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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Learn, Protect, Respect, Empower: The Status of Comprehensive Sexuality Education in Asia and the Pacific; A Summary Review 2020 Year of publication: 2021 Corporate author: United Nations Population Fund (UNFPA) | UNESCO | International Planned Parenthood Federation (IPPF) More than half of the world’s 1.8 billion young people aged 10–24 live in the Asia and Pacific region1 and a majority of them live in low and middle-income countries. In spite of their diverse socio-economic contexts, young people across this vast region commonly face limited access to sexual and reproductive health and rights (SRHR) information and services, including age-appropriate comprehensive sexuality education. Of the 13 million adolescent girls globally with an unmet need for contraception, approximately half live in Asia-Pacific, leading to an estimated 3.7 million births to adolescent girls in the region annually. In addition, around 82,000 young people are infected with HIV each year in the region. As adolescents transition through to adulthood, it is crucial that they are equipped with the necessary knowledge, attitudes and skills to support their health and wellbeing, regardless of age, sex, marital status, socioeconomic status, ethnicity, sexual orientation or gender identity. School-based and age-appropriate comprehensive sexuality education (CSE) is an effective means of reaching a large population of children and young people, particularly where rates of school participation are high. This overview of the status of in-school CSE in Asia and the Pacific provides a strong evidence base on the reach and impact of this across the region. Importantly, post COVID-19 we need to build back CSE programmes that are better and stronger to meet the social and emotional needs of our young people. 
Putting Gender at the Forefront of the COVID-19 Education Response: Common Messaging Framework Year of publication: 2020 Corporate author: United Nations Girls' Education Initiative (UNGEI) Nationwide school closures as part of measures to prevent the spread of COVID-19 have disrupted the education of an entire generation of children and youth. Previous health emergencies demonstrate that girls are disproportionately affected, with the effects of gender inequality and unequal power structures exacerbated in times of crisis. This Common Messaging Framework, developed with UNGEI partner and ally organisations, can be used as an advocacy tool to leverage the power of collective action to position gender at the forefront of the COVID-19 response and enhance coherence in advocacy and communications efforts. 
COVID-19: A Gender Lens; Protecting Sexual and Reproductive Health and Rights, and Promoting Gender Equality Year of publication: 2020 Corporate author: United Nations Population Fund (UNFPA) Disease outbreaks affect women and men differently, and pandemics make existing inequalities for women and girls and discrimination of other marginalized groups such as persons with disabilities and those in extreme poverty, worse. Women represent 70 percent of the health and social sector workforce globally and special attention should be given to how their work environment may expose them to discrimination, as well as thinking about their sexual and reproductive health and psychosocial needs as frontline health workers. This technical brief provides key messages and recommendations for protecting sexual and reproductive health and rights, and promoting gender equality during the COVID-19 pandemic. 
Global Environment Outlook 4 (GEO-4): Environment for Development Year of publication: 2007 Corporate author: United Nations Environment Programme (UNEP) The fourth Global Environment Outlook – environment for development ( GEO-4 ) places sustainable development at the core of the assessment, particularly on issues dealing with intra- and intergenerational equity. The analyses include the need and usefulness of valuation of environmental goods and services, and the role of such services in enhancing development and human well-being, and minimizing human vulnerability to environmental change. The GEO-4 temporal baseline is 1987, the year in which the World Commission on Environment and Development (WCED) published its seminal report, Our Common Future . The Brundtland Commission was established in 1983, under UN General Assembly resolution 38/161 to look at critical environment and development challenges. It was established at a time of an unprecedented rise in pressures on the global environment, and when grave predictions about the human future were becoming commonplace. 
Gender, Climate & Security: Sustaining Inclusive Peace on the Frontlines of Climate Change Year of publication: 2020 Corporate author: United Nations Environment Programme (UNEP) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) Climate change is a defining threat to peace and security in the 21st century – its impacts felt by everyone, but not equally. Gender norms and power dynamics shape how women and men of different backgrounds experience or contribute to insecurity in a changing climate. Grounded in a series of case studies from research and programming experience, this report offers a comprehensive framework for understanding how gender, climate and security are inextricably linked. The report assesses entry points for action across existing global agendas and suggests concrete recommendations for how policymakers, development practitioners and donors can advance three inter-related goals: peace and security, climate action and gender equality. 
G7 Global Objectives On Girls’ Education: Baseline Report Year of publication: 2022 Corporate author: United Nations Girls' Education Initiative (UNGEI) This publication serves as a baseline report to accompany efforts of the G7 Accountability Working Group to monitor progress towards the two global objectives. It presents evidence on low- and lower-middle-income countries’ progress in achieving the two global objectives and what remains to be done.It is important to stress that the two G7 global objectives on girls’ education are measures of gender parity, which are necessary but not sufficient as measures of gender equality. Assessing progress towards the latter requires information, which tends not to be available systematically enough to allow a comparative perspective. However, this report provides insights to remaining challenges. 
Progress on the Sustainable Development Goals: The Gender Snapshot 2020 Year of publication: 2020 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This document brings together the latest available evidence on gender equality across all 17 Goals, underscoring the progress made, but also taking stock of areas where progress has been disrupted, as a result of COVID-19. 
In Solidarity With Girls: Gender and Education in Crisis (Policy Brief Series) Year of publication: 2020 Corporate author: United Nations Girls' Education Initiative (UNGEI) In Solidarity With Girls: Gender and education in crisis is the first policy brief series led and developed by young women and girls, to be published by UNGEI. The policy brief series draws on a series of intergenerational dialogues held in 2020, which covered different issues on gender, education and COVID-19. This includes school reopening, the gender digital divide, the "shadow pandemic" and youth-led activism in the time of COVID-19. 
Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning Year of publication: 2022 Corporate author: USA. Department of Education. Office of Educational Technology In spring 2022, the U.S. Department of Education’s Office of Educational Technology (OET) committed to advancing digital equity through the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a series of national conversations with leaders from community-based organizations, as well as families and learners furthest from digital opportunities. The “Advancing Digital Equity for All” resource illuminates insights from these conversation to highlight the barriers faced by learner communities and promising solutions for increasing access to technology for learning.The historic federal investments authorized by the Infrastructure Investment and Jobs Act offer critical opportunities for broadband planning that can identify and equitably address the various availability, affordability, and adoption challenges described. Using this guidance resource as a starting point, it is essential that leaders collaborate with those most impacted by the digital divide to develop comprehensive digital equity plans that outline strategies to meet the needs of learners, their families/caregivers, and communities effectively and sustainably. 
Indicators for Monitoring the Sustainable Development Goals Year of publication: 2019 Author: Frédéric Vey | Anne-Sophie Hesse Corporate author: Université Virtuelle Environnement et Développement durable (UVED) Frédéric Vey and Anne-Sophie Hesse, from the Ministry of Ecological and Solidarity Transition, discuss in this video (12'40) the indicators for monitoring the Sustainable Development Goals (SDGs). After a theoretical approach aimed at defining and showing the limits of the indicators, they show how the "SDG" indicators are available from the international scale to the national scale.