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External sources (not reviewed)

[...] [...] equality and equal opportunities for all; a [...] [...]

The World Programme could be updated in order to more fully reflect the core principles that animate the current international disability rights framework as reflected in article 3 of the Convention, including: respect for inherent dignity, individual autonomy, freedom to make one’s own choices, and independence of persons; full and effective participation and inclusion in society; respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; equality of opportunity; accessibility; equality between men and women; and respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities.

[...] [...] ensuring equal opportunities on the labour market [...]

The principles on which the Organization of Education Act is based include: (a) the same quality of education for all pupils, regardless of their condition or circumstances; (b) equity, guaranteeing equality of opportunities, educational inclusion and non-discrimination and serving as an element compensating for personal, cultural, economic and social inequalities, with special emphasis on inequalities arising from disability.

[...] [...] against youth and equal opportunity.

To promote access by persons with disabilities to education, employment, health care, communication and physical space in accordance with the Convention on the Rights of Persons with Disabilities in order to achieve equal opportunities and access to goods and services with a gender perspective.

(b) Please indicate how education laws and policy have been developed and strategies and programmes are being implemented with a view to achieving, in your country, the full realization of the right of everyone to education, ensuring equality of educational opportunities, and to achieving EFA as UNESCO’s priority.

Two of the principles of these instruments are equitable access to all cultural expressions and sustainable development.

[...] [...] December 2003 on equality of opportunities, non-discrimination [...] [...]

We think above all that in regard to gender issues, namely equality of opportunity between the Secretariat’s men and women, considerable progress must still be made in order to attain the objectives of near parity.

They recommended stronger measures to ensure equal opportunities of access, especially for women.

[...] [...] violations of human rights and fundamental freedoms as well as impede equal opportunity.

[...] and equality of opportunity, including minority language education and equal opportunities for boys [...] [...]

Training materials were prepared and partnerships were sought in particular with the private sector to promote inclusive and child-friendly innovative approaches aiming to address the issues of access, equity and quality.

[...] [...] rights and the effective promotion of the equality of [...] [...]

[...] [...] action for the exercise of political rights by women.

[...] [...] to education, universal access to information [...]

In connection with the Durban World Conference against Racism, the Centre for Equal Opportunity developed a national plan of action to combat racism, racial discrimination, xenophobia and associated intolerance.

UNESCO assisted with: capacity-building and awareness-raising activities for government officials, with emphasis on macro policy trends, concerns and options as well as management and planning issues at local levels in ECCE; seminars for teacher training and teacher trainers; and activities aiming at mainstreaming gender – addressing issues of access, equity and quality in primary education, targeting ministries, planners, policy-makers and administrators.

Having listened to the peoples of the world, and recognizing their aspirations to justice, to equality of opportunity for all, to the enjoyment of their human rights, including the right to development, to live in peace and freedom and to equal participation without discrimination in economic, social, cultural, civil and political life

(m) To adopt legislative and other appropriate measures, including crosssectoral approaches, to ensure the full realization of the right to education of children with disabilities, including by providing accessible, free and compulsory primary education on the basis of equal opportunity, accessibility and inclusiveness, directed at the development of their personality, talents and mental and physical abilities, from early childhood care and development to vocational training and preparation for work

The improvement of vital registration systems is not only important for vital statistics but is also essential for ensuring the equal treatment of people, since many rights and access to key services throughout human life depend on the registration records.

That scenario, I wish to reiterate, must create the legal and institutional conditions for equal opportunities in a context of legal security, political stability, harmony with the natural environment and the creation of decent jobs.

[...] [...] Mediterranean Sea and the Black Sea”, August and September 2006, Thessaloniki, Greece; (d) Equal opportunities for all in [...] [...]

(k) To take appropriate measures to ensure the full realization of the right to education on the basis of equal opportunity for every child, including by providing accessible, free and compulsory primary education directed to the development of the personality, talents and mental and physical abilities of the child to his or her fullest potential, and to improve coordination between primary education, early childhood care and education services to ensure a better transition to primary school

These persons enjoy special protection and the State shall provide the accomplishment of a national policy of equal opportunities, disability prevention and treatment, so that disabled persons can effectively participate in community life, while observing the rights and duties of their parents or legal guardians

[...] [...] and determining the mobility opportunities for staff members currently serving in the field so as to rotate staff among [...]