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Shared Responsibility, Global Solidarity: Responding to the Socio-Economic Impacts of COVID-19 Year of publication: 2020 Corporate author: United Nations (UN) We are facing a global health crisis unlike any in the 75-year history of the United Nations — one that is killing people, spreading human suffering, and upending people’s lives. But this is much more than a health crisis. It is a human crisis. The coronavirus disease (COVID-19) is attacking societies at their core. The IMF has just reassessed the prospect for growth for 2020 and 2021, declaring that we have entered a recession – as bad as or worse than in 2009. The IMF projects recovery in 2021 only if the world succeeds in containing the virus and take the necessary economic measures.In the face of such an unprecedented situation in recent history, the creativity of the response must match the unique nature of the crisis – and the magnitude of the response must match its scale. No country will be able to exit this crisis alone.This report is a call to action, for the immediate health response required to suppress transmission of the virus to end the pandemic; and to tackle the many social and economic dimensions of this crisis. It is, above all, a call to focus on people – women, youth, low-wage workers, small and medium enterprises, the informal sector and on vulnerable groups who are already at risk. 
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. 
Summary Report of the International Seminar on Girls' and Women's Education, Beijing, P.R. China, 4-7 June 2016 Year of publication: 2016 Corporate author: National Commission of the People's Republic of China for UNESCO | UNESCO Beijing The International Seminar on Girls’ and Women’s Education, held 4-6 June 2016 in Beijing, explored benefits of education on girls and women along with barriers to the achievement of gender equality in education. It provided a platform for dialogue on the role of education for girls and women, particularly in the context of the 2030 Agenda for Sustainable Development, and specifically in reaching SDG 4 and supporting the achievement of other SDGs. The event also marked the first award ceremony of the UNESCO Prize for Girls’ and Women’s Education, which honoured two laureates for their outstanding innovation and contributions to advancing girls’ and women’s education. This publication presents a synthesis of information that was shared during the seminar’s sessions, and the findings and recommendations originating from the exchanges. Informe resumido del Seminario internacional sobre la educación de las niñas y las mujeres, Beijing, R. P. China, 4-7 de junio de 2016 Year of publication: 2016 Corporate author: National Commission of the People's Republic of China for UNESCO | UNESCO Beijing The International Seminar on Girls’ and Women’s Education, held 4-6 June 2016 in Beijing, explored benefits of education on girls and women along with barriers to the achievement of gender equality in education. It provided a platform for dialogue on the role of education for girls and women, particularly in the context of the 2030 Agenda for Sustainable Development, and specifically in reaching SDG 4 and supporting the achievement of other SDGs. The event also marked the first award ceremony of the UNESCO Prize for Girls’ and Women’s Education, which honoured two laureates for their outstanding innovation and contributions to advancing girls’ and women’s education. This publication presents a synthesis of information that was shared during the seminar’s sessions, and the findings and recommendations originating from the exchanges. Rapport du Séminaire international sur l'éducation des filles et des femmes, Beijing, République populaire de Chine, 4-7 juin 2016 Year of publication: 2016 Corporate author: National Commission of the People's Republic of China for UNESCO | UNESCO Beijing The International Seminar on Girls’ and Women’s Education, held 4-6 June 2016 in Beijing, explored benefits of education on girls and women along with barriers to the achievement of gender equality in education. It provided a platform for dialogue on the role of education for girls and women, particularly in the context of the 2030 Agenda for Sustainable Development, and specifically in reaching SDG 4 and supporting the achievement of other SDGs. The event also marked the first award ceremony of the UNESCO Prize for Girls’ and Women’s Education, which honoured two laureates for their outstanding innovation and contributions to advancing girls’ and women’s education. This publication presents a synthesis of information that was shared during the seminar’s sessions, and the findings and recommendations originating from the exchanges. 女童和妇女教育 国际研讨会总结报告. 中华人民共和国，北京. 2016年6月4—7日 Year of publication: 2016 Corporate author: National Commission of the People's Republic of China for UNESCO | UNESCO Beijing The International Seminar on Girls’ and Women’s Education, held 4-6 June 2016 in Beijing, explored benefits of education on girls and women along with barriers to the achievement of gender equality in education. It provided a platform for dialogue on the role of education for girls and women, particularly in the context of the 2030 Agenda for Sustainable Development, and specifically in reaching SDG 4 and supporting the achievement of other SDGs. The event also marked the first award ceremony of the UNESCO Prize for Girls’ and Women’s Education, which honoured two laureates for their outstanding innovation and contributions to advancing girls’ and women’s education. This publication presents a synthesis of information that was shared during the seminar’s sessions, and the findings and recommendations originating from the exchanges. 
Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation or Gender Identity/Expression: Summary Report Year of publication: 2016 Corporate author: UNESCO Violence in schools and other educational settings is a worldwide problem. Students who are perceived not to conform to prevailing sexual and gender norms, including those who are lesbian, gay, bisexual or transgender (LGBT), are more vulnerable. Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online. This report summarises the findings of a global review, commissioned by UNESCO, of homophobic and transphobic violence in schools and education sector responses. 
Décode la h@ine! Jette la violence!: Guide de prévention contre les discours de haine en ligne à l'usage des 12-18 ans Year of publication: 2019 Author: Khalid Aoutail Corporate author: UNESCO Rabat Ce guide, conçu à partir d'une collecte des données sur l'expression de la haine en ligne sous toutes ses formes, et de leur analyse, propose des modules simples à comprendre afin d'accompagner celles et ceux qui le souhaitent dans la création d'un réseau virtuel d'échange pacifié. Les recommandations présentes ici ne se limitent pas à l'expression de la haine en ligne mais abordent toutes les formes de violences qui peuvent exister. 
Statutes of the UNESCO Prize for Girls' and Women's Education (197 EX/47, October 2015) Year of publication: 2016 Corporate author: UNESCO The purpose of the ‘UNESCO Prize for girls’ and women’s education’ is to reward the outstanding efforts of individuals, institutions, organizations or other entities engaged in activities promoting girls’ and women’s Education. The Prize would contribute to two Sustainable Development Goals (SDGs): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4) and “Achieve gender equality and empower all women and girls” (Goal 5). The Prize would reward in particular activities that are innovative and/or have far-reaching sustainable impact. Statuts du Prix UNESCO pour l'éducation des filles et des femmes (197 EX/17, 14 octobre 2015) Year of publication: 2016 Corporate author: UNESCO The purpose of the ‘UNESCO Prize for girls’ and women’s education’ is to reward the outstanding efforts of individuals, institutions, organizations or other entities engaged in activities promoting girls’ and women’s Education. The Prize would contribute to two Sustainable Development Goals (SDGs): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4) and “Achieve gender equality and empower all women and girls” (Goal 5). The Prize would reward in particular activities that are innovative and/or have far-reaching sustainable impact.