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Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 122
- Paragraph text
- In Yemen, the All Youth Network for Community Development was set up by young people belonging to the Akhdam minority (Muhamasheen) to work at the local level to eliminate caste discrimination. Its programmes target education, political participation, human rights education and capacity-building.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 52
- Paragraph text
- In Viet Nam, visited by the previous mandate holder in July 2010 (see A/HRC/16/45/Add.2), UNICEF has been supporting the Ministry of Education and Training to address disparities in education outcomes between the majority and ethnic minorities. The mother tongue–based bilingual education programme has been implemented since 2008 in three provinces with three different ethnic minorities—Mong, Jrai and Khmer—and shows very positive results.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Protection of minority rights in conflict prevention 2010, para. 81
- Paragraph text
- The High Commissioner has developed a number of guidelines to help national and international actors to address issues that have a potential to cause conflict, including education, language rights, political participation and the involvement of "kin States" (States whose majority community is ethnically related to a minority in a neighbouring State).
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The role and activities of national institutional mechanisms in promoting and protecting minority rights 2012, para. 67
- Paragraph text
- Forms of non-territorial or cultural autonomy can also serve to preserve elements of minority history, language and culture and may foster dialogue; they may involve establishing institutional arrangements such as local or minority self-governments. Local self-governments fulfil responsibilities in particular in the field of minority education and cultural self-administration, media, the fostering of traditions and cultural heritage, and social inclusion.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The role of minority rights protection in promoting stability and conflict prevention 2011, para. 53
- Paragraph text
- The 1992 Declaration on Minorities, in article 4, paragraphs2 and 3, establishes positive obligations requiring that States take measures to create favourable conditions to enable persons belonging to minorities to express their characteristics and develop their culture, language, religion, traditions and customs. It also requires that States take appropriate measures so that persons belonging to minorities may have adequate opportunities to learn and have instruction in their mother tongue.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 88
- Paragraph text
- Marginalization of caste-affected groups translates into considerable disparities in educational opportunities, educational attainment and treatment by school teachers. Such differences undermine equality of opportunity in employment and hinder social advancement. According to the Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance, discrimination against Dalits at all levels of the educational system is widespread in caste affected countries.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 20
- Paragraph text
- The independent expert met officially with the chairs of the treaty bodies during their annual meeting in June 2009. She briefed them further on the outcomes and recommendations of the Forum and solicited views on how Forum recommendations could benefit their work. The independent expert is encouraged that the Committee on the Elimination of Racial Discrimination has made reference to the Forum recommendations on minorities and the right to education in its consideration of State reports during its 2009 sessions.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 19
- Paragraph text
- As part of her ongoing engagement with the treaty bodies in relation to the Forum, the independent expert held her first official dialogue with the Committee on the Elimination of Discrimination against Women during its forty-fifth session in New York on 5 August 2009. She was invited to discuss the Forum on Minorities and education and its recommendations, as well as preparations for the second annual Forum. The Committee welcomed the opportunity for collaboration and agreed that collaboration would continue and an expert member would attend the second session.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Minorities and effective political participation: a survey of law and national practices 2010, para. 84
- Paragraph text
- The minority right to effective participation can be advanced through forms of self-governance. In many cases, this entails some degree of group autonomy, which is non-territorial and gives the minority the right to administer and even legislate in certain fields, such as education, cultural affairs, application of personal laws and the preservation of customary law or practices, usually with exclusive jurisdiction.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Reflections on the six-year tenure of the Special Rapporteur 2017, para. 75
- Paragraph text
- Specialist national institutions and mechanisms on minority rights should have proactive mandates that include, inter alia, reviewing and proposing domestic standards and providing expertise and information to legislative drafting and policymaking processes; monitoring laws and policies with respect to minority rights and recommending amendments or implementation measures; encouraging and coordinating programming on minority issues and strategies devised to address problems relating to minorities; promotion and education activities; developing good practice guides, information resources and reports; developing campaigns and outreach relating to minority rights and building bridges and working as effective channels of communication between minority communities and the public administration. Their role is of paramount importance to ensure that the enjoyment of minority rights is a reality and not merely an aspiration.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Minorities in the criminal justice system 2015, para. 85
- Paragraph text
- Minorities should be involved in the training process, including in developing and delivering training modules. Whenever possible, training should be continuous and should target senior staff first, so as to ensure provision of leadership.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Minorities in the criminal justice system 2015, para. 12
- Paragraph text
- Fairness and effective safeguards for rights at all stages of the criminal justice process depend on the ability of suspects, defendants, victims and witnesses to understand what is happening. In this regard, the rights of linguistic minorities provided for by the Minorities Declaration, the International Covenant on Civil and Political Rights (articles 27 and 14), the Universal Declaration of Linguistic Rights (associated with the United Nations Educational, Scientific and Cultural Organization (UNESCO)), the Framework Convention for the Protection of National Minorities (article 10 (3)), the Arab Charter (article 25), and international humanitarian law and other instruments, take on particular importance.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 61
- Paragraph text
- As a result of factors including segregation, stigmatization, and high dropout rates among Roma, their attendance beyond primary school is dramatically lower than the average. In South-East Europe only 18 per cent of Roma attend secondary school, compared with 75 per cent of the population, and less than 1 per cent of Roma attend university. In many countries globally, education is only in the national or majority language leaving linguistic minorities disadvantaged. In Viet Nam and other South-East Asian countries, education is commonly only in the language of the majority putting minorities at a disadvantage in education.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 59
- Paragraph text
- Education is a basic human right for all children, and yet in all regions there are minority children who do not enjoy that right or enjoy it to a much lesser extent than others. Often countries face serious problems in providing basic education for many children owing to factors including scarcity of resources, poverty and conflict. However the challenges and barriers to minority children are frequently based on and perpetuated by discrimination and social exclusion. Lack of access to education perpetuates a cycle of poverty that is often experienced most acutely by minority communities. Yet conversely, education provides a gateway to development and the full enjoyment of a wide array of human rights for minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Ensuring the inclusion of minority issues in post- 2015 development agendas 2014, para. 41
- Paragraph text
- The Rio+20 outcome document highlights the fact that green economy policies in the context of sustainable development and poverty eradication should "enhance the welfare of indigenous peoples and their communities, other local and traditional communities, and ethnic minorities, recognizing and supporting their identity, culture and interests and avoid endangering their cultural heritage, practices and traditional knowledge" (para. 58). It also stresses the need to ensure equal access to education for ethnic minorities and for an enabling environment for women and girls from ethnic minorities (paras. 229 and 238). The High-Level Panel of Eminent Persons, in its report, states: "We should ensure that no person - regardless of ethnicity, gender, geography, disability, race or other status - is denied universal human rights and basic economic opportunities. We should design goals that focus on reaching excluded groups".
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 71
- Paragraph text
- Some persons belonging to minorities may face particular challenges in learning the national language, including the elderly and those who have not attended education in their country of residence, those with low incomes, the relatively newly arrived, and in some cases women. For them, the ability to engage administrative authorities and receive information and documents in their language can be essential to their ability to comply with administrative requirements and to benefit from administrative and social assistance to which they are entitled. Where larger and established minority language communities exist in a country, it is necessary to ensure to the fullest extent possible that public institutions in all relevant regions are equipped to handle interactions in minority languages if required.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Women
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 70
- Paragraph text
- Barriers such as language, poverty and poor education often exclude minorities from such roles as medical professionals, teachers and social workers. In areas where linguistic minorities live, the commitments to ensuring rights and service delivery to them may require dedicated training programmes that specifically target minority communities, with the aim of ensuring an adequate supply of key service staff. Minority professionals should be given incentives to remain in minority areas where they can provide vital services in minority languages. Where challenges exist to the recruitment or training of minority professionals, those from majority groups who work in minority regions should be required and given incentives to learn minority languages. Data relating to access to services for minority groups is particularly important, and practices such as the recruitment of minority survey staff should be employed.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 66
- Paragraph text
- Proficiency in the State language is sometimes a requirement for access to citizenship and has proved problematic for some who lack such proficiency. While it is legitimate for States to impose some language requirements in order for minorities to fully integrate into society and have access to opportunities for employment, no undue restrictions should be imposed, for example for those who have been long-term residents of a country. Language proficiency should not be the primary criteria for or a barrier to acquisition of citizenship, particularly where official languages have changed. Adequate language-education opportunities should be made available, including for those who may face particular challenges due to such factors as age, income or the locality in which they live.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 53
- Paragraph text
- Mother tongue–based bilingual education requires resources and technical expertise for its practical delivery. This includes ensuring the recruitment and training of minority teachers and those proficient in minority languages, provision of minority language textbooks and teaching materials, and development of bilingual curricula. The undertaking of classroom language mapping provides necessary information at the local level to identify requirements and possibilities for bilingual language approaches. Even in countries in which minority language education is enshrined in law and policy, challenges in terms of practical implementation, including a lack of appropriate teaching materials, are often cited as a problem by minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 51
- Paragraph text
- UNICEF highlights evidence that bilingual education from the earliest years of schooling ensures that minority children become proficient in their mother tongue and the dominant language from an early age. Teaching children for a recommended six to eight years in their mother tongue and gradually introducing national languages has advantages, including the following: children learn better, are more confident and are well equipped to transfer their literacy and numeracy skills to additional languages; children experience less frustration and failure and fewer drop out of school; and by including families and drawing on local cultural heritage, mother tongue–based education contributes to communities’ social and cultural well-being and fosters inclusiveness within wider society. However, many countries have not adopted bilingual learning approaches.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 50
- Paragraph text
- States can decide on approaches to ensure the enjoyment of language-related rights in practice, based on factors such as demand and the number and location of minority students. Where student numbers are higher it may be appropriate to provide formal classes in minority languages, while in other cases more informal approaches may be appropriate, including additional classes and out-of-school teaching options. Government motivation for restricting the teaching of minority languages and their use as a language of instruction may be based on such factors as a policy of promoting the use of one national language and national unity. Some consider it advantageous for the social and economic mobility of minorities to ensure that they are fully proficient in the national language and therefore to limit minority language use in education, however this is a violation of minority rights.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 49
- Paragraph text
- Many minorities have poor access to education, and frequently education is not in their mother tongue. Literacy levels for some minorities are often low compared to the average. The parents of minority children may be unable to assist their children or engage fully with the education process if they are not proficient in the official language. Where mother-tongue languages are orally transmitted or taught informally in the home, children may not obtain adequate language education allowing them to be fully literate in either their mother tongue or the national language, with consequences for cultural and language transmission and reproduction. Some minorities have reported that entrance examinations for higher education are only in the national language, which places them at a disadvantage and results in fewer minorities progressing to higher education.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Families
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 48
- Paragraph text
- Restrictions on minority languages in the field of education are particularly sensitive and can be the cause of grievances. The 1992 Declaration on Minorities states that wherever possible minorities have the right to learn or to have instruction in their mother tongue (art. 4, para. 3). Indeed, the commentary to the Declaration states that “denying minorities the possibility of learning their own language and of receiving instruction in their own language, or excluding from their education the transmission of knowledge about their own culture, history, tradition and language, would be a violation of the obligation to protect their identity” (E/CN.4/Sub.2/AC.5/2005/2, para. 28). Where official State languages are the only languages used in schools, minority children whose first language is their minority language are placed at a disadvantage from the earliest years of school, since they are often less proficient in the State language and are likely to fall behind.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 45
- Paragraph text
- In some national contexts Governments have imposed prohibitive restrictions on the use of minority languages in public spheres, including in political life. Under such circumstances minorities have even faced prosecution for exercising their right to use their language publicly, for example in the context of political campaigns. Such actions may be imposed in the context of efforts to stringently enforce the use of a single national language or assimilate minority communities via restrictions on their language use. In some cases, inter-ethnic or inter-religious conflict may motivate such restrictions designed to marginalize and exclude a particular population group. Few cases have been reported of restrictions on the use of minority languages in private life; however, aggressive promotion of a national language and restrictions on education in the mother tongue may be interpreted by members of a minority as attempts to assimilate them or eradicate minority language use in all spheres.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 44
- Paragraph text
- The South African Constitution (art. 6) recognizes as official languages Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, isiNdebele, isiXhosa and isiZulu, as well as English, and requires the State to take practical and positive measures to elevate the use of those languages, recognizing the “historically diminished use and status” of some languages. Municipalities must take account of language usage and preferences of their residents, including in education. The 2010 revised Constitution of Kenya has provisions for minorities, including article 7, which requires the State to protect the diversity of language of the people of Kenya and promote the development and use of indigenous languages. Article 44 establishes the right to use the language of a person’s choice and to form cultural and linguistic associations. Article 56 requires the State to establish affirmative action programmes to ensure that minorities and marginalized groups can develop their cultural values, languages and practices, including in the field of education.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 41
- Paragraph text
- The lack of domestic legal protection for minority languages in many regions remains a major concern. Legal recognition and legislative protection of minority languages create legal safeguards and a requirement for policy and programme measures to address the issues of linguistic minorities, and often result in institutional attention. Lack of such recognition and legal protections results in an environment where there is little or no formal legal commitment to promoting and protecting minority languages or the rights of linguistic minorities other than those required by international law. In such situations, minority languages may remain largely in the private domain in terms of language use, transmission and education. Frequently, even where minority languages are officially recognized and legal provisions exist this does not result in implementation of rights in practice.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 33
- Paragraph text
- The Council of Europe Framework Convention for the Protection of National Minorities also contains extensive provisions for the protection of the rights of linguistic minorities and minority languages. Articles 5 and 9 to 14 address the responsibilities of the State in, inter alia, the fields of minority language use in public and private spheres, provision of information and engagement with administrative authorities in minority languages, the media, minority languages in education and the right of minorities to establish private educational institutions, the use of names, signs and public information in minority languages, and the use of minority languages in the legal and judicial realm. Despite strong regional standards, implementation continues to be poor in many countries.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 32
- Paragraph text
- In the regional context, protection of the rights of linguistic minorities via regional standards is well developed in Europe. The European Charter for Regional or Minority Languages provides principles and objectives upon which States parties must base their policies, legislation and practice relating to regional or minority languages. It also provides a series of concrete undertakings relating to specific areas relevant to minority language use, including education, engagement with judicial and administrative authorities, access to public services, media, cultural activities and facilities, economic and social life, and cross-border exchanges. The Charter has been ratified by 25 States and signed by another 8 States. A committee of experts monitors its implementation in each State and makes recommendations for improvements in legislation, policy and practice.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 29
- Paragraph text
- A number of conceptual issues continue to arise, and clarification would assist States in fulfilling their obligations. For example, while stronger entitlements may apply to traditionally present minorities and those that constitute a substantial percentage of a national or regional population, there is a lack of clarity regarding what the threshold should be in practice. Lack of clarity exists regarding the language rights entitlements of “new” and dispersed minorities. In many countries with diverse language communities, understanding of the rights of linguistic minorities remains poor and implementation is consequently weak, inconsistent or neglected. Awareness-raising and technical assistance would improve the understanding of rights and duties as well as methodologies and technical and pedagogical modalities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Rights of linguistic minorities 2013, para. 28
- Paragraph text
- Issues relating to resources often feature in State considerations of support for minority languages and implementation of linguistic rights. Some States, facing limited resources, competing demands or times of economic difficulty, may give a low priority to expenditure on the protection of the linguistic and cultural rights of minorities. However, this can lead to tensions, for example where large or concentrated minority communities are denied their rights to education in minority languages. While some measures to implement the rights of minorities are relatively low cost and cost effective, where resource constraints are acute, inter-State cooperation and assistance may provide necessary opportunities, examples of good practices and practical assistance, as envisaged under articles 6 and 7 of the 1992 Declaration on Minorities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph