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Violence against women as a barrier to the effective realization of all human rights 2014, para. 41
- Paragraph text
- Violence against women also works against the achievement of development goals such as education, the focus of Millennium Development Goal 3. The fact that 60 million girls worldwide are assaulted while travelling to and from school prevents many girls from completing their education. Many adolescent girls are also forced to withdraw from school owing to marriage and school-related violence, while sexual violence increases the dropout rates of girls and undermines educational achievement.
- Organe
- Special Rapporteur on violence against women, its causes and consequences
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Gender
- Violence
- Personnes concernées
- Adolescents
- Girls
- Women
- Année
- 2014
Paragraphe
Financing education and update on education in emergencies 2011, para. 47
- Paragraph text
- Specific resources must be ensured to address the root causes of the exclusion from education of girls, those living in poverty or with disabilities, ethnic and linguistic minorities, migrants, and other marginalized and disadvantaged groups. Specific measures targeting important obstacles to education must be considered, including the abolition of school fees and the provision of subsidies for other costs, such as textbooks, uniforms and transportation. Temporary special measures to provide financial support to such groups through affirmative action have a normative basis in international human rights treaties. Particular attention must be paid to the principles of transparency and accountability in the management of education budgets.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Poverty
- Personnes concernées
- Girls
- Persons on the move
- Persons with disabilities
- Année
- 2011
Paragraphe
Report on the Post-2015 Education Agenda 2013, para. 64
- Paragraph text
- The Special Rapporteur would like to note that the illustrative goal proposed in the report of the High-level Panel related to women's empowerment seems to be a regression as compared to the second Millennium Development Goal to promote gender equality, including in access to primary and secondary and technical education. Achieving a girl's right to education as a priority is an absolute requirement, as historically women have suffered from injustice, and girls and women constitute a majority of those who remain deprived of education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Personnes concernées
- Girls
- Women
- Année
- 2013
Paragraphe
Rights of indigenous women and girls 2015, para. 35
- Paragraph text
- Abuses of indigenous people's cultural rights are endemic, owing to a sustained unwillingness on the part of many States to celebrate indigenous culture or to promote the use of indigenous languages in schools as part of the cultural diversity of citizens within their borders. That has a cross-cutting effect on the rights of indigenous women and children. Lack of respect for indigenous cultures is evident across all violations of indigenous peoples and is a fundamental part of the experiences of indigenous women and girls. The commodification of the cultures and cultural heritage of indigenous peoples is a common experience for many indigenous peoples. For example, indigenous territories have been declared World Heritage Sites without their free, prior and informed consent, thereby turning them into tourist areas. In most cases, the people who reap the biggest benefits are foreign or national travel and tour agencies or hotel owners. In those cases, indigenous women often end up as menial employees or entertainers for tourists. At worst, prostitution is encouraged and criminal syndicates promote trafficking of indigenous women and girls.
- Organe
- Special Rapporteur on the rights of indigenous peoples
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personnes concernées
- Children
- Ethnic minorities
- Girls
- Women
- Année
- 2015
Paragraphe
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 37
- Paragraph text
- Ensuring girls' education may require protecting their families against economic shocks and incentivizing parents to keep their girls in school. Cash transfer programmes, for example, have assisted families in return for committing to keeping their girls and boys in school and attending regular health checks, or by providing a stipend to girls who agree to delay marriage until they complete secondary education. Such programmes have been successful in decreasing girls' dropout rates.
- Organe
- Working Group on the issue of discrimination against women in law and practice
- Type de document
- Special Procedures' report
- Thèmes
- Economic Rights
- Education
- Personnes concernées
- Boys
- Families
- Girls
- Année
- 2014
Paragraphe
Normative action for quality education 2012, para. 52
- Paragraph text
- The physical environment requirements can include aspects such as the presence of basic facilities (sanitation, separate toilets for girls, ramp for persons with disabilities) and adequate infrastructure (lighting, acoustic, safety and security, communication facilities). Facilities and equipment in schools must be appropriate in terms of instruction needs, health and sanitation, safety and management. Specific norms are required for infrastructure for technical and vocational education.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Personnes concernées
- Girls
- Persons with disabilities
- Année
- 2012
Paragraphe
Children deprived of their liberty from the perspective of the prohibition of torture and other cruel, inhuman or degrading treatment or punishment 2015, para. 78
- Paragraph text
- Children in detention should be provided throughout the day with a full programme of education, sport, vocational training, recreation and other purposeful out-of-cell activities. This includes physical exercise for at least two hours every day in the open air, and preferably for a considerably longer time. Girls should under no circumstances receive less care, protection, assistance and training, including equal access to sport and recreation.
- Organe
- Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Children
- Girls
- Année
- 2015
Paragraphe
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.
- Organe
- Special Rapporteur on the rights of persons with disabilities
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Health
- Personnes concernées
- Girls
- Persons with disabilities
- Women
- Youth
- Année
- 2017
Paragraphe
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.
- Organe
- Special Rapporteur on the rights of persons with disabilities
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Personnes concernées
- Girls
- Persons with disabilities
- Women
- Youth
- Année
- 2017
Paragraphe
Discussion on "Recognition through Education, Cultural Rights and Data Collection" 2013, para. 55
- Paragraph text
- The right to education is not enjoyed equally by all; millions of girls, boys, women and men of African descent suffer disproportionately from unequal access to quality education. Failure to ensure equal access to education robs people of their opportunity to reach their full human potential and to contribute to the development of their own communities and society at large.
- Organe
- Working Group of experts on people of African descent
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Girls
- Men
- Women
- Année
- 2013
Paragraphe
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;
- Organe
- Working Group on the issue of discrimination against women in law and practice
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Health
- Personnes concernées
- Boys
- Girls
- Women
- Année
- 2016
Paragraphe
Assessment of the educational attainment of students 2014, para. 90
- Paragraph text
- In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with recognized qualification" at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Children
- Girls
- Année
- 2014
Paragraphe
Protecting education against commercialization 2015, para. 106
- Paragraph text
- The questioning of the privatization of education in Ghana by both the Committee on the Elimination of Discrimination against Women (see CEDAW/C/GHA/Q/6-7) and the Committee on the Rights of the Child (see CRC/C/GHA/Q/3-5) is a welcome development. In October 2014, the Committee on the Rights of the Child asked Ghana to provide detailed information on the reasons behind the increase in private education, which limits access to quality education for children who cannot afford private school tuitions (ibid.). The Committee on Economic, Social and Cultural Rights has asked the Government of Uganda to provide information on the impact of the growth of private education on the right to education of girls and children living in poverty (see E/C.12/UGA/Q/1).
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Children
- Girls
- Women
- Année
- 2015
Paragraphe
Protecting education against commercialization 2015, para. 108
- Paragraph text
- Education provided by private proprietors or enterprises is neither free nor equitable and the Special Rapporteur welcomes the proposal of the Open Working Group on Sustainable Development Goals to ensure, by 2030, that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, as well as to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (see A/68/970 and Corr.1, goal 4 and target 4.1). The underlying obligation for States to realize the right to education, including through enhanced public investment in education as an essential prerequisite, must be emphasized.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Girls
- Année
- 2015
Paragraphe
Women’s right and the right to food 2013, para. 18
- Paragraph text
- School-feeding programmes can also make a significant contribution to improving access to education for girls, with impacts ranging from 19 to 38 per cent in increased female school attendance, according to certain cross-country studies. The provision of take-home rations to pupils can be particularly effective in this respect, especially where markets are unreliable or prices of essential food commodities highly volatile, or where the capacity of the schools to provide meals is limited. In Pakistan, the provision of take-home rations to girls attending school for at least 20 days a month made overall enrolment grow by 135 percent from 1998-99 to 2003-04. In Afghanistan, school enrolment has increased significantly since the overthrow of the Taliban in 2001, though - due to cultural norms, lack of sanitation facilities and the security situation - the enrolment of girls in schools as compared to boys remains very low (at 0.35 in 2008). WFP seeks to bridge this gap by distributing a monthly ration of 3.7 litres of vegetable oil to girls, conditional upon a minimum school attendance of 22 days per month. In Malawi, the introduction into the school-feeding programme of take-home rations of 12.5 kg of maize per month for girls and double orphans attending at least 80 per cent of school days led to a 37.7 per cent increase in girls' enrolment. In Lao People's Democratic Republic, where girls' enrolment can be very low, particularly in rural areas and within some ethnic groups, pupils receive a take-home family ration of canned fish, rice and iodized salt as an incentive for parents to send them to school. From 2002 to 2008, enrolment rates in primary schools benefiting from the programme increased from 60 percent to 88 percent for boys and from 53 percent to 84 percent for girls.
- Organe
- Special Rapporteur on the right to food
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Water & Sanitation
- Personnes concernées
- Boys
- Girls
- Année
- 2013
Paragraphe
Women’s right and the right to food 2013, para. 15
- Paragraph text
- Improving access to education for girls requires that the incentives structures for families be changed, and that social and cultural norms that lead parents to interrupt the schooling of girls earlier than that of boys be challenged. Many poor households are unable to send girls to school because of the costs, both direct and indirect (school fees or other costs related to attending school, such as uniforms and books), of doing so; because of opportunity costs (girls who go to school are not available to work within the household); because of the commute involved, when the family lives at a far distance from the nearest school, and associated security concerns. The absence of separate sanitation facilities for girls in schools can also be a major obstacle.
- Organe
- Special Rapporteur on the right to food
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Families
- Girls
- Année
- 2013
Paragraphe
Women’s right and the right to food 2013, para. 25
- Paragraph text
- Insofar as conditionalities can improve the educational attainments of girls, they should be welcomed. CCT benefits are usually given to women, as the "caregivers" of households - in Brazil, 94 per cent of the recipients of the Bolsa Familia transfers are women. This is expected to strengthen their negotiating role within the family, although such an outcome is far from automatic. The Right to Food Guidelines recommend that States "give priority to channelling food assistance via women as a means of enhancing their decision-making role and ensuring that the food is used to meet the household's food requirements." (guideline 13.4). Beyond these aspects however, too little attention has been paid to the gender impacts of CCTs, when such programmes are put in place. [...]
- Organe
- Special Rapporteur on the right to food
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Food & Nutrition
- Gender
- Personnes concernées
- Families
- Girls
- Women
- Année
- 2013
Paragraphe
Multiple and intersecting forms of discrimination and violence against women 2011, para. 74
- Paragraph text
- For example, the ability to obtain a high quality education is exponentially difficult for poor, rural and/or disabled people. Furthermore, the world's women and girls continue to receive inadequate education when compared to the men and boys from their communities. Due to inadequate education, employment and financial security are more difficult for women and girls to attain. According to UNESCO, "of the "796 million adults worldwide (15 years and older) who reported not being able to read and write in 2008… two-thirds of them (64%) were women." Being illiterate isolates women, exacerbates poverty, and creates a context ripe for violence.
- Organe
- Special Rapporteur on violence against women, its causes and consequences
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Poverty
- Personnes concernées
- Boys
- Girls
- Men
- Women
- Année
- 2011
Paragraphe
Stigma and the realization of the human rights to water and sanitation 2012, para. 69
- Paragraph text
- Some prejudices develop at an early age and can be inherited from parents and others and must therefore be addressed as early as possible. Schools have an obligation to educate children to act as agents of change, developing tolerant behaviour towards others, encouraging dialogue and interaction and promoting changes that will eventually permeate other spheres. Human rights education with a focus on non-discrimination should be part of every school curriculum. Education should be inclusive, accepting students with differences, so that these differences are perceived as "normal" and students develop respect for "otherness". The same holds true for comprehensive sexual education, including on menstruation, in order to provide accurate information and combat silence and stigma, targeting both girls and boys.
- Organe
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Children
- Girls
- Année
- 2012
Paragraphe
Common violations of the human rights to water and sanitation 2014, para. 52
- Paragraph text
- The Indian Supreme Court ordered schools to provide adequate toilet facilities in schools. Relying on empirical research showing that "parents do not send their children (particularly girls) to schools" wherever sanitation facilities are not provided, the Court found that a lack of toilets violated the right to education. Failure to provide water and sanitation to those deprived of liberty has been addressed by courts and international bodies primarily as constituting cruel, inhuman and degrading treatment. The High Court of Fiji held that prisoners' right to freedom from inhuman and degrading treatment was violated by lack of access to adequate sanitation facilities. The Human Rights Committee has found human rights violations, as have regional human rights bodies, in a number of cases in which prisoners have been denied access to sanitation.
- Organe
- Special Rapporteur on the human rights to safe drinking water and sanitation
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Water & Sanitation
- Personnes concernées
- Children
- Families
- Girls
- Année
- 2014
Paragraphe
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 34
- Paragraph text
- The gender gap in education is not as stark as it once was: today, female enrolment is rising at greater rate than among males, and data show the achievement of gender parity at primary and/or secondary levels in two thirds of countries. In 2013, 25 countries had fully closed the gap in educational attainment at all levels (5 more than in 2012) with, in some cases, even disparities in favour of girls.
- Organe
- Working Group on the issue of discrimination against women in law and practice
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Gender
- Personnes concernées
- Girls
- Women
- Année
- 2014
Paragraphe
Eliminating discrimination against women in economic and social life with a focus on economic crisis 2014, para. 105
- Paragraph text
- School-related gender-based violence takes different forms, with girls in some countries violently targeted for attending school, while in other countries, they are subject in school to sexual violence or harassment, including by teachers. Such violence results in trauma, stigmatization and sometimes pregnancy, and severely curtails girls' educational opportunities. In many States, sexual intercourse with a minor is considered rape, as minors are not capable of consent, but only 32 out of 100 States have specific provisions on sexual harassment at schools. Examples of good practices by some States include introducing confidential school reporting mechanisms, capacity-building for police, child-friendly courts, a public register of sexual offenders and barring sexual offenders from teaching.
- Organe
- Working Group on the issue of discrimination against women in law and practice
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Personnes concernées
- Adolescents
- Children
- Girls
- Women
- Année
- 2014
Paragraphe
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.
- Organe
- Working Group on the issue of discrimination against women in law and practice
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Health
- Personnes concernées
- Adolescents
- Girls
- Women
- Année
- 2016
Paragraphe
Sexual education 2010, para. 14
- Paragraph text
- Comprehensive sexual education is extremely important in view of the threat of HIV/AIDS and sexually transmitted diseases, especially for groups at risk and persons in particularly vulnerable situations, such as women and girls exposed to gender-based violence or persons in difficult financial circumstances. In paragraph 16 of its General Comment No. 3, the Committee on the Rights of the Child has emphasized that "effective HIV/AIDS prevention requires States to refrain from censoring, withholding or intentionally misrepresenting health-related information, including sexual education and information, and that […] States parties must ensure that children have the ability to acquire the knowledge and skills to protect themselves and others as they begin to express their sexuality".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Health
- Personnes concernées
- Children
- Girls
- Women
- Année
- 2010
Paragraphe
Equality of opportunity in education 2011, para. 19
- Paragraph text
- Reports indicate that the EFA agenda is falling behind, and the prospects of achieving Millennium Development Goals 2 and 3 on universal primary education and gender equality, respectively, are also bleak. The target of universal primary education is unlikely to be achieved by 2015. Inequalities, stigmatization and discrimination linked to economic status, gender, ethnicity, language, location and disability are also holding back progress. Social and economic status and sex appear as major factors of marginalization in education, with girls and those living in poverty being the most affected. “Poverty and gender inequalities magnify other disadvantages, and close doors to education opportunity for millions of children.”
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Poverty
- Personnes concernées
- Children
- Girls
- Année
- 2011
Paragraphe
The right to education of migrants, refugees and asylum-seekers 2010, para. 34
- Paragraph text
- There is also ample evidence that migrant, refugee and asylum-seeking students in many countries face a far higher risk of marginalization with regard to education systems and opportunities when compared with native students Movement across national borders is only one of the many causal factors and mechanisms (social, economic, cultural, physical and psychological) that impact upon migrants, refugees and asylum-seekers in the exercise of their right to education. Early marriage and pregnancy, cultural expectations requiring girls and women to attend to childcare and household duties, and insecurity when travelling to school are examples of others. An assumption of linear causality should therefore be avoided.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Movement
- Personnes concernées
- Girls
- Persons on the move
- Women
- Année
- 2010
Paragraphe
Equality of opportunity in education 2011, para. 28
- Paragraph text
- Article 10 of the Convention on the Elimination of All Forms of Discrimination Against Women contains detailed provisions related to equality of opportunity in education and the equal rights of women and men in the field of education.” Furthermore, general recommendation No. 25, elaborated by the Committee on the Elimination of Discrimination against Women, which oversees the implementation of this treaty, explains that “the Convention requires that women be given an equal start and that they be empowered by an enabling environment to achieve equality of results.” In this regard, the Committee further specified that temporary special measures are necessary, not as an exception to the prohibition of discrimination, but as a central part of a strategy to achieve substantive or de facto equality between women and men. The Committee has also specifically referred to the equal rights of girls in the area of basic education in its general recommendation No. 28 on the core obligations of States parties.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Gender
- Personnes concernées
- Girls
- Women
- Année
- 2011
Paragraphe
Equality of opportunity in education 2011, para. 36
- Paragraph text
- Reflecting the commitments adopted by world leaders in 2000 and set to be achieved by 2015, the Millennium Development Goals are amongst the most significant political commitments in recent history to tackle the most pressing challenges of our world, including serious concerns relating to education. Goal 2 calls on States to ensure that all children complete primary education, while Goal 3 calls on States to eliminate disparities between girls and boys in primary as well as secondary education. Progress towards these goals requires fully embracing equality of opportunity in education in the formulation, implementation and evaluation of education policies.
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Boys
- Children
- Girls
- Année
- 2011
Paragraphe
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".
- Organe
- Special Rapporteur on the right to education
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Equality & Inclusion
- Personnes concernées
- Girls
- Women
- Youth
- Année
- 2016
Paragraphe
Human rights of migrants in the post-2015 development agenda 2014, para. 69c
- Paragraph text
- [Indicators should include the proportion of:] Migrant girls having access to and completing primary and secondary education and demonstrating relevant learning outcomes, by migration status.
- Organe
- Special Rapporteur on the human rights of migrants
- Type de document
- Special Procedures' report
- Thèmes
- Education
- Movement
- Personnes concernées
- Girls
- Persons on the move
- Année
- 2014
Paragraphe