Search Tips
sorted by
15 shown of 15 entities
Privatization and the right to education 2014, para. 47
- Paragraph text
- Privatization in education also exacerbates discrimination against girls in gaining access to education. It is well known that families prioritize the education of boys over girls and that girls are less likely to be enrolled in private education owing to parents' perceived return on the costs of educating girls compared to that of boys.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 56
- Paragraph text
- Women have historically been victims of social injustice and educational deprivation. The majority of those who are deprived of education today are girls and women, whereas they are entitled to education as much as boys. In some cases, they are prevented from attending schools by parents who see no value in educating daughters, or by religious extremists threatening them. Violence against women and girls impairs their right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 29
- Paragraph text
- Concerning equality between men and women, the Human Rights Committee has also interpreted articles 3 and 24 of the International Covenant on Civil and Political Rights on equality between men and women, and on protection of children, respectively, as requiring States to provide information on “measures taken to ensure that girls are treated equally to boys in education.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Men
- Women
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 48
- Paragraph text
- In the case of Africa, several countries do not provide any kind of planned sexual education. According to some studies, families are uncomfortable talking about sexuality with their sons and daughters; yet young girls and boys do receive some information informally from friends or through the HIV prevention programme.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Families
- Girls
- Youth
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 57
- Paragraph text
- Discrimination based on race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status is prohibited in international human rights conventions, including the International Covenant on Economic, Social and Cultural Rights (art. 2 (2)). Private providers do not respect the prohibited grounds of discrimination and violate fundamental principles of non-discrimination in human rights law: social origin, economic condition, birth or property are the preponderant factors in allowing access to private schools. It is the obligation of States to ensure the right to education without discrimination or exclusion. Privatization in education also has repercussions on girls' right to education, as families prioritize the education of boys over girls. Any scheme of "vouchers purported to provide economically disadvantaged parents the means to select a private school in fact promotes group differentiation".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Families
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Public-private partnerships in education 2015, para. 118
- Paragraph text
- The current euphoria for global partnerships in the post-2015 development agenda must recognize the challenges that public-private partnerships present to States, which must respect, protect and fulfil the right to education. Goal 4.1 of the proposed sustainable development goals states: "By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes", while proposed goal 17.16 stipulates that the global partnership for sustainable development be complemented by multi-stakeholder partnerships and that effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, should be encouraged and promoted.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 72
- Paragraph text
- Courts can better adjudicate claims based on violations of the right to education if litigants formulate clear demands. Human rights indicators and qualitative and quantitative information about education systems can support claims regarding violations of the right to education. These can be a very powerful tool because they broaden understanding of the level and depth of human rights violations. For claims based on systemic or collective discrimination, indicators can show the inequality among groups, for example, dropout rates between girls and boys, indicating gender discrimination in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 31
- Paragraph text
- The Special Rapporteur believes that the right to education must be emphasized in the post-2015 development agenda for many reasons. Education is a fundamental building block for human development and is invaluable for individual and social transformation. Education enables children to prepare for democratic citizenship and responsibilities of the future. Education is central to poverty eradication strategies and the achievement of global commitments for sustainable development. Growth in the human development index employed by the United Nations Development Programme (UNDP) is associated with growth in public spending on education: education is the best investment a country can make. Education is essential for the empowerment of women, making them agents of change and of social transformation. Education is crucial for conflict prevention, peacebuilding and promoting solidarity. Education is an inalienable human right of every child, boys and girls alike. All development goals have educational dimensions and the right to education provides indispensable leverage for development.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 53
- Paragraph text
- A number of States have regulations outlining the necessary infrastructure for schools. In India, for instance, according to the Right of Children to Free and Compulsory Education Act, schools must have an all-weather building, with separate toilets for boys and girls, along with a kitchen, clean water for drinking and a playground with a secure boundary wall. In South Africa, the Government has developed a School Infrastructure Performance Indicator System along with norms and quality interventions required to support an equitable, modern, high-quality education system to help track progress and identify intervention requirements.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 28
- Paragraph text
- The Convention of the Rights of the Child establishes, in article 28 (b), that States shall "encourage the development of different forms of secondary education, including general and vocational education". The Committee on the Rights of the Child has stressed the importance of providing vocational training at the end of compulsory education at the age of 12. It has also underlined the need to ensure the availability of vocational training opportunities for all children and adolescents on an equal basis for boys and girls, with priority given to children from vulnerable groups and children who dropped out of (primary or secondary) school. The Committee has put focus on those children who "left school without certificates, enabling them to acquire competencies and skills in order to enhance their work opportunities".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 72b
- Paragraph text
- [The Special Rapporteur puts forward the following recommendations for the promotion of equal opportunities in education on the basis of a human rights framework:] Address multiple forms of inequality and discrimination through comprehensive policies: Given the mutually reinforcing nature of different forms of discrimination and inequality in the context of education, States should address multiple forms of inequality and discrimination through comprehensive policies. Prevailing disparities in access to education – between boys and girls, and between rich and poor regions –must be given special consideration, recognizing that good policies backed by a commitment to equality can make a difference. Policy measures must respond to the need for making learning accessible for the most marginalized and vulnerable;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 18
- Paragraph text
- However much we try to avoid it, we are always sexually informed, by action or by omission, at school, in the family, through the media, etc. Thus deciding not to offer sexual education at teaching centres is opting for an omissive form of sexual education, that leaves girls, boys and adolescents on their own as regards the type of knowledge and messages, generally negative, that they receive on sexuality. When sexual education is not explicitly provided, in practice education follows the so-called hidden curriculum, with its potential load of prejudices and inaccuracies over which there can be no social or family criticism or control.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Adolescents
- Boys
- Girls
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
15 shown of 15 entities