changing the structure of labour markets, provide new and different employment opportunities that require women and girls to acquire skills ranging from basic digital fluency to advanced technical skills in science, technology, engineering and mathematics and in information and communications technology. | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2017 | ||
Women's empowerment and the link to sustainable development 2016, para. 23q | Aug 19, 2019 | Paragraph | [The Commission [...] urges Governments, at all levels [...] to take the following actions:] [Strengthening normative, legal and policy frameworks]: Mainstream a gender perspective into education and training programmes, including science and technology, eradicate female illiteracy and support school-to-work transition through skills development to enable women's and girls' active participation in economic, social and cultural development, governance and decision-making, and create conditions that facilitate women's full participation and integration in the formal economy; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2016 | ||
Women's empowerment and the link to sustainable development 2016, para. 23p | Aug 19, 2019 | Paragraph | [The Commission [...] urges Governments, at all levels [...] to take the following actions:] [Strengthening normative, legal and policy frameworks]: Promote and respect women's and girls' right to education throughout their life cycle at all levels, especially for those who are the most left behind, by providing universal access to quality education, ensuring inclusive, equal and non-discriminatory quality education, promoting learning opportunities for all, ensuring completion of primary and secondary education and eliminating gender disparities in access to all areas of secondary and tertiary education, promoting financial literacy, ensuring that women and girls have equal access to career development, training, scholarships and fellowships, and adopting positive action to build women's and girls' leadership skills and influence, and adopt measures that promote, respect and guarantee the safety of women and girls in the school environment and that support women and girls with disabilities at all levels of education and training; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2016 | ||
Women's empowerment and the link to sustainable development 2016, para. 23gg | Aug 19, 2019 | Paragraph | [The Commission [...] urges Governments, at all levels [...] to take the following actions:] [Strengthening women's leadership and women's full and equal participation in decision-making in all areas of sustainable development]: Take measures to ensure women's full, equal and effective participation, including through temporary special measures as appropriate, by setting and working to achieve concrete goals, targets and benchmarks, including by providing education and training, and by removing all barriers that directly and indirectly hinder the participation of women, and girls where applicable, in decision-making roles in all sectors and at all levels, such as lack of access to quality and inclusive education and training, as well as such barriers as violence, poverty, unequal distribution of unpaid care and domestic work, and gender stereotypes; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2016 | ||
Women's empowerment and the link to sustainable development 2016, para. 9 | Aug 19, 2019 | Paragraph | The Commission reaffirms that the realization of the right to education contributes to the promotion of gender equality and the empowerment of women and girls, human rights, sustainable development and poverty eradication. The Commission notes with concern the lack of progress in closing gender gaps in access to, retention in, and completion of secondary education, which is key to the achievement of gender equality and the empowerment of women and girls and the realization of their human rights and fundamental freedoms, as well as enabling other positive social and economic outcomes. All women and girls must therefore enjoy access to lifelong learning opportunities and equal access to quality education at all levels, including early childhood, primary, secondary and tertiary education and technical and vocational training. | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2016 | ||
Women's economic empowerment 2010, para. 9 | Aug 19, 2019 | Paragraph | Reaffirms the Dakar Framework for Action on education for all, and commits to ensure by 2015 access to and complete, free and compulsory primary education of good quality and to achieve gender equality in education by 2015, and decides to strengthen policies aimed at ensuring full and equal access of women and girls to education at all levels through lifelong learning, including adult and long- distance education and training, as well as to eradicate illiteracy in order to promote women's economic empowerment; | Commission on the Status of Women | Resolution |
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| 2010 | ||
Women's economic empowerment 2010, para. 8 | Aug 19, 2019 | Paragraph | Also calls upon States to fulfil their obligation to ensure full and equal access to education for girls and women, recognizing that investing in women's education is the key element in achieving social equality, higher productivity and social returns in terms of health, lower infant mortality and the reduced need for high fertility; | Commission on the Status of Women | Resolution |
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| 2010 | ||
Women, the girl child and human immunodeficiency virus/acquired immunodeficiency syndrome 2001, para. 2m | Aug 19, 2019 | Paragraph | [Actions to be taken by Governments, the United Nations system and civil society, as appropriate]: Strive to ensure that schools at all levels, other education institutions and non-formal systems of education play a leading role in preventing HIV infection, preventing and combating stigmatization and discrimination through the provision of an environment free of all forms of violence that promotes compassion and tolerance, and provide gender-sensitive education, including on responsible sexual behaviour, and practices, life skills and behaviour change; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2001 | ||
Women, the girl child and human immunodeficiency virus/acquired immunodeficiency syndrome 2001, para. 2b | Aug 19, 2019 | Paragraph | [Actions to be taken by Governments, the United Nations system and civil society, as appropriate]: Governments, with the assistance of relevant United Nations agencies, funds and programmes, must adopt a long-term, timely, coherent and integrated AIDS prevention policy, with public information, life skills-based education programmes specifically tailored to the needs of women and girls adapted to their social cultural context and sensitivities and the specific needs in their life cycle; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2001 | ||
Women, the girl child and human immunodeficiency virus/acquired immunodeficiency syndrome 2001, para. 1g | Aug 19, 2019 | Paragraph | [Actions to be taken by Governments, the United Nations system and civil society, as appropriate]: Also reaffirm the human rights of girls and women to equal access to education, skill training and employment opportunities as a means to reduce their vulnerability to sexually transmitted diseases/HIV; | Commission on the Status of Women | CSW Agreed Conclusions / Declaration |
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| 2001 | ||
Women, the girl child and HIV/AIDS 2016, para. 16 | Aug 19, 2019 | Paragraph | Recognizing also that access to quality education and information and the retention of girls in school are critical elements in the prevention of HIV infection among women and girls, | Commission on the Status of Women | Resolution |
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| 2016 | ||
Women, the girl child and HIV/AIDS 2016, para. 11 | Aug 19, 2019 | Paragraph | Calls upon governments 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 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, 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; | Commission on the Status of Women | Resolution |
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| 2016 | ||
Women, the girl child and HIV/AIDS 2016, para. 8 | Aug 19, 2019 | Paragraph | Calls upon Member States to address gender-based HIV-related stigma and discrimination against and among women and girls, so as to ensure the dignity, rights and privacy of women and girls living with and affected by HIV and AIDS, including in education, training and informal education and the workplace; | Commission on the Status of Women | Resolution |
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| 2016 | ||
Women, the girl child and HIV/AIDS 2016, para. 7 | Aug 19, 2019 | Paragraph | Urges Member States to adopt and implement measures that promote access to, retention in and completion of education by girls, 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, or caring for people living with or affected by HIV/AIDS, and adopt social protection measures as protective strategies to reduce new HIV infections among young women and girls; | Commission on the Status of Women | Resolution |
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| 2016 | ||
Women, the girl child and HIV/AIDS 2014, para. 35 | Aug 19, 2019 | Paragraph | Stresses the importance of Governments in ensuring that young men and women have access to information and education, including peer education and youth-specific HIV prevention education, including comprehensive evidence-based education for human sexuality, based on full and accurate information, for all adolescents and youth, in a manner consistent with their evolving capacities, with the appropriate direction and guidance from parents and legal guardians, with the involvement of children, adolescents, youth, communities, educators and health-care providers, that builds informed decision-making, communication and risk reduction skills, develops self-esteem and promotes respectful relationships, as well as services necessary for behaviour change, so as to enable them to develop the life skills required to reduce their vulnerability to HIV infections and reproductive ill health; | Commission on the Status of Women | Resolution |
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| 2014 |