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SRSG on violence against children: Annual report 2014, para. 81
- Paragraph text
- Older children are equally active, using ICTs to prepare schoolwork, search for information, socialize with friends, play games, watch the news and video clips online, and to communicate, including through e-mail and instant messaging.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Children
- Older persons
- Año
- 2014
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Rights of indigenous women and girls 2015, para. 25
- Paragraph text
- Indigenous children's inability to access education is generally caused by the geographical and political marginalization of indigenous communities. When education is available, it is often blind to the specific needs of indigenous children. Curricula are often not taught in indigenous languages, which undermines indigenous children's ability to achieve school readiness and express their cultural identity in school. National school curricula tend to have very little, if any, focus on indigenous peoples, their issues and histories. Some national curricula even reinforce negative cultural stereotypes about indigenous peoples and indigenous students frequently find that the education provided by the State promotes individualism and a competitive atmosphere, rather than communal ways of life and cooperation. It is also common for indigenous children to experience racism and discrimination and ethnically motivated bullying in school. Furthermore, the education available to indigenous children is not always of adequate quality. The physical buildings in which indigenous children are educated can also fail to be fit for purpose, and teaching staff and materials may also be of poor quality.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Sexual education 2010, para. 38
- Paragraph text
- The right to comprehensive sexual education is also confirmed by recommendations and declarations of international bodies, as well as by documents reflecting the global consensus among States. For example, the Programme of Action adopted by the International Conference on Population and Development recognizes that sexual and reproductive health education must begin in primary school and continue through all levels of formal and non-formal education.3 The Joint United Nations Programme on HIV/AIDS (UNAIDS) has found that sexual education is more effective if given prior to first intercourse. The World Health Organization (WHO) believes that it is crucial for sexual education to start early, especially in developing countries. The Organization has also provided specific guidance on how to incorporate sexual education into school curricula and recommends that sexual education should constitute a separate subject, rather than being incorporated into other subjects. In addition, comprehensive sexual education is a basic tool for achieving many of the Millennium Development Goals (MDGs), such as promoting gender equality and empowering women (Goal 3), reducing child mortality (Goal 4), improving maternal health (Goal 5) and combating HIV/AIDS (Goal 6).
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Gender
- Health
- Personas afectadas
- Children
- Women
- Año
- 2010
- Fecha de adición
- 19 de ago. de 2019
Párrafo
The rights of children with disabilities 2007, para. 66
- Paragraph text
- Inclusive education should be the goal of educating children with disabilities. The manner and form of inclusion must be dictated by the individual educational needs of the child, since the education of some children with disabilities requires a kind of support which may not be readily available in the regular school system. The Committee notes the explicit commitment towards the goal of inclusive education contained in the draft convention on the rights of persons with disabilities and the obligation for States to ensure that persons including children with disabilities are not excluded from the general education system on the basis of disability and that they receive the support required, within the general education system, to facilitate their effective education. It encourages States parties which have not yet begun a programme towards inclusion to introduce the necessary measures to achieve this goal. However, the Committee underlines that the extent of inclusion within the general education system may vary. A continuum of services and programme options must be maintained in circumstances where fully inclusive education is not feasible to achieve in the immediate future.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2007
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Children’s rights in juvenile justice 2007, para. 18
- Paragraph text
- The Committee fully supports the Riyadh Guidelines and agrees that emphasis should be placed on prevention policies that facilitate the successful socialization and integration of all children, in particular through the family, the community, peer groups, schools, vocational training and the world of work, as well as through voluntary organizations. This means, inter alia that prevention programmes should focus on support for particularly vulnerable families, the involvement of schools in teaching basic values (including information about the rights and responsibilities of children and parents under the law), and extending special care and attention to young persons at risk. In this regard, particular attention should also be given to children who drop out of school or otherwise do not complete their education. The use of peer group support and a strong involvement of parents are recommended. The States parties should also develop community-based services and programmes that respond to the special needs, problems, concerns and interests of children, in particular of children repeatedly in conflict with the law, and that provide appropriate counselling and guidance to their families.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Families
- Año
- 2007
- Fecha de adición
- 19 de ago. de 2019
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
- Fecha de adición
- 19 de ago. de 2019
Párrafo
The right of the child to freedom from all forms of violence 2011, para. 53
- Paragraph text
- Follow-up. The following must always be clear: (a) who has responsibility for the child and family from reporting and referral all the way through to follow-up; (b) the aims of any course of action taken - which must be fully discussed with the child and other relevant stakeholders; (c) the details, deadlines for implementation and proposed duration of any interventions; and (d) mechanisms and dates for the review, monitoring and evaluation of actions. Continuity between stages of intervention is essential and this may best be achieved through a case management process. Effective help requires that actions, once decided through a participatory process, must not be subject to undue delay. The follow-up must be understood in the context of article 39 (recovery and reintegration), article 25 (periodic review of treatment and placements), article 6, paragraph 2 (right to development) and article 29 (aims of education which present intentions and aspirations for development). Contact of the child with both parents should be ensured in accordance with article 9, paragraph 3, unless this is contrary to the best interests of the child.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Governance & Rule of Law
- Health
- Personas afectadas
- Children
- Families
- Año
- 2011
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2015, para. 98
- Paragraph text
- The school is especially important for connecting children, families and teachers and in remote areas it can become a bridge between a child's home and the community. Schools have a unique potential to nurture non-violent behaviour and to change attitudes that condone violence.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Violence
- Personas afectadas
- Children
- Families
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2015, para. 92
- Paragraph text
- Accessing ICTs and promoting digital literacy in schools can also leverage efforts aimed at children's social inclusion and narrow the digital divide affecting the most vulnerable children, those who are otherwise less likely to enjoy the benefits of new technologies or access information promoting safe Internet use.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2015, para. 83
- Paragraph text
- The Internet has opened up a digital divide among children, both between those who have ready and easy access to the Internet at home, school and elsewhere, and those who do not, and between those who are confident and proficient users and those who are not.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2015, para. 49
- Paragraph text
- Across regions, more and more children use information and communication technologies, starting at an increasingly young age. Children navigate online for hours, often without adult guidance or supervision. Although that enhances children's digital literacy, it may also expose them to online risks.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2015, para. 43
- Paragraph text
- Twenty-five years on, the rights of the child remain at the heart of our concerns. At the same time, information and communication technologies (ICTs) have evolved rapidly, bridging physical distances, opening up new ways of communicating, learning, delivering services and doing business.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2014, para. 112
- Paragraph text
- Promoting digital literacy in schools can also leverage efforts aimed at children's social inclusion and narrow the digital divide affecting the most vulnerable children, those who otherwise are less likely to enjoy the benefits of new technologies or access information promoting safe Internet use.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2014
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2014, para. 75
- Paragraph text
- Across regions, more and more children use ICTs at an increasingly young age. Children navigate online for longer hours, alone or without adult guidance or supervision. Although this enhances children's digital literacy, it equally exposes them to risks.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2014
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2014, para. 73
- Paragraph text
- Alongside their unique potential, ICTs are associated with risks, making children vulnerable to harmful information, bullying, abuse and exploitation in ways that are sometimes difficult to detect and respond to, including by families and caregivers, teachers and others.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Violence
- Personas afectadas
- Children
- Families
- Año
- 2014
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2014, para. 107
- Paragraph text
- Restorative justice helps reduce costs associated with offending and reoffending. More importantly, children who complete community-based restorative justice programmes are more likely to return to school and increase their chances of becoming productive members of society.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2014
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2013, para. 19
- Paragraph text
- Widespread public information, awareness-raising and education campaigns and capacity-building of professionals working with and for children are crucial to making the provisions of the Protocol widely known and facilitating access to relevant information by all those concerned, including children.
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2013
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2011, para. 55a
- Paragraph text
- [The Oslo consultation recognized the importance of preventing and responding to violence in schools through a multidimensional strategy. In particular, it recommended that the following five priority dimensions be taken into account:] Promoting holistic, participatory and child-centred strategies;
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Gender
- Governance & Rule of Law
- Violence
- Personas afectadas
- Children
- Año
- 2011
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on violence against children: Annual report 2011, para. 11d
- Paragraph text
- [In 2011, the Special Representative has, within the overall framework of her priority agenda, placed a special emphasis on:] Widening awareness and advocacy in order to prevent and address violence against children in education, as well as in justice-related institutions;
- Organismo
- Special Representative of the Secretary-General on violence against children
- Tipo de documento
- SRSG report
- Temas
- Education
- Gender
- Governance & Rule of Law
- Violence
- Personas afectadas
- Children
- Año
- 2011
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2016, para. 24
- Paragraph text
- In its 2015 Education for All Global Monitoring Report, the United Nations Educational, Scientific and Cultural Organization highlighted that about 124 million children were out of school and that one third of those children lived in countries where there was or had recently been armed conflict. Furthermore, in many of those countries, net school enrolment had been below 50 per cent even prior to the start of the conflict. The devastating impact of war on the education system is all too visible in Afghanistan, the Central African Republic, Nigeria, the Syrian Arab Republic, Yemen, and in the State of Palestine. The Special Representative remains deeply concerned about the increasing number of attacks on schools in those countries, despite the fact that schools have protected status as civilian objects under international humanitarian law. The Special Representative highlighted these issues during a high-level meeting entitled “Ensuring the inclusion of the right to education in emergencies in the post-2015 development agenda”, held on the margins of the seventieth session of the General Assembly, in September 2015. The Special Representative also emphasized the need for funding for education in emergencies during the Law, Justice and Development Week organized by the World Bank in November 2015.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Humanitarian
- Personas afectadas
- Children
- Año
- 2016
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2015, para. 18
- Paragraph text
- The General Assembly has recognized that attacks on education and health-care facilities deprive millions of children of their rights to healthy lives and to learn and realize their potential. This not only has an immediate impact on children, but also affects the future prospects of societies. In line with its recent debates and resolutions on education in emergencies and attacks on medical facilities, the Assembly welcomed the issuance of the guidance note entitled "Protect schools and hospitals: end attacks on education and health care" in May 2014, which was co-produced by the Special Representative and other organizations of the United Nations system. In her own efforts to promote the guidance note, the Special Representative attended a workshop on the protection of schools and hospitals in January 2015 in Berlin at the invitation of the Federal Foreign Office of Germany and the German Institute for International and Security Affairs. Prevention of the violation of the rights to education and health was also supported by the Security Council through its resolutions 1998 (2011), 2143 (2014) and 2225 (2015), in which the Council urged all parties to conflict to respect the civilian character of schools and to refrain from actions that impeded children's access to education and health care.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2015, para. 32
- Paragraph text
- In recent years, the international community has become increasingly aware of the impact on children of attacks on schools and hospitals and taken important steps to protect those institutions. The Security Council recognized this important aspect in its resolutions 1998, and requested the Secretary-General to list in the annexes of his annual reports on children and armed conflict the armed forces and groups who attack schools and/or hospitals and related protected persons. In resolution 2143, the Security Council called for enhanced monitoring of the military use of schools. To better implement those resolutions, the Special Representative, together with UNICEF, World Health Organization (WHO) and United Nations Educational, Scientific and Cultural Organization (UNESCO), published the guidance note "Protect Schools and Hospitals" on 21 May 2014. With this guidance note, child protection actors in the field will be better equipped to monitor, report on and engage in advocacy, and work with parties to conflict to end and prevent attacks on schools and hospitals. It also calls for increased collaboration with both traditional and new partners, including a range of civil society partners whose work is crucial to protection from and monitoring of attacks on education and health care.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Humanitarian
- Personas afectadas
- Children
- Año
- 2015
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2013, para. 7
- Paragraph text
- Traditional warfare, evolving technologies and terror tactics deeply disrupt children's lives in many parts of the world. In other cases, extremist groups indoctrinate and take advantage of children in conflict or specifically target children and educational institutions.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Humanitarian
- Personas afectadas
- Children
- Año
- 2013
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2012, para. 45
- Paragraph text
- [Empowering children through education, skills and livelihood opportunities]: Ensuring children’s access to education is itself a powerful means of protecting them from becoming involved with armed forces or groups in conflict-affected countries or fragile situations. If children attend school, they are busy and less likely to join armed forces or groups because they have other alternatives. In contrast, a lack of access to education leads many young people to see military training as their only opportunity to learn. In situations of armed conflict, when the protective function of schools is most required, schools often become targets for attacks. The use of schools for military purposes equally reduces the likelihood of children attending school, and thus may increase the likelihood of voluntary association of children with armed groups. All stakeholders must therefore ensure that schools are protected. Measures that field-based practitioners in conflict settings have used to prevent schools from being attacked include physical protection, community involvement in protection of schools, alternative delivery of education, negotiations with stakeholders to make schools conflict-free zones, restrictions on the military and political use of schools, and advocacy initiatives.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Humanitarian
- Personas afectadas
- Children
- Youth
- Año
- 2012
- Fecha de adición
- 19 de ago. de 2019
Párrafo
SRSG on children and armed conflict: Annual report 2011, para. 65
- Paragraph text
- The Special Representative will continue to engage with Member States, experts and the academic community to foster greater knowledge and develop and refine knowledge and understanding of emerging challenges to the protection of children in conflict.
- Organismo
- Special Representative of the Secretary-General for children and armed conflict
- Tipo de documento
- SRSG report
- Temas
- Education
- Equality & Inclusion
- Humanitarian
- Personas afectadas
- Children
- Año
- 2011
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Debt bondage as a key form of contemporary slavery 2016, para. B.
- Paragraph text
- [Recommendations to Member States:] When children are identified as bonded labourers, ensure that they are able to reaccess education and that specific provisions are in place to support their reintegration.
- Organismo
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Movement
- Personas afectadas
- Children
- Año
- 2016
- Fecha de adición
- 19 de ago. de 2019
Párrafo
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.
- Organismo
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Ethnic minorities
- Girls
- Persons on the move
- Año
- 2016
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Child participation 2012, para. 72
- Paragraph text
- In the United Kingdom, a prevention programme on sexual exploitation, administered by Nia (an organization that works towards the prevention of violence against children and the protection of victims of gender-based violence) in partnership with the Children's Society, developed and ran a train-the-trainers programme in which young people were trained to deliver training to professionals and other young people. The aim was to equip young people with information on sexual exploitation and to develop creative ways to engage participants in the learning process. The young people co-facilitated training sessions for professionals, in addition to giving presentations and workshops at various conferences and youth centres. The response from the trainers was unanimously positive; all felt that the experience had boosted their self-esteem, increased their own awareness of sexual exploitation and given them presentation skills. While the young people reportedly experienced rudeness and haughty behaviour from some professionals, they found the majority open and genuinely interested in hearing their viewpoint. The project benefited both the participants and the professionals by showing them another perspective and the unique knowledge of young people.
- Organismo
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Gender
- Violence
- Personas afectadas
- Children
- Youth
- Año
- 2012
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Normative action for quality education 2012, para. 23
- Paragraph text
- The Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child establish that education should be aimed at the full development of the human personality and the sense of its dignity. Article 26 of the Declaration clearly states that education must be “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Article 13 of the Covenant specifies that education “shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace.” Article 29 of the Convention on the Rights of the Child goes further in stipulating that education must develop respect for human rights, the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own. Education must prepare the child for responsible life in a free society.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Children
- Families
- Año
- 2012
- Fecha de adición
- 19 de ago. de 2019
Párrafo
Access to rights-based support for persons with disabilities 2017, para. 78
- Paragraph text
- Some persons with disabilities may need support to overcome barriers that limit their ability to communicate and be understood. While the provision of accessible information and communication can reduce the need for support of persons with disabilities, many of them may still require support with communication. The situation of children with disabilities with limited or no speech capacity is particularly alarming, since their communication needs are usually neglected within the education system and in their communities, despite the existence of low-cost resources and materials. In this regard, States must take all appropriate measures to ensure that persons with disabilities, whatever their communication skills or type of impairment, can access the communication support they need through different forms of communication, as defined in article 2 of the Convention. This includes professional sign language interpretation, display of text, Braille, tactile communication, large print and accessible multimedia, as well as written, audio, plain-language, human-reader and augmentative and alternative modes, means and formats of communication, including accessible information and communications technology.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2017
- Fecha de adición
- 19 de ago. de 2019
Párrafo