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Equality of opportunity in education 2011, para. 24
- Paragraph text
- General comment No. 13 dedicates one section to the obligations related to the principles of non-discrimination and equality. The prohibition against discrimination “applies fully and immediately to all aspects of education and encompasses all internationally prohibited grounds of discrimination”. It further stipulates that “the adoption of temporary special measures intended to bring about de facto equality for men and women and for disadvantaged groups is not a violation of the right to non-discrimination with regard to education, so long as such measures do not lead to the maintenance of unequal or separate standards for different groups, and provided they are not continued after the objectives for which they were taken have been achieved”. It also indicates that “sharp disparities in spending policies that result in differing qualities of education for persons residing in different geographic locations may constitute discrimination under the Covenant.” Further, “States parties must closely monitor education –including all relevant policies, institutions, programmes, spending patterns and other practices – so as to identify and take measures to redress any de facto discrimination.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 27
- Paragraph text
- Other international human rights treaties further emphasize the obligation to promote technical and vocational education and training. States have obligations to promote equal opportunities for women and men in education, training and lifelong learning under the Convention on the Elimination of All Forms of Discrimination against Women. As outlined by the Committee on the Elimination of Discrimination against Women, human rights-based technical and vocational education and training also implies that in tackling tacit discrimination owing to obsolete traditional gender roles, women and girls should be encouraged to choose non-traditional fields of education and careers, such as intensive technical and vocational education and training in traditionally male-dominated areas. That could contribute to eliminating barriers and facilitating professional reinsertion of girls who dropped out of school. States have the obligation to elaborate policies aimed at promoting the access of girls and women to technical and vocational education and training, with proactive measures, including temporary special measures, to encourage and facilitate their participation and to contribute to the elimination of discrimination.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 40
- Paragraph text
- Information and communications technologies can result in educational deprivation, particularly for the poor. Special attention must be paid to questions related to access and skills for the most marginalized groups, including girls and women and persons with disabilities. The guiding principle must be to adopt an all-inclusive approach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 77
- Paragraph text
- People from disadvantaged groups in particular may be reluctant to take violations of their rights to quasi-judicial or judicial mechanisms, due to poor language skills, fear of reprisals from offenders or State authorities, or due to cultural constraints restricting the right of women to represent themselves in such proceedings.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 57
- Paragraph text
- The Committee on the Elimination of Discrimination against Women (CEDAW) has called on the States parties “to denounce and punish such acts of violence and to continue to take all necessary action, including the dismantling of patriarchal barriers and entrenched gender stereotypes, to guarantee and to ensure that girls are able to enjoy their basic human right to education in every region of the world.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2013
- 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
Technical and Vocational Education and Training (TVET) 2012, para. 94
- Paragraph text
- States should pay particular attention to the empowerment of women and girls in the provision of technical and vocational education and training, also encouraging them to choose non-traditional fields of education and careers. National policies should seek to eliminate gender stereotypes and barriers to the professional development of women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 26
- Paragraph text
- According to the Committee on Economic, Social and Cultural Rights, the right to technical and vocational education includes the following aspects: "(a) It enables students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability and enhances the productivity of their families and communities, including the State party's economic and social development; (b) It takes account of the educational, cultural and social background of the population concerned; the skills, knowledge and levels of qualification needed in the various sectors of the economy; and occupational health, safety and welfare; (c) It provides retraining for adults whose current knowledge and skills have become obsolete owing to technological, economic, employment, social or other changes; (d) It consists of programmes which give students, especially those from developing countries, the opportunity to receive TVE in other States, with a view to the appropriate transfer and adaptation of technology; and (e) It consists, in the context of the Covenant's non-discrimination and equality provisions, of programmes which promote the TVE of women, girls, out-of-school youth, unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Year
- 2012
- 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. 37
- Paragraph text
- Article 14 (1) (g) of the Protocol on the Rights of Women in Africa establishes the right to family planning education and in article 14 (2) (a), the Protocol establishes the obligation of States to provide adequate, affordable and accessible health services, including information, education and communication programmes for women, especially those in rural areas.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 34
- Paragraph text
- In its general recommendation No. 24, the Committee on the Elimination of Discrimination against Women requested States to report on measures taken "to ensure timely access to the range of services which are related to family planning, in particular, and to sexual and reproductive health in general. Particular attention should be paid to the health education of adolescents, including information and counselling on all methods of family planning".30
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Families
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 8
- Paragraph text
- Patriarchalism is therefore a system which causes and perpetuates serious and systematic human rights violations, such as violence and discrimination against women. Education is the main fundamental tool for combating patriarchalism and generating the cultural shift so necessary for equality among individuals. When it is not properly organized, the education system has the opposite result, perpetuating injustice and discrimination.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 7
- Paragraph text
- As noted by the Special Rapporteur in paragraphs 17 and 18 of his report (E/CN.4/2006/45), patriarchalism is a system of social order imposing the supremacy of men over women, although it also determines strict roles for men and even divides the sexes against themselves. In addition to gender inequality, patriarchalism impedes social mobility and stratifies social hierarchies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Social & Cultural Rights
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 66
- Paragraph text
- The male perspective has already been recognized for some years as an important dimension of gender analysis, and an area of action to promote gender equality. It should be borne in mind that patriarchy affects everyone by normalizing and stereotyping roles, thereby imposing needs and ways of being and feeling. But, like any social construct, it can be changed. This important and difficult task must be taken up by all men and women for reasons of gender solidarity and must therefore be tackled explicitly in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 25
- Paragraph text
- In general, treaty monitoring bodies have expressly recommended that sexual and reproductive health education should be a mandatory component of learning. For example, the Committee on the Elimination of Discrimination against Women has called upon States to provide sexual education in a compulsory and systematic manner in schools, including in vocational training, and the Committee on the Rights of the Child has recommended that States include sexual education in the official programmes of primary and secondary education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 32
- Paragraph text
- Protection of the human right to comprehensive sexual education is especially important in ensuring the enjoyment of women's right to live free of violence and gender discrimination, given the historically unequal power relations between men and women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Men
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
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".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Women
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 63
- Paragraph text
- The Special Rapporteur emphasizes the need for national-level measures in view of the importance assigned to lifelong learning in the 2030 Agenda for Sustainable Development. Sustainable Development Goal 4 in the 2030 Agenda calls upon Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". That Goal includes 10 targets, 3 of which call in part for greater lifelong learning options. States are required, by 2030, to "ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy". They must also "substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship". Finally, States are called upon to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Men
- Women
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
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).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Protecting education against commercialization 2015, para. 105
- Paragraph text
- The repercussions of privatization in education and the need for regulation is being increasingly recognized by the United Nations treaty bodies, notably the Committee on the Rights of the Child, the Committee on the Elimination of Discrimination against Women and the Committee on Economic, Social and Cultural Rights. Thus, in its concluding observations with respect to Morocco (CRC/C/MAR/CO/3-4), the Committee on the Rights of the Child expressed concern with the rapid expansion of private education, especially at the primary level, without the necessary supervision, leading to the reinforcement of inequalities in the enjoyment of the right to education. The Committee on Economic, Social and Cultural Rights has also sought information from Morocco about the development of private education and on the impact of privatization on education system (see E/C.12/MAR/Q/4).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Women
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 121
- Paragraph text
- Similarly, a universal goal related to women's empowerment should be closely linked to education as a fundamental right, with special measures in favour of women and girls in vulnerable and marginalized situations. Educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. States must develop "legislative developments" and adopt specific laws for women's empowerment through education within the framework of the Convention on the Elimination of All Forms of Discrimination against Women.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 65
- Paragraph text
- The right to education for women and girls should be driven by a rights-based approach. That is essential for putting an end to multiple forms of discrimination from which women and girls suffer. A rights-based approach implies that educating women and girls should, a priori, be viewed as a human rights imperative, rather than being undertaken solely because of potential benefits to their children or to society. "Greater equity, including between men and women and among other groups, is not only essential in itself, but also important for promoting human development. One of the most powerful instruments for this purpose is education".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Men
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
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.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- 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
Report on the Post-2015 Education Agenda 2013, para. 30
- Paragraph text
- In the context of ongoing discussions, and pursuant to Human Rights Council resolution 23/4, the right to education deserves foremost consideration in the post-2015 development agenda. Thus, an appraisal from a right-to-education perspective of a universal goal on education, and of other universal goals, notably on poverty eradication and on women's empowerment as proposed in the report of the High-level Panel, is crucial. The Special Rapporteur wishes to underline that all development goals are underpinned by educational dimensions, and must be looked at from such a perspective.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 88h
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] [Encourage further debate in international human rights bodies:] • The United Nations human rights treaty bodies – in particular the Committee on Economic, Social and Cultural Rights, the Committee on the Rights of the Child and the Committee on the Elimination of Discrimination against Women – should pay enhanced attention to quality in education in order to further emphasize State obligations in this regard;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 88f
- Paragraph text
- [Widespread concerns on quality in education call for strengthening national legal frameworks with a view to establishing and reinforcing standards for quality in education. To that end, the Special Rapporteur would like to make the following recommendations:] Focus on the right to quality education for women’s empowerment: • States should pay particular attention to the quality of education offered to girls and women. Emphasis should be placed on giving concrete shape to the provisions laid down in the Convention on Elimination of All Forms of Discrimination against Women;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 24
- Paragraph text
- States’ obligations to ensure quality education for girls is further expounded in the Convention on the Elimination of All Forms of Discrimination against Women, which establishes women's right to education, both as entitlement and as empowerment. State parties thus have an obligation to ensure, on the basis of equality of men and women, access to education at all levels and in all its forms, including “access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality” (art. 10 (b)).
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Men
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 15
- Paragraph text
- A number of other recent international meetings have further underlined the importance of technical and vocational education and training today. The Ministerial Declaration of the High-level Segment of the substantive session of the Economic and Social Council in 2011 recognized that "Education and training should contribute to sustained, inclusive and equitable economic growth by developing requisite skills, in line with the labour market requirements and development needs of countries, taking into account the importance of gender equality and the empowerment of women in promoting sustainable development". It also underlined the importance of "Encouraging the provision and mainstreaming of skills development and training in technical, technological and vocational schools, taking into account national and local development needs, and in cooperation with relevant economic actors".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 13
- Paragraph text
- The United Nations Millennium Declaration (2000) and the accompanying Millennium Development Goals provide a global agenda for reducing poverty and improving lives, including through the promotion of access to education. Millennium Development Goal 2, to achieve universal primary education, is an enabling factor for technical and vocational education and training. Millennium Development Goal 3, to promote gender equality and empower women, is relevant for technical and vocational education and training, namely, to eliminate gender disparity in primary and secondary education, and in all levels of education no later than 2015.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph