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Servile marriage 2012, para. 10
- Paragraph text
- In its resolution 66/140, the General Assembly reiterated its call for an end to harmful traditional or customary practices, such as early and forced marriage, and called upon States to take appropriate measures to address the root factors of child and forced marriages, including by undertaking educational activities to raise awareness regarding the negative aspects of such practices. It urged all States to enact and strictly enforce laws to ensure that marriage was entered into only with the free and full consent of the intending spouses, and, in addition, to enact and strictly enforce laws concerning the minimum legal age of consent and the minimum age for marriage and raise the minimum age for marriage where necessary, and to develop and implement comprehensive policies, plans of action and programmes for the survival, protection, development and advancement of the girl child in order to promote and protect the full enjoyment of her human rights and to ensure equal opportunities for girls, including by making such plans an integral part of her total development process.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Year
- 2012
Paragraph
Servile marriage 2012, para. 12
- Paragraph text
- The General Assembly called upon States to support and implement, including with dedicated resources, multisectoral policies and programmes that ended the practice of child and forced marriages and to ensure the provision of viable alternatives and institutional support, especially educational opportunities for girls, with an emphasis on keeping girls in school through post-primary education, including those who were already married or pregnant, ensuring physical access to education, including by establishing safe residential facilities, increasing financial incentives to families, promoting the empowerment of girls, improving educational quality and ensuring safe and hygienic conditions in schools.
- 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
- Families
- Girls
- Year
- 2012
Paragraph
Servile marriage 2012, para. 102
- Paragraph text
- Education has been recognized as one of the most effective ways to delay early marriage and allow for married women to make more informed choices about their health and that of their families. States should establish more schools, recruit qualified teachers (in particular female teachers) and train teachers in subjects such as gender sensitivity, HIV/AIDS and reproductive and sexual health. They should also offer economic support and incentives for girls and their families, such as fee subsidies, scholarships, school supplies, school uniform and conditional cash transfers. There should be proper monitoring and evaluation of such transfers. States should also adopt all appropriate educational measures to modify the social and cultural patterns of conduct that foster cultural practices among families that lead to servile marriage. Teachers and other educational staff should be trained to recognize vulnerable girls and react appropriately. Continuing formal education and vocational training for married girls and women should be provided.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Girls
- Women
- Year
- 2012
Paragraph
Manifestations and causes of domestic servitude 2010, para. 65
- Paragraph text
- Gender discrimination marks the trajectory into domestic servitude. Families will often give preference to boys to continue their education, while girls are forced to drop out of school to help earn money for the family. Such patterns are reinforced where States fail to respect their obligation under the Convention on the Rights of the Child (art. 28) to provide free and compulsory primary education to girls and boys, while making secondary and higher education available and accessible. In some cultural contexts, there is a widespread belief that domestic work provides better training for becoming a wife and mother than formal education.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Social & Cultural Rights
- Person(s) affected
- Boys
- Children
- Families
- Girls
- Year
- 2010
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
Paragraph
Manifestations and causes of domestic servitude 2010, para. 46
- Paragraph text
- A comprehensive United Nations Children's Fund (UNICEF) study has found that women and girls who were married below 18 years of age are less educated and more likely to experience domestic violence. The domestic servitude inherent to child marriages disempowers girls by denying them educational opportunities and the option to form protective networks of friends and peers.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2010
Paragraph
Servile marriage 2012, para. 83
- Paragraph text
- World Health Organization research also shows that women and girls with low levels of education are at a greater risk of violence than better educated and older women. The higher the levels of schooling for girls, the less they are at risk of servile marriage. In the United Republic of Tanzania, women who attend secondary school are 92 per cent less likely to be married before the age of 18 years than women who attend only primary school.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Older persons
- Women
- Year
- 2012
Paragraph
Unpaid care work and women's human rights 2013, para. 40
- Paragraph text
- Owing to structural discrimination, girls are sometimes taken out of school to undertake unpaid care work, such as housework and care of younger children. Even more frequently girls' equal chances to achieve in education are hampered because they have less time for studying, networking or socializing at school as a result of these duties. This is likely to occur especially when mothers are disabled or deceased, as girls are expected to assume their unpaid care obligations. For women with children, lack of support, from within the household and from the State, may mean that they have to forsake skills development, training opportunities and further education in order to undertake childcare and domestic work. Therefore, women and girls are not able to enjoy their right to education, or its positive effects such as empowerment and economic opportunity, on an equal basis with men, with great social and economic losses to the society as a whole.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Unpaid care work and women's human rights 2013, para. 39
- Paragraph text
- Unpaid care work can also compromise the enjoyment of the right of girls and women to education. Entrenched gender stereotypes about the place of women in the home and the family, and the unpaid care work girls and women are expected to perform throughout their lives, often deprive women and girls of time, autonomy and choice to exercise this right.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2013
Paragraph
Unpaid care work and women's human rights 2013, para. 41
- Paragraph text
- States must take all appropriate measures to ensure that women can enjoy the same access to, quality of and opportunities in education and training as men. The prohibition against discrimination in relation to the right to education applies fully and immediately to all aspects of education; therefore States must ensure that girls and women can enjoy their right to all types and levels of education on an equal basis with boys and men. This may require the adoption of concrete measures to ensure that unpaid care work in the home does not interfere with their schooling, for example, providing accessible public services and adequate infrastructure to support the unpaid care work in households and communities and reduce its time burden. According to the Committee on Economic, Social and Cultural Rights, States' obligations in regard to the right to education encompass ensuring that communities and families are not dependent on child labour and that third parties, including parents and employers, do not stop girls from going to school.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Women
- Year
- 2013
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 23
- Paragraph text
- The independent expert led an electronic global discussion organized by UNICEF to highlight the issues in the special education edition of the State of the World's Minorities and Indigenous Peoples 2009 and the Forum on Minority Issues, with a view to highlighting the issues around minority girls' right to education. Specifically, the e-discussion examined the multiple barriers faced by minority girls in accessing education, evaluated the legal and policy responses to the above question, discussed good practices from the regional and country level and developed recommendations in line with the educational needs and priorities of minority and indigenous girls.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Year
- 2010
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 41
- Paragraph text
- The Rio+20 outcome document highlights the fact that green economy policies in the context of sustainable development and poverty eradication should "enhance the welfare of indigenous peoples and their communities, other local and traditional communities, and ethnic minorities, recognizing and supporting their identity, culture and interests and avoid endangering their cultural heritage, practices and traditional knowledge" (para. 58). It also stresses the need to ensure equal access to education for ethnic minorities and for an enabling environment for women and girls from ethnic minorities (paras. 229 and 238). The High-Level Panel of Eminent Persons, in its report, states: "We should ensure that no person - regardless of ethnicity, gender, geography, disability, race or other status - is denied universal human rights and basic economic opportunities. We should design goals that focus on reaching excluded groups".
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2014
Paragraph
Priorities for the work of the Independent Expert and the twentieth anniversary of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities 2012, para. 72
- Paragraph text
- Ensuring equal access to education for women and girls from minority groups, upon whom poverty and family responsibilities may have a disproportionate impact, remains a considerable challenge. Internal factors, including cultural practices, early marriages and entrenched patriarchal structures and gender roles that, for example, restrict the free movement of girls and women, are important issues that create barriers to access to education for girls, which must be addressed.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Year
- 2012
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 23
- Paragraph text
- In 2011, the Forum on Minority Issues highlighted the need for dedicated attention to guaranteeing the rights of minority women and girls, who face unique challenges and multiple and intersecting forms of discrimination in such areas as access to education and may be vulnerable to violations, including sexual violence or trafficking. Specialist units, focal points or consultative bodies within ministries or governmental institutions on women's issues can be a means of ensuring that their issues are adequately and appropriately addressed within institutional mandates. This may require specialist or minority staff sensitive to minority issues, and gender and cultural or religious sensitivities relating to women and girls. Along the same lines, the Forum has recommended that national human rights institutions consider specific mechanisms in their secretariats for addressing issues relevant to minority women and girls.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2012
Paragraph
Priorities for the work of the Independent Expert and the twentieth anniversary of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities 2012, para. 71
- Paragraph text
- At its first session, the Forum focused on minorities and the right to education. Access to education for minority girls may present particular challenges, especially in highly patriarchal family and community structures where gendered societal roles persist. Lack of education represents an absolute barrier to their progress and empowerment in every region of the world. In some cases, where barriers to access are compounded for girls, sometimes owing to the prioritization given to the education of boys, this results in a vicious circle leading to severe educational exclusion and diminished opportunities for girls to take part fully in economic, social, cultural and political life. As a consequence, some minority girls and women excluded from education suffer from high illiteracy levels.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Ethnic minorities
- Girls
- Women
- Year
- 2012
Paragraph
Rights of linguistic minorities 2013, para. 21
- Paragraph text
- For some who belong to linguistic minorities, including those who are not proficient in national languages and those who live in remote and rural localities where service provision and access are poor or difficult, the situation may be much worse and their economic, social and geographic mobility can be severely hampered. The situation of some minority women and girls, as well as older people, may also be particularly problematic. For example, women and girls may face challenges, including relatively low levels of education and poor access to language learning opportunities relative to men and boys, that further restrict their ability to interact and benefit from opportunities outside their communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
Paragraph
Human rights of migrants in the post-2015 development agenda 2014, para. 69c
- Paragraph text
- [Indicators should include the proportion of:] Migrant girls having access to and completing primary and secondary education and demonstrating relevant learning outcomes, by migration status.
- Body
- Special Rapporteur on the human rights of migrants
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Movement
- Person(s) affected
- Girls
- Persons on the move
- Year
- 2014
Paragraph
Gender equality in the realization of the human rights to water and sanitation 2016, para. 29
- Paragraph text
- The fact that in many instances women and girls risk being harassed when they relieve themselves in the open or in public facilities is partly due to the structural and systematic use of stereotypes and stigma. The promotion of awareness-raising campaigns, targeted education programmes and discussion groups, among other measures, to transform both men's and women's perceptions of gender roles is therefore encouraged. Gender-based violence must be prevented and investigated, and those responsible must be prosecuted, in order to break patterns of societal acceptance of exclusion and violence based on gender norms. Recognizing that young people may grow up to be change makers, curricula in all schools should challenge gender stereotypes and encourage critical thinking.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Youth
- Year
- 2016
Paragraph
Common violations of the human rights to water and sanitation 2014, para. 52
- Paragraph text
- The Indian Supreme Court ordered schools to provide adequate toilet facilities in schools. Relying on empirical research showing that "parents do not send their children (particularly girls) to schools" wherever sanitation facilities are not provided, the Court found that a lack of toilets violated the right to education. Failure to provide water and sanitation to those deprived of liberty has been addressed by courts and international bodies primarily as constituting cruel, inhuman and degrading treatment. The High Court of Fiji held that prisoners' right to freedom from inhuman and degrading treatment was violated by lack of access to adequate sanitation facilities. The Human Rights Committee has found human rights violations, as have regional human rights bodies, in a number of cases in which prisoners have been denied access to sanitation.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Water & Sanitation
- Person(s) affected
- Children
- Families
- Girls
- Year
- 2014
Paragraph
Stigma and the realization of the human rights to water and sanitation 2012, para. 69
- Paragraph text
- Some prejudices develop at an early age and can be inherited from parents and others and must therefore be addressed as early as possible. Schools have an obligation to educate children to act as agents of change, developing tolerant behaviour towards others, encouraging dialogue and interaction and promoting changes that will eventually permeate other spheres. Human rights education with a focus on non-discrimination should be part of every school curriculum. Education should be inclusive, accepting students with differences, so that these differences are perceived as "normal" and students develop respect for "otherness". The same holds true for comprehensive sexual education, including on menstruation, in order to provide accurate information and combat silence and stigma, targeting both girls and boys.
- Body
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
Paragraph
The right of the child to freedom of expression 2014, para. 59
- Paragraph text
- A 13-year-old from the United Kingdom of Great Britain and Northern Ireland took a stand against his school's discriminatory dress code, which allows girls to wear skirts in the summer months but does not allow boys to wear shorts. Chris Whitehead took advantage of a loophole in the school's uniform policy, whereby boys are not forbidden from wearing a skirt. Around 30 fellow pupils joined the protest, prompting the school to review its uniform policy. Meanwhile, Chris Whitehead was nominated for a Liberty Human Rights Award.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2014
Paragraph
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 59
- Paragraph text
- The United Nations Girls' Education Initiative, evolving from the Millennium Villages project, is an example of "e-education" initiatives which also help promote girls' education. This initiative has launched a global campaign to promote universal and equality Internet access in secondary education in developing countries, with an emphasis on girls' education. ICT skills will be used to enhance the quality of education and to connect schoolchildren worldwide.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Year
- 2011
Paragraph
The right of the child to freedom of expression 2014, para. 43
- Paragraph text
- In addition to banning information outright, some school curricula present biased accounts of history or prejudiced views of certain groups, such as girls, sexual or ethnic minorities or children with disabilities, which can negatively affect children's freedom to form their own views and instead perpetuate discrimination - a situation raised by various United Nations treaty bodies in their recommendations to States.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Year
- 2014
Paragraph
Normative action for quality education 2012, para. 24
- Paragraph text
- States’ obligations to ensure quality education for girls is further expounded in the Convention on the Elimination of All Forms of Discrimination against Women, which establishes women's right to education, both as entitlement and as empowerment. State parties thus have an obligation to ensure, on the basis of equality of men and women, access to education at all levels and in all its forms, including “access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality” (art. 10 (b)).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2012
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 65
- Paragraph text
- The right to education for women and girls should be driven by a rights-based approach. That is essential for putting an end to multiple forms of discrimination from which women and girls suffer. A rights-based approach implies that educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. "Greater equity, including between men and women and among other groups, is not only essential in itself, but also important for promoting human development. One of the most powerful instruments for this purpose is education".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Men
- Women
- Year
- 2013
Paragraph
Assessment of the educational attainment of students 2014, para. 90
- Paragraph text
- In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2014
Paragraph
Financing education and update on education in emergencies 2011, para. 58
- Paragraph text
- The current update is divided into six sections reflecting the content and core recommendations of resolution 64/290. Each section provides an indication of remaining challenges in the promotion of education in emergencies, and progress made in the past three years. The first section focuses on the recommendation for increasing political and financial support to education in emergencies. The second section addresses the recommendation to better protect schools from attacks and to ensure accountability. The third section addresses the recommendation to better prepare education systems for situations of natural disaster. The fourth section addresses the recommendation that attention be given to the specific needs of girls and other marginalized groups. The fifth section focuses on the recommendation to ensure quality education in emergencies. The sixth section is dedicated to the need for improving the collection of data on education in emergencies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Girls
- Year
- 2011
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 67
- Paragraph text
- That the importance of education is not only a right in itself, but also is essential for the enjoyment of all other rights must be recognized in the post-2015 development agenda. As already mentioned, poverty cannot be eradicated without education. The key role of education should be clearly recognized for the empowerment of women and girls. Unemployed youth and adults require additional education and training to develop skills and find decent work. Education can promote values necessary for creating democratic, stable and peaceful societies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2013
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 121
- Paragraph text
- Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
Paragraph
Protecting education against commercialization 2015, para. 106
- Paragraph text
- The questioning of the privatization of education in Ghana by both the Committee on the Elimination of Discrimination against Women (see CEDAW/C/GHA/Q/6-7) and the Committee on the Rights of the Child (see CRC/C/GHA/Q/3-5) is a welcome development. In October 2014, the Committee on the Rights of the Child asked Ghana to provide detailed information on the reasons behind the increase in private education, which limits access to quality education for children who cannot afford private school tuitions (ibid.). The Committee on Economic, Social and Cultural Rights has asked the Government of Uganda to provide information on the impact of the growth of private education on the right to education of girls and children living in poverty (see E/C.12/UGA/Q/1).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2015
Paragraph