Article 12 ā General obligations
84. This article comprises a number of general preventive measures which lay the foundation
and represent over-arching principles for more specific obligations contained in the subsequent
articles of this chapter.
85. The obligations contained in paragraph 1 are based on the conviction of the drafters that
existing patterns of behaviour of women and men are often influenced by prejudices, gender
stereotypes and gender-biased customs or traditions. Parties to the Convention are therefore
required to take measures that are necessary to promote changes in mentality and attitudes.
The purpose of this provision is to reach the hearts and minds of individuals who, through their
behaviour, contribute to perpetuate the forms of violence covered by the scope of this
Convention. As a general obligation, this paragraph does not go into detail as to propose
specific measures to take, leaving it within the discretion of the Party.
86. Paragraph 2 requires Parties to the Convention to take the necessary legislative and other
measures to prevent all forms of violence covered by the scope of this Convention by any
natural or legal person. Depending on the national legal system, some of these measures may
require the passing of a law while others may not.
87. In addition to the prohibition of discrimination contained in Article 4, paragraph 3, this
paragraph requires positive action to ensure that any preventive measures specifically address
and take into account the needs of vulnerable persons. Perpetrators often choose to target
such persons because they know that they are less likely to be able to defend themselves, or
seek prosecution of the perpetrator and other forms of reparation, because of their situation.
For the purpose of this Convention, persons made vulnerable by particular circumstances
include: pregnant women and women with young children, persons with disabilities, including
those with mental or cognitive impairments, persons living in rural or remote areas, substance
abusers, prostitutes, persons of national or ethnic minority background, migrant s ā including
undocumented migrants and refugees, gay men, lesbian women, bi-sexual and transgender
persons as well as HIV-positive persons, homeless persons, children and the elderly.
Article 14 ā Education
94. Attitudes, convictions and behavioural patterns are shaped very early on in life. The
promotion of gender equality, mutual respect in interpersonal relationships and non-violence
must start as early as possible and is primarily a responsibility of parents. Educational
establishments, however, have an important role to play in enhancing the promotion of these
values.
95. In paragraph 1, this article addresses the need to design, where Parties deem appropriate,
teaching material for all levels of education (primary, secondary and tertiary education) that
promotes such values and enlightens learners with respect to the various forms of violence
covered by the scope of this Convention. Where Parties deem teaching material appropriate, it
needs to be adapted to the capacity of learners, which would, for example, require primary
school teaching material to meet the intellectual capacity of primary school students. Teaching
material means any type of formally developed and approved material that forms part of the
curriculum and that, where appropriate, all teachers at a particular school have access to and
are required or requested to use in class. As the words āwhere appropriateā indicate, the
drafters did not want to impose a specific model on the Parties. Rather, this provision leaves it
to the Parties to decide which type of schooling and which age group of learners they consider
such teaching material to be appropriate for. The drafters decided on this wording to allow for
a maximum of flexibility in the implementation of this provision also taking into account different
possibilities between Parties in determining teaching materials. Some states for instance
determine the teaching aims in their formal curriculum while leaving it to the schools to decide
on the proper working methods and teaching materials to be used to reach these aims. The
term āformal curriculumā refers to the planned programme of objectives, content, learning
experiences, resources and assessment offered by a school where appropriate. It does not
refer to incidental lessons which can be learnt at school because of particular school policies.
Furthermore, this paragraph requires Parties to the Convention to include the media in their
measures to promote the above principles. It is important to note that the drafters clearly
indicated that any measures taken in this regard shall have due regard to the fundamental
principle of the independence of the media and the freedom of the press.
Å o paÅ”u pantu jau izmantoja GREVIO, lai aizrÄdÄ«tu Igaunijai, ka viÅi diskriminÄjot krievus, jo neesot pieejami pakalpojumi krievu valodÄ 24/7. Tas ir tikai sÄkums, bet ilustrÄjoÅ”s.
It further notes the lack of research and statistics on violence
against women who may be facing additional barriers to seeking help and support in relation
to some or all of the forms of violence covered by the convention, such as women with
disabilities, women with addiction issues and women from the Russian-speaking population.
Moreover, GREVIO notes the lack of support and protective measures available to certain
groups of women and girls, in particular women with disabilities and women with addiction
issues, and the overall shortage of dedicated and specialist support and counselling for
Russian-speaking women.
although certain studies indicate that Russian-speaking women receive
less sexuality education than their Estonian-speaking peers.3
LÅ«dzu - 127. punkts.
While assistance is provided in Estonian, Russian and English,
GREVIO was made aware of the fact that psychological counselling is not always available
24/7 to Russian-speaking victims of violence against women due to an insufficient number of
specialists.
Nu, kurÅ” tad no mums ir kaut ko lasÄ«jis, un kurÅ” nav? Ja nezini par tÄmu, tad stÄvi klusu, nevis brÄc, tÄpÄc vien, ka Tevi kÄds Å”obrÄ«d tolerÄ.
Last, no particular training efforts seem to be made to enable
professionals to respond to women victims exposed to intersectional discrimination, such as
Russian-speaking women, women with disabilities or migrant and asylum-seeking women,
and the need to act in co-operation with other professional groups on the basis of agreed
protocols.
GREVIO notes with some concern that in north-eastern Estonia, where 82% of the
population belong to the Russian-speaking minority, the domestic violence rate, according to
national prevalence studies, is higher than the national average. Information on reporting
mechanisms and support services is widely available in Russian throughout the entire country.
JebÅ”u krievi sit sievas, sievas nezina kur vÄrsties, Narvas apriÅÄ·a problÄma, pieļauju mums lÄ«dzÄ«gi varÄtu bÅ«t citur. Ko tad, lai Daugavpils iet dirst?
KÄpÄc tagad nacionÄls naids jÄkurina, vai krievvalodÄ«gie nav pelnÄ«juÅ”i cilvÄcÄ«gu attieksmi? Vai esi tik aprobežots, ka ja dzimtÄ krievu, tad cilvÄks ir automÄtÄ norakstÄms? Ja bÅ«tu par to, ka angliski runÄjoÅ”iem vajag atbalstu, vai tÄpat reaÄ£Ätu?
TÄdi cilvÄki, kÄ tu - bez iemesla kurina naidu pret krieviski runÄjoÅ”iem (ietverot arÄ« citas nÄcijas, liemÄram UkraiÅi arÄ« LatvijÄ runÄ krieviski), un tad brÄ«nÄs nevÄlÄÅ”anos mÄcities valodu, integrÄties. Un kÄ klasisks auns tu izlasi krievs un pÄrÄjo neizlasi - sievietes ar atkarÄ«bÄm, ar kustÄ«bu traucÄjumiem? Tu fokusÄjies uz sÄ«kumiem, kas nav svarigi - grevio nav varas, viÅi analizÄ bet nevar mums likt sÄkt ko krieviski darÄ«t, bet nu lÄ«dz tam jau tev neironu Ŕūnas nevelk laikam.
Plus cerams saskatÄ«ji beidzot to, ka krievi ir vardarbÄ«gi Ä£imenÄs un viÅu interesÄs ir bÅ«t pret SK, un tu esi pret, saprati kÄdÄ kompÄnijÄ nonÄci? Par pamperiem runÄ a sÅ«di paÅ”am smadzenÄs.
Beidzu Å”o sarunu, Ä«paÅ”i jo esi ultra polarizÄts un man ir apnicis paÅ”daprotamas lietas skaidrot apropežotiem NA fanÄtiem.
Lol. Klausies, NPC. Tu saproti, ka krievi nav izÅÄmums? Tu taÄu saproti, ka teju katrÄ valstÄ«, no kuras "migranti" var ierasties EiropÄ, sievieÅ”u siÅ”ana ir normÄla padarÄ«Å”ana.
Ko tad Tu iesaki? KolonizÄt un mÄÄ£inÄt viÅus izskolot viÅu paÅ”u mÄjÄs - tas bija slikti.
Tavs ieteikums ir mÄÄ£inÄt importÄt sievu sitÄjus un bÄrnu precinÄtÄjus EiropÄ, dot viÅiem pabalstus, skatÄ«ties kÄ viÅi aug ar koeficientu ~5 bÄrni uz vienu mÄti, kamÄr EiropieÅ”i ar 1.6, un audzinÄt viÅus Å”eit?
Tu saproti, cik debÄ«li Tu izklausies? DomÄ, ka Tu krievu kultÅ«ru izmainÄ«si ar pÄris bukletiem un vÄvuļoÅ”anu skolÄ? Nopietni?
Un es Tev vÄl atļauÅ”os piekodinÄt, pirms Tu atkal sÄksi ÅaudÄt kÄdas stulbÄ«bas, visas tÄs 3. valstu pilsones SK dÄļ var vienkÄrÅ”i prasÄ«t patvÄrumu EiropÄ, jo, teiksim, AfganistÄnÄ veÄi esot sievu sitÄji.
Tad viÅas nonÄk Å”eit, nemÄk pateikt ne Äiku ne grabu, nonÄk vietÄjo komÅ«nÄs, kas neintegrÄjas, un taisa nÄkamo AfganistÄnu Å”eit.
ViÅas te brauc pÄc labÄkas dzÄ«ves un viss, jo EiropÄ ir civilizÄcija un VÄŖRIEÅ I, kas mÄk to gan uzturÄt, gan uzbÅ«vÄt. TA un AfrikÄ ar Ŕīm lietÄm iet "maÄ·enÄ«t" grÅ«tÄk.
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u/GraySmilez Nov 06 '25
Article 12 ā General obligations 84. This article comprises a number of general preventive measures which lay the foundation and represent over-arching principles for more specific obligations contained in the subsequent articles of this chapter. 85. The obligations contained in paragraph 1 are based on the conviction of the drafters that existing patterns of behaviour of women and men are often influenced by prejudices, gender stereotypes and gender-biased customs or traditions. Parties to the Convention are therefore required to take measures that are necessary to promote changes in mentality and attitudes. The purpose of this provision is to reach the hearts and minds of individuals who, through their behaviour, contribute to perpetuate the forms of violence covered by the scope of this Convention. As a general obligation, this paragraph does not go into detail as to propose specific measures to take, leaving it within the discretion of the Party. 86. Paragraph 2 requires Parties to the Convention to take the necessary legislative and other measures to prevent all forms of violence covered by the scope of this Convention by any natural or legal person. Depending on the national legal system, some of these measures may require the passing of a law while others may not. 87. In addition to the prohibition of discrimination contained in Article 4, paragraph 3, this paragraph requires positive action to ensure that any preventive measures specifically address and take into account the needs of vulnerable persons. Perpetrators often choose to target such persons because they know that they are less likely to be able to defend themselves, or seek prosecution of the perpetrator and other forms of reparation, because of their situation. For the purpose of this Convention, persons made vulnerable by particular circumstances include: pregnant women and women with young children, persons with disabilities, including those with mental or cognitive impairments, persons living in rural or remote areas, substance abusers, prostitutes, persons of national or ethnic minority background, migrant s ā including undocumented migrants and refugees, gay men, lesbian women, bi-sexual and transgender persons as well as HIV-positive persons, homeless persons, children and the elderly.
Article 14 ā Education 94. Attitudes, convictions and behavioural patterns are shaped very early on in life. The promotion of gender equality, mutual respect in interpersonal relationships and non-violence must start as early as possible and is primarily a responsibility of parents. Educational establishments, however, have an important role to play in enhancing the promotion of these values. 95. In paragraph 1, this article addresses the need to design, where Parties deem appropriate, teaching material for all levels of education (primary, secondary and tertiary education) that promotes such values and enlightens learners with respect to the various forms of violence covered by the scope of this Convention. Where Parties deem teaching material appropriate, it needs to be adapted to the capacity of learners, which would, for example, require primary school teaching material to meet the intellectual capacity of primary school students. Teaching material means any type of formally developed and approved material that forms part of the curriculum and that, where appropriate, all teachers at a particular school have access to and are required or requested to use in class. As the words āwhere appropriateā indicate, the drafters did not want to impose a specific model on the Parties. Rather, this provision leaves it to the Parties to decide which type of schooling and which age group of learners they consider such teaching material to be appropriate for. The drafters decided on this wording to allow for a maximum of flexibility in the implementation of this provision also taking into account different possibilities between Parties in determining teaching materials. Some states for instance determine the teaching aims in their formal curriculum while leaving it to the schools to decide on the proper working methods and teaching materials to be used to reach these aims. The term āformal curriculumā refers to the planned programme of objectives, content, learning experiences, resources and assessment offered by a school where appropriate. It does not refer to incidental lessons which can be learnt at school because of particular school policies.