This webpage explains what economic, social and cultural rights are, why they’re important and how they’re enforced. Economic, social, and cultural rights include the human right to work, the right to an adequate standard of living, including food, clothing, and housing, the right to physical and mental health, the right to social security, the right to a healthy environment, and the right to education.
10 results found
The purpose of this manual is to serve activists and students. This service is expected to unfold in three ways: (1) primarily as a manual for reporting to the Committee on Economic, Social and Cultural Rights; (2) as a resource for students, particularly those in remote locations with less access to the Internet and large English language libraries; and (3) as an educational tool in training workshops, particularly for practical topics.
This Toolkit is designed to provide different types of actors with documents and tools to support their engagement with the Comprehensive Refugee Response Framework (CRRF) laid out in the New York Declaration on Refugees and Migrants. It features a beginner’s guide on the CRRF, which can be useful guidance for actors involved in new or early applications of the CRRF, and contains more detailed materials for specific stakeholders. As a living page, the toolkit is constantly updated, informed and enriched by contributions of partners involved in the CRRF and the implementation of the Global Compact on Refugees.
Child Rights International Network (CRIN)’s case studies illustrate how strategic litigation works in practice by asking the people involved about their experience. They aim to cover a wide range of violations and jurisdictions, and publicise little-known cases. By sharing these stories CRIN hopes to not only raise awareness of challenges to children’s rights violations around the world, but also give you the tools to challenge similar violations where you live.
The Abidjan Principles promises to be the new reference point for governments, educators and education providers when debating the respective roles and duties of states and private actors in education. They compile and unpack existing legal obligations that States have regarding the delivery of education, and in particular the role and limitations of private actors in the provision of education. They provide more details about what international human rights law means by drawing from other sources of law and existing authoritative interpretations.
The Committee considered the third periodic report of Lebanon (CRC/C/129/Add.7) at its 1142nd and 1144th meetings (see CRC/C/SR.1142 and 1144) held on 24 May 2006.
In 2014, Guatemala made a moderate advancement in efforts to eliminate the worst forms of child labor. This report discusses the Guatemalan government’s successes and failures with prohibiting child labor.
The Convention on the Rights of the Child (CRC) brings together the children’s human rights articulated in other international instruments. This Convention articulates the rights more completely and provides a set of guiding principles that fundamentally shapes the way in which we view children.
This fact sheet from the United Nations Office of the High Commissioner on Human Rights (OHCHR) discusses children’s rights under the Convention on the Rights of the Child (CRC), the constructive monitoring of these rights, and how to make children’s rights a reality.
This webpage explores the role of treaty bodies, NGOs and UNICEF in monitoring States’ compliance with the Convention on the Rights of the Child (CRC).