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From the Convention Against Discrimination in Education in Paris, France December 14, 1960:
Recalling that the Universal Declaration of Human Rights asserts the principle of non-discrimination and proclaims that every person has the right to education,
Considering that discrimination in education is a violation of rights enunciated in that Declaration,
Considering that, under the terms of its Constitution, the United Nations Educational, Scientific and Cultural Organization has the purpose of instituting collaboration among the nations with a view to furthering for all universal respect for human rights and equality of educational opportunity,
Recognizing that, consequently, the United Nations Educational, Scientific and Cultural Organization, while respecting the diversity of national educational systems, has the duty not only to proscribe any form of discrimination in education but also to promote equality of opportunity and treatment for all in education,
Having before It proposals concerning the different aspects of discrimination in education, constituting item 17.1.4 of the agenda of the session,
Having decided at its tenth session that this question should be made the subject of an international convention as well as of recommendations to Member States,
Adopts this Convention on the fourteenth day of December 1960.
The equality of men and women remains important around the world. It continues to garner attacks from ancient philosophies known as theologies, which come with modern developments and criticism and counter-arguments to the criticisms.
The reports tend to indicate the onslaught and attacks on women’s rights not incoming from religion in general, but religion in its conservative, fundamentalist manifestations. These religious fundamentalist elements of societies merge with conservative components of the nations.
Around the world, these become a multinational and, at times interconnection, an international coalition to attack equality of women with men through attacks of reproductive rights, for example.
Others come in the form of the restriction or denial of the right to education. This makes international documents relevant to education important as well. As noted in Article 1 Section 1 of the Convention Against Discrimination in Education, the convention outlines discriminations’ boundaries.
As stated, “For the purposes of this Convention, the term `discrimination’ includes any distinction, exclusion, limitation or preference which, being based on race, colour, sex, language, religion, political or other opinion, national or social origin, economic condition or birth, has the purpose or effect of nullifying or impairing equality of treatment in education and in particular.”
It seems to the point, concise, and all-encompassing. To the next portions of the first section of the first article, it, in (a), states, “Of depriving any person or group of persons of access to education of any type or at any level…”
Women and men deserve the right to equal access to education from Kindergarten through to graduate school. If men or women have restricted access, this becomes a violation of the convention.
More often, as seems known, men seem less motivated in advanced industrial nations for education. However, throughout the world, women have glass ceilings, secular sociocultural customs, and religious laws infused into the state government in order to prevent equal access to education.
It is important to focus on boys’ and young men’s lack of motivation. However, it seems more internationally salient to focus on the ways in which women remain restricted from access to education.
In section (b), it states, “Of limiting any person or group of persons to education of an inferior standard…” That is, everyone deserves equal access to, as in (a), and equal provisions in quality, as in (b), to education for boys and girls, and young men and young women.
One may assert for all age groups of either sex.
(c) and (d) state, “Subject to the provisions of Article 2 of this Convention, of establishing or maintaining separate educational systems or institutions for persons or groups of persons; or (d) Of inflicting on any person or group of persons conditions which are in-compatible with the dignity of man.”
No man or women, or child, deserves restrictions in access, limitations in quality, and separation in educational systems within a country and around the world. What does this mean for women given lesser education or means by which to access it?
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One can find similar statements in other documents, conventions, declarations and so on. Based on the personal analysis in conjunction with a colleague (Sarah Mills) in other publications, I find the following documents with the subsequent statements of equality or women’s rights:
- Convention Against Discrimination in Education (1960) in Article 2.
- The International Covenant on Economic, Social and Cultural Rights (1966) in Article 3 and Article 13.
- The Istanbul Convention in Article 38 and Article 39.
- Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW).
- The Declaration on the Elimination of Discrimination Against Women(1993).
- Beijing Declaration(1995).
- United Nations Security Council Resolution 1325 (2000).
- Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children (2000).
- The Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa or the “Maputo Protocol” (2003).
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Image Credits: Pixabay