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The right to freedom of opinion and expression exercised through the Internet 2011, para. 63
- Paragraph text
- The Special Rapporteur notes that several initiatives have been taken in an attempt to bridge the digital divide. At the international level, Target 8f of the Millennium Development Goals calls upon States, "in consultation with the private sector, [to] make available the benefits of new technologies, especially information and communications." The necessity of achieving this target was reiterated in the 2003 Plan of Action adopted at the Geneva World Summit on the Information Society, which outlines specific goals and targets to "build an inclusive Information Society; to put the potential of knowledge and [information communication technologies] (ICTs) at the service of development; to promote the use of information and knowledge for the achievement of internationally agreed development goals." To implement this plan of action, in 2005, the International Telecommunication Union launched the "Connect the World" project. Another initiative to spread the availability of ICTs in developing countries is the "One Laptop Per Child" project that has been supported by the United Nations Development Programme. This project distributes affordable laptops that are specifically customized for the learning environment of children. Since this project was mentioned in the previous mandate holder's report in 2006, 2.4 million laptops have been distributed to children and teachers worldwide. In Uruguay, the project has reached 480,000 children, amounting to almost all children enrolled in primary school. States in Africa lag behind, but in Rwanda, over 56,000 laptops have been distributed, with plans for the figure to reach 100,000 by June 2011.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2011
Párrafo
The right of the child to freedom of expression 2014, para. 35
- Paragraph text
- The Committee on the Rights of the Child has commented to numerous States that traditional attitudes towards children in all spheres, including the home, school and society in general, continue to delay the acceptance of children's right to express themselves freely (see, for example, CRC/C/SGP/CO/2-3, para. 33, and CRC/C/ECU/CO/4, para. 40). Obstacles to the freedom of expression of children are particularly prevalent in settings in which the power of adults over children remains unquestioned. Educational settings highlight with particular clarity some of the tensions between the recognition of children as human beings with rights, views and feelings of their own on the one hand, and paternalistic perceptions of them on the other.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2014
Párrafo
The right of the child to freedom of expression 2014, para. 92
- Paragraph text
- States should take proactive measures to promote children's access to the Internet in all settings. The Internet's central role in the promotion of all the rights of children, in particular the right to freedom of expression, to participation in public life and to education, should be taken into consideration within education systems. Efforts should be made to reframe the Internet as a positive resource - with benefits for both the individual child and society as a whole - as opposed to a negative or otherwise dangerous medium. For example, the Internet is an excellent tool for accessing books for children from all social origins.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2014
Párrafo
Groups in need of attention, limitations to the right to freedom of expression, and protection of journalists 2010, para. 51
- Paragraph text
- The evolution of one's own thinking, the ability to express one's thoughts clearly and the capacity to use alternative means of expression, such as art and electronic and audiovisual means of communication, begin to be developed in childhood. Therefore, child protection programmes should make a special effort to focus on respect for children's freedom of opinion and expression. Early stimulation and learning programmes should also be promoted, as should full access to schooling and participatory educational programmes that encourage critical thinking, the capacity for expression and a culture of peace.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2010
Párrafo
The right of the child to freedom of expression 2014, para. 29
- Paragraph text
- Another interesting aspect of article 12 relevant to freedom of expression is the emphasis on participation. Although the term is not found in the article, the Committee on the Rights of the Child has stated on various occasions that children's participation in society enables them to be heard, to be informed about public affairs and to play a role in the life of their country (see, for example, CRC/C/SR.379, para. 55). Participation should be encouraged within the family, at school and in society at large; it should concern political, social, economic and cultural life; and it should happen through existing institutions and through the creation of children-specific bodies. The rationale behind encouraging the children's participatory rights is to facilitate their development, given that children cannot be expected to mature into full members of society if they lack the experience of participating in school and community life (see, for example, CRC/C/SR.277, para. 50).
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Children
- Families
- Año
- 2014
Párrafo
Work of the mandate and priorities of the SR 2015, para. 47
- Paragraph text
- The cooperation between sectors can also be beneficial to facilitate access to preschool education, especially for children of families at risk, and enable community readiness to accept and integrate children and adults with disabilities into all of the everyday life of the community. This approach can also offer opportunities for adolescents and youth at risk to find alternatives to youth violence by engaging them in community programmes that support recreation centres for older persons, thus contributing to the reinforcement of intergenerational links and improving the quality of human relationships in general.
- Organismo
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Adolescents
- Children
- Older persons
- Persons with disabilities
- Youth
- Año
- 2015
Párrafo
Key trends and challenges to the right of all individuals to seek, receive and impart information and ideas of all kinds through the Internet 2011, para. 46
- Paragraph text
- In addition, the Special Rapporteur believes that Internet literacy should be included in school curricula, as well as in learning modules outside of schools. One example is the ThutoNet programme in Botswana, which will not only provide all schools in Botswana with computers and access to the Internet, but will train teachers on how to use ICT as a classroom tool, including formal ICT education as part of the school curriculum. This programme aims to assist the country's children for success in the digital age, and will also involve the development of locally produced educational software to assist with e-learning and to ensure local content and subject relevance.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2011
Párrafo
Hate speech and incitement to hatred 2012, para. 58
- Paragraph text
- A first essential element of any strategy to combat hate speech is prevention. To this end, it is crucial to provide education and raise awareness about human rights, tolerance and knowledge of other cultures and religions. When a State ratifies an international human rights instrument, it has the duty to raise levels of awareness of the rights contained therein among the population at large (CCPR/C/21/Rev.1/ Add.13, para. 7). The school education system is a prime avenue to do so. For example, in Sweden, the Living History Forum (www.levandehistoria.se) is a public authority that produces exhibitions and teaching materials around topics of tolerance, democracy and human rights, with the Holocaust and other crimes against humanity as the starting point. Beyond such specific projects, it is crucial, however, to promote values, beliefs and attitudes that encourage children to embrace differences. Values instilled during childhood are likely to have the strongest impact on responses as adults.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Children
- Año
- 2012
Párrafo
The right of the child to freedom of expression 2014, para. 57
- Paragraph text
- Campaigns initiated by children have generated important debates and brought benefits to society as a whole. Student unions often play a central role in articulating child-led advocacy initiatives: in 2011, for example, thousands of secondary school and university students in Chile protested against the exorbitant costs of education. The political impact of their mobilization continues to be felt in the ongoing debates on the Chilean education system. Similar student protests against the costs of education have occurred in multiple countries.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- Children
- Año
- 2014
Párrafo
The right of the child to freedom of expression 2014, para. 66
- Paragraph text
- The spread of the Internet has allowed millions of people to learn, publish and communicate on an unprecedented scale. The Internet can provide great educational benefits through its potential for interactive use in schools and the wide array of information it makes available. Plan Ceibal in Uruguay, for example, is a remarkable example of promoting Internet access through the education system. More specifically, as suggested by the Committee on the Rights of the Child, the Internet plays an important role in education owing to its ability to provide education for children who cannot travel to schools, through mobile school programmes that rely on the Internet (see CRC/C/GC/11, para. 61).
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2014
Párrafo
Unhealthy foods, non-communicable diseases and the right to health 2014, para. 18
- Paragraph text
- Education and public awareness programmes can help the population make healthier food choices. Consumer-friendly labelling of food products is a common method to raise awareness and encourage consumers to make informed decisions about their diets. For instance, some States have issued guidance for supermarkets and food and beverage companies to use images such as front-of-pack, "traffic light" food labelling. This creates awareness about healthier food options, impacting positively consumer choice. Traffic light food labelling makes use of red, amber and green colours to indicate high, medium and low content, respectively, of a particular nutrient. As children are particularly vulnerable to increased risk of NCDs in adulthood due to the consumption of unhealthy foods, States should involve schools in teaching children about the benefits of healthy foods in a child-friendly manner.
- Organismo
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Food & Nutrition
- Health
- Personas afectadas
- Children
- Año
- 2014
Párrafo
Right to health in early childhood - Right to survival and development 2015, para. 27
- Paragraph text
- Second, the three main domains of early childhood development - physical, social-emotional and cognitive-linguistic - affect health throughout life. All three domains must be given equal attention to promote development in a holistic manner, or healthy development. Research from neuroscience shows how the quality of emotional relationships in early childhood impacts on physical and mental health as well as on morbidity in adulthood. It also shows the detrimental impact of toxic stress and early childhood adversities on the quality of brain architecture and the health status during the life span as developmental stages build on one another. Individual and societal health can be improved through cost-effective and culturally relevant interventions focusing on enhancing children's emotional and social development, competent parenting and the quality of relationships between children and parents in early childhood.
- Organismo
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Health
- Personas afectadas
- Children
- Families
- Año
- 2015
Párrafo
Sports and healthy lifestyles as contributing factors to the right to health 2016, para. 47
- Paragraph text
- States should take steps to establish frameworks and minimum standards of care and protection for children participating in sports to protect them from the risks of abuse, overtraining and violence and should promote guidelines for healthy participation in sport at all levels for minors. They should ensure that children and adolescents have recourse to effective, safe and child-sensitive counselling, reporting and complaints mechanisms, in the event of health rights violations. Moreover, children should only engage in intensive training programmes and/or professional sport at ages when their cognitive development is sufficient for them to understand the concept and implications of competition, in order to avoid negative impacts on their early development.
- Organismo
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Adolescents
- Children
- Año
- 2016
Párrafo
The right of the child to freedom of expression 2014, para. 37
- Paragraph text
- In many countries, however, children are denied the right to express themselves freely because of the idea that education serves as a tool for adults to mould children into predetermined shapes. This is evident in the prevalence of authoritarian school environments and teaching methods that, for instance, often preclude students from expressing their views on how their school is run (see CRC/C/KOR/CO/3-4, para. 40). In some places, rote learning continues to be the norm rather than participatory methods of teaching that encourage children to develop and express their views (CRC/C/15/Add.148, para. 39).
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2014
Párrafo
The right of the child to freedom of expression 2014, para. 76
- Paragraph text
- Empowering children must include training parents and professionals who work with children to support them in using the Internet, keeping in mind their evolving capacities. A positive way to introduce online safety and information beneficial to the development of children is through school curricula, including by involving children in the development of school policies on information and communications technologies. Non-governmental organizations and public communications such as radio messages can provide similar support to children who are not in school. Some examples of child safety initiatives are SaferNet Brasil, the Slovak Safer Internet Centre and Manos por la Niñez y Adolescencia (Hands for Children and Adolescents) in the Bolivarian Republic of Venezuela.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Adolescents
- Children
- Families
- Año
- 2014
Párrafo
The right of the child to protection from corporal punishment and other cruel and degrading forms of punishment 2006, para. 44
- Paragraph text
- Article 12 of the Convention underlines the importance of giving due consideration to children's views on the development and implementation of educational and other measures to eradicate corporal punishment and other cruel or degrading forms of punishment.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Governance & Rule of Law
- Personas afectadas
- Children
- Año
- 2006
Párrafo
The right of the child to protection from corporal punishment and other cruel and degrading forms of punishment 2006, para. 49
- Paragraph text
- The Committee proposes that States may wish to seek technical assistance from, among others, UNICEF and UNESCO concerning awareness-raising, public education and training to promote non-violent approaches.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2006
Párrafo
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 41
- Paragraph text
- [Pressure for educational achievement: Many children in many parts of the world are being denied their rights under article 31 as a consequence of an emphasis on formal academic success. For example:] Contact with nature is decreasing in many schools with children having to spend more time indoors;
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2013
Párrafo
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 41
- Paragraph text
- [Pressure for educational achievement: Many children in many parts of the world are being denied their rights under article 31 as a consequence of an emphasis on formal academic success. For example:] Extracurricular tuition and homework are intruding on children's time for freely chosen activities;
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2013
Párrafo
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 58g
- Paragraph text
- [Schools: Educational environments should play a major role in fulfilling the obligations under article 31, including:] Educational pedagogy: Learning environments should be active and participatory and offer, especially in the early years, playful activities and forms of engagement;
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Personas afectadas
- Children
- Año
- 2013
Párrafo
The aims of education 2001, para. 21
- Paragraph text
- The media, broadly defined, also have a central role to play, both in promoting the values and aims reflected in article 29 (1) and in ensuring that their activities do not undermine the efforts of others to promote those objectives. Governments are obligated by the Convention, pursuant to article 17 (a), to take all appropriate steps to "encourage the mass media to disseminate information and material of social and cultural benefit to the child".
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- All
- Children
- Año
- 2001
Párrafo
The aims of education 2001, para. 14
- Paragraph text
- Sixth, it reflects the vital role of appropriate educational opportunities in the promotion of all other human rights and the understanding of their indivisibility. A child's capacity to participate fully and responsibly in a free society can be impaired or undermined not only by outright denial of access to education but also by a failure to promote an understanding of the values recognized in this article.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2001
Párrafo
The right of the child to freedom from all forms of violence 2011, para. 72c
- Paragraph text
- [Elements to be mainstreamed into national coordinating frameworks. The following elements need to be mainstreamed across the measures (legislative, administrative, social and educational) and stages of intervention (from prevention through to recovery and reintegration):] Primary (general) prevention. See paragraph 42 of the present general comment for details;
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Governance & Rule of Law
- Violence
- Personas afectadas
- Children
- Año
- 2011
Párrafo
Implementing child rights in early childhood 2006, para. 29b
- Paragraph text
- In planning for early childhood, States parties should at all times aim to provide programmes that complement the parents' role and are developed as far as possible in partnership with parents, including through active cooperation between parents, professionals and others in developing "the child's personality, talents and mental and physical abilities to their fullest potential" (art. 29.1 (a)).
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Personas afectadas
- Children
- Families
- Año
- 2006
Párrafo
Implementing child rights in early childhood 2006, para. 20b
- Paragraph text
- Providing adequate assistance should take account of the new roles and skills required of parents, as well as the ways that demands and pressures shift during early childhood for example, as children become more mobile, more verbally communicative, more socially competent, and as they begin to participate in programmes of care and education;
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Families
- Año
- 2006
Párrafo
Activities of the Working Group 2014, para. 82l
- Paragraph text
- [States should also:] Take measures to reduce the school dropout rate and improve the underachievement of children of African descent with greater support and attention given to families;
- Organismo
- Working Group of experts on people of African descent
- Tipo de documento
- Special Procedures' report
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Families
- Año
- 2014
Párrafo
The right of the child to be heard 2009, para. 112
- Paragraph text
- The Committee encourages States parties to support the development of independent student organizations, which can assist children in competently performing their participatory roles in the education system.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2009
Párrafo
The right of the child to be heard 2009, para. 130
- Paragraph text
- The Committee welcomes the significant contributions by UNICEF and NGOs in promoting awareness-raising on children's right to be heard and their participation in all domains of their lives, and encourages them to further promote child participation in all matters affecting them, including at the grass-roots, community, and national or international levels, and to facilitate exchanges of best practices. Networking among child-led organizations should be actively encouraged to increase opportunities for shared learning and platforms for collective advocacy.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Año
- 2009
Párrafo
The implementation of the rights of the child during adolescence 2016, para. 61
- Paragraph text
- Age-appropriate, comprehensive and inclusive sexual and reproductive health education, based on scientific evidence and human rights standards and developed with adolescents, should be part of the mandatory school curriculum and reach out-of-school adolescents. Attention should be given to gender equality, sexual diversity, sexual and reproductive health rights, responsible parenthood and sexual behaviour and violence prevention, as well as to preventing early pregnancy and sexually transmitted infections. Information should be available in alternative formats to ensure accessibility to all adolescents, especially adolescents with disabilities.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Adolescents
- Children
- 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
- Medio de adopción
- N.A.
- Temas
- Education
- Equality & Inclusion
- Gender
- Personas afectadas
- Boys
- Children
- Girls
- Women
- Año
- 2016
Párrafo