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Compendium of good practices in the elimination of discrimination against women 2017, para. 70
- Paragraph text
- Community education programmes are a key component of the implementation strategy. In this case, a robust pilot project on public legal education included community training on the decision and the related girls’ rights and police obligations; awareness-raising events including drama/theatre and panel discussions; rights-training for children; a smartphone application giving details on the steps to take in rape investigations; and public awareness materials, including billboards, radio and television programmes, social media outreach and short videos on the Internet. These measures have been replicated in other parts of the country.
- Organismo
- Working Group on the issue of discrimination against women in law and practice
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Gender
- Personas afectadas
- Children
- Girls
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 51
- Paragraph text
- States must ensure that all information and communication pertaining to sexual and reproductive health and rights are accessible to persons with disabilities, including through sign language, Braille, accessible electronic formats, alternative script, easy-to-read formats, and augmentative and alternative modes, means and formats of communication.64 For instance, call centres to report cases of gender-based violence must be accessible to deaf and hard-of-hearing girls and women through text messaging or other alternative methods. For example, Illinois Imagines has developed guides and other materials for rape crisis centres, disability service agencies and self-advocates that include guidance for prevention education programmes and picture guides about sexual assault exams and the rights of sexual violence survivors. The University of Tartu in Estonia has provided training for teachers on how to deliver comprehensive sexuality education in plain language so that children with intellectual disabilities can benefit equally from the lessons.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Health
- Personas afectadas
- Children
- Girls
- Persons with disabilities
- Women
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 38
- Paragraph text
- States can take a number of measures to improve sexual and reproductive health and rights of girls and young women with disabilities, including by reviewing their legal and policy frameworks; taking concrete measures in the areas of education and information, access to justice, accessibility, non-discrimination and participation; and by allocating specific budgets for their implementation.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
Gender-based violence against women, updating general recommendation No. 19 2017, para. 30b (i)
- Paragraph text
- [The Committee recommends that States parties implement the following preventive measures:] Develop and implement effective measures, with the active participation of all relevant stakeholders, such as representatives of women’s organizations and of marginalized groups of women and girls, to address and eradicate the stereotypes, prejudices, customs and practices set out in article 5 of the Convention, which condone or promote gender-based violence against women and underpin the structural inequality of women with men. Such measures should include the following: Integration of content on gender equality into curricula at all levels of education, both public and private, from early childhood onwards and into education programmes with a human rights approach. The content should target stereotyped gender roles and promote the values of gender equality and non-discrimination, including non-violent masculinities, and ensure age-appropriate, evidence-based and scientifically accurate comprehensive sexuality education for girls and boys;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Boys
- Girls
- Men
- Women
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 24
- Paragraph text
- Furthermore, in many parts of the world, girls and young women with disabilities are often entirely excluded from the education system, or otherwise isolated from their communities at home or in institutions, and are without any access to sexuality education. The lack of equal access to inclusive and quality education affects, in particular, girls and young women with disabilities in conflict, post-conflict or other humanitarian situations, especially those who are refugees, internally displaced, migrants or asylum seekers; deprived of their liberty in hospitals, residential institutions, juvenile or correctional facilities; or homeless or living in poverty. Girls and young women in such situations are at heightened risk of being subjected to physical or sexual abuse and contracting sexually transmitted infections.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Humanitarian
- Personas afectadas
- Girls
- Persons on the move
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 26
- Paragraph text
- Girls and young women with disabilities face unique challenges with regard to the management of menstrual hygiene. The absence of appropriate sanitation facilities in schools, including separate, accessible and sheltered toilets, in addition to the lack of education, resources and support for menstrual hygiene, compromise their ability to properly manage their hygiene and make them especially prone to diseases. Consequently, many girls and young women with disabilities stay at home or are sent to special schools, reinforcing their exclusion from comprehensive sexuality education.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 62
- Paragraph text
- [The Special Rapporteur makes the following recommendations to States:] Design and implement comprehensive inclusive and accessible sexuality education programmes and materials for girls and young women with disabilities within and outside the school system;
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
Gender-based violence against women, updating general recommendation No. 19 2017, para. 30c
- Paragraph text
- [The Committee recommends that States parties implement the following preventive measures:] Develop and implement effective measures to make public spaces safe for and accessible to all women and girls, including by promoting and supporting community-based measures adopted with the participation of women’s groups. Measures should include ensuring adequate physical infrastructure, including lighting, in urban and rural settings, in particular in and around schools;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Girls
- Women
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 44
- Paragraph text
- States need to provide comprehensive and non-discriminatory sexuality education to girls and young women with disabilities, both within and outside school (see A/65/162, paras. 62 and 87). It should include information about self-esteem and healthy relationships; sexual and reproductive health, contraception and sexually transmitted diseases; the prevention of sexual and other forms of exploitation, violence and abuse; stigma and prejudices against persons with disabilities; gender roles; and human rights. Indeed, sexuality education has been found to be effective in improving the sexual knowledge and skills of youth with disabilities, and in reducing sexual violence against them. States must ensure that their sexuality education programmes are inclusive of girls and young women with disabilities and their specific needs, and that they are made available in accessible and alternative communication formats. Peer-education programmes are effective ways to enhance knowledge and skills with regard to the sexual and reproductive health and rights of girls and young women with disabilities.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Gender
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 23
- Paragraph text
- Many girls and young women with disabilities do not have access to information and education about sexual and reproductive health and rights and related services. Several studies found that youth with disabilities, especially girls and young women with intellectual disabilities, have low levels of sexuality education and sexual and reproductive health and rights knowledge, including information with regard to the prevention and transmission of HIV. The lack of inclusive education prevents girls and young women with disabilities from accessing comprehensive sexuality education, as those programmes are usually not available in special education settings. In addition, comprehensive sexuality education is not always delivered in accessible formats and alternative languages, and very often it does not address disability-specific needs. Stigma and stereotypes about female sexuality can also lead to the exclusion of girls and young women with disabilities from existing comprehensive sexuality education programmes by their parents, guardians and teachers. There is a general lack of guidance for families and teachers on how to talk about sexuality and equality with girls and young women with disabilities.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Health
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Youth
- Año
- 2017
Párrafo
SRSG on violence against children: Annual report 2017, para. 16b
- Paragraph text
- [The agenda of the Special Representative has been guided by four strategic priorities: consolidating progress and mainstreaming implementation of the recommendations of the United Nations study; ensuring that violence against children is given prominence on the global agenda; reinforcing regional processes to enhance the protection of children from violence; and addressing emerging concerns. Significant results have been achieved, including:] Enhancing awareness and consolidating knowledge to prevent and respond to violence against children through international expert consultations, the development of research and the release of strategic thematic studies. As noted above, in 2016, two major studies Protecting Children Affected by Armed Violence in the Community and Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace were released. Previous studies by the Special Representative have addressed violence in schools and in the justice system; restorative justice for children; the rights of girls in the criminal justice system; child-sensitive counselling, and reporting and complaint mechanisms; protection of children from harmful practices; and the opportunities and risks for children associated with information and communications technologies. Child-friendly materials were also produced to inform and empower children concerning their right to freedom from violence, most recently issued in Braille;
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Violence
- Personas afectadas
- Children
- Girls
- Año
- 2017
Párrafo
Women and girls with disabilities 2016, para. 24
- Paragraph text
- State parties to the Convention have an obligation to respect, to protect and to fulfil the rights of women with disabilities under article 6 and all other substantive provisions in order to guarantee them the enjoyment and exercise of all human rights and fundamental freedoms. These duties imply the undertaking of legal, political, administrative, educational and other measures.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The implementation of the rights of the child during adolescence 2016, para. 69
- Paragraph text
- The Committee is deeply concerned at the challenges faced by many States to achieve equality in the enrolment of girls and boys and keep girls in school beyond primary education. Investment in girls' secondary education, a commitment necessary to comply with articles 2, 6 and 28 of the Convention, also serves to protect girls from child and forced marriage, sexual exploitation and early pregnancy, and contributes significantly towards the future economic potential of girls and their children. Investment should also be made in strategies that promote positive gender relations and social norms; address sexual and gender-based violence, including within schools; and promote positive role models, family support and the economic empowerment of women, to overcome the legal, political, cultural, economic and social barriers that represent barriers for girls. Furthermore, States should recognize that a growing number of boys are not enrolling and are not remaining in school, identify the causes and adopt appropriate measures to support boys' continued participation in education.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Boys
- Children
- Girls
- Women
- Año
- 2016
Párrafo
The implementation of the rights of the child during adolescence 2016, para. 75
- Paragraph text
- Adolescents' right to rest and leisure and to engage and participate freely in play, recreational and artistic activities, both online and offline, are fundamental to their exploration of identity, enabling adolescents to explore their culture, forge new artistic forms, create relationships and evolve as human beings. Leisure, recreation and the arts give adolescents a sense of uniqueness that is fundamental to the rights to human dignity, optimum development, freedom of expression, participation and privacy. The Committee notes with regret that those rights are widely neglected in adolescence, especially for girls. Fear of and hostility towards adolescents in public spaces, and a lack of adolescent-friendly urban planning, educational and leisure infrastructure, can inhibit the freedom to engage in recreational activity and sports. The Committee draws the attention of States to the rights embodied in article 31 of the Convention and its recommendations in general comment No. 17 (2013) on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Personas afectadas
- Adolescents
- Children
- Girls
- Año
- 2016
Párrafo
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 108i
- Paragraph text
- [The Working Group recommends that States:] Provide age-appropriate, comprehensive and inclusive sexuality education based on scientific evidence and human rights, for girls and boys, as part of the mandatory school programmes. Sexuality education should give particular attention to gender equality, sexuality, relationships, gender identity, including non-conforming gender identities, and responsible parenthood and sexual behaviour to prevent early pregnancies and sexually transmitted infections;
- Organismo
- Working Group on the issue of discrimination against women in law and practice
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Health
- Personas afectadas
- Boys
- Girls
- Women
- Año
- 2016
Párrafo
Eliminating discrimination against women in the area of health and safety, with a focus on the instrumentalization of women's bodies 2016, para. 95
- Paragraph text
- Restrictions in many countries on girls' and women's access to unbiased, quality education, including evidence-based comprehensive sexuality education, and information about where and how to obtain essential health services prevent women from making free and informed decisions about their health and safety and hence obstruct proper, informed access to health care. This is particularly true for adolescents and marginalized women facing multiple and intersectional forms of discrimination. Such restrictions are manifestations of censorship that limit women's and girls' choices.
- Organismo
- Working Group on the issue of discrimination against women in law and practice
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Health
- Personas afectadas
- Adolescents
- Girls
- Women
- Año
- 2016
Párrafo
Lifelong learning and the right to education 2016, para. 64
- Paragraph text
- The Special Rapporteur considers that the political and moral commitments made by Governments in adopting the Incheon Declaration at the World Education Forum in May 2015 impart enhanced significance to lifelong learning. Paragraph 10 of the Incheon Declaration expresses the commitment of Governments "to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. This includes equitable and increased access to quality technical and vocational education and training and higher education and research, with due attention to quality assurance. In addition, the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important." In the same paragraph, Governments have made further commitments to "ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities".
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Girls
- Women
- Youth
- Año
- 2016
Párrafo
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.
- Organismo
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Men
- Women
- Youth
- Año
- 2016
Párrafo
The implementation of the rights of the child during adolescence 2016, para. 71
- Paragraph text
- Efforts need to be made to consult adolescents on the barriers impeding their continued participation in school, given the high levels of early school leaving while still illiterate or without obtaining qualifications. The Committee has observed the following contributory factors: fees and associated costs; family poverty and lack of adequate social protection schemes, including adequate health insurance; lack of adequate and safe sanitation facilities for girls; exclusion of pregnant schoolgirls and adolescent mothers; persistent use of cruel, inhuman and degrading punishments; lack of effective measures to eliminate sexual harassment in school; sexual exploitation of girls; environments not conducive to girls' inclusion and safety; inappropriate teaching pedagogies; irrelevant or outdated curricula; failure to engage students in their own learning; and bullying. In addition, schools often lack the flexibility needed for adolescents to be able to combine work and/or family care responsibilities with their education, without which they may be unable to continue to meet the associated costs of schooling. Consistent with article 28 (1) (e) of the Convention and Sustainable Development Goal 4, States should introduce comprehensive and proactive measures to address all these factors and improve enrolment and attendance, reduce early school leaving and provide opportunities to complete education for those who have left.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Adolescents
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43e
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Where girls and teachers face attacks from opponents of girls' education, the protection of educational institutions is a priority for security forces;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Gender
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo
Issues and challenges to the right to education in the digital age 2016, para. 40
- Paragraph text
- Information and communications technologies can result in educational deprivation, particularly for the poor. Special attention must be paid to questions related to access and skills for the most marginalized groups, including girls and women and persons with disabilities. The guiding principle must be to adopt an all-inclusive approach.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 46
- Paragraph text
- Article 8 calls for measures to raise awareness and challenge stereotypes, prejudices and harmful practices regarding persons with disabilities, particularly targeting those affecting women and girls with disabilities and persons with intellectual disabilities and intensive support requirements. These barriers impede both access to, and effective learning within the education system. The Committee notes the practice of some parents of children without disabilities removing their children from inclusive schools, based on lack of awareness and understanding of the nature of disability. States parties must adopt measures to build a culture of diversity, participation and involvement into community life and to highlight inclusive education as a means to achieve a quality education for all students, with and without disabilities, parents, teachers and school administrations, as well as the community and society. States parties must ensure that mechanisms are in place to foster, at all levels of the education system, and among parents and the wider public, an attitude of respect for the rights of persons with disabilities. Civil society, in particular OPDs, should be involved in all awareness raising activities.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 76
- Paragraph text
- States parties should adopt measures to promote gender equality in the ICT sector and improve the access of rural women and girls to ICT, as well as develop or expand initiatives to increase their ICT skills, for example, through the development of village-based or community-based knowledge centres. States parties should also explore public awareness-raising and training through mobile phone technology, which has the potential to reach rural women and girls.
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43d
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Programmes are in place, both inside and outside the school system, to reduce the engagement of rural girls in unpaid care work, which constitutes a barrier to school attendance, and to protect rural girls from labour exploitation, child and/or forced marriage and gender-based violence, including sexual violence and abuse;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Gender
- Violence
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43g
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Pregnant girls in rural schools are not expelled during pregnancy and allowed to return to school following childbirth, and childcare facilities and breastfeeding rooms, as well as counselling on childcare and breastfeeding, are made available;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Personas afectadas
- Children
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43j
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] On-the-job training is tailored and targeted to rural women's professional needs, and rural women have equal access to technical and vocational education and skills training, such as on sustainable farming practices, animal health and improved husbandry.
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Gender
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43c
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Awareness-raising is implemented to change negative attitudes in rural areas towards girls' education and incentives are provided to support rural girls and their parents in offsetting the direct and indirect costs of education, including through scholarships and financial support, loans and cash transfers, and transportation;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43h
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Schools in rural areas have adequate water facilities and separate, safe, sheltered latrines for girls and offer hygiene education and resources for menstrual hygiene, with special focus on girls with disabilities;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Water & Sanitation
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 49
- Paragraph text
- Persons with disabilities, particularly women and girls, can be disproportionately affected by violence and abuse, including physical and humiliating punishments by educational personnel, for example, the use of restraints and seclusion, and bullying by others in and on route to school. Article 16 requires that States parties take all appropriate measures to protect from and prevent all forms of violence and abuse towards persons with disabilities, including sexual violence. Such measures must be age, gender and disability sensitive. The Committee strongly endorses the recommendations of the CRC, the Human Rights Committee and CESCR that States parties must prohibit all forms of corporal punishment, and cruel, inhuman and degrading treatment in all settings, including schools, and ensure effective sanctions against perpetrators. It encourages schools and other educational centers to involve students, including students with disabilities, in the development of policies, including accessible protection mechanisms, to address disciplinary measures and bullying, including cyberbullying, which is increasingly recognized as a growing feature of the lives of students, particularly children.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Violence
- Personas afectadas
- Children
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Rights of rural women 2016, para. 43f
- Paragraph text
- [States parties should protect the right of rural girls and women to education, and ensure that:] Rural girls and women are encouraged to choose non-traditional fields of study and careers, such as mathematics, informatics, natural and agricultural sciences and technology, including through career guidance and academic counselling programmes that may also be applied to home-based or community-based micro-entrepreneurial activities;
- Organismo
- Committee on the Elimination of Discrimination against Women
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Gender
- Personas afectadas
- Girls
- Women
- Año
- 2016
Párrafo