I. EDUCATION IN EMERGENCIES
A. Context
B. Importance of education in emergencies

II. INTERNATIONAL LEGAL AND POLITICAL FRAMEWORK
A. Legal framework
B. International political responsibilities

III. DONORS’ ACTIONS AND PRIORITIES
A. Priorities for action
B. Donors

IV. EDUCATION PROVIDERS IN SITUATIONS OF EMERGENCY
A. Inter-Agency Standing Committee’s Education Cluster

V. AFFECTED POPULATIONS
A. Refugees and returnees
B. Internally displaced people
C. Women and girls
D. Child soldiers and combatants
E. People with disabilities
F. Young people and adolescents
G. Consultations with children

VI. CURRICULUM AND SHARED LEARNING

VII. QUESTIONNAIRE
A. Availability
B. Accessibility
C. Acceptability
D. Adaptability

VIII. RECOMMENDATIONS
A. General recommendations
B. Recommendations to States
C. Recommendations to donors
D. Recommendations to intergovernmental and non-governmental organizations

A/HRC/8/10

I. THE RIGHT TO INCLUSIVE EDUCATION OF PERSONS WITH DISABILITIES

II. THE RIGHT TO INCLUSIVE EDUCATION - NORMATIVE FRAMEWORK

III. OBLIGATIONS IN RELATION TO THE RIGHT TO EDUCATION OF PERSONS WITH DISABILITIES

• The nature of responsibilities of States parties to human rights treaties
• Policy, legislative and financial frameworks
• Recognize inclusive education as a right
• Identify minimum standards in relation to the right to education
• Identify minimum standards in relation to the underlying determinants of the right to education
• Ensure a transition plan
• Identify duty-bearers and their responsibilities
• Provide resources
• Establish monitoring and evaluation mechanisms

IV. CHALLENGES TO THE REALIZATION OF THE RIGHT TO EDUCATION OF PERSONS WITH DISABILITIES

V. MONITORING THE RIGHT TO EDUCATION OF PERSONS WITH DISABILITIES

VI. RESPONSES TO THE QUESTIONNAIRE

• Legal and conceptual aspects
• Institutional aspects
• The question of difference
• Non-governmental organizations
• Statistical information
• Support services and teacher training
• Regional differences
• Multiple discrimination
• Participation

A/HRC/4/29

I. SOCIAL AND CULTURAL CONTEXT OF GENDER DISCRIMINATION
A. Standardized education
B. Patriarchal attitudes and inequalities

II. GIRLS’ EDUCATION AND THE ECONOMY

III. THE LONG ROAD TO GENDER EQUALITY
A. Universal primary education and its impact on gender balance
B. From equal access to total equality
C. Working girls
D. Marriage, pregnancy and motherhood
E. Girls from communities that experience discrimination

IV. COMMUNICATION WITH GOVERNMENTS

V. EDUCATION POLICY AND CLASSROOM REALITY
A. From individual challenges to collective responsibilities
B. Sex education

VI. GIRLS IN ARMED CONFLICTS

E/CN.4/2006/45

I. ACHIEVING HUMAN RIGHTS THROUGH EDUCATION
A. Human rights as a framework for education
B. The exercise and enjoyment of the right to education
C. Education and development
D. Financing of education
E. Justiciability of the right to education
F. Development of human rights-based indicators

II. FIGHTING DISCRIMINATION IN THE RIGHT TO EDUCATION
A. Diversity as a right and a learning context
B. Girls’ right to education
C. Migrants’ right to education
D. The right to education of persons with different capacities
E. Indigenous populations’ right to education
F. The right to education of persons belonging to minorities

III. QUALITY OF EDUCATION
A. Human rights education as a prerequisite for quality
B. Education policies and classroom reality

IV. SECURITY AND THE RIGHT TO EDUCATION IN EMERGENCY SITUATIONS

E/CN.4/2005/50

II. ECONOMIC EXCLUSION FROM EDUCATION
A. Entitlements versus purchasing power
B. The charging of school fees in primary education

III. THE PURPOSE OF EDUCATION: REINFORCING OR ELIMINATING INEQUALITY?
A. Girls and schools
B. Access to sex education

IV. THE CONTINUING OBSTACLE OF ERRONEOUS CONCEPTS
A. Getting children to school is merely a means, not the end of education
B. Schooling can be deadly
C. Education can be a barrier or a bridge between individuals and communities
D. Segregation or inclusiveness, identical or preferential treatment?

E/CN.4/2004/45

I. MAINSTREAMING HUMAN RIGHTS THROUGH GLOBAL RULE OF LAW
A. Surmounting financial obstacles
B. Rights-based law reform

II. OPERATIONALIZING RIGHTS-BASED EDUCATION
A. The potential and limitations of quantitative data
B. Benchmarks for the quality of education
C. Multifaceted right to education

III. HUMAN RIGHTS SAFEGUARDS IN EDUCATION
A. Eliminating obstacles to teaching
B. Promoting rights-based learning

E/CN.4/2003/9

I. SUBSUMING MACROECONOMIC AND EDUCATION STRATEGIES UNDER THE RULE OF LAW
A. Renewed commitments to free primary education
B. Continuing dialogue with the World Bank
C. Debt relief and aid for education
D. Determining boundaries between human rights law and trade law

II. MONITORING PROGRESSIVE REALIZATION OF THE RIGHT TO EDUCATION
A. Creating rights-based indicators
B. Benchmarks for monitoring
1. Eradicating exclusion
2. Nurturing inclusive education
C. Signposts for the elimination discrimination
1. Gender
2. Eliminating 3-D obstacles: disability, difficulty, disadvantage

III. PROTECTING HUMAN RIGHTS IN EDUCATION
A. Applying human rights law throughout the process of education
B. Combating human rights violations in education

IV. ENHANCING HUMAN RIGHTS THROUGH EDUCATION
A. Education as keystone for self-sustaining livelihoods
B. The challenge of combating terrorism and preventing violence

E/CN.4/2002/60

III. INTEGRATING HUMAN RIGHTS IN INTERNATIONAL STRATEGIES
A. War as a gender issue
B. Humanitarian and human rights approaches
C. Debt relief
D. International trade in education services and webucation

IV. RIGHTS-BASED POLICIES IN DEVELOPMENT COOPERATION

E/CN.4/2001/52

II. INTERNATIONAL POLICIES RELATING TO FINANCIAL OBSTACLES IMPEDING ACCESS TO PRIMARY EDUCATION
A. Aid for education
B. Concordance and discordance of international policies
C. The World Bank’s education strategy

III. REALIZATION AND LEGAL ENFORCEMENT OF THE RIGHT TO EDUCATION
A. Availability
B. Accessibility: school fees
C. Acceptability: pregnancy as a disciplinary offence
D. Adaptability: education for working children

IV. THE CHANGING LEGAL STATUS OF EDUCATION AND THE NEED TO MAINSTREAM HUMAN RIGHTS
A. Implications of the human capital approach
B. International trade in education services

E/CN.4/2000/6

II. GOVERNMENTAL OBLIGATIONS COROLLARY TO THE RIGHT TO EDUCATION: A TENTATIVE ANALYTICAL SCHEME
A. Availability
B. Accessibility
C. Acceptability
D. Adaptability

E/CN.4/1999/49