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Privatization and the right to education 2014, para. 102
- Paragraph text
- Bearing in mind the above and the issues highlighted in the present report, the Special Rapporteur would like to offer the recommendations below.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2014
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Public-private partnerships in education 2015, para. 124
- Paragraph text
- Bearing in mind the above and the challenges highlighted in the present report, the Special Rapporteur offers the following recommendations.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2015
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Sexual education 2010, para. 86
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Last, there is a general lack of follow-up to and monitoring of sexual education policies.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Gender
- Personas afectadas
- N.A.
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Close the lacuna in research, advocacy and awareness of the educational experience and needs of: (i) migrants, refugees and asylum-seekers with disabilities; (ii) women from these groups; (iii) second-generation migrants; and (iv) unaccompanied asylum-seeking children.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Personas afectadas
- Children
- Persons on the move
- Persons with disabilities
- Women
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Sexual education 2010, para. 76
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] States must ensure that they respect, protect and implement the human right to comprehensive sexual education, by acting with due diligence and taking all measures necessary to ensure its effective enjoyment, without discrimination, from the early stages of life. The absence of planned, democratic and pluralist sexual education constitutes, in practice, a model of sexual education (by omission) which has particularly negative consequences for people's lives and which uncritically reproduces patriarchal practices, ideas, values and attitudes that are a source of many forms of discrimination.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- All
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Prompt development of regional and international qualification systems, incorporating mutual, reciprocal and automatic recognition of informal and formal learning achievements. This should be accompanied by increased research on potential and viable solutions to issues of equivalency in the learning environment and the workplace.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- N.A.
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] In refugee contexts, training to deal with traumatized learners and psychosocial support and expert counselling for both teachers and refugees.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Humanitarian
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Improve (national) monitoring systems regarding access to and learning outcomes of migrants and refugees, including data on gender parity and disability. This should include information on the language used in the home and/or the language of instruction of previously completed education institutions in order to monitor language development and language-related drop out.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Team-teaching and the support of the classroom teacher by a specialist, as well as mentoring in different forms and by different actors (e.g. higher education students or older role models of immigrant origin), which can improve school attainment.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Establish individual curricula or tutoring programmes that support majority language acquisition and, if necessary, other subject areas, so that majority language learning and subject matters can be learned at the same time. These should be offered in mainstream schools and without creating segregated adaptation groups and classes.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Personas afectadas
- N.A.
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Increased recruitment of highly competent teachers, and teachers with relevant migrant backgrounds to facilitate more effective individualized pedagogical support (individual curricula), especially at the nursery/kindergarten and primary levels with respect to language acquisition.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Make available and promote information/materials on education (and welfare) systems with respect to rights, opportunities and responsibilities in migrant languages and in accordance with migrant, refugee and asylum-seeker population needs.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 84
- Paragraph text
- [The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies). More specifically this will involve:] • Multi- and intercultural education (awareness-raising, socio-linguistics, communication skills and intercultural competence) made integral to teacher education curricula. In-service specialist training should be obligatory and take place during working hours to avoid increasing the workload of teachers.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Foster the view in all learning settings, both formal and non-formal, that cultural and linguistic diversity is a resource from which individuals and groups can build strong and supportive sustainable communities.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 73
- Paragraph text
- However, the Special Rapporteur is convinced that the human right to education for migrants, refugees and asylum-seekers should not be contentious. Nevertheless, this right is sometimes disputed. The dispute centres upon the nature of the right itself. Despite being an “enabling right”, the right to education has become a de facto derivative right; just as, for instance, the right to development, economic security and the right to life per se are subordinated to the primary rights of private property and the profit rate. This situation highlights the two conflicting (and irreconcilable) legal regimes for education: on the one hand, international human rights law defines education as a human right, while on the other hand, international trade law views education as a service, i.e. a commodity. The latter regime offers little scope for advancing mechanisms for realizing the objectives of a human rights responsive education system.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Pay increased attention to quality linguistic and culturally appropriate early childhood, primary, post-primary and tertiary education that is responsive to the developmental needs of a region and the value of regional understanding and tolerance.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 75
- Paragraph text
- The Special Rapporteur recalls that adaptability and acceptability are a fundamental component of the human right to education. For this reason, it is essential that all States advance the implementation of intercultural and inclusive education models that make possible the establishment of pedagogical practices which encourage respect for diversity. It is also crucial that learners understand, validate and respect diversity in culture and, in this way, form the basis for substantive change in the struggle against discrimination.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- All
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Integrate the human rights framework (protection issues including teachers’ code of conduct) into curricula and the learning environment.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 72
- Paragraph text
- The Special Rapporteur reminds States that their education systems should conform to the obligations set forth in the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and the objectives of the Education for All programme. Critically, these systems must also be able to respect and promote diversity on the basis of a global understanding of human needs. Similarly, the Special Rapporteur acknowledges that human rights law “does not sufficiently address the question of binding obligations of States to take positive measures” and “it is largely unclear which distinctions between migrants and the citizens are admissible and which are not”.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 83
- Paragraph text
- [The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change. To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to:] • Develop educational strategies which strengthen the capabilities of marginalized communities as a whole, while addressing the specific educational needs of migrants, refugees and asylum-seekers. Such strategies should look to embedded and coordinated mainstream lifelong learning which prioritizes early integration and the recognition of prior learning.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 53
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] Education does not often receive the priority it deserves at the national level in terms of budget allocations. To ensure that education receives priority attention, it would be expedient to promote public dialogue among ministers of education and ministers of finance and planning on the necessary steps to secure maximum funding for education. An exchange of ideas and approaches among countries regarding legal and policy frameworks for financing education would enable national authorities to draw upon available experiences and practical examples from a comparative perspective and could provide insight into new avenues for investment in education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- N.A.
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
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:] • As the International Conference on Population and Development (1994) identified migration as a consequence of significant global economic transformations, the Special Rapporteur is particularly concerned by the fact that half of the world’s out-of-school children — 39 million — live in conflict-affected areas. Moreover, as 80 per cent of all refugees are hosted by countries of the developing world, which figure shows that a disproportionate burden is carried by those least able to afford it, increased international cooperation and sharing of responsibility is required, as called for in the International Covenant of Economic, Social and Cultural Rights and the Dakar Framework for Action adopted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2000. As underdevelopment is a “principal root cause” of migration, helping Governments to realize the right to development becomes imperative.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Children
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 51
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] A national law whereby at least a minimum level of investment is indispensably assured for quality education is highly necessary. Following up on the recommendations made consistently by the High-level Group on Education for All, the establishment of an internationally accepted norm, whereby a certain minimum percentage of GNP (4-6 per cent) or of the national budget (15-20 per cent) is allocated to education may be valuable in providing the basis for developing a national legal and policy framework.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- All
- N.A.
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 52
- Paragraph text
- [In that spirit, the Special Rapporteur provides the following recommendations:] It is of crucial importance for countries to devise new approaches to resource allocation and its utilization. To enhance investment in education as a national priority, budget lines for education can be provided for in various ministries concerned with social development (ministries of social welfare, child and women's development, labour, health, etc.). At the same time, broadening the tax base is important for creating more budgetary resources.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- Children
- Women
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 95
- Paragraph text
- States must urgently increase their national, bilateral and multilateral funding commitments for education as a pillar of humanitarian and transitional response. Explicit policy commitments must be made to ensure adequate and sustainable domestic and international support for education in situations of emergency, as well as in situations of fragility and protracted crisis. Such commitments must follow through to the final stages of recovery, including in development frameworks. Recipient countries must comply with human rights while seeking and managing international assistance.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Humanitarian
- Personas afectadas
- N.A.
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Equality of opportunity in education 2011, para. 72a
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Ensure adequate legal protection to the right to education and its equal enjoyment in all its inclusive dimensions: States should incorporate their obligations under international human rights conventions into their domestic legal order. Governments should recognize the key importance of adequate legal frameworks on equality of opportunity in education in line with international standards for ensuring such equality. A strong regulatory framework for public and private education systems grounded in the principle of equality of opportunity provides the essential basis for the establishment of an entire range of programmes and policies aiming at ensuring equality of opportunity;
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- N.A.
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 93
- Paragraph text
- As discussed in the previous report on education in emergency situations (A/HRC/8/10), severely limited access to education continues to be a reality for most of the communities affected by emergencies. Despite increased attention by the international community, crucial problems persist: funding for humanitarian activities continues to ignore requirements to ensure education; schools continue to be victimized by direct and indirect violence; and preventive efforts are still timid vis-à-vis an increased impact of natural disasters. To reverse the current trend, States and other entities providing and channelling humanitarian and transitional assistance must pay enhanced attention to education in emergencies. Providing education and ensuring that education is protected during periods of emergency is not a choice, but an obligation.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Humanitarian
- Personas afectadas
- All
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Equality of opportunity in education 2011, para. 72b
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Address multiple forms of inequality and discrimination through comprehensive policies: Given the mutually reinforcing nature of different forms of discrimination and inequality in the context of education, States should address multiple forms of inequality and discrimination through comprehensive policies. Prevailing disparities in access to education – between boys and girls, and between rich and poor regions –must be given special consideration, recognizing that good policies backed by a commitment to equality can make a difference. Policy measures must respond to the need for making learning accessible for the most marginalized and vulnerable;
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Boys
- Girls
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Financing education and update on education in emergencies 2011, para. 96
- Paragraph text
- States must ensure systematic monitoring, documenting and reporting of violations of international human rights and humanitarian law committed against members of education communities and education institutions and settings. The recent adoption by the Security Council of resolution 1998 (2011) must be followed by enhanced attention to the situation of education in future efforts for monitoring violations of child rights during armed conflict. Domestic, regional and international accountability mechanisms, including those of the military, should be fully cognizant of, as well as systematically address, the obligations of State and non-State actors with respect to the right to education and other legal protections guaranteed to members of education communities and institutions. Specific efforts are required to strengthen the capacity of education providers to prevent and respond to attacks.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Governance & Rule of Law
- Humanitarian
- Personas afectadas
- Children
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Equality of opportunity in education 2011, para. 72c
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Ensure adequate resource allocation: Having regard to the specific needs of those who are victims of marginalization and exclusion as well as to the elimination of geographic disparities in the provision of education, States must ensure adequate allocation of resources where they are needed most. Resources should be earmarked adequately for fellowships, bursaries and grants, along with investments in social protection, bearing in mind the need to address marginalization and exclusion, and educational dimensions of poverty reduction strategies;
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- N.A.
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo