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Report on the Post-2015 Education Agenda 2013, para. 34
- Paragraph text
- In his remarks to the High-level Panel, the Secretary-General expressed his concern that too many primary school-age children are still not in school, and too many leave school without learning the most basic skills, and that education is hope and dignity, growth and empowerment, and the basic building block of every society and a pathway out of poverty.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 60
- Paragraph text
- As poverty and social exclusion remain the major barriers to achieving the EFA, the use of direct financial support (through fellowship schemes, conditional cash transfers, or social assistance support for children of school age, for example) can be effective in enlarging access to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 59
- Paragraph text
- A number of in-kind incentives, such as school meal programmes, especially in poverty-stricken areas, are implemented in order to ensure that income deprivation or poverty in general does not result in exclusion from schools. In broad terms, State investment in social-protection policies and its contribution to alleviating the burden on families and child poverty plays an important role in the promotion of education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 63
- Paragraph text
- That requires permanent support to the enjoyment of the universal right to education in the form of grants and bursaries to be provided to the children who are victims of exclusion, in particular those who are victims of extreme poverty. Such affirmative action and promotional measures have a normative basis in international human rights conventions. Article 13 of the International Covenant on Economic, Social and Cultural Rights provides for "an adequate fellowship system" among its provisions on the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Privatization and the right to education 2014, para. 67
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- Privatizing education aggravates growing disparities in access to education, further marginalizing the poor. Available experience shows that the voucher system to help children from poor households to gain access to fee-charging private schools has failed in quality education and the Special Rapporteur would like to support the proposition in the OXFAM briefing paper entitled "Working for the Many: Public Services Fight Inequality" that it be discontinued. Similarly, user fees in education are counterproductive, since they take money out of the pockets of ordinary working families, bankrupting them when they need help the most and preventing them from sending their children to school.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Poverty
- Person(s) affected
- Children
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Report on the Post-2015 Education Agenda 2013, para. 120
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- Poverty is the greatest obstacle to the enjoyment of the right to education as well as the right to development, and its elimination is an overriding development concern. A universal goal to eliminate poverty should be intertwined with a universal goal on education, in consideration of the key importance of the right to education as a powerful lever in the elimination of the intergenerational transmission of poverty. An implementation strategy should provide permanent support in the form of grants and bursaries to the children who remain deprived of education, in particular children who are victims of extreme poverty.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Children
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 46
- Paragraph text
- Poverty is one of the main obstacles to realizing the right to education. Similarly, education is recognized as a powerful lever to pull children out of poverty and empower them. Nationally and internationally agreed targets for poverty reduction will be missed, and inequalities among countries and within societies will widen, if progress towards Education for All is not accelerated. The magnitude of the challenge in promoting equal opportunities in education can be gauged by the fact that the number of people living in extreme poverty and hunger surpasses one billion.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Children
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
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.”
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Children
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
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