Search Tips
sorted by
9 shown of 9 entities
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 25
- Paragraph text
- While cash transfers enable families to absorb the costs associated with schooling, other programmes, such as school feeding programmes or initiatives that provide fee waivers or subsidies for low-income families with children, also appear to be associated with higher school attendance levels.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Human rights based approach to recovery from the global economic and financial crises, with a focus on those living in poverty 2011, para. 48
- Paragraph text
- Of utmost concern is the trend towards the cutting of salaries of primary school teachers and nurses, the result of which is that, in some States, the salaries received by teachers and nurses are barely sufficient to allow them an adequate standard of living. The erosion of teachers' wages commonly leads to teacher absenteeism and an increase in informal fees. This has an adverse impact on the right of children to education and increases the likelihood of poor child outcomes, particularly in rural areas.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 24
- Paragraph text
- There are many examples of social protection programmes that directly target improvements in the school enrolment of children of beneficiary households by imposing conditionalities (co-responsibilities) related to school attendance and performance rates. Moreover, programmes that lack an explicit focus on schooling can also have a positive impact on the education level of children. For example, research shows that social pensions (non-contributory pensions for older persons) in Brazil, South Africa and Namibia have been used by grandparents to pay their grandchildren's school fees.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Older persons
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 78
- Paragraph text
- In practical terms, States must devise strategies to overcome context-specific cultural and geographical barriers. For instance, some States provide boarding facilities at some primary and secondary schools to encourage children living in remote areas or belonging to nomadic groups to attend school. Likewise, States should develop more specific and disaggregated development indicators so as to tailor their social programmes more precisely and equitably to the needs of particular communities and groups.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 23
- Paragraph text
- Social protection programmes often increase demand for education, therefore contributing to the realization of the right to education. Empirical evidence shows a close link between family income and the education of children.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Extreme inequality and human rights 2015, para. 30
- Paragraph text
- Studies have demonstrated the negative effect of income inequality upon the right to education. A 2014 study published by OECD showed that "increased income disparities depress skills development among individuals with poorer parental education background, both in terms of the quantity of education attained (e.g. years of schooling), and in terms of its quality (i.e. skill proficiency)" and that "higher inequality lowers the opportunities of education (and social mobility) of disadvantaged individuals in the society, an effect that dominates the potentially positive impacts through incentives". Another study showed that the youngest children in Ecuador, irrespective of wealth quintile or education of their parents, performed broadly as well as their comparators, but that, as they got older, only those children in the top half of the wealth distribution and with highly educated parents maintained their performance relative to their comparators.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Older persons
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The right to participation of people living in poverty 2013, para. 29
- Paragraph text
- Education is a key human right in itself, and a means by which disadvantaged adults and children can lift themselves out of poverty and participate fully in their communities (E/C.12/1999/10, para. 1). The right to education, as reflected in the International Covenant on Economic, Social and Cultural Rights, specifically provides that education shall "enable all persons to participate effectively in a free society"; educational programmes should therefore transmit the necessary knowledge to enable full participation, on an equal footing, in local and national communities (E/C.12/GC/21, para. 27).
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Unpaid care work and women's human rights 2013, para. 40
- Paragraph text
- Owing to structural discrimination, girls are sometimes taken out of school to undertake unpaid care work, such as housework and care of younger children. Even more frequently girls' equal chances to achieve in education are hampered because they have less time for studying, networking or socializing at school as a result of these duties. This is likely to occur especially when mothers are disabled or deceased, as girls are expected to assume their unpaid care obligations. For women with children, lack of support, from within the household and from the State, may mean that they have to forsake skills development, training opportunities and further education in order to undertake childcare and domestic work. Therefore, women and girls are not able to enjoy their right to education, or its positive effects such as empowerment and economic opportunity, on an equal basis with men, with great social and economic losses to the society as a whole.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Person(s) affected
- Children
- Girls
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
The importance of social protection measures in achieving Millennium Development Goals (MDGs) 2010, para. 71
- Paragraph text
- The interdependence and the mutually reinforcing nature of human rights demand that States approach social protection holistically. They require that States establish a network of policies and programmes that collectively support the realization of all rights and the highest possible level of development. For example, if States are concerned exclusively with achieving Millennium Development Goal 2, they might opt for policies that will increase the overall number of children in school, but fail to ensure equal access to education. Conversely, if a State recognizes that the objective is not simply to achieve Goal 2, but also to provide for the right of everyone, without discrimination of any kind, to a high-quality education - which, in the longer term, will do more to help overcome poverty - policymakers will need to examine how social protection could better assist in meeting Millennium Development Goal targets in a manner that addresses issues of social inequality and vulnerability.
- Body
- Special Rapporteur on extreme poverty and human rights
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
9 shown of 9 entities