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SRSG on violence against children: Annual report 2014, para. 81
- Paragraph text
- Older children are equally active, using ICTs to prepare schoolwork, search for information, socialize with friends, play games, watch the news and video clips online, and to communicate, including through e-mail and instant messaging.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Older persons
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Servile marriage 2012, para. 83
- Paragraph text
- World Health Organization research also shows that women and girls with low levels of education are at a greater risk of violence than better educated and older women. The higher the levels of schooling for girls, the less they are at risk of servile marriage. In the United Republic of Tanzania, women who attend secondary school are 92 per cent less likely to be married before the age of 18 years than women who attend only primary school.
- Body
- Special Rapporteur on contemporary forms of slavery, including its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Girls
- Older persons
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The right to education (Art. 13) 1999, para. 36
- Paragraph text
- The Committee affirms paragraph 35 of its General Comment 5, which addresses the issue of persons with disabilities in the context of the right to education, and paragraphs 36 42 of its General Comment 6, which address the issue of older persons in relation to articles 13 15 of the Covenant.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Older persons
- Persons with disabilities
- Year
- 1999
- Date added
- Aug 19, 2019
Paragraph
Older women and protection of their human rights 2010, para. 40
- Paragraph text
- States parties have an obligation to ensure equal opportunity in the field of education for women of all ages, and to ensure that older women have access to adult education and lifelong learning opportunities as well as to the educational information they need for their well-being and that of their families.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of the child to rest, leisure, play, recreational activities, cultural life and the arts 2013, para. 39
- Paragraph text
- Balancing risk and safety: Fears over the physical and human risks to which children are exposed within their local environments are leading, in some parts of the world, to increasing levels of monitoring and surveillance, with consequent constraints on their freedom to play and opportunities for recreation. In addition, children themselves can pose a threat to other children in their play and recreational activities - for example, bullying, abuse of younger children by older children and group pressure to engage in high risk-taking. While children must not be exposed to harm in the realization of their rights under article 31, some degree of risk and challenge is integral to play and recreational activities and is a necessary component of the benefits of these activities. A balance is needed between, on the one hand, taking action to reduce unacceptable hazards in children's environment, such as closing local streets to traffic, improving street lighting or creating safe boundaries for school playgrounds, and on the other hand, informing, equipping and empowering children to take the necessary precautions to enhance their own safety. The best interests of the child and listening to children's experiences and concerns should be mediating principles for determining the level of risk to which children can be exposed.
- Body
- Committee on the Rights of the Child
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Older persons
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 36
- Paragraph text
- Article 13, paragraph 1, of the Covenant recognizes the right of everyone to education. In the case of older persons, this right must be approached from two different and complementary points of view: (a) the right of older persons to benefit from educational programmes; (b) making the know-how and experience of older persons available to younger generations.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The right to education (Art. 13) 1999, para. 24
- Paragraph text
- [The right to fundamental education] It should be emphasized that enjoyment of the right to fundamental education is not limited by age or gender; it extends to children, youth and adults, including older persons. Fundamental education, therefore, is an integral component of adult education and life-long learning. Because fundamental education is a right of all age groups, curricula and delivery systems must be devised which are suitable for students of all ages
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Older persons
- Youth
- Year
- 1999
- 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
Comprehensive, rights-based and child-centred care, recovery and reintegration programmes 2015, para. 55
- Paragraph text
- Even though access to education, vocational training and life skills is an essential aspect of recovery and reintegration, child victims often face challenges in accessing them. In many cases, child victims have never attended school. In other cases, they are unable to enrol in school owing to discrimination or lack of a residence permit. Additional barriers include lack of identity documents, in particular birth certificates, loss of educational records, financial and geographical barriers, gender discrimination, bullying or teasing, corporal punishment, feeling uncomfortable in the school environment, difficulties with concentration, older children not wanting to be placed in classes with very young children and children needing to work. When education is provided in shelters, children with different abilities may be placed in the same class; studying may not lead to an accreditation and the quality of teaching may not be of the same standard as in formal schools.
- Body
- Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Children
- Older persons
- Year
- 2015
- 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
Work of the mandate and priorities of the SR 2015, para. 47
- Paragraph text
- The cooperation between sectors can also be beneficial to facilitate access to preschool education, especially for children of families at risk, and enable community readiness to accept and integrate children and adults with disabilities into all of the everyday life of the community. This approach can also offer opportunities for adolescents and youth at risk to find alternatives to youth violence by engaging them in community programmes that support recreation centres for older persons, thus contributing to the reinforcement of intergenerational links and improving the quality of human relationships in general.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Children
- Older persons
- Persons with disabilities
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
The realization of the right to health of older persons 2011, para. 63
- Paragraph text
- Evaluations have consistently found a deficit in the information provided to older persons to help them make an informed decision, in particular those with less formal education. Some healthcare workers can be dismissive of the particular vulnerabilities of older persons, failing to adequately obtain informed consent because it may be more complex than usual to do so. A one-size-fits-all approach is often inappropriate with respect to older persons, A more customized, individualized, age-friendly approach is required to better address the needs of this group. This will imply moving beyond basic health literacy, which does not adequately secure the right to health, into greater health information awareness and education, possibly through peer networks.
- Body
- Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Older persons
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 92
- Paragraph text
- The Special Rapporteur commends the SkillsFuture credit, launched in Singapore to promote lifelong learning. Given to every Singaporean aged 25 years and older, it covers nearly 2.5 million citizens in the country. The first credit amounts to $500, with the proviso that the Government will top it up at regular intervals in future. The credit can be used for a wide range of courses. Already, there are 10,000 courses, in areas ranging from basic computing to web design, digital animation, human resources management, finance, health care and languages. The courses are provided at publicly funded tertiary institutions, as well as by private providers. The Government will provide employers with subsidies of 70 to 90 per cent when they train their employees. The credit is provided on top of SkillsFuture study awards in various fields. For example, for all Singaporeans aged 40 years and older, 90 per cent of the costs of their courses will be funded.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Health
- Person(s) affected
- Older persons
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Lifelong learning and the right to education 2016, para. 41
- Paragraph text
- The Special Rapporteur recalls that the normative bases of lifelong learning exist in international human rights treaties. The Convention against Discrimination in Education (1960) lays down the obligation of States with regard to continuing education. The International Covenant on Economic, Social and Cultural Rights, adopted in 1966, includes similar provisions. According to article 13 (2) (d) of the Covenant, individuals "who have not received or completed the whole period of their primary education" have a right to fundamental education, or basic education as defined in the World Declaration on Education for All (1990). The enjoyment of the right to fundamental education is not limited by age or gender; it extends to children, young people and adults, including older persons. Fundamental education, therefore, is an integral component of adult education and lifelong learning. Because fundamental education is a right of all age groups, curricula and delivery systems suitable for students of all ages must be devised.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Older persons
- Youth
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 70
- Paragraph text
- From an age perspective, the Special Rapporteur has found that there is a significant gap with regard to adults, including older adults, who are not generally taken into account in States' public policies. However, recent decades have seen significant changes in adult learning, reflecting the principle of lifelong education. The Hamburg Declaration on Adult Learning, adopted under UNESCO auspices in 1997, emphasizes the importance of sexual education for adults and sets out a commitment to "enabling people to exercise their human rights, including reproductive and sexual health rights, and to develop responsible and caring attitudes".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Person(s) affected
- Older persons
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Right of everyone to take part in cultural life (Art. 15, para. 1(a)) 2009, para. 29
- Paragraph text
- The Committee therefore urges States parties to take account of the recommendations contained in the United Nations Principles for Older Persons, and in particular of principle 7, that older persons should remain integrated in society, participate actively in the formulation and implementation of policies that directly affect their well being and share their knowledge and skills with younger generations; and principle 16, that older persons should have access to the educational, cultural, spiritual and recreational resources of society.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Youth
- Year
- 2009
- Date added
- Aug 19, 2019
Paragraph
Older women and protection of their human rights 2010, para. 19
- Paragraph text
- Employers often regard older women as non-profitable investments for education and vocational training. Older women also do not have equal opportunities to learn modern information technology, nor the resources to obtain them. Many poor older women, especially those with disabilities and those living in rural areas, are denied the right to education and receive little or no formal or informal education. Illiteracy and innumeracy can severely restrict older women's full participation in public and political life, the economy, and access to a range of services, entitlements and recreational activities.
- Body
- Committee on the Elimination of Discrimination against Women
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Person(s) affected
- Older persons
- Persons with disabilities
- Women
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 41
- Paragraph text
- Recommendation 50 of the Plan of Action stresses the need for Governments, non-governmental organizations and older persons themselves to make efforts to overcome negative stereotyped images of older persons as suffering from physical and psychological disabilities, incapable of functioning independently and having neither role nor status in society. These efforts, in which the media and educational institutions should also take part, are essential for achieving a society that champions the full integration of older persons.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
- Persons with disabilities
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 39
- Paragraph text
- In article 15, paragraph 1 (a) and (b), of the Covenant, States parties recognize the right of everyone to take part in cultural life and to enjoy the benefits of scientific progress and its applications. In this respect, the Committee urges States parties to take account of the recommendations contained in the United Nations Principles for Older Persons, in particular principle 7: "Older persons should remain integrated in society, participate actively in the formulation and implementation of policies that directly affect their well-being and share their knowledge and skills with younger generations"; and principle 16: "Older persons should have access to the educational, cultural, spiritual and recreational resources of society".
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 38
- Paragraph text
- With regard to use of the know-how and experience of older persons, as referred to in the recommendations of the International Plan of Action on Ageing dealing with education (paras. 74-76), attention is drawn to the important role that elderly and old persons still play in most societies as the transmitters of information, knowledge, traditions and spiritual values and to the fact that this important tradition should not be lost. Consequently, the Committee attaches particular importance to the message contained in recommendation 44 of the Plan of Action: "Educational programmes featuring the elderly as the teachers and transmitters of knowledge, culture and spiritual values should be developed."
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 37
- Paragraph text
- With regard to the former, States parties should take account of: (a) the recommendation in principle 4 of the United Nations Principles for Older Persons to the effect that older persons should have access to suitable education programmes and training and should, therefore, on the basis of their preparation, abilities and motivation, be given access to the various levels of education through the adoption of appropriate measures regarding literacy training, lifelong education, access to university, etc.; (b) recommendation 47 of the International Plan of Action on Ageing, which, in accordance with the concept of lifelong education promulgated by the UNESCO, recommends informal, community-based and recreation-oriented programmes for older persons in order to develop their sense of self-reliance and community responsibility. Such programmes should enjoy the support of national Governments and international organizations.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 12
- Paragraph text
- This is not determinative of the matter, however, since the prohibition of discrimination on the grounds of "other status" could be interpreted as applying to age. The Committee notes that, while it may not yet be possible to conclude that discrimination on the grounds of age is comprehensively prohibited by the Covenant, the range of matters in relation to which such discrimination can be accepted is very limited. Moreover, it must be emphasized that the unacceptableness of discrimination against older persons is underlined in many international policy documents and is confirmed in the legislation of the vast majority of States. In the few areas in which discrimination continues to be tolerated, such as in relation to mandatory retirement ages or access to tertiary education, there is a clear trend towards the elimination of such barriers. The Committee is of the view that States parties should seek to expedite this trend to the greatest extent possible.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
The economic, social and cultural rights of older persons 1995, para. 5
- Paragraph text
- In 1991, the General Assembly adopted the United Nations Principles for Older Persons, which, because of their programmatic nature, also constitute an important document in the present context. The Principles are divided into five sections which correlate closely to the rights recognized in the Covenant. The section entitled "Independence" includes access to adequate food, water, shelter, clothing and health care. To these basic rights are added the opportunity for remunerated work and access to education and training. Under "Participation", it is stated that older persons should participate actively in the formulation and implementation of policies that affect their well-being and share their knowledge and skills with younger generations, and should be able to form movements and associations. The section headed "Care" proclaims that older persons should benefit from family care and health care and be able to enjoy human rights and fundamental freedoms when residing in a shelter, care or treatment facility. With regard to "Self-fulfilment", the Principles state that older persons should be able to pursue opportunities for the full development of their potential through access to the educational, cultural, spiritual and recreational resources of their societies. Lastly, the section entitled "Dignity" states that older persons should be able to live in dignity and security and be free of exploitation and physical or mental abuse, should be treated fairly, regardless of age, gender, racial or ethnic background, disability or other status, and should be valued independently of their economic contribution.
- Body
- Committee on Social, Economic and Cultural Rights
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Older persons
- Year
- 1995
- Date added
- Aug 19, 2019
Paragraph
23 shown of 23 entities