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UNESCOPoverty is a violation of Human Rights
   Poverty and Human Rights: UNESCO's Anti-Poverty Projects


 
Education and Training
"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory." (Universal Declaration of Human Rights, Paris 1948, art. 26)
 
Education and TrainingEducation is the primary vehicle by which poor children and adults can lift themselves out of poverty. The exercise of the right to education is instrumental for the enjoyment of many other human rights, such as the rights to work, health and political participation.

International human rights treaties define the right to education in a comparatively precise manner. In addition to providing free and compulsory primary education for all children, States have an obligation progressively to introduce free and equal secondary education (including vocational training) for all and equal access to free higher education on the basis of capacity. They also have an obligation to intensify fundamental (basic) education, leading above all to the elimination of illiteracy, for adults who have not satisfied their basic learning needs. Equality and non-discrimination are important aspects of the right to education, and States should give priority to equal access for the girl child and particularly vulnerable groups, such as children with disabilities and minority and refugee children.

The quality of education should be directed to the development of the child’s personality, talents and abilities to their fullest potential, and to preparation of the child for responsible life in a free society, in a spirit of tolerance and respect for human rights, the natural environment, the child’s parents and cultural identity, and civilizations different from his or her own. School discipline shall/should be administered in a manner consistent with the child’s human dignity.
In principle, States can provide these rights in the context of both private and public educational institutions. Since private schools usually do not guarantee free primary education for all children, States are under an obligation to establish a sufficient number of public schools, hire the required number of qualified teachers and provide for the quality of education as laid down in international human rights law. As a first step, all States parties to the International Covenant on Economic, Social and Cultural Rights should work out and adopt, within two years after ratification, a detailed plan of action for the progressive implementation of the principle of compulsory primary education free of charge for all.

In addition to these positive obligations to fulfil the right to education, States have an obligation to respect the liberty of parents to establish and direct their own educational institutions, to choose private schools for their children and to ensure the religious and moral education of their children in conformity with their own convictions.

Worldmap - regional implementationRegional Implementation
This right is addressed by our projects in the following regions:
  • Africa - 3 projects
  • Arab States - 2 projects
  • Asia and the Pacific - 5 projects
  • Latin America and the Caribbean - 1 projects




Field Projects

 Breaking the poverty cycle of women: empowering adolescent girls to become agents of social transformation in South Asia
Empowering marginalized adolescent girls in Bangladesh, India, Nepal and Pakistan to become agents of social transformation

 Combating exploitative migration of women and children in Africa
Promoting of culturally appropriate policy responses to exploitative migration of women and children

 Cultural and ecotourism in the mountainous regions of Central and South Asia
Poverty eradication through sustainable tourism development in Central Asia and the Himalayas

 Enhancing the socio-economic skills of deprived youth in the Arab States
A comprehensive skill training and capacity building program to improve the socio-economic opportunities for marginalized youth in four Arab countries

 Integrating science and technology into micro-finance schemes: from subsistence living to small-scale enterprises
From subsistence living to small-scale enterprises to eradicate poverty in Eastern and Southern Africa

 Local and Indigenous Knowledge Systems in a global society - LINKS -
Combatting poverty and promoting sustainable environments by enhancing local and indigenous knowledge in a global society

 Non-formal education and environmental management for indigenous communities in Indonesia
Poverty eradication by supporting indigenous communities in Indonesia through non-formal education and environmental management

 Strategy for the sustainable development of tourism in the Sahara
Fighting against poverty through sustainable development of tourism in the Sahara

 Technology-related vocational training for marginalized girls : schools and learning centres as community catalysts for poverty reduction
Integrated approaches using formal and non-formal education as catalysts for poverty reduction among young girls in Cambodia, Indonesia and Nepal

 Urban poverty alleviation among young and female migrants in China and Mongolia
Fighting urban poverty among young and female migrants in China and Mongolia through training, support and action

 Youth development and poverty reduction through sustainable community tourism in the Caribbean - YouthPATH -
Involving youth in community tourism, cultural and natural heritage preservation for poverty eradication in the Carribean (YouthPATH)


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