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External sources (not reviewed)

[...] the tradition of shaped cases in a classic [...] [...]

[...] [...] Education as “variant forms of education aimed [...] [...]

[...] [...] specificity, hence strength, as [...] [...]

The Commission underlined that development must be people-centred, including through good governance and public policies that promote health, education, skills development, decent job creation, gender equality and empowerment, as well as through measures to enhance social protection and social justice, while simultaneously addressing the challenges of increasing social disparity and income inequality.

[...] [...] judges), the differences in the conditions [...] [...]

During their visit, the Working Group found that the challenges faced by people of African descent in Portugal related mainly to their lack of recognition as a specific group in the national policy and legal framework; the lack of recognition of their positive contribution throughout history to the construction and development of the country; the lack of qualitative and quantitative disaggregated data by racial or ethnic origin; the existence of a circle of poverty, unequal access to education, public services, employment, as well as discrimination in the administration and functioning of the justice system; existence of racial profiling and police violence; underrepresentation in political and institutional decision-making processes, as well as the lack of special measures or affirmative action policies in Portugal for people of African descent or other minorities.

UNESCO was also urged to increase action with respect to the introduction and use of ICTs at all levels of education, especially through the development of national distance education courses and access to other online content to be made available in Arabic, multilingual content development, and enhancing lifelong learning opportunities through access to diversified delivery systems.

A host of concrete proposals were suggested to the coordinators of the Dialogue, such as: dialogue and networking among universities; dialogue among young scientists, involving UNESCO chairholders in dialogue activities; dialogue among student journalists and seasoned media practitioners from both regions; the holding of youth forums; reactivation of the Committee for the Translation of Literary Works and increase in the translation of Arabic works into European languages; a comparative study of school textbooks; dialogue involving professionals from cultural industries; the organization of an interregional conference on the image of Arab-Islamic culture in European history books.

These included the social disparities between non-Maori and Maori; the status of the Treaty of Waitangi in domestic legislation; family violence; equality of opportunity; overrepresentation of Maori in the criminal justice system; and ratification of human rights treaties to which New Zealand was not party.

[...] [...] Elimination of All Forms of Discrimination [...] [...]