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Youth-Led Solutions: Amplifying Youth’s Civic Footprint and Connecting Youth Year of publication: 2019 Corporate author: UNESCO UNESCO believes in the value of youth civic engagement and youth‐led solutions. In line with our Operational Strategy on Youth (2014‐2021), our approach to meaningfully engaging with youth entails working with youth as change‐makers and partners, and not solely as beneficiaries. We apply cutting‐edge approaches and programmes that contribute to shaping an enabling ecosystem for meaningful, effective and sustainable youth civic engagement. Soluciones impulsadas por las juventudes: Ampliar la huella cívica de las personas jóvenes y ponerles en contacto Year of publication: 2019 Corporate author: UNESCO La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) cree en el valor de la participación cívica de las personas jóvenes y en las soluciones que generan . Con el fin de colaborar de forma productiva con las juventudes, trabajamos con ellas considerándolas generadoras del cambio y socias, no meras beneficiarias, en consonancia con nuestra Estrategia Operacional sobre la Juventud (2014-2021). Aplicamos estrategias y programas de punta que contribuyen a conformar un ecosistema propicio para una participación cívica significativa, eficaz y sostenible de las personas jóvenes. Solutions pilotées par les jeunes: Renforcer la responsabilité civique des jeunes et les connecter entre eux Year of publication: 2019 Corporate author: UNESCO L’UNESCO reconnaît la valeur de l’engagement civique des jeunes et des solutions proposées par ces derniers. Dans la continuité de sa Stratégie opérationnelle sur la jeunesse (2014-2021), l’UNESCO est voué à associer les jeunes en tant que partenaires et porteurs de changements, et pas seulement en tant que bénéficiaires. Nous mettons en place des approches et des programmes de pointe qui contribuent à façonner un écosystème propice à un engagement civique significatif, efficace et durable des jeunes. 
민주시민이 미래다 Year of publication: 2017 Corporate author: 중앙선거관리위원회 선거연수원 이 책자에 실린 내용은 중앙선거관리위원회 선거연수원의 「이종희 정치살롱」 (http://blog.naver.com/jongheesalon)에 지난 1여 년간 블로그에 축적된 다양한 선거·정치이야기 등을 모아서 제작한 것이다. 
Materiales para eliminar el castigo físico y humillante y promover la disciplina positiva Year of publication: 2014 Corporate author: Save the Children Es una caja de herramientas que busca promover la disciplina positiva para eliminar el castigo físico y humillante. Presenta diferentes tipos de materiales: sistematización de experiencias, guías prácticas para familias y docentes, documentos de investigación y materiales de incidencia. 
Child Labour in Kyrgyzstan: A Persisting Problem Year of publication: 2022 Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) Experts note that in the presence of a systematic approach of the Kyrgyz Government to solve the problem of child labor, a number of challenges remain in practice. This article examines some of the reasons for the involvement of children in the labor market, including economic instability, mass migration of the population, rising poverty levels, the influence of local customs and traditions. The article also provides an overview of relevant statistical data and some national initiatives aimed at eliminating child labor. Детский труд в Кыргызстане: Проблема продолжает существовать Year of publication: 2022 Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) Эксперты отмечают, что при наличии системного подхода правительства Кыргызстана к решению проблемы детского труда на практике сохраняется ряд вызовов. Данная статья рассматривает некоторые причины вовлечения детей в рынок труда, среди которых экономическая нестабильность, массовая миграция населения, рост уровня бедности, влияние местных обычаев и традиций. В статье также приведен обзор релевантных статистических данных и некоторых национальных инициатив, направленных на искоренение детского труда. 
Shattered Childhood: Children in Central Asia Mostly Keep Silent about Sexualised Abuse Author: Katerina Afanasieva | Aleksandra Vasilkova | Mazkhab Dzhumaev | Aida Dzhaksybaeva Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) No one really knows the scope of sexualised abuse of children in Central Asia. According to estimates of human rights activists, only one case of 10 goes reported to law enforcement bodies at best. Once it is reported, the investigation and courts often cause another trauma to children, while proceedings may take years. Осколки детства: В Центральной Азии дети чаще всего молчат о сексуализированном насилии Author: Katerina Afanasieva | Aleksandra Vasilkova | Mazkhab Dzhumaev | Aida Dzhaksybaeva Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) Никто не знает реальные масштабы сексуализированного насилия в отношении детей в Центральной Азии. По оценке правозащитников, в лучшем случае только 1 кейс из 10 доходит до правоохранительных органов. А если это и происходит, то недружественное к детям следствие и суды часто наносят повторную травму, а дела длятся порой годами. 
Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda Year of publication: 2023 Author: Winnie V. Mitullah | Sibrino Forojalla | Benon Basheka | Saidou Sireh Jallow | Endris Adem Awol | Scheherazade Feddal | Daniele Vieira do Nascimento Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) | UNESCO Nairobi <Executive Summary>Some takeaways from the Report:Policy frameworks and various legislations have enhanced the implementation of programs aimed at improving women’s education from primary school to university level. At the Higher Education (HE) level, some progress has been made, but the institutions are lagging behind in having gender parity, more so in top leadership positions. Men dominate leadership positions. At lower education levels, progress is hampered by socio-economic and cultural gender inequities, and limited resources. Socio-cultural practices such as Female Genital Mutilation (FGM) and early marriages have also had a negative effect on women’s advancement to HE.There are multiple factors that hinder women’s participation in HE and in reaching leadership positions. These include fewer women having PhD, maternal household engagement, limited time for participation in research and related activities that are a requirement for upward mobility as well as lack of child care and women-friendly facilities within universities. Ongoing mainstreaming of gender in HE is improving the situation, albeit minimal. More effort is needed to increase the number of women in HE. In addition, there is limited administrative commitment on the part of the universities to address gender inequality in leadership positions.Overall, HE institutions have not fully exploited opportunities that exist for gender advancement in HE, including potential partnerships for supporting the advancement of women. There is need for effective governance to achieve gender equality and collaboration between HE institutions, and development partners through public-private partnerships. Such partnerships have the potential for making resources available and for funding opportunities to enhance the support to women students, in particular those undertaking STEM courses which require more time for study.In Kenya, higher education has evolved over time from the technical and commercial institute in Nairobi – the Royal Technical College of East Africa – established in 1951 to offer technical courses within the East Africa region. The college was transformed to Royal Technical College in 1961, and later to the University of Nairobi in 1970. From this initial one university, Kenya currently has 32 chartered public universities, 9 public university constituent colleges, 21 chartered private universities and 3 private university constituent colleges.In South Sudan, at its commencement, missionary education did not provide for girls. When schools re-opened in August 1956, the Sudanese government authorities maintained the closure of the girls’ schools, irrespective of whether government or missionary, for the following four to five years. The impact has been the severe retardation of girls’ education for almost a generation. Tradition and tribal customs regarding gender equity are still very strong and dominant in everyday life. Consequently, traditional male stereotypes also dominate within almost all higher education institutions, including the Ministry of Higher Education (MoHEST) itself. This research is in fact the first time an effort is being made to investigate the participation of women in HE and in leadership positions in universities and other tertiary institutions. This explains the very limited response to the questions sent out to the institutions outside Juba. Today, however, a good start has been made in advancing girls’ education in general.In Uganda, under similar circumstances, women do not have good access to higher level jobs, positions, voice and wealth like men. The low representation of women in leadership positions in higher education institutions in the country can be traced back to the late start in women’s enrollment in modern schooling due to a number of factors.