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Technical and Vocational Education and Training (TVET) 2012, para. 95
- Paragraph text
- States should pay particular attention to making technical and vocational education and training accessible to marginalized and vulnerable groups, targeting in particular ethnic and linguistic minorities, persons with disabilities and migrants, and especially those living in poverty. Devoid of equitable approaches, technical and vocational education and training can accentuate prevailing inequities and deprivation to the detriment of the right to education for all. Promoting equity and inclusion through positive measures should be a key factor in the provision of technical and vocational education and training.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Año
- 2012
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Sexual education 2010, para. 30
- Paragraph text
- In its concluding observations, the Committee on Economic, Social and Cultural Rights has called for the provision of education on sexual and reproductive health and has specifically recommended sexual education as a means of ensuring the right of women to health, particularly reproductive health, as well as full access to sexual education for all girls and young women, including in rural areas and indigenous communities. The Committee has also recommended the development of training programmes and counselling services on reproductive health and has expressed the view that sexual education and awareness campaigns are appropriate means of reducing maternal and infant mortality. The Committee has associated the lack of education with the practice of abortion as a primary means of family planning and has advocated education programmes aimed at eliminating female genital mutilation.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Gender
- Health
- Personas afectadas
- Ethnic minorities
- Girls
- Women
- Youth
- Año
- 2010
- Tipo de párrafo
- Other
Párrafo
The right to education of migrants, refugees and asylum-seekers 2010, para. 55
- Paragraph text
- The Special Rapporteur particularly welcomes initiatives, such as those by the Government of Portugal, whose National Plan for the Integration of Immigrants 2007–2009 contains 12 measures in the field of education, including: “Training of Teaching Staff in Interculturality”. In Finland, the teacher training programme introduced in 2001 declares training related to linguistic minorities and immigrants to be a priority area for teachers’ professional development. The Government of Korea states that multicultural education is an integral component of teacher training programmes: as of 2009, 10 teacher colleges offer the “Introduction on Multicultural Education” course.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Persons on the move
- Año
- 2010
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 17
- Paragraph text
- A recent progress review of the Millennium Development Goals by UNICEF focuses on the question of equity. The importance of equity in education should be recognized not only as regards the goals of universalizing basic education, but also with respect to “access to higher education for members of some special target groups, such as indigenous peoples, cultural and linguistic minorities, disadvantaged groups, peoples living under occupation and those who suffer from disabilities.” While equity in education is a worthy goal in itself, equity-enhancing policies and practices, particularly education as investment in human capital, can, in the long run, boost economic growth and help reduce poverty.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 26
- Paragraph text
- General comment No. 1 of the Committee on the Rights of the Child highlights the fact that while equality of opportunity in education “is primarily a matter which relates to article 28 of the Convention, there are many ways in which failure to comply with the principles contained in article 29 (1) [concerning the aims of education] can have a similar effect.” The general comment goes on to outline how discrimination based on gender, disability, health status and race can hamper children’s equal access to education. Furthermore, other general comments elaborated by the Committee address the need for temporary special measures to ensure equal access to education for indigenous children and equality of opportunity in education for children with disabilities.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Persons with disabilities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 48
- Paragraph text
- Belonging to a minority group is also a factor for marginalization in education. Indeed, education opportunities of Afro-descendants in the Americas or Roma groups in Europe are the subject of important debates. Ensuring access to basic education on an equitable basis for children of ethnic and linguistic minorities is an obligation and also one of the EFA goals. In this respect, the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities provides a basis for action. The 2008 United Nations Forum on Minority Issues was devoted to the right to education, and produced recommendations which apply to the situations of minorities globally with respect to the right to education. These are highly relevant to equality of opportunity in education for other disadvantaged groups. Indigenous groups also face important challenges when accessing education. In this regard, apart from core international human rights treaties, the United Nations Declaration on the Rights of Indigenous Peoples provides a normative base for action.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 64
- Paragraph text
- Countries with numerous local languages where the official language is not the same as that used at home face particular challenges in establishing educational policies and language rights. The Forum on Minority Issues recommended that States take appropriate measures, wherever possible, to ensure that persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue. These measures are deemed to be most critical at the preschool and primary school levels, but may extend to subsequent stages of education. Respecting the richness of linguistic and cultural diversity, education policies in today's globalized world should give high consideration to mother-tongue-based, multilingual education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 63
- Paragraph text
- The lack of education in mother-tongue or native languages is often a source of exclusion. This is particularly relevant for minorities and migrants. Estimates indicate that around 221 million children speak a different language at home from the language of instruction in school, limiting their ability to develop foundations for later learning. The United Nations Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities, establishes in article 4(3) that States should take appropriate measures so that, wherever possible, persons belonging to minorities may have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue. Moreover, available experience shows that a child learns better in his or her mother tongue in the formative stages and initial period of education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Persons on the move
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Normative action for quality education 2012, para. 83
- Paragraph text
- Quality education will remain elusive so long as education systems practise marginalization and exclusion. Bringing about de facto equality of opportunity in education necessitates an equity-based approach to education. Through education laws and policy, States need to give particular consideration to the educational needs of economically and socially marginalized groups, such as those living in poverty, ethnic and linguistic minorities, children with disabilities and indigenous children. In this regard, Human Rights Council resolution 17/3 urges States to give full effect to the right to education by ensuring adequate legal protection and addressing multiple forms of inequality and discrimination in education through comprehensive policies. An example of an inclusive approach is provided by Spain’s Organic Education Law (2006), which centers around the fundamental principle of quality of education for all students, combined with equity and equal opportunities.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Persons with disabilities
- Año
- 2012
- Tipo de párrafo
- Other
Párrafo
Justiciability of the right to education 2013, para. 68
- Paragraph text
- In order to promote the equal and effective enjoyment of the right to education, States can adopt affirmative action measures for addressing educational needs of individuals belonging to disadvantaged or marginalized groups, including those living in poverty. This may be suitable in cases of longstanding or historical and persisting forms of discrimination. Thus, a recent decision by the Supreme Court of Brazil on 26 April 2012 ruled in favour of racial quotas in universities for black, mixed race (metis) and indigenous students. Article 208 § VII of the Federal Constitution of Brazil relates to the duty of the State for assistance to elementary school students through supplemental programmes of school books, educational supplies, transportation, food and health assistance.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Other
Párrafo
Justiciability of the right to education 2013, para. 42
- Paragraph text
- UNESCO’s Committee on Conventions and Recommendations (CR), which is a subsidiary organ of the Executive Board, considers the communications received by the Organization concerning cases and questions of alleged violations of human rights within UNESCO’s fields of competence. As such, CR examines all such communications received by the Organization. As a result, the right to education has been enforced in a number of cases in which it was violated. From 1978 to 2009, CR resolved 10 cases enabling victims From 1978 to 2009, the CR resolved 10 cases enabling victims to benefit from changes in certain education laws which were discriminatory towards ethnic or religious minorities, and 14 cases where victims were able to resume their education.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Other
Párrafo
Justiciability of the right to education 2013, para. 54
- Paragraph text
- A large number of cases address the rights of minorities and their language rights. The European Court of Human Rights, for instance, has held that the right to education did not guarantee the right to education in a particular language, or for the State to subsidize education of a particular type. However, article 14 read in conjunction with article 2 of Protocol No. 1 was violated because the legislation prevented children from having access to French-language schools in certain areas solely on the basis of their parents’ residence.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Families
- Año
- 2013
- Tipo de párrafo
- Other
Párrafo
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".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
- Año
- 2012
- Tipo de párrafo
- Other
Párrafo
Protecting education against commercialization 2015, para. 65
- Paragraph text
- Alternative schools for linguistic, cultural or religious reasons in line with article 13 of the International Covenant on Economic, Social and Cultural Rights have a recognized place in education systems and are important in maintaining diversity and protecting minorities within countries.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2015
- Tipo de párrafo
- Other
Párrafo
Equality of opportunity in education 2011, para. 44
- Paragraph text
- In order for legal instruments to be effective, they must offer the possibility of addressing the multiple dimensions of inequality in education, as well as the specific situation of different groups commonly excluded from the education system. Their enforcement requires a reliable and constantly updated data collection system that captures the various situations of unequal opportunities in education. In some cases, legal instruments expressly address the education of particularly vulnerable groups, such as indigenous groups.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Justiciability of the right to education 2013, para. 55
- Paragraph text
- The Supreme Court of Canada has ruled that minority language educational rights under section 23 of the Canadian Charter of Rights and Freedoms, which provides guarantees for French-speaking communities, were considered justiciable. Other rulings by courts in South Africa protect the right to education and language rights.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Other
Párrafo
16 listados de 16 Entidades