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External sources (not reviewed)

centres for children with disabilities had been set up in every province to enhance their quality of life and allow them to go to school with other children.

fulfils the vital function of helping to shape future citizens on the basis of knowledge about and respect for human rights.

including lyceums with the purpose to develop the creative skills of pupils in the field of science, technology, arts, sports, tourism, etc., as well as beneficial and pleasant leisure management, whilst the activity of the extra-school institutions is financed from the state budget, the services of these institutions being usually free of charge, this making them available for all applicants irrespective of their origin, social adherence, religion, etc.

rates of children of African descent and indigenous origin, and sensitizing their parents to the benefits of education.

of a non-Government teacher selection commission, formation of an accreditation council for higher education, and development of an education cadre as a pool of educators to support quality education.

products through the means of publication of the legal provisions on the website of the Ministry of Agriculture and Food Industry, broadcasting information on the radio, TV stations about the provisions of the Law No. 105-XV from 13.03.2003 on consumer protection, which comprises international regulation principles of the respective sector, formation of the Coordinating Council in the filed of protection of consumers by the Government, with the provisions of the Law No. 231-XVI from 20.07.2006 on identification and registration of animals, which ensures traceability of life stocks and of products of animal origin.

and providing victims with all their rights.

and other non-academic activities with mainstream students, and schools should provide an explanation of the extent, if any, to which a student with SEN will not participate in regular classes with mainstream students.

should participate with mainstream students and other students with disabilities in extra-curricular and other non-academic activities, and an explanation of the extent, if any, to which the student will not participate with mainstream students in regular classes.

education on the basis of insufficient material resources, which results in de facto exclusion of children with disabilities from mainstream schools remaining the norm; furthermore, parents of children with special educational needs are required to contribute to the extra cost of providing their child with education in a mainstream environment, inappropriately transferring the onus from the State to parents to fund their children's education in a free public school

Law, and the Law on Safety in Production.

No Child Left Behind (NCLB) law.

benefits and other factors (UNEP 2002).

the use of corporal punishment, it nevertheless recalls the concern expressed in its previous concluding observations (CRC/C/15/Add.121, para. 21) and is concerned that corporal punishment remains lawful in the home, that authorized persons in schools are permitted to administer corporal punishment as a disciplinary measure and that corporal punishment is a sentencing option in the judicial system.

including complaint investigations requested by the public.

- political and labour market influences once again meant that industry no longer focused on a connection with training institutions to ensure workers had appropriate practical skills.

for Space Science and Technology Education — in French Language and at the Regional Centre for Space Science and Technology Education for Latin America and the Caribbean.

person to learn and use his or her native language, as well as the existence of informal structures, such as Sunday schools, the Committee notes, however, with concern, information on the deficiencies in the number of schools, textbooks, lack of qualified staff and quality of education in and of minority languages.