Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Women’s Rights in Review 30 Years after Beijing Year of publication: 2025 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) In 2025, the world celebrates 30 years of achievement on the Beijing Declaration and Platform for Action, a visionary 1995 plan agreed by 189 governments to achieve the equal rights of all women and girls. The UN Secretary-General’s report on the 30-year review and appraisal of the Beijing Declaration and Platform for Action reflects global, regional, and national reviews of 159 countries, summarizing progress and priorities for further action. It finds that many countries have made strides on gender equality and women’s empowerment, from banning discrimination in employment to adopting gender-responsive climate action plans. Innovation is accelerating progress, and opportunities are opening to scale up proven strategies. Yet gender discrimination remains deeply embedded in all economies and societies, imposing chronic constraints on the rights and hopes of women and girls. 
Progress on the Sustainable Development Goals: The gender snapshot 2019 Year of publication: 2019 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This publication was created to inform those discussions, by bringing together the latest available evidence on gender equality across all 17 Goals, underscoring the progress made as well as the action still needed to accelerate progress. 
Progress on the Sustainable Development Goals: The Gender Snapshot 2021 Year of publication: 2021 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | UN. Department of Economic and Social Affairs (UN. DESA) The pandemic has tested and even reversed progress in expanding women’s rights and opportunities. Women have not recovered lost jobs and income, hunger is on the rise, and school closures threaten girls’ educational gains. Women’s participation in government, research and resource management remains far from equal. Vulnerable groups of women, including migrants, those with disabilities and those affected by conflict, are frequently left behind. Disparities between rich and poor countries are preventing equal access to lifesaving COVID-19 vaccines and treatments, putting women in poorer countries at disproportionate risk. Moreover, despite women’s central roles in responding to COVID-19, including as front-line health workers, they do not have the leadership positions they deserve. Building forward differently and better will require placing women and girls at the centre of all aspects of response and recovery, including through gender- responsive laws, policies and budgeting.Progress on the Sustainable Development Goals: The Gender Snapshot 2021 presents the latest evidence on gender equality across all 17 Sustainable Development Goals, highlighting the progress made since 2015 but also the continued alarm over the COVID-19 pandemic, its immediate effect on women’s well-being and the threat it poses to future generations. 
Turning Promises into Action: Gender Equality in the 2030 Agenda for Sustainable Development Year of publication: 2018 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Turning promises into action: Gender equality in the 2030 Agenda for Sustainable Development” provides a comprehensive and authoritative assessment of progress, gaps and challenges in the implementation of the Sustainable Development Goals (SDGs) from a gender perspective. This report monitors global and regional trends in achieving the SDGs for women and girls based on available data, and provides practical guidance for the implementation of gender-responsive policies and accountability processes. As a source of high-quality data and policy analysis, the report is a key reference and accountability tool for policymakers, women’s organizations, the UN system, and other stakeholders. 
COVID-19: How to Include Marginalized and Vulnerable People in Risk Communication and Community Engagement Year of publication: 2020 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Regional Risk Communication and Community Engagement (RCCE) Women, the elderly, adolescents, youth, and children, persons with disabilities, indigenous populations, refugees, migrants, and minorities experience the highest degree of socio-economic marginalization. Marginalized people become even more vulnerable in emergencies. This is due to factors such as their lack of access to effective surveillance and early-warning systems, and health services. The COVID-19 outbreak is predicted to have significant impacts on various sectors. The development of this guide was led by UN Women and Translators without Borders on behalf of the Risk Communication and Community Engagement Working Group on COVID-19 Preparedness and Response in Asia and the Pacific, co-chaired by WHO, IFRC and OCHA. 
Digital Technologies for Environmental Peacebuilding: Horizon Scanning of Opportunities and Risks Year of publication: 2024 Corporate author: United Nations Environment Programme (UNEP) This report specifically delves into how digital technologies can be harnessed to manage environmental and natural resource risks that contribute to insecurity and social conflict, as well as the opportunities they present for peacebuilding, cooperation, and social cohesion. It examines relevant use cases spanning the peace and security continuum and concludes with a set of important policy and governance recommendations. The report is designed to inform and contribute to significant upcoming frameworks addressing digital technologies, including the Summit of the Future and the Global Digital Compact. 
Faith for Earth : a Call for Action Year of publication: 2020 Corporate author: United Nations Environment Programme (UNEP) | Inter-Agency Network on Women and Gender Equality (IANWGE) The UN Environment Programme (UNEP) and the Parliament of the World’s Religions today released a new book, "Faith for Earth — A Call for Action", which gives readers a wide-ranging look at the history and diversity of faith teachings and their advocacy for the protection of the environment. The online book and its print edition were launched on 8 October 2020 during the Faith for Nature Global Conference, (5th - 8th October) in Skálhol, Iceland. The book provides a comprehensive overview of the faith traditions and scientific findings that underpin the understandings and reflections of world religions concerning environmental sustainability. It includes clear statements from sacred scripts and faith leaders. It underlines that protecting the Earth, restoring ecosystems, preventing pollution, and leaving behind a healthy environment for the next generations is an ethical, moral and spiritual responsibility. With more than one hundred million houses of worship around the globe, adapting green building principles is a massive demonstration of commitment to sustainability. 
Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools Year of publication: 2014 Corporate author: United Nations Children's Fund (UNICEF) This toolkit, developed by UNICEF, defines what is meant by child rights education and the child rights approach. It explains the relevance of child rights education to UNICEF’s mission and the ways in which education can take place in a range of contexts--including with professionals, caregivers, the corporate sector, the media, and children’s groups. The audience of this toolkit is therefore intended to be UNICEF National Committees, UNICEF country offices, UN agencies working on child rights education (CRE), governments, and other civil society organisations, NGOs, and academic institutions.Although this Toolkit focuses on child rights education in the formal learning environment (early childhood education settings, primary and secondary schools), it is hoped that it will also be useful for those working to promote child rights education through other channels, such as in the media, with children’s organizations and through children’s involvement in advocacy.For more information check the UNICEF webpage. 
A World Ready to Learn: Prioritizing Quality Early Childhood Education Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) The Sustainable Development Goals (SDGs), and target 4.2 specifically, convey a clear objective that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. This global report confirms the importance of early childhood education in achieving SDG 4 and supports a bold challenge: Provide all children with at least one year of quality pre-primary education by 2030.The reasons for this aspiration are clear, as a solid body of evidence shows that the foundations for learning are largely built in the early years of life, before a child ever crosses the threshold of a primary school.In recent proposals on how to achieve universal education at all levels, the International Commission on Financing Global Education Opportunity (the Education Commission), the World Development Report and the Global Education Monitoring Reports3,4,5 have all emphasized that investments in early childhood education have positive returns not only for individual children but also for building more efficient and effective education systems.Yet, currently, both domestic financing and international aid invested in pre-primary education are poorly targeted and grossly inadequate. This represents one of the greatest missed opportunities to nurture the world’s human capital and help children reach their fullest potential.Based on comprehensive, data-driven analysis, this report examines the current status of pre-primary education and offers a practical vision for expanding equitable access and improving quality. Recognizing that many countries, especially low- and lower-middle-income countries, are at the beginning of this journey, providing universal access to pre-primary education in all countries by 2030 requires a realistic yet bold approach. 
The global goals debate Corporate author: United Nations Children's Fund (UNICEF) Learning outcomes: To encourage critical debate about the Global Goals for Sustainable Development, so that young people are aware of the Goals, have critically evaluated them in their own minds and have drawn their own conclusions