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African Youth Charter 2006, para. 1d
- Paragraph text
- 1. States Parties shall take the following steps to promote and protect the morals and traditional values recognised by the community: d) Work with educational institutions, youth organisations, the media and other partners to raise awareness of and teach and inform young people about African culture, values and indigenous knowledge;
- Organismo
- African Union
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Youth
- Año
- 2006
- Tipo de párrafo
- Article
Párrafo
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 74a
- Paragraph text
- [Within both of these areas of concern, there is a need for Governments to decidedly fold into development programmes the goal of increasing indigenous self-determination. Enhancing indigenous self-determination is a matter of basic human dignity as well as being conducive to successful practical outcomes. Among the objectives to be pursued in this regard are the following:] Enhancing indigenous education and skills in relevant areas so that indigenous peoples themselves can engage and participate in the various components of development programmes and projects that affect them in the modern world, including natural resource extraction projects;
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Environment
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Technical and Vocational Education and Training (TVET) 2012, para. 95
- Paragraph text
- States should pay particular attention to making technical and vocational education and training accessible to marginalized and vulnerable groups, targeting in particular ethnic and linguistic minorities, persons with disabilities and migrants, and especially those living in poverty. Devoid of equitable approaches, technical and vocational education and training can accentuate prevailing inequities and deprivation to the detriment of the right to education for all. Promoting equity and inclusion through positive measures should be a key factor in the provision of technical and vocational education and training.
- Organismo
- Special Rapporteur on the right to education
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Año
- 2012
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 91c
- Paragraph text
- [The Independent Expert provides the following broad recommendations to national Governments and the international community:] States must ensure that the national educational environment is welcoming and non-discriminatory for those belonging to religious minorities and that reasonable accommodation is provided for them to learn about their own religion, manifest their religion, participate in their religious holidays, and learn about the religions and beliefs of others. In conformity with the Declaration, States should, where appropriate, take measures to encourage the acquisition of knowledge about the history, traditions, language and culture of the minorities existing within their territory;
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of linguistic minorities 2013, para. 75
- Paragraph text
- Nevertheless, a reasonable degree of accommodation of smaller and lesser-used languages should be provided. Modalities to support small or dispersed linguistic communities must be considered and can include support for informal language classes within or outside the public education structures and ensuring consultation with cultural associations representing linguistic minorities to assess and respond to specific needs. Factors such as voluntary and forced migration, conflict, climate change, and the opening of borders, for example across the Europe Union member States, are creating ever more diverse ethnic and linguistic societies in which language rights and needs must be taken into account.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of linguistic minorities 2013, para. 83
- Paragraph text
- Minorities have the right to use their own language, irrespective of its legal status, and provisions should be made to enable minorities to learn and be taught in their mother tongue as well as the official State languages. Models of bilingual education have been demonstrated to be particularly valuable and should be implemented by States in all regions. Positive models of integration are not only about the integration of minority communities into wider society. It is a positive practice to not only encourage minorities to learn and become proficient in the national language, but also to encourage members of majority populations to learn minority languages.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Hate speech and incitement to hatred against minorities in the media 2015, para. 115
- Paragraph text
- Education to promote intercultural understanding, mutual respect and tolerance among population groups is essential to eliminating stereotypes and prejudices against minority communities. Human rights education should be an important part of school curricula, which should also include the history, culture and traditions of minority groups as well as their important contribution to enriching our societies.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2015
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 85e
- Paragraph text
- [Overcoming discrimination against indigenous peoples, and indigenous women in particular, will require concerted efforts and, in many cases, special measures. The Special Rapporteur expresses her hope that the global community is ready to take the necessary steps to end the historical injustices committed against indigenous peoples, and provides the following recommendations to that effect:] Indigenous peoples should be included in the design and delivery of adequate social services, particularly within the education and health sectors, with the understanding that culturally appropriate services are not only required by international human rights standards but are also are related to higher achievement outcomes.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Ethnic minorities
- Women
- Año
- 2014
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Protection of minority rights in conflict prevention 2010, para. 100
- Paragraph text
- Education curricula should avoid stereotypes and provide a realistic and non-discriminatory image of all communities within society. States should ensure that members of minorities are able to adopt the necessary measures to ensure the protection and promotion of their identity, such as providing mother tongue education and religious education. Education at all levels should have the goal of enabling members of minorities to compete on an equal footing for jobs and other opportunities while preserving their distinct identities.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 135
- Paragraph text
- Human rights education in schools should be a mandatory subject. Language in school textbooks should be revised to eliminate stereotypical and prejudicial portrayals of caste-affected communities and contest the social construction of caste and caste-like systems and related notions, including untouchability and segregation.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2016
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of linguistic minorities 2013, para. 73
- Paragraph text
- The challenges experienced by linguistic minorities are diverse and differ significantly according to their specific circumstances and legal and policy conditions in their countries of residence. Some linguistic minorities are well integrated, able to use their languages in public and private freely and find an accommodation of their language rights and needs in administration, education and service provision. For others, lack of official recognition or language policy and programmes for linguistic minorities results in an environment in which there is little or no provision made for minority languages. In some countries linguistic minorities may live mainly in rural or remote regions where their community interactions are always in minority languages but their children’s education is only in the national or official State language.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Civil & Political Rights
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 124
- Paragraph text
- Discrimination based on caste and analogous systems is deeply embedded in interpersonal and communal relationships in caste-affected countries. Therefore, overcoming it will require not only legal and political responses, but also community based approaches aimed at changing the mindsets of individuals and the collective conscience of local communities. In this regard, formal and informal community education and open dialogue from an early age are essential elements to ensure that the principles of human dignity and equality generally are accepted and respected.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2016
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 92
- Paragraph text
- Education curricula should avoid stereotypes and provide a realistic and non-discriminatory image of all communities within society. States should ensure that members of minorities are able to adopt the necessary measures to ensure the protection and promotion of their identity, such as providing mother tongue education and religious education. Education at all levels should have the goal of enabling members of minorities to compete on an equal footing for jobs and other opportunities while preserving their distinct identities.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of indigenous women and girls 2015, para. 77a
- Paragraph text
- [Recommendations to Member States] [With regard to economic, social and cultural rights, Member States should:] Improve access by indigenous peoples to education, with interventions targeted towards understanding and overcoming the specific barriers faced by girls;
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Girls
- Año
- 2015
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of indigenous women and girls 2015, para. 77f
- Paragraph text
- [Recommendations to Member States] [With regard to economic, social and cultural rights, Member States should:] Develop educational materials that sensitize non-indigenous populations to the cultural realities of indigenous communities and women. Those materials should be integrated into school curricula and in human rights training for Government officials providing services to indigenous peoples, including the police, border guards and the judiciary, as well as health and education professionals.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Personas afectadas
- Ethnic minorities
- Women
- Año
- 2015
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Groups in need of attention, limitations to the right to freedom of expression, and protection of journalists 2010, para. 129
- Paragraph text
- States should take the necessary steps to support the expression of the cultural diversity of indigenous peoples and other minority groups in the public and private media. They should also promote policies on dialogue and education that foster understanding and respect in intercultural exchanges.
- Organismo
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2010
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 85d
- Paragraph text
- [Overcoming discrimination against indigenous peoples, and indigenous women in particular, will require concerted efforts and, in many cases, special measures. The Special Rapporteur expresses her hope that the global community is ready to take the necessary steps to end the historical injustices committed against indigenous peoples, and provides the following recommendations to that effect:] The disadvantages faced by indigenous peoples with regard to education and health should be addressed by identifying the multiple drivers of marginalization, adopting integrated policy approaches that address interlocking causes of disadvantages, setting specific national targets for indigenous peoples' health and education outcomes and gathering disaggregated and specific data to monitor progress;
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Ethnic minorities
- Women
- Año
- 2014
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Rights of linguistic minorities 2013, para. 78
- Paragraph text
- A lack of recognition and constitutional and legal protection of linguistic minority rights is often a contributing factor to the decline. In many instances not enough has been done to support and promote a minority language and its users, and the provisions of the 1992 Declaration on Minorities have not been implemented in practice. The Independent Expert on minority issues welcomes the work undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to protect endangered languages and promote linguistic diversity. She supports the interdisciplinary approach taken by UNESCO to the promotion of linguistic diversity, which incorporates capacity-building, research and analysis, awareness-raising, project implementation, networks and dissemination of information. Nevertheless, vital work can be conducted only at the national levels, and where necessary States should seek assistance and technical cooperation.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2013
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 90
- Paragraph text
- Expertise on minority issues should be mainstreamed into the mandates of all relevant ministries and governmental organs and national human rights institutions. Those particularly relevant to minority concerns, including in the fields of education, employment, health, housing and culture, should collaborate in the development of joint initiatives and programmes targeted towards disadvantaged minorities.
- Organismo
- Special Rapporteur on minority issues
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2012
- Tipo de párrafo
- Conclusion / Recommendation
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
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Discrimination against Roma 2000, para. 18
- Paragraph text
- [Recommends that the States parties to the Convention, taking into account their specific situations, adopt for the benefit of members of the Roma communities, inter alia, all or part of the following measures, as appropriate.] To prevent and avoid as much as possible the segregation of Roma students, while keeping open the possibility for bilingual or mother tongue tuition; to this end, to endeavour to raise the quality of education in all schools and the level of achievement in schools by the minority community, to recruit school personnel from among members of Roma communities and to promote intercultural education.
- Organismo
- Committee on the Elimination of Racial Discrimination
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2000
- Tipo de párrafo
- Conclusion / Recommendation
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 87
- Paragraph text
- A good faith effort towards consensual decision-making requires that States endeavour to create a climate of confidence with indigenous peoples that allows for a productive dialogue. This is particularly important in relation to indigenous peoples given their historic exclusion from decision-making processes and consequent lack of trust in State institutions. Furthermore, indigenous peoples are typically disadvantaged in terms of political influence, financial resources, access to information and relevant education in comparison to State institutions or private parties, such as companies, that are their counterparts in the consultations.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 73
- Paragraph text
- States should engage in comprehensive reviews of their existing legislation and administrative programmes to identify where they may be incompatible with the Declaration. This would include a review of all laws and programmes touching upon indigenous peoples' rights and interests, including those related to natural resource development, land, education and administration of justice. On the basis of such a review, necessary legal and programmatic reforms should be developed and implemented in consultation with indigenous peoples.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Civil & Political Rights
- Education
- Environment
- Governance & Rule of Law
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 132
- Paragraph text
- We note that transportation and mobility are central to sustainable development. Sustainable transportation can enhance economic growth and improve accessibility. Sustainable transport achieves better integration of the economy while respecting the environment. We recognize the importance of the efficient movement of people and goods and access to environmentally sound, safe and affordable transportation as a means to improve social equity, health, resilience of cities, urban-rural linkages and productivity of rural areas. In this regard, we take into account road safety as part of our efforts to achieve sustainable development.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Environment
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 229
- Paragraph text
- We reaffirm our commitments to the right to education, and in this regard we commit to strengthen international cooperation to achieve universal access to primary education, particularly for developing countries. We further reaffirm that full access to quality education at all levels is an essential condition for achieving sustainable development, poverty eradication, gender equality and women's empowerment, as well as human development, for the attainment of the internationally agreed development goals, including the Millennium Development Goals, and for the full participation of both women and men, in particular young people. In this regard, we stress the need for ensuring equal access to education for persons with disabilities, indigenous peoples, local communities, ethnic minorities and people living in rural areas.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Men
- Women
- Youth
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 29
- Paragraph text
- A second area of concern has to do with those development initiatives by States, often pursued with the backing of international actors, which are targeted specifically at indigenous peoples and their social and economic conditions. Many initiatives by States are aimed at the important objective of reducing the disadvantage that indigenous peoples experience in social and economic spheres. In his various reports assessing the human rights situations of indigenous peoples in various countries, the Special Rapporteur has provided specific details of examples of such Government policies and programmes that are targeted at key issues associated with indigenous peoples' development, including those related to indigenous health, education and poverty reduction.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Ethnic minorities
- Año
- 2010
- Tipo de párrafo
- Other
Párrafo
The right of indigenous peoples to development with culture and identity, the right of indigenous peoples to participation and the obligation of States to implement the United Nations Declaration on the Rights of Indigenous Peoples 2010, para. 39
- Paragraph text
- The right of indigenous peoples to participate in decision-making is both rooted in other basic human rights and essential to the effective enjoyment of those rights. A number of basic human rights principles underpin the right to participate and inform its content. These include, among others, principles of self-determination, equality, cultural integrity and property. Correspondingly, a lack of effective participation by indigenous peoples in decision-making concerning matters that affect them can have a direct impact on, and in many cases directly undermine, their effective enjoyment of other basic human rights, including those just mentioned as well as the rights to health and education.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2010
- Tipo de párrafo
- Other
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 114
- Paragraph text
- We resolve to take action to enhance agricultural research, extension services, training and education to improve agricultural productivity and sustainability through the voluntary sharing of knowledge and good practices. We further resolve to improve access to information, technical knowledge and know-how, including through new information and communications technologies that empower farmers, fisherfolk and foresters to choose among diverse methods of achieving sustainable agricultural production. We call for the strengthening of international cooperation on agricultural research for development.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Environment
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Overview of the activities carried during the first three-year term of the mandate 2011, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Ethnic minorities
- Youth
- Año
- 2011
- Tipo de párrafo
- Other
Párrafo
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 50
- Paragraph text
- However, one limitation of the disaggregation of data collected against common socioeconomic indicators is that such data may essentially serve to monitor discrimination against indigenous individuals in terms of their access to and achievement of social and economic rights while providing little information on the range of attributes of these rights pertaining to the right to self-determination. For example, disaggregated data may show a gap in educational outcomes, but will not supply information as to whether the education provided was culturally appropriate, or whether the student was able to learn in his or her own language, for example. Likewise, a simple registration of increased income may be read as indicating positive progress, even in situations where indigenous peoples have been forced to leave a more subsistence-oriented economy.
- Organismo
- Special Rapporteur on the rights of indigenous peoples
- Tipo de documento
- Special Procedures' report
- Temas
- Economic Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Ethnic minorities
- Año
- 2014
- Tipo de párrafo
- Other
Párrafo