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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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - https://www.unicef.org/eca/sit...ummary_accessible_220917_0.pdf
Data Source: un