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The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Indicator (b)
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Increased proportion of migrants with equal access to adequate, affordable, accessible and quality health care, education and housing;
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Target 6.5.
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Provide cities with the powers and resources needed for the integration of migrants, regardless of their status and circumstances
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Target 6.4.
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Ensure access for all migrants to adequate, safe and affordable housing and to other basic services
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] Remove any forms of discrimination that negatively impact on the rights of certain groups, including girls, indigenous peoples and migrant children, to an education.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Girls
- Persons on the move
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 32
- Paragraph text
- The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that "States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process"; and that "States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education". Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to "promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Indicator (c)
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Access to universal health-care coverage, formal education, language training, vocational training and lifelong education, and cross-border recognition of skills and qualifications, thereby facilitating the social and economic integration of all migrants.
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Indicator (a)
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Increased number of countries that have developed national and municipal legislation, policies, plans and programmes on equal access to services for all migrants, allocated the powers and resources needed for the integration of migrants and established firewalls between immigration enforcement and public services;
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Target 6.3.
- Paragraph text
- [Ensure easy access for all migrants to basic services, including education and health] Ensure equal access for all migrants to quality education at all levels in destination and transit countries, and enrolment therein, including formal schooling (primary, secondary and higher education), adult education, on-the-job and vocational training, language training and lifelong learning opportunities
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
The human rights of migrants on a 2035 agenda for facilitating human mobility 2017, para. Indicator (f)
- Paragraph text
- [Protect the labour and human rights of all migrants, regardless of their status and circumstances] Mutual recognition of foreign educational qualifications, including through the conclusion of bilateral and multilateral agreements;
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Access to justice for people living in poverty 2012, para. 76
- Paragraph text
- This can constitute a significant barrier for the poorest and most marginalized, many of whom speak local languages or dialects, as well as for indigenous populations, ethnic minorities and migrants. In particular, those who are often excluded from education services, including women, are less likely to have received adequate schooling in the official or predominant language.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 96
- Paragraph text
- In order to address the root causes of anti-Gypsyism, the Special Rapporteur recommends that the history, culture and traditions of Roma, in particular the Nazi genocide, be taught in schools. Awareness-raising measures to inform non-Roma populations about Roma history, identity and culture should be integrated into all education efforts.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 30
- Paragraph text
- Access to education continues to be a major obstacle for all Roma. The Government of Argentina has recognized the high levels of illiteracy and school dropout of Roma children. In Brazil, official data on literacy and/or school attendance of Roma children are lacking, but civil society organizations reported that very few Roma children living in camps have ever been to school, and estimate that 90 per cent of the Roma living in camps in Curitiba city are illiterate. Prejudice has also been identified as an obstacle for accessing public schools in Brazil, where Roma children are reportedly not given the chance to enrol on the pretext of a lack of space. A representative of the United Nations Children's Fund (UNICEF) has emphasized that teachers' biased attitudes towards Lyuli children in Central Asia may result in violence at school. The illiteracy rate among Iraqi Roma is very high and many Roma children there are forced to take on irregular jobs or resort to begging. In Lebanon, 68 per cent of school-aged children reportedly do not attend school because of significant obstacles such as discrimination, legal and economic barriers, leading to street labour becoming a significant trend among Dom children.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Recruitment practices and the human rights of migrants 2015, para. Chapter V. A.
- Paragraph text
- [Empowering migrants through information and support] Increase and improve pre-departure training and information in order to promote informed decision-making and enhance the skill levels of prospective migrants, including language and general skills
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Human rights of migrants in the post-2015 development agenda 2014, para. 63b
- Paragraph text
- [A goal on education should be formulated to ensure equal access to education at all levels, for all, including marginalized groups, such as migrants, and with a focus on:] Requiring schools to be responsive to the differing needs and strengths of all children, including migrant children;
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons on the move
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Human rights of migrants in the post-2015 development agenda 2014, para. 63a
- Paragraph text
- [A goal on education should be formulated to ensure equal access to education at all levels, for all, including marginalized groups, such as migrants, and with a focus on:] Ensuring that the education provided is inclusive, reflecting a commitment to creating learning environments adapted to include every child without discrimination;
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons on the move
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Human rights of migrants in the post-2015 development agenda 2014, para. 26
- Paragraph text
- In 2013, migrants sent approximately $404 billion in remittances. Migrants who moved from countries with a low human development index to countries with a higher index experienced, on average, a 15-fold increase in income, a doubling in education enrolment rates and a 16-fold reduction in child mortality. If the human rights of migrants are effectively promoted, respected and protected within well-governed migration processes, such development outcomes can be greatly enhanced.
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Children
- Persons on the move
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Outcomes and commitments on internal displacement of the World Humanitarian Summit 2016, para. 23
- Paragraph text
- Several countries pledged to prioritize access to education for internally displaced persons (Malta, Portugal). A new education platform (Education Cannot Wait) was launched at the Summit. This platform could serve to mobilize additional funding and galvanize new partners to make sure that internally displaced persons and other vulnerable children have access to education.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 26
- Paragraph text
- According to the Committee on Economic, Social and Cultural Rights, the right to technical and vocational education includes the following aspects: "(a) It enables students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability and enhances the productivity of their families and communities, including the State party's economic and social development; (b) It takes account of the educational, cultural and social background of the population concerned; the skills, knowledge and levels of qualification needed in the various sectors of the economy; and occupational health, safety and welfare; (c) It provides retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes; (d) It consists of programmes which give students, especially those from developing countries, the opportunity to receive TVE in other States, with a view to the appropriate transfer and adaptation of technology; and (e) It consists, in the context of the Covenant's non-discrimination and equality provisions, of programmes which promote the TVE of women, girls, out-of-school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 88
- Paragraph text
- The provision of learning achievement certification is another concern related to the quality of education in emergency contexts, in particular for students in refugee schools. Specific strategies are required to ensure that, even in times of crisis, students have their achievements adequately monitored, documented and recognized.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Persons on the move
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • There is a need for the development of mechanisms that permit the monitoring of the implementation of binding legislation and obligations regarding the right to education for migrants, refugees and asylum-seekers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 82
- Paragraph text
- [Regarding the legal and normative framework, the Special Rapporteur is of the view that:] • To ensure the elimination of discrimination, and the successful integration and social justice for migrants, refugees and asylum-seekers, the normative boundaries of the right to education have to be shifted towards the inclusion of all types and levels of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 81
- Paragraph text
- As such, the recommendations below must be accompanied by, and meet, the powerful need for the development and implementation of social policies to protect migrants, refugees and asylum-seekers against the adverse economic and social consequences inherent to their vulnerability in the realization of their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 80
- Paragraph text
- It is clear that the provision and exercise of inclusive education cannot alone meet the challenge to social justice inherent in migration. It is but one central component of the required national and international response. Its absence, however, ensures that social justice remains beyond our reach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 78
- Paragraph text
- The right to education should transcend primary and/or compulsory education, especially if systematic discrimination can be measured between particular social groups in society, as the Programme for International Student Assessment (PISA) suggests, with respect to migrants.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 77
- Paragraph text
- The mechanisms for the enforcement of the right to education are still at an embryonic and fragile stage of development. Absent in this early phase are opportunities for migrants, refugees and asylum-seekers to represent their issues and concerns in ways that might lead to changes in teaching practices and curricula content.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 60
- Paragraph text
- The legal and normative framework discussed above has led to the increased reduction of education to compulsory primary and secondary schooling in developed countries and compulsory primary schooling in the developing world. Yet, paradoxically, there is a parallel and broadening policy consensus on the value of “lifelong learning”. The Special Rapporteur welcomes this focus because of the possibilities it offers to the notion of collective learning, while aware that critics also point to the narrowing of this ideal to economic instrumentalism and a focus upon credentials rather than learning competences. If migrant, refugee and asylum-seeker populations are excluded from opportunities for learning over their lifetime, this might add a cumulative process of marginalization. If learning is viewed in terms of formal credentials and not competences that reflect prior learning, then considerable pools of knowledge are ignored, talent is wasted and opportunities for social inclusion are jeopardized. Unless lifelong learning programmes can focus on the emancipatory potential of learning and collective learning, then they risk leaving significant populations behind. Low socio-economic status, migration, disability and gender are key characteristics for those at risk of exclusion from lifelong learning.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 59
- Paragraph text
- Equally, inadequate attention to the quality and impact of mutual recognition systems risks further discrimination and disadvantage of already precarious, marginalized populations. For instance, the requirement for presentation of national documentation directly discriminates against refugees (who may have fled their homes) and irregular migrants when they seek opportunities for education and training.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 53
- Paragraph text
- Related to the lack of adequate education are the low expectations of teachers and the stereotypes held about a minority cultural group which often leads to discrimination. According to an education workers’ union, in segregationist school systems such misjudgement may discourage and push migrant and refugee children illegitimately into special needs schools.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 47
- Paragraph text
- In the case of refugees in camps, although the desirable language and curricula is noted as “ideally” that of origin, education providers should engage in broad consultation and act to ensure that the most appropriate curriculum is followed.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 35
- Paragraph text
- Many of these factors combine and are reflected in low socio-economic status, class-based residential patterns and consequent school composition. Research suggests that a concentration of non-native students in any one school can be detrimental to education outcomes. Many low-income families and migrants, refugees and asylum-seekers do not have access to good-quality education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Families
- Persons on the move
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph