Gender equality and inequality concern how people live their daily lives, their relationships, choices, decisions and the freedom they do or do not have to live a life they value. Gender equality is a matter of social justice and human rights. It drives development progress. It is vital for achieving peaceful, inclusive, resilient and just societies.
The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system.
موجز
أُعدد ادلا الر ريدر عمد مج س درا لإندن ح دو ا ن دان 32 / 20 . وادو يدلع الت بدا
المرتددوا والمركداس تح الدم ادد مدن تم انيدتح حعدول الوريدا عند الرتندي عند دو تدال
ومنعف، وين ي الضوء عن المما سا الجيدا المربتدتح طيدي كندلح اجدواجز. ويضد الر ريدر
أيضد امج كوصديا سكددن الردداسر المناسدبتح لضدمان الم داواا ةردحق فدت رداا سداج الرتندي
ولن ضداء، لدلح ال ديا ، عند الرواوكدا الجن دانيتح الرتندي ندول عدا 2030 و داء
سالالرزا الوا و الهدف 4 من أاداف الرنميتح الم ردامتح.
Parallel Report submitted by the National Campaign for Education-Nepal, the Nepal National Teachers Association (NNTA), the Global Initiative for Economic, Social and Cultural Rights, and other partners, including the Right to Education Project, on the occasion of the examination of the report of Nepal during the 72nd session of the UN Committee on the Rights of the Child.