This briefing paper focuses on the distinct contributions that NHRIs can make to the sustainable development agenda. It outlines the importance of the SDGs for human rights and highlights a number of specific opportunities for NHRIs to effectively fulfil their role in the context of the new global development agenda, sharing examples of development-related work from a number of institutions in all regions.
يسترضرا األمتع الضتاا ا تتيا الروريتر التروااال اتع ا وتوت اعير تا ي واعجرماع ت والثواف ت وارتار فتتدام الرنم ت ابستردام او ت ما رتع مروتارارعو ويستلال العتو علت ابساواة ومبدفي عدا الرم ز وابسا ل و فعت ا عتن جتا الب اتتال الوتالى علت اوتوت ا تستان او ت ا األستاس لعتمان خن تي ت عتاا ٢٠3٠ ا ريوت خرست متا الرزامتال التدول وجت الوتاتون التدوحيد واتد الروريتر الرلتديال وال تري الرل ست ف متا يرضلت االرن تي الوتالى علت اوتتوت ا تستتان ت تت الرنم تت ابستتردام لضتتاا ٢٠3٠ ومستتا ال اال تتال الدول تت وتتوت ا تسانو وخيررى ارو ال ا تيا الشأند
The 2030 Agenda is explicitly grounded in the Universal Declaration of Human Rights and international human rights treaties. Indeed, the integration of human rights language into Agenda 2030 has been welcomed by States and civil society concerned to address concerns about the Millennium Development Goals’ (MDGs) ‘human rights-blindness’ and accountability shortcomings.
This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE). It aims to support civil society organisations and education activists across low- and middle-income countries to advocate and campaign on issues related to financing for education, as a strategic focus area of the GCE movement.
Amin, 18, became a refugee when his family fled Syria for Lebanon five years ago. He has not set foot in school since. With his father unable to get legal status or work, responsibility for supporting the family of seven fell to Amin.
Who Will Be Accountable? Human Rights and the Post-2015 Development Agenda explains that embedding accountability into the very DNA of the post-2015 sustainable development architecture will be critical to ensure the new plan ensures political commitments made at the international level actually result in policy changes on the ground. The publication examines accountability gaps that have impeded realisation of global and national development goals thus far.
The aim of this briefing is to propose a human rights-centered policy agenda to tackle economic inequality and the social inequalities it reinforces. It sets out to illustrate how human rights can provide both a normative framework and a set of accountability mechanisms to accelerate success in meeting this most cross-cutting of sustainable development goals.
The publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education - considered a cornerstone of Education 2030.
The examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international instruments.
The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084.