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Entrepreneurship for development (2013), para. 17
- Original document
- Paragraph text
- 9. Also recognizes the value of teaching entrepreneurial skills at all levels of education, ensuring the full and equal participation of women and girls, and encourages entrepreneurship education through skills development, capacity- building, training programmes and business incubators;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Intensifying global efforts for the elimination of female genital mutilation (2019), para. 27
- Original document
- Paragraph text
- 6. Also urges States to condemn all harmful practices that affect women and girls, in particular female genital mutilation, whether committed within or outside a medical institution, to take all necessary measures, including through educational campaigns and by enacting and enforcing legislation to prohibit female genital mutilation, to protect women and girls from this act of violence, to hold perpetrators to account and to put in place adequate accountability mechanisms at the national and local levels, where applicable, in order to monitor progress;
- Topic(s)
- Education
- Harmful Practices
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Rights of indigenous peoples (2018), para. 48
- Original document
- Paragraph text
- 23. Welcomes the agreed conclusions of the sixty-first session of the Commission on the Status of Women, 15 in which Governments were urged to take measures to promote the economic empowerment of indigenous women, including by ensuring access to quality and inclusive education and meaningful participation in the economy by addressing the multiple and intersecting forms of discrimination and barriers they face, including violence, and to promote their participation in relevant decision-making processes at all levels and in all areas, while respecting and protecting their traditional and ancestral knowledge, and noting the importance of the United Nations Declaration on the Rights of Indigenous Peoples for indigenous women and girls;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Rights of the child (2020), para. 038
- Original document
- Paragraph text
- 13. Calls upon States to scale up scientifically accurate and age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men, in and out of school, consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, with the best interests of the child as their basic concern, with information on sexual and reproductive health and HIV prevention, gender equality and women’s empowerment, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and foster informed decision-making, communication and risk- reduction skills and to develop respectful relationships, in full partnership with young people, parents, legal guardians, caregivers, educators and health-care providers, in order to, inter alia, enable them protect themselves from HIV infection and other risks;
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Adolescents
- Boys
- Children
- Girls
- Men
- Women
- Youth
- Date added
- Feb 25, 2020
Paragraph
United Nations Literacy Decade: education for all (2007), para. 07
- Original document
- Paragraph text
- Affirming that the realization of the right to education, especially for girls, contributes to the promotion of gender equality and the eradication of poverty,
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Girls
- Date added
- Feb 25, 2020
Paragraph
Strengthening of the coordination of emergency humanitarian assistance of the United Nations (2015), para. 61
- Original document
- Paragraph text
- 33. Reiterates the need to protect and respect educational facilities, consistent with international humanitarian law, and encourages efforts to provide safe and enabling learning environments and quality education for all, including through the use of new technologies and innovations, especially for girls and boys, in humanitarian emergencies, including in order to contribute to a smooth transition from relief to development;
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Boys
- Girls
- Date added
- Feb 25, 2020
Paragraph
Strengthening of the coordination of emergency humanitarian assistance of the United Nations (2020), para. 073
- Original document
- Paragraph text
- 39. Reaffirms the right to education for all and the importance of ensuring safe enabling learning environments in humanitarian emergencies, as well as quality education at all levels, including for girls, including technical and vocational training opportunities, where possible, including through adequate funding and infrastructura l investments, for the well-being of all, in this regard recognizes that access to quality education in humanitarian emergencies can contribute to long-term development goals and reiterates the need to protect and respect educational facilities in accordan ce with international humanitarian law, strongly condemns all attacks directed against schools and the use of schools for military purposes, when in contravention of international humanitarian law, and encourages efforts to promote safe and protective school environments in humanitarian emergencies;
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Girls
- Date added
- Feb 25, 2020
Paragraph
United Nations Literacy Decade: education for all (2011), para. 03
- Original document
- Paragraph text
- Recalling also the United Nations Millennium Declaration, 2 1F in which Member States resolved to ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education, which requires a renewed commitment to promote literacy for all,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph
The girl child (2000), para. 27
- Original document
- Paragraph text
- 17. Further requests the Secretary-General to ensure that the needs and the rights of the girl child are integrated into the preparatory work for the special session of the General Assembly on the follow-up to the World Summit for Children in 2001, inter alia, by providing the General Assembly with a comprehensive report drawing on the experiences and outcomes of the five-year reviews of the International Conference on Population and Development, the Fourth World Conference on Women and the World Summit for Social Development, and the World Education Forum.
- Topic(s)
- Education
- Governance & Rule of Law
- Person(s) affected
- Children
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
The situation in Afghanistan (2014), para. 076
- Original document
- Paragraph text
- 49. Recognizes the special needs of girls, strongly condemns continued terrorist attacks as well as threats of attacks on educational facilities, especially on those for Afghan girls, and/or hospitals and protected persons in relation to them in Afghanistan, in contravention of applicable international law, and expresses deep concern about the high number of school closures as a result of terrorist attacks or threats of attacks;
- Topic(s)
- Education
- Humanitarian
- Violence
- Person(s) affected
- Girls
- Date added
- Feb 25, 2020
Paragraph
Policies and programmes involving youth: youth in the global economy – promoting youth participation in social and economic development (2008), para. 014
- Original document
- Paragraph text
- 6. Reiterates also the critical role of both formal and non-formal education in the achievement of poverty eradication and other development goals, as envisaged in the United Nations Millennium Declaration, 6F 7 in particular basic education and training for eradicating illiteracy, and stresses the commitments to strive for expanded secondary and higher education, especially for girls and young women, and for the creation of human resources and infrastructure capabilities and the empowerment of those living in poverty;
- Topic(s)
- Education
- Poverty
- Person(s) affected
- Girls
- Women
- Youth
- Date added
- Feb 25, 2020
Paragraph
Child, early and forced marriage (2015), para. 15
- Original document
- Paragraph text
- Noting with concern that child, early and forced marriage disproportionally affects girls who have received little or no formal education and is itself a significant obstacle to educational opportunities for girls and young women, in particular girls who are forced to drop out of school owing to marriage and/or childbirth, and recognizing that educational opportunities are directly related to women’s and girls’ empowerment, employment and economic opportunities and to their active participation in economic, social and cultural development, governance and decision-making,
- Topic(s)
- Economic Rights
- Education
- Social & Cultural Rights
- Person(s) affected
- Girls
- Women
- Youth
- Date added
- Feb 25, 2020
Paragraph
The girl child (2008), para. 27
- Original document
- Paragraph text
- 5. Urges all Governments and the United Nations system to strengthen efforts bilaterally and with international organizations and private sector donors in order to achieve the goals of the World Education Forum, 15 3H in particular that of eliminating gender disparities in primary and secondary education by 2005, which have not been fully met, and to implement the United Nations Girls’ Education Initiative as a means of reaching this goal, and calls for the implementation of and reaffirms the commitments contained in the United Nations Millennium Declaration, 20F 21 particularly those related to education;
- Topic(s)
- Education
- Gender
- Governance & Rule of Law
- Person(s) affected
- Girls
- Date added
- Feb 25, 2020
Paragraph
The girl child (2008), para. 46
- Original document
- Paragraph text
- 23. Requests the Secretary-General, as Chairman of the United Nations System Chief Executives Board for Coordination, to ensure that all organizations and bodies of the United Nations system, individually and collectively, in particular the United Nations Children’s Fund, the United Nations Educational, Scientific and Cultural Organization, the World Food Programme, the United Nations Population Fund, the United Nations Development Fund for Women, the World Health Organization, the United Nations Development Programme, the Office of the United Nations High Commissioner for Refugees and the International Labour Organization, take into account the rights and the particular needs of the girl child in country programmes of cooperation in accordance with national priorities, including through the United Nations Development Assistance Framework;
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Movement
- Person(s) affected
- Children
- Girls
- Persons on the move
- Women
- Date added
- Feb 25, 2020
Paragraph
Improvement of the situation of women and girls in rural areas (2016), para. 36
- Paragraph text
- (aa) Supporting a gender-sensitive education system, including through approaches that attract and retain female students and teachers and that consider the specific needs of rural women and girls in order to eliminate gender stereotypes and discriminatory tendencies affecting them, including through community -based dialogue involving women and men and girls and boys;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Date added
- Feb 25, 2020
Paragraph
Intensification of efforts to eliminate all forms of violence against women (2013), para. 53
- Paragraph text
- (m) Developing gender-sensitive curricula for educational programmes at all levels and taking concrete measures to ensure that educational materials portray women and men, youth, girls and boys in positive and non-stereotypical roles;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Youth
- Date added
- Feb 25, 2020
Paragraph
The girl child (2018), para. 35
- Original document
- Paragraph text
- 10. Encourages States to adopt, as appropriate, and implement inclusive policies and programmes to promote girls’ education in science, technology, engineering and mathematics, including information and communications technology, throughout their education, by, inter alia, expanding the scope of education and training opportunities ranging from basic digital fluency to advanced technical skills, recognizing that girls who develop such skills may enjoy more academic succe ss and higher-paying jobs in the future, and recognizing also that girls and women have an equally important role to play in these arenas as men and boys;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Girls
- Men
- Women
- Date added
- Feb 25, 2020
Paragraph
Supporting efforts to end obstetric fistula (2008), para. 15
- Original document
- Paragraph text
- 5. Also calls upon States to ensure that girls have equal access to free and compulsory primary education of good quality and that they complete their education at that level, and to renew their efforts to improve and expand girls’ and women’s education at all levels, including at secondary and higher levels, as well as vocational education and technical training, in order to, inter alia, achieve gender equality, the empowerment of women and poverty eradication;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Financial inclusion for sustainable development (2020), para. 23
- Original document
- Paragraph text
- 11. Encourages the international community, including Member States, and all relevant stakeholders, including the entities of the United Nations system, international financial institutions, other intergovernmental bodies, regional and national development banks, domestic financial institutions, credit unions, multi-stakeholder partnerships and relevant non-governmental organizations, as appropriate, to further develop financial literacy and financial educatio n programmes that include an emphasis on the impact of finance on sustainable development, as appropriate, in order to ensure that all learners acquire the knowledge and skills needed to access financial services, in particular women and girls, farmers and those working in micro-, small and medium-sized enterprises;
- Topic(s)
- Economic Rights
- Education
- Governance & Rule of Law
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Addis Ababa Action Agenda of the Third International Conference on Financing for Development (Addis Ababa Action Agenda) (2015), para. 086
- Original document
- Paragraph text
- 78. We recognize the importance for achieving sustainable development of delivering quality education to all girls and boys. This will require reaching children living in extreme poverty, children with disabilities, migrant and refugee children, and those in conflict and post-conflict situations, and providing safe, non-violent, inclusive and effective learning environments for all. We will scale up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including through scaling up and strengthening initiatives, such as the Global Partnership for Education. We commit to upgrading education facilities that are child, disability and gender sensitive and increasing the percentage of qualified teachers in developing countries, including through international cooperation, especially in least developed countries and small island developing States.
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Humanitarian
- Person(s) affected
- Boys
- Children
- Girls
- Persons on the move
- Persons with disabilities
- Date added
- Feb 25, 2020
Paragraph
The girl child (2016), para. 29
- Original document
- Paragraph text
- 7. Urges States to acknowledge the different needs of girls and boys during their childhood and adolescence and, as appropriate, to make adapted investments that are consistent with and responsive to their changing needs, in particular ensuring that girls have access to clean water, including safe drinking water, sanitation, hygiene and feminine hygiene products as well as private toilet facilities, including feminine hygiene product disposal facilities, in educational institutions and other public spaces, which will improve their health and access to education and increase their safety;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Person(s) affected
- Boys
- Girls
- Date added
- Feb 25, 2020
Paragraph
The rights of the child (1999), para. 0105
- Original document
- Paragraph text
- 11. Calls upon all States to assess and examine systematically, in close cooperation with international organizations such as the International Labour Organization and the United Nations Children’s Fund, the magnitude, nature and causes of the exploitation of child labour and to develop and implement strategies for combating these practices, with a specific emphasis on the situation of girls, their right to education and access to schools on an equal basis with boys, in close cooperation with the United Nations Educational, Scientific and Cultural Organization;
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph
Entrepreneurship for sustainable development (2019), para. 45
- Original document
- Paragraph text
- 17. Acknowledges the value of entrepreneurship education and the dissemination of entrepreneurial thinking across all sectors, encourages all relevant actors to increase efforts to systemically integrate entrepreneurship within the formal and informal education systems, including through, inter alia, skills development, career guidance to support entrepreneurship, behavioural approach programmes such as the Empretec programme of the United Nations Conference on Trade and Development and the Start and Improve Your Business programme of the International Labour Organization, capacity-building, professional training programmes, business incubators and national centres of excellence, as well as online platforms and e-mentorships, and also encourages cooperation and networking and the sharing of best practices while fostering innovation and using innovative teaching methods in line with the demands of the competitive markets and ensuring the full participation of women and girls;
- Topic(s)
- Education
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Intensifying global efforts for the elimination of female genital mutilation (2017), para. 23
- Original document
- Paragraph text
- 2. Calls upon States to place a stronger focus on the development and implementation of comprehensive prevention strategies, including the enhancement of educational campaigns, awareness-raising and formal, non-formal and informal education and training in order to promote the direct engagement of girls and boys, women and men and to ensure that all key actors, government officials, including law enforcement and judicial personnel, immigration officials and parliamentarians, health-care providers, civil society, the private sector, community and religious leaders, teachers, employers, media professionals and those directly working with girls, as well as parents, families and communities, work to eliminate attitudes and harmful practices, in particular all forms of female genital mutilation, that negatively affect women and girls;
- Topic(s)
- Education
- Harmful Practices
- Social & Cultural Rights
- Person(s) affected
- Boys
- Families
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
International Day of Women and Girls in Science (2016), para. 13
- Original document
- Paragraph text
- 3. Invites the United Nations Educational, Scientific and Cultural Organization and UN-Women, mindful of the provisions contained in the annex to Economic and Social Council resolution 1980/67, to work together to facilitate the implementation of the International Day in collaboration with all relevant organizations already involved in the promotion of women and girls in science;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
The rights of the child (2001), para. 050
- Original document
- Paragraph text
- 19. Calls upon States, educational institutions and the United Nations system, in particular the United Nations Children’s Fund, the United Nations Development Fund for Women and the United Nations Educational, Scientific and Cultural Organization, to develop and implement gender-sensitive strategies to address the particular needs of the girl child in education;
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Children
- Girls
- Women
- Date added
- Feb 25, 2020
Paragraph
Human resources development (2018), para. 43
- Original document
- Paragraph text
- 28. Calls for actions at the national, regional and international levels that will give high priority to improving and expanding literacy, as well as science proficiency, including by providing tertiary, technical vocational and adult education, and stresses the need to ensure that, by 2030, children everywhere, girls and boys alike, will be able to complete free, equitable and quality primary and secondary education, leading to relevant and effective learning outcomes;
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph
Emergency international assistance for peace, normalcy and reconstruction of war-stricken Afghanistan and the situation in Afghanistan and its implications for (2004), para. 79
- Paragraph text
- 17. Calls upon the Transitional Administration to provide Afghan children with educational and health facilities in all parts of the country, recognizing the special needs of girls, and to ensure their full access to those facilities;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph
United Nations Decade of Education for Sustainable Development (2005), para. 08
- Paragraph text
- Reaffirming the internationally agreed development goal of achieving universal primary education, in particular that by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that boys and girls will have equal access to all levels of education,
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Boys
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph
Rights of the child (2007), para. 082
- Original document
- Paragraph text
- (b) To take all feasible measures to ensure the demobilization and effective disarmament of children used in armed conflicts and to implement effective measures for their rehabilitation, physical and psychological recovery and reintegration into society, in particular through educational measures, taking into account the rights and the specific needs and capacities of girls;
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Girls
- Date added
- Feb 25, 2020
Paragraph