THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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Human rights are universal and inalienable. All people in the world are entitled to them. They cannot voluntarily be given up, nor can others take them away. As stated in Article 1 of the Universal Declaration of Human Rights, “All human beings are born free and equal in dignity and rights.” Human rights are indivisible. Whether of a civil, cultural, economic, political or social nature, they are all inherent to the dignity of every person. Consequently, they all have equal status as rights, and can not be ranked in a hierarchical order. Human rights are interdependent and interrelated. The realization of one right often depends, wholly or in part, upon the realization of others. For instance, realization of the right to health may depend, in certain circumstances, on realization of the right to education or information. All individuals are equal as human beings and by virtue of the inherent dignity of each person. All human beings are entitled to their human rights without discrimination of any kind, such as race, colour, sex, ethnicity, age, language, religion, political or other opinion, national or social origin, disability, property, birth or other status as explained by the human rights treaty bodies. Every person and all peoples are entitled to active, free and meaningful participation in, contribution to, and enjoyment of civil, economic, social, cultural and political development in which human rights and fundamental freedoms can be realized. States and other duty-bearers are answerable for the observance of human rights. In this regard, they have to comply with the legal norms and standards enshrined in human rights instruments. Where they fail to do so, aggrieved rightsholders are entitled to institute proceedings for appropriate redress before a competent court or other adjudicator in accordance with the rules and procedures provided by law. 3. Programmes of development cooperation contribute to the development of the capacities of duty-bearers to meet their obligations and of rights-holders to claim their rights. In a human rights-based approach, human rights determine the relationship between individuals and groups with valid claims (rightsholders) and State and non-state actors with correlative obligations (duty-bearers). It identifies rights-holders and their entitlements and corresponding duty-bearers and their obligations, and works towards strengthening the capacities of rights-holders to make their claims, and of duty-bearers to meet their obligations. Implications of a human rights-based approach The application of good programming practices does not by itself constitute a human rightsbased approach, which requires additional elements. The following elements are necessary, specific and unique to a human rightsbased approach: a) Assessment and analysis identify the human rights claims of rights-holders and the corresponding human rights obligations of duty-bearers, as well as the immediate, underlying, and structural causes when rights are not realized. b) Programmes assess the capacity of rightsholders to claim their rights, and of dutybearers to fulfill their obligations. They then develop strategies to build these capacities. c) Programmes monitor and evaluate both outcomes and processes guided by human rights standards and principles. d) Programming is informed by the recommendations of international human rights bodies and mechanisms. 92 ANNEX B
In addition, it is essential that 1. People are recognized as key actors in their own development, rather than passive recipients of commodities and services. 2. Participation is both a means and a goal. 3. Strategies are empowering. 4. Both outcomes and processes are monitored and evaluated. 5. Analysis includes all stakeholders. 6. Programmes focus on marginalized, disadvantaged, and excluded groups. 7. The development process is locally owned. 8. Programmes aim to reduce disparity. 9. Both top-down and bottom-up approaches are used in synergy. 10. Situation analysis is used to identify immediate, underlying, and basic causes of development problems. 11. Measurable goals and targets are important in programming. 12. Strategic partnerships are developed and sustained. 13. Programmes support accountability to all stakeholders. *Developed at the Inter-Agency Workshop on a human rights-based approach in the context of UN reform, 3 to 5 May 2003. THE STATE OF THE WORLD’S CHILDREN 2004 93
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THE STATE OF THE WORLD’S CHILDREN
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4 THE MULTIPLIER EFFECT OF EDUCATIN
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FOREWORD Within a family, there are
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In the Millennium Declaration of Se
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The most urgent goal of all More im
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global and country levels 6 (see Pa
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children out of school). At any mom
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Parents often do not realize that g
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that is needed to overcome the obst
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have acknowledged that education is
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Education is everybody’s human ri
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The multiplier effect. Education ha
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This view of growth as central to d
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ment that was born of it, recognize
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gling with the decision as to wheth
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le jeopardy: because of their gende
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What is the scale of the problem th
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mostly report on averages and thus
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learning achievement. In many cases
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that have achieved gender parity is
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FIGURE 9 CHILDREN’S OPINIONS ON G
Page 49 and 50: There are recent, tentatively hopef
Page 51 and 52: THE STATE OF THE WORLD’S CHILDREN
Page 53 and 54: The benefits of educating girls are
Page 55 and 56: that such programmes establish the
Page 57 and 58: in Zambia fell by almost half among
Page 59 and 60: HIV/AIDS prevention strategies. Som
Page 61 and 62: Tree Initiative in several other co
Page 63 and 64: if the extra income is channelled t
Page 67 and 68: Making schools and education system
Page 69 and 70: having boys look after family cattl
Page 71 and 72: as boys achieved better results in
Page 73 and 74: graduated have gained significant s
Page 75 and 76: In Brazil, too, boys’ problems wi
Page 79 and 80: Girls’ education is a dream inves
Page 81 and 82: go to school was overwhelming. UNIC
Page 83 and 84: the outcome would be better for all
Page 85 and 86: BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88: An unfinished piece of 20th century
Page 89: THE STATE OF THE WORLD’S CHILDREN
Page 92 and 93: While one cannot assume that all wo
Page 94 and 95: Enabling young mothers to return to
Page 96 and 97: community meeting, where women disc
Page 99: ANNEX B THE HUMAN RIGHTS- BASED APP
Page 103 and 104: 27. Spogárd, René and Meril James
Page 105: 94. Zarchin, Jill, Tin Mar Aung and
Page 108 and 109: General note on the data The data p
Page 110 and 111: TABLE 1. BASIC INDICATORS Countries
Page 112 and 113: TABLE 1. BASIC INDICATORS Under-5 m
Page 114 and 115: TABLE 2. NUTRITION Countries and te
Page 116 and 117: TABLE 2. NUTRITION % of infants wit
Page 118 and 119: TABLE 3. HEALTH Countries and terri
Page 120 and 121: TABLE 3. HEALTH % of population usi
Page 122 and 123: TABLE 4. HIV/AIDS Countries and ter
Page 124 and 125: TABLE 4. HIV/AIDS Adult prevalence
Page 126 and 127: TABLE 5. EDUCATION Countries and te
Page 128 and 129: TABLE 5. EDUCATION Countries and te
Page 130 and 131: TABLE 6. DEMOGRAPHIC INDICATORS Cou
Page 132 and 133: TABLE 6. DEMOGRAPHIC INDICATORS Pop
Page 134 and 135: TABLE 7. ECONOMIC INDICATORS Countr
Page 136 and 137: TABLE 7. ECONOMIC INDICATORS GNI pe
Page 138 and 139: TABLE 8. WOMEN Countries and territ
Page 140 and 141: TABLE 8. WOMEN Life expectancy: fem
Page 142 and 143: TABLE 9. CHILD PROTECTION Child lab
Page 144 and 145: Regional summaries Regional average
Page 146 and 147: TABLE 10. THE RATE OF PROGRESS Coun
Page 148 and 149: TABLE 10. THE RATE OF PROGRESS Unde
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INDEX Afghanistan, 4, 73-75 Africa,
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and budgets, 77 and economic develo
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United Nations Development Assistan
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UNICEF Offices UNICEF Headquarters
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