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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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United Nations Institute for Training and Research (2003), para. 05 | Feb 25, 2020 | Paragraph | Noting with concern that contributions to the General Fund have not increased, while the participation of the developed countries in training programmes in New York and Geneva is increasing, |
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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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Entrepreneurship for sustainable development (2019), para. 48 | Feb 25, 2020 | Paragraph | 20. Encourages all relevant stakeholders to further develop financial literacy and financial education programmes that include an emphasis on the impact of finance on sustainable development, as appropriate, in order to ensure that all learners acquire the knowledge and skills needed to access financial services, in particular women and girls, farmers and those working in micro-, small and medium-sized enterprises; |
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Questions relating to informationInformation in the service of humanity (2017), para. 128 | Feb 25, 2020 | Paragraph | 92. Notes the continued growth of the United Nations Academic Impact, calls upon the Department of Public Information to promote global awareness of the Academic Impact in order to encourage balanced participation among Member States and their continued support for the initiative, within existing resources, and encourages Member States to promote the initiative among their academic institutions, as appropriate, with a view to their joining it, in accordance with General Assembly resolutions 70/93 A and B of 9 December 2015; |
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Pattern of conferences (2013), para. 121 | Feb 25, 2020 | Paragraph | 15. Requests the Secretary-General to make further concerted efforts to promote outreach programmes, such as traineeships and internships, and to introduce innovative methods to increase awareness of the programmes, including through partnerships with Member States, relevant international organizations and language institutions in all regions, in particular to close the wide gap in Africa and Latin America, and to report to the General Assembly thereon at its sixty-eighth session; |
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Draft outcome document of the High-level Plenary Meeting of the General Assembly of September 2005 (2005), para. 089 | 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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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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Offers by Member States of study and training facilities for inhabitants of Non-Self-Governing Territories (2005), para. 07 | Feb 25, 2020 | Paragraph | 2. Expresses its appreciation to those Member States that have made scholarships available to the inhabitants of Non-Self-Governing Territories; |
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United Nations Decade for Human Rights Education, 1995-2004, and public information activities in the field of human rights (2000), para. 31 | Feb 25, 2020 | Paragraph | 15. Encourages the human rights treaty bodies, when examining reports of States parties, to place emphasis on obligations of States parties in the area of human rights education and information and to reflect this emphasis in their concluding observations; |
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Outcome document of the high-level meeting of the General Assembly on the realization of the Millennium Development Goals and other internationally agreed development goals for persons with disabilities: the way forward, a disability- inclusive development agenda towards 2015 and beyond (2014), para. 19 | Feb 25, 2020 | Paragraph | (j) Strengthen and support, in coordination with academic institutions and other relevant stakeholders, research to promote knowledge and understanding of disability and development, and adequately and efficiently allocate resources in this regard; |
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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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Protecting children from bullying (2019), para. 21 | Feb 25, 2020 | Paragraph | Recognizing that early childhood is a critical stage for cognitive, emotional and behavioural development and that the parent-child relationship is a significant factor in predicting bullying behaviour in adolescents, as well as the existing evidence of a link between domestic violence and bullying in schools, |
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Assistance for humanitarian relief, rehabilitation and development for East Timor (2002), para. 23 | Feb 25, 2020 | Paragraph | 12. Welcomes the ongoing reopening of schools, the supply and distribution of educational materials, and teacher training, while emphasizing the need for capacity-building, particularly in the area of secondary and higher education, and for continued attention to the rehabilitation needs, including psychosocial support, of children affected by the violence; |
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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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Rights of the child (2014), para. 059 | Feb 25, 2020 | Paragraph | 30. Calls upon all States to translate into concrete action their commitment to the progressive and effective eradication of child labour that is likely to be hazardous, to interfere with the child’s education or to be harmful to the child’s health or physical, mental, spiritual, moral or social development, to eliminate immediately the worst forms of child labour, to promote education as a key strategy in this regard, including the creation of vocational training and apprenticeship programmes and the integration of working children into the formal education system, and to examine and devise economic policies, where necessary, in cooperation with the international community and the private sector, that address factors contributing to these forms of child labour; |
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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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Situation of human rights in Cambodia (2004), para. 07 | Feb 25, 2020 | Paragraph | 2. Welcomes the report of the Secretary-General on the role and achievements of the Office of the United Nations High Commissioner for Human Rights in assisting the Government and the people of Cambodia in the promotion and protection of human rights, 3 the report of the Special Representative of the Secretary-General for human rights in Cambodia 4 and the use of the United Nations Trust Fund for a Human Rights Education Programme in Cambodia to finance the programme of activities of the office in Cambodia, and invites the international community to consider contributing to the Trust Fund; |
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University for Peace (2013), para. 12 | Feb 25, 2020 | Paragraph | 2. Requests the Secretary-General, in view of the important work of the University and its potential role in developing new concepts and approaches to security through education, training and research in order to respond effectively to emerging threats to peace, to consider ways to further strengthen cooperation between the United Nations system and the University; |
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Science and technology for development (2006), para. 13 | Feb 25, 2020 | Paragraph | Noting with appreciation the work of the Commission on Science and Technology for Development during its intersessional period 2004–2005 on the theme “Science and technology promotion, advice and application for the achievement of the internationally agreed development goals contained in the United Nations Millennium Declaration”, in particular, the recommendation to facilitate the establishment of a network of centres of excellence in developing countries 5 with a view to allowing scientists and engineers to interact with each other and make use of state-of-the-art teaching and research facilities offered by those centres, |
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Question of the Turks and Caicos Islands (2018), para. 29 | Feb 25, 2020 | Paragraph | 3. Further reaffirms that it is ultimately for the people of the Turks and Caicos Islands to determine freely their future political status in accordance with the relevant provisions of the Charter, the Declaration and the relevant resolutions of the General Assembly, and in that connection calls upon the administering Power, in cooperation with the territorial Government and appropriate bodies of the United Nations system, to develop political education programmes for the Territory in order to foster an awareness among the people of their right to self-determination in conformity with the legitimate political status options, based on the principles clearly defined in Assembly resolution 1541 (XV) and other relevant resolutions and decisions; |
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The girl child (2010), para. 33 | Feb 25, 2020 | Paragraph | 5. Calls upon States and the international community 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, ensuring that all children have access to education of good quality, as well as 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, and ensuring school attendance, in particular for girls and children from low-income families; |
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