On 1 November 2019, the Applicant, a staff member with the Secretariat of the
Convention on Biological Diversity based in Montreal, Canada, filed an application to
contest the decision to consider the ‘Accessory Services – Specialized Technology
Services’ fees as inadmissible expenses for payment of the education grant for the
school year 2017-2018 for his two children (Case No. (...) On 2 April 2020, the Applicant filed an application to contest the decision to
consider the ‘Accessory Services – Specialized Technology Services’ and ‘Accessory
Services – Student Supplies’ fees as inadmissible expenses for payment of the
education grant for the school year 2018-2019 for his two children (Case No.
(...) On 30 June 2020, the Applicant filed an application to contest the decision to
consider the ‘Accessory Services – Extra-curricular and co-curricular services’ fees as
inadmissible expenses for payment of the education grant for the school year 2018-
2019 for his two children (Case No.

Language:English
Score: 1039513.5
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www.un.org/en/internalj...es/undt/orders/ny-2020-182.pdf
Data Source: oaj
During 2008, after a competitive bidding process, UNICEF contracted a
construction company called Michigan Climax Builders (“MCB”) for the
construction of 430 transitional shelter schools in earthquake affected areas of
Pakistan. (...) “the inaction on the part of [UNICEF] in not timely invoking
provisions of Charter of the UN, Staff Regulations/Rules, and Geneva
Convention”;
ii. “[UNICEF] not having taken any decision on providing the
safety and protection at the workplace and timely inaction on the
criminal and civil litigation against the Applicant”; and
iii. (...) UNDT/2014/126
Page 6 of 7
ST/AI/299 read with ST/SGB/198 to provide safety and protection to functional
immunity of staff members, and as given under the 1946 Geneva Convention”.
17. As stated above, the Applicant further refers to the “inaction on the part of
[UNICEF] in not timely invoking provisions of Charter of the UN, Staff
Regulations/Rules and Geneva Convention” and UNICEF “not having taken any
decision on providing the safety and protection at the workplace and timely
inaction on the criminal and civil litigation against the Applicant” and to his
“deployment … to a hardship and risky environment”.
18.

Language:English
Score: 935914.8
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www.un.org/en/internalj...dt/judgments/undt-2014-126.pdf
Data Source: oaj
Suleiman served as a School Principal at the Jarash Camp Preparatory Boys’
School No. 1. (...) During his interview, the DRO stated:
I was in a visit to Jarash boys school along with donor representative […]. I witnessed
the school principal [the Appellant] hitting a student in the ground hallway.
(...) UNRWA is committed to upholding the [United Nations] Convention on the
Rights of the Child and to eliminating all forms of intimidation and violence against
children in its schools.
Language:English
Score: 926557.2
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www.un.org/en/internalj...t/judgments/2020-UNAT-1006.pdf
Data Source: oaj
AT of the Learning, Development and HR
Services, OHRM, advised the Applicant as follows (emphasis in original):
In order to have your niece added as your UN recognized dependent,
the following documentation is required:
– An official letter from the Seychelles government advising that
there is no statutory provision for adoption for children age 18 or
older;
– Proof of full-time school attendance and/or high school
diploma;
– Proof of [Ms. (...) UNDT/2015/090
Page 8 of 14
(a) The child is under 18 years of age or, if in full-time
attendance at school, university or a similar educational institution,
under 21 years of age; and
(b) The staff member establishes that he or she provides
main and continuing support to the child. (...) Such
certification must be supported by documentary evidence satisfactory
to the Secretary-General, if a child:
(i) Does not reside with the staff member;
(ii) Is married; or
(iii) Is recognized as a dependant under the special
conditions defined in section 3.2.
3.2 Other children who fulfil the age, school attendance and
support requirements specified in section 3.1 may be recognized as
dependent children under staff rule 3.6(b) when all the following
requirements are met:
(a) Legal adoption is not possible because there is no
statutory provision for adoption or any prescribed court procedure for
formal recognition of customary or de facto adoption in the staff
member’s home country or country of permanent residence;
(b) The child resides with the staff member;
(c) The staff member can be regarded as having established
a parental relationship with the child;
(d) The child is not a brother or sister of the staff member;
and
(e) The number of children for which dependency benefits
are claimed under the present subsection does not exceed three.
3.3 For the purposes of section 3 of the present instruction,
the residency requirement shall be deemed fulfilled when a dependent
child attends a boarding school or another educational institution
under similar arrangement.

Language:English
Score: 882216.8
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www.un.org/en/internalj...dt/judgments/undt-2015-090.pdf
Data Source: oaj
Unpaid grant for her Child D for the school year 2012-2013, namely
USD10,000;
e. Unpaid grant for her Child B for the school year 2012-2013, namely
USD35,000;
f. (...) (vi) In addition, [the OF] was a regular school that did not
provide any special arrangements for disabilities for [Child B] for the
school years 2010/2011 and 2011/2012 and for [Child D] for the
school year 2011-2012. (...) [The SFD] was not accredited with
the New York State Board of Education and was not found in any
search for day schools, nursery schools, pre-schools and private
schools in [the area].
Language:English
Score: 857752.9
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www.un.org/en/internalj...dt/judgments/undt-2017-039.pdf
Data Source: oaj
Centralization does not exclude local jurisdictions, as their involvement provides for better participation for those directly affected, as required in article 4, paragraph 3, of the Convention.
59. Some systems provide for differential budgets for mainstream schools and special schools. (...) Students with disabilities are stigmatized as people who cannot be educated in regular schools, or at all. This results in education systems in which persons with disabilities are denied the right to education as enshrined in article 24 of the Convention on the Rights of Persons with Disabilities.
70. The Convention provides for two-pronged implementation of that right: firstly, non-discrimination in mainstream schools for students with disabilities, reinforcing this right with reasonable accommodation; secondly, a systemic change that requires progressive realization and a transformation plan to counter exclusion and segregation.
Language:English
Score: 841748.9
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https://www.ohchr.org/sites/de...5/Documents/A-HRC-25-29_en.doc
Data Source: un
Accessibility is reinforced by article 9 of the Convention, in which State parties are
required to take appropriate measures to ensure access to persons with disabilities.23
Adaptability is an essential feature in a comprehensive review of the education system in
order to make schools inclusive.
21. (...) In such an instance, an
inclusive system would respond by reviewing its practice to determine whether the gaps
33 Under a project to introduce inclusive education in 10 public schools in Tbilisi, 10 schools were made
accessible between 2006 and 2008 in accordance with article 9 of the Convention on the Rights of
Persons with Disabilities.
34 See also article 9, paragraph 2 (a), of the Convention on the Rights of Persons with Disabilities on
minimum standards and guidelines for accessibility.
35 See, for example, Committee on the Rights of Persons with Disabilities, concluding observations on
the initial report of Spain, CRPD/C/ESP/CO/1, para. 44.
(...) Centralization does not exclude local jurisdictions, as their involvement
provides for better participation for those directly affected, as required in article 4,
paragraph 3, of the Convention.
59. Some systems provide for differential budgets for mainstream schools and special
schools.
Language:English
Score: 841748.9
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https://www.ohchr.org/sites/de...yEducation/A_HRC_25_29_ENG.pdf
Data Source: un
The Disability Discrimination Act 1992 , the Disability Standards for Education, the National Education Agreement, and the Schools Assistance Act 2008 require that all school-aged children are given the opportunity to enrol in a safe and supportive school.
9. (...) Schools of different affiliations and educational philosophies have been part of Australia’s diverse schooling system for decades and have made a significant contribution to the education of Australian children. School education options for students with disability include enrolment in mainstream classes in mainstream schools with additional support, specialist classes or units in mainstream schools, and specialist schools.
10.
Language:English
Score: 838064
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https://www.ohchr.org/sites/de...es/CRPD/DGD/2015/Australia.doc
Data Source: un
Mudardas began service with the Organization in November 2001 as a Teacher at the
Irbid Camp Preparatory Boys’ School. He eventually became a School Principal at the same
school and served in that capacity until his separation.
4. (...) Mudardas submitted
false accounts, committed fraud by false representation and stole money from the school budget.
6. On 28 August 2018, the Head, Field Legal Office, transmitted a due process letter to
Mr. (...) With regard to the production of false accounts, the UNRWA DT found that on
21 December 2017, the Appellant submitted to the Irbid Area Office the statement of the school’s
bank account for a regular audit. The submitted version of the bank statement indicated an
amount of JOD 2,313 as the closing balance of the school’s account.
Language:English
Score: 836687.5
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www.un.org/en/internalj...t/judgments/2022-UNAT-1222.pdf
Data Source: oaj
Inclusive education
Systems: Commitment and resources across education ministries and throughout the school
Support: For teachers and students
working and learning in inclusive environments
Monitoring: Tracking progress on a regular basis
Partnerships: Parents, teachers,
organisations of people with disabilities
Cultural change: Respect for diversity and
participatory learning
Inclusive education
-Systems: Commitment across education ministries and through- out the school -Support: For teachers and students working and learning in inclusive environ- ments -Cultural change: Respect for diversity and participa- tory learning -Parnerships: Parents, teachers, organisations of people with disabilities -Monitoring: Tracking progress on a regular basis
Inclusive Education Understanding Article 24 of the Convention on the Rights of Persons with Disabilities4
• Schools should adapt to the needs of students with different learning requirements.
√ Reasonable accommodation: Students with disabilities must be provided with ‘reasonable accommodation’ to help them have an education on an equal basis with others. (...) They also need to find out what problems they face in getting to school. Only with this information can they plan properly.
√ Close institutions: many children with disabilities are forced to live in institutions – orphanages, residential schools. (...) Then they can go to their local school.
√ Make money available: governments must make sure that any money spent to support segregated schools is moved so it can support inclusive schools.
Language:English
Score: 834622.3
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https://www.unicef.org/eca/sit...ummary_accessible_220917_0.pdf
Data Source: un