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إدماج وضمان حقوق النساء والفتيات: دليل المدن العربية Year of publication: 2023 Corporate author: UNESCO Cairo | European Training and Research Centre for Human Rights and Democracy (Austria) إدماج النساء والفتيات في المدن العربية، تح ٍد أم فرصة؟يشكل إدماج النساء والفتيات عنصرا محوريا في مسألة الإدماج الحضري. فعلى الرغم من أن النساء والفتياتي مثلن ما يقرب من أو يزيد عن نصف السكان في أغلب المدن العربية، فإنهن من أكثرالفئات المستبعدة تاريخيا وهيكلًيا من عملية صنع القرار والتخطيط الإنمائي في المدن العربية. ويواجهن العديد من العوائقل لاستفادة من خدمات المدن ويعانين من عدم المساواة فيفرص المشاركة في أنشطتها.كان إعداد هذا الدليل على أساس ورشة عمل استشارية إقليمية افتراضية، بالإضافة إلى مقابلات متعمقة مع مسؤولي المدن وممثلي تحالف المدن العربية ضد العنصرية والتمييز وكراهية الأجانب والتعصب. ويوفر الدليل أدوات ونصائح عملية لتمكين المدن العربية من تحقيق إدماج النساء والفتيات بشكل أفضل، وضمان حقهن الكامل في الاستفادة من برامج التنمية المحلية.يستهدف هذا الدليل بشكل أساسي السلطات المحلية في المدن العربية بما في ذلك رؤساء البلديات وأعضاء المجالس البلدية والمديرين التنفيذيين في البلديات والهيئات المعنية بتصميم المشاريع والبرامج المحلية وتنفيذها ومتابعتها وتقييمها.يأتي هذا المنشور نتيجة جهد مشترك ساهم فيه كل من المركز الأوروبي للتدريب والبحوث لحقوق الإنسان والديمقراطية في جراتس، وتحالف اليونسكو للمدن العربية ضد العنصرية والتمييز وكراهية الأجانب والتعصب، ومكتب اليونسكو بالقاهرة. 
Women's empowerment for a culture of peace and non-violence in the pacific consultation meeting proceedings Year of publication: 2013 Corporate author: UNESCO Apia The Consultation on Women’s Empowerment for a Culture of Peace and Non Violence in the Pacific was held in Nadi, Fiji, from 13 to 15 June 2013. The consultation was an interagency collaboration between the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Entity for Gender Equality and the Empowerment of Women (UN WOMEN) and the United Nations Development Programme (UNDP) Pacific Centre as part of the United Nations strategy “Delivering as One”. This collaboration focused on efforts to design, promote and strengthen a culture of peace in the Pacific at the country and regional levels. The consultation brought together 30 senior representatives, including development professionals and community members, from governments, regional organizations, women’s organizations, faith-based groups, academic institutions and development partners from the Cook Islands, Fiji, Kiribati, Palau, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu. The consultation ended with an agreement on a range of actions that could be adopted at the local, national and regional levels to promote increased dialogue between leaders and policy makers on the contributions that culture and heritage can make to addressing issues of gender inequality and reducing GBV. The outcome statement identifies the importance of building positive cultural models, using a range of key factors, including female leaders, faith-based leaders and traditional leaders as well as political leaders and parties. The statement also emphasized education as a means of promoting a culture of peace and non-violence. The consultation’s outcome statement noted that the school curriculum should place a stronger emphasis on values, gender equality, sexual and reproductive health and rights, and the building of positive cultural models. The follow up actions identified include increasing public awareness on achieving equality for Pacific women, including women at the grassroots level, in bringing peace to conflict-affected communities; targeting young people as the next generation of leaders; using the arts and cultural and sports events to break down gender stereotypes; actions relating to economic empowerment, access to justice and service delivery; and intangible cultural heritage capacity building incorporating substantive gender equality components. L'autonomisation des femmes pour une culture de paix et de non-violence dans la procédure de réunion de consultation pacifique Year of publication: 2013 Corporate author: UNESCO Apia La Consultation sur l'Autonomisation des Femmes pour une Culture de la Paix et de la Non-Violence dans le Pacifique a eu lieu à Nadi, Fidji, du 13 au 15 Juin 2013. La consultation a été une collaboration interinstitutions entre la culture (UNESCO) Organisation des Nations Unies pour l'éducation, la science et l'Entité des Nations Unies pour l'égalité des sexes et l'autonomisation des femmes (ONU Femmes) et le Programme des Nations Unies pour le développement (PNUD) Centre du Pacifique dans le cadre de la stratégie des Nations Unies «Delivering as One». Cette collaboration a porté sur les efforts pour concevoir, promouvoir et renforcer une culture de paix dans le Pacifique au niveau national et régional. La consultation a réuni 30 représentants de haut niveau, y compris les professionnels du développement et des membres de la communauté, des gouvernements, des organisations régionales, des organisations de femmes, les groupes religieux, les institutions académiques et les partenaires de développement des îles Cook, Fidji, Kiribati, Palau, Papouasie-Nouvelle-Guinée, Samoa , Îles Salomon, Tonga et Vanuatu. La consultation a pris fin avec un accord sur une série d'actions qui pourraient être adoptées aux niveaux local, national et régional pour promouvoir le dialogue accru entre les dirigeants et les décideurs politiques sur les contributions que la culture et le patrimoine peuvent apporter à résoudre les problèmes d'inégalité entre les sexes et la réduction de GBV . L'énoncé de résultat souligne l'importance de la construction de modèles culturels positifs, en utilisant une gamme de facteurs clés, y compris les femmes leaders, des dirigeants religieux et les chefs traditionnels ainsi que des dirigeants et partis politiques. La déclaration a également souligné l'éducation comme un moyen de promouvoir une culture de paix et de non-violence. La déclaration des résultats de la consultation a noté que le programme scolaire devrait mettre davantage l'aCECnt sur les valeurs, l'égalité des sexes, la santé et les droits sexuels et de la reproduction, et la construction de modèles culturels positifs. Les actions de suivi identifiées comprennent la sensibilisation du public sur la réalisation de l'égalité pour les femmes du Pacifique, y compris les femmes au niveau local, pour ramener la paix dans les communautés touchées par le conflit; ciblant les jeunes comme la prochaine génération de leaders; en utilisant les arts et et des événements culturels de sport pour briser les stéréotypes de genre; les actions relatives à l'autonomisation économique, l'accès à la justice et la prestation des services; et immatériel renforcement des capacités du patrimoine culturel incorporant fond composantes égalité entre les sexes. 
وعي المرأة السعودية بحقوق العاملة المنزلية Year of publication: 2016 Author: Haya Saleh Saud Al Harbi Corporate author: King Saud University تهدف الدراسة على التعرف على مدى وعي المرأة السعودية بحقوق العاملة المنزلية المادية والنفسية والحية والاجتماعية. توصلت الدراسة الى اتفاق بأن العاملة يجب أن تحصل على غرفة مناسبة للإقامة وعلى المأكل الصحي، ومعاملتها بالطريقة الصحيحة. الدراسة تعطى فكرة واضحة لمدى فهم المرأة السعودية لاحتياجات العاملة المنزلية. The Saudi Woman Awareness about the Rights of the Housemaid Year of publication: 2016 Author: Haya Saleh Saud Al Harbi Corporate author: King Saud University The study aims to identify the extent of Saudi women's awareness of the physical, psychological, live and social rights of the domestic worker. The study reached an agreement that the worker should get a suitable room for accommodation and a healthy food, and treat her in the right way. The study gives a clear idea of the extent to which Saudi women understand the needs of the domestic worker. 
Literacy and education for sustainable development and women's empowerment Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196).Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change.How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. 
Alfabetización para el desarrollo sostenible y el empoderamiento de las mujeres Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196). Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change. How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. Alphabétisation et éducation pour le développement durable et l'autonomisation des femmes Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196). Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change. How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. 
Fostering Women's Leadership Year of publication: 2024 Author: Mariagrazia Squicciarini | Anna Rita Manca | Garance Sarlat Corporate author: UNESCO No (leadership) share no gain (for societies and economies)! Leveraging UNESCO’s unique Gender-Based Resilience Framework, this report explores the role of women in leadership positions in both decision-making and high-tech, including in artificial intelligence-related innovations. It further highlights progress towards the G20 Brisbane Target, aimed to accelerate progress on gender equality by reducing the gender gap in labour market participation rates by 25% by 2025. Women remain underrepresented in decision-making, holding only about 26% of seats in national parliaments worldwide on average. In the world of work, female labour participation continues to lag behind men’s, at 47% for women against 72% for men on average. Despite progress by G20 members towards the Brisbane Target, a 2% average gap in absolute terms remained to be filled in 2022. In the high-tech world, women make up only 30% of AI professionals, and even less of leaders. Female inventors in AI account for about 37% of patents filed in 2022-23. 
Global Education Monitoring Report 2025: Gender Report: Women Lead for Learning Year of publication: 2025 Corporate author: UNESCO Barriers to gender equality in education leadership positions can and need to be overcome This gender edition, which is part of the 2024/5 Global Education Monitoring Report on leadership in education, addresses the remaining obstacles for women in their efforts to climb up the leadership ladder in education. Although the teaching profession has been feminized, there are considerable gender gaps in school management, education administration and political leadership positions, a situation illuminated in detail with examples from all over the world. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them.