This legal factsheet explains the specific legal obligations international human rights law imposes on states to eliminate gender-based violence against women and girls, including school-related gender-based violence against women and girls.
“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population.
Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.
For all refugee children around the world, the school gates are a great deal harder to prise open than they are for their non-refugee peers. For refugee girls, it is even tougher to find – and keep – a place in the classroom. As they get older, refugee girls face more marginalization and the gender gap in secondary schools grows wider.
The report is available here http://www.unhcr.org/herturn/
This brief is on education and MDG 3 (Promote Gender Equality and Empower Women), with a focus on target 3.A (Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015). It highlights that education is essential to eliminate discrimination and transform social attitudes and power relations.
This case study was produced for the UN Durban Review Conference organised in Geneva in 2009. It briefly presents the violation of pregnant adolescent girls’ right to education in Tanzania and makes recommendations.
In response to a petition filed by an Indian charity, the Supreme Court of India directed the governments of all States and Union Territories to ensure that all schools, whether private or state-run, provide proper toilet facilities, drinking water, sufficient classrooms and capable teaching staff. The court held that, under the Right of Children to Free and Compulsory Education Act (2009) and the Indian Constitution, central, state and local governments have an obligation to ensure that all schools, both public and private, have adequate infrastructure. Adequate infrastructure includes safe drinking water, toilet facilities for boys and girls, sufficient class rooms and the appointment of teaching and non-teaching staff.
On 7 July 2014, the UN Committee on the Elimination of Discrimination against Women (CEDAW) held a General Discussion on the Right to Education for Girls and Women, the aim of which is to commence the Committee’s process of elaborating a “General Recommendation on girls’/women’s right to education.”
Thirteen organizations from around the world, included the Right to Education Initiative, presented a written submission to CEDAW on ‘Privatization and its Impact on the Right to Education of Women and Girls,’ highlighting evidence from a range of countries showing that more boys are enrolled in schools than girls, a problem that is exacerbated by the increasing privatization of education. Privatization in many cases deepens gender discrimination in education because already marginalized and vulnerable groups, including women and girls, are more disadvantaged by private provision and are the least able to pay for services.
This advocacy factsheet is based on Right to Education Initiative report At What Age…are school-children employed, married and taken to court? Trends over time (2011), which provides analysis of legal minimum age for education, marriage, employment and criminal responsibility across 187 countries and raises questions regarding the cross-section of these issues and their effect on the right to education. The factsheet has been developed to be used by civil society organisations to advocate for improving legislation regarding the minimum age for marriage and the minimum age for leaving school. It gives a brief overview of the issue of early marriage and its impact on education, highlighting statistical data, good practice in law and policy, as well as case studies. It also provides tools and policy recommendations and suggests concrete actions to be taken. It aims at encouraging activists and organisations to monitor the minimum age for marriage and the minimum age for leaving school and to advocate for improving the legislation when needed.
This report provides analysis of legal minimum ages for education, marriage, employment and criminal responsibility across 187 countries and raises questions regarding the cross-section of these issues and their effect on the right to education. Based on States Parties’ reports to the CRC Committee and analysed through the lens of the 4As, the report stresses the fundamental importance of eliminating contradictory legislation and practices that still undermine the right to education.