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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
Minorities and discrimination based on caste and analogous systems of inherited status 2016, para. 90
- Paragraph text
- Caste-based discrimination in education results in higher rates of illiteracy, a larger number of dropouts from school, and a higher risk of children from lower castes being recruited as child labourers, soldiers or sex workers and subjected corporal punishment and torture.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 50
- Paragraph text
- The University of Texas is home to the first university Romani Studies programme, and has become the leading institution in the United States of America for studies on Romani history, language and culture. The programme provides scholarships to Roma for educational qualifications at any level and houses the Romani Archives and Documentation Center, the largest collection of Romani materials in the world.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 30
- Paragraph text
- Access to education continues to be a major obstacle for all Roma. The Government of Argentina has recognized the high levels of illiteracy and school dropout of Roma children. In Brazil, official data on literacy and/or school attendance of Roma children are lacking, but civil society organizations reported that very few Roma children living in camps have ever been to school, and estimate that 90 per cent of the Roma living in camps in Curitiba city are illiterate. Prejudice has also been identified as an obstacle for accessing public schools in Brazil, where Roma children are reportedly not given the chance to enrol on the pretext of a lack of space. A representative of the United Nations Children's Fund (UNICEF) has emphasized that teachers' biased attitudes towards Lyuli children in Central Asia may result in violence at school. The illiteracy rate among Iraqi Roma is very high and many Roma children there are forced to take on irregular jobs or resort to begging. In Lebanon, 68 per cent of school-aged children reportedly do not attend school because of significant obstacles such as discrimination, legal and economic barriers, leading to street labour becoming a significant trend among Dom children.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Minorities in the criminal justice system 2015, para. 86
- Paragraph text
- Appropriate educational programmes for law enforcement, justice system and prison staff should include material on respect for human rights, tolerance and friendship among racial, ethnic or religious groups, as well as sensitization to intercultural relations and the elimination of discriminatory behaviour (including informal profiling).
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- All
- Year
- 2015
- 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
Hate speech and incitement to hatred against minorities in the media 2015, para. 88
- Paragraph text
- In April 2014, the International Federation of Journalists adopted the "Brussels Declaration" to combat incitement to hate and violence through media. The Declaration made recommendations to journalists and their unions aimed at upholding the principles and ethics of responsible journalism, including denouncing incitement to hatred whenever identified, ensuring knowledge of codes and guidelines by media workers, promoting education and training of journalists as well as encouraging diversity in media outlets.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Activists
- Year
- 2015
- 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
Hate speech and incitement to hatred against minorities in the media 2015, para. 83
- Paragraph text
- The United Nations Alliance of Civilizations, established in 2005, is a United Nations entity tasked to assist in diminishing hostility and promoting harmony among nations in order to prevent conflict and promote social cohesion. The Alliance has engaged in media and information literacy initiatives to teach media consumers how to critically interpret information received. Those initiatives include a media and information literacy clearing house (milunesco.unaoc.org), the creation of a global network of universities, and the coordination of workshops for educators and publications.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Hate speech and incitement to hatred against minorities in the media 2015, para. 81
- Paragraph text
- Human rights education as well as education for respect of diversity is of paramount importance to fostering a tolerant society, but is not sufficient: it must be complemented by education on the responsible use of the Internet and social media by citizens, particularly children and young people, so as to counter hate speech exposure and minimize other risks, such as cyberbullying. Several relevant initiatives to promote media literacy are led by States, international organizations and civil society, such as those presented below.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Preventing and addressing violence and atrocities against minorities 2014, para. 83
- Paragraph text
- There are also promising intergovernmental initiatives. Global Action against Mass Atrocity Crimes is a State-led initiative to prevent mass atrocity crimes and focuses on prevention at the national and regional levels. It aims to support States engaged in preventing mass atrocity crimes and to assist those that are considering the development of preventative strategies. The initiative also serves as a platform for the exchange and dissemination of learning and good practice and works closely with some key civil society organizations.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- N.A.
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 88
- Paragraph text
- The creation of a culture of human rights and of respect and equal enjoyment of rights by all is key. This requires ongoing and concerted efforts as the religion-belief landscape in all societies is continuously in flux. Continued efforts are required that are focused especially, but not exclusively, on children and young adults who will shape the future of interfaith understanding and acceptance. Educational, political, policy and legal actors need to be engaged and responsive to those trends and respond to them in a concerted and active manner.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Youth
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Minority rights-based approaches to the protection and promotion of the rights of religious minorities 2013, para. 49
- Paragraph text
- The religion or belief of teachers, too, may have an impact on their employability and promotion. Pupils, teachers, parents and their respective communities can be caught up in the consequences of those violations of general human rights and minority rights provisions. In numerous States, teaching and interaction with the younger generation is considered an influential position, one deemed too sensitive to trust a person belonging to a religious minority within Government schools. In some countries, they may be allowed to teach only in minority faith schools.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Families
- Youth
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Priorities for the work of the Independent Expert and the twentieth anniversary of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities 2012, para. 72
- Paragraph text
- Ensuring equal access to education for women and girls from minority groups, upon whom poverty and family responsibilities may have a disproportionate impact, remains a considerable challenge. Internal factors, including cultural practices, early marriages and entrenched patriarchal structures and gender roles that, for example, restrict the free movement of girls and women, are important issues that create barriers to access to education for girls, which must be addressed.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Year
- 2012
- 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
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 77
- Paragraph text
- Roma organizations at the local level are often institutionally weak and often have few human and technical resources. As a result, they may lack the capacity to advocate effectively on issues that are important to them or they may not be able to liaise effectively and cooperate with other Roma organizations. These factors affect organizations' ability to find consistent, meaningful opportunities for engaging in policy design, implementation and monitoring. Efforts must be made to strengthen Roma rights organizations, not only through better funding and support, but also through scholarships and education initiatives to ensure that Roma young people are equipped with the necessary skills to become active advocates for their own communities.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The human rights situation of Roma worldwide, with a particular focus on the phenomenon of anti-Gypsyism 2015, para. 48
- Paragraph text
- The Council of Europe has launched an awareness-raising campaign entitled "Dosta!", which emphasizes the value of Roma for societies through an interactive website, on television, in school projects and training for the media and teachers. It also awards a prize to local authorities that have taken steps to uphold and protect the rights of Roma. The Government of Latvia informed the Special Rapporteur that, in order to implement the "Dosta!" campaign, its Ministry of Culture, together with the Latvian Centre for Human Rights, would organize an event entitled "Latvian Roma - between past and future" in April 2015 in Riga, aimed at eliminating negative stereotypes about Roma and promoting intercultural dialogue.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2015
- 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
Preventing and addressing violence and atrocities against minorities 2014, para. 24
- Paragraph text
- Article 20 of the International Covenant on Civil and Political Rights (see General Assembly resolution 2200 A (XXI), annex) states that any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law. The Rabat Plan of Action on the prohibition of advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence represents an important step taken by the international community to assist States in implementing their obligations, and provides guidance on balancing freedom of expression, which is protected under article 19 of the Covenant, with article 20. As recommended in the Plan of Action, States should ensure intercultural dialogue and mechanisms and dialogues to foster intercultural and interreligious understanding and learning. States should also promote human rights education and sensitize law enforcement and security forces.
- Body
- Special Rapporteur on minority issues
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- All
- 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