Resources
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Cracking the Code: Empowering Rural Women and Girls through Digital Skills; Side Event during the 62nd Session of the Commission on the Status of Women, 14 March 2018, United Nations Headquarters: Report Year of publication: 2018 Corporate author: UNESCO | Germany. Federal Ministry for Economic Cooperation and Development (BMZ) UNESCO and the German Federal Ministry of Economic Cooperation and Development (BMZ) co-organised the side event ‘Cracking the code: Empowering rural women and girls through digital skills’ on 14 March 2018, United Nations Headquarters in New York, on the margins of the 62nd session of the CSW. More than 500 participants participated in the event while a broad global audience followed the discussions through live webcast.This report provides an overview of the discussions and examples of government, civil society organizations, and private sector initiatives to close the gender digital gap and empower rural girls and women to be ICT users, creators and innovators through gender-responsive digital skills training as well as science, technology, engineering and mathematics (STEM) education more broadly. 
Curriculum Development and Review for Democratic Citizenship and Human Rights Education Year of publication: 2016 Corporate author: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. 
UN General Assembly Meeting on the Situation in Ukraine Year of publication: 2022 Corporate author: United Nations (UN) This video shows the statements made by the UN Secretary-General and delegates at the UN General Assembly on the situation in Ukraine. 
Uzbekistan: Voluntary National Review 2020 Year of publication: 2020 Corporate author: United Nations (UN) This voluntary review contains information on the implementation of the 2030 Sustainable Development Goals by the Republic of Uzbekistan, objectives and directions for further activities. Special attention is paid to SDG 4 "Education", where the priority is to improve the quality and coverage of education at all levels, as well as the development of the lifelong education system. 
Monitoring the implementation of the Lisbon Recognition Convention - Council of Europe Higher Education Series No. 23 Year of publication: 2019 Corporate author: UNESCO | Council of Europe In accordance with the Lisbon Recognition Convention, the Committee of the Convention shall oversee its implementation and guide the competent authorities in implementing the convention and in their consideration of applications for the recognition of foreign qualifications. The Rules of procedure (adopted by the Committee in Vilnius in 1999) reiterate this role – the function of the Committee is to promote the application of the convention and oversee its implementation. Article II. of the convention states that where the central authorities of a party are competent to make decisions in recognition cases, that party shall be immediately bound by the provisions of the convention and shall take the necessary measures to ensure the implementation of its provisions on its territory. Where the competence to make decisions in recognition matters lies with individual higher education institutions or other entities, each party, according to its constitutional situation or structure, shall transmit the text of this convention to those institutions or entities and shall take all possible steps to encourage the favourable consideration and application of its provisions. The provisions of Article II. are central to determining the obligations of the parties to the convention. This article places upon these parties an obligation to make sure that information on the provisions is disseminated to all competent recognition authorities, and that these institutions are encouraged to abide by the convention (Explanatory report to the convention). The objective of this monitoring exercise has been to oversee the implementation of the main provisions of the convention and to report to parties on the outcome of this monitoring, presenting the main findings and recommendations. This monitoring report is also a contribution to the commitment set out in the Yerevan Communiqué (2015) to review national legislation to ensure full compliance with the convention, and to ask the Convention Committee, in co-operation with the ENIC (Council of Europe and UNESCO European Network of National Information Centres on academic recognition and mobility) and NARIC (EU Network of National Academic Recognition Information Centres) networks, to prepare an analysis of the national legislation reports by the end of 2017, taking due account of this monitoring report. This is the first monitoring of implementation of the Lisbon Recognition Convention (LRC) since its signature in 1997. The questionnaire used for the monitoring exercise was drawn up by the Bureau of the Convention Committee, namely Gunnar Vaht, President of the Committee, Gayane Harutyunyan, Vice-President, Allan Bruun Pedersen, Vice-President, and Baiba Ramina, Rapporteur, together with the joint Council of Europe/UNESCO Secretariat. The monitoring covers the 10 main provisions of the convention and comprises 22 questions relating to implementation of the main principles. The questions focus primarily on how the convention requirements are regulated at national level and to what extent the rules are reflected in national legislation. In cases where some or all of the provisions are not regulated at national level and where the higher education institutions have total autonomy in establishing the principles of the convention, the aim has been to discover how national authorities oversee implementation of the principles of the convention at institutional level. As stated above, the objective of this monitoring report is to monitor implementation of the convention by the parties to the convention. The executive summary focuses on the key findings and the conclusions focus on the recommendations made by the Convention Committee Bureau, which will require political decisions from the Convention Committee and from national authorities for follow-up action. The various chapters of the report elaborate further on both the key findings and the recommendations. The questionnaire was sent to 53 states parties to the LRC, and replies were received from 50 countries. The initial deadline given was 15 February 2015, but this was extended to June 2015. The analysis by the members of the Convention Committee Bureau took place from June to November 2015 and was assisted and reviewed by the Council of Europe and UNESCO, the joint Secretariat of the LRCC Bureau. 
Learning to live together: an intercultural and interfaith programme for ethics education; Good Practices Series 2; Learning to Play Together Year of publication: 2014 Corporate author: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation Learning to live together: an intercultural and interfaith programme for ethics education; Good Practices Series 2; Learning to Play Together 
Making Every Woman and Girl Count in Europe and Central Asia Year of publication: 2023 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) The Women Count newsletter provides the latest updates on improving gender data production and use in the region. It highlights the programme's achievements, including key events, new publications and inspiring stories that underscore the importance of gender data in shaping policies and programs to promote gender equality and achieve the Sustainable Development Goals (SDGs). 
Snapshot Report: SDGs in the UNECE Region Year of publication: 2019 Corporate author: United Nations Economic Commission for Europe (UNECE) This document provides a brief snapshot of some aspects of SDG performance in the UNECE region. It covers the SDGs that will be discussed at the 2019 Regional Forum on Sustainable Development for the UNECE region but it does not attempt to provide an exhaustive assessment. It only uses the available information in the UN SDG Global Database and the sources referenced there to illustrate a selected number of SDG issues. In a very few cases, when no data is available from this database and associated sources, information from other international organizations is used to provide some context to the discussions. 
The United Nations Matters: Teacher’s Handbook Year of publication: 2012 Corporate author: United Nations Association - UK (UNA-UK) | UK National Commission for UNESCO This resource pack has been created to support Key Stage 3 and 4 Citizenship (England) and Education for Sustainable Development and Global Citizenship (Wales). It is also relevant to Learning for Life and Work (Northern Ireland), One Planet and Sustainable Development (Scotland), as well as Geography; History; Local and Global Citizens; Personal, Social, Health and Economic Education; Politics; and Religious and Moral Education. The pack supports the ‘Global Dimension’ in all parts of the UK.This resource aims to develop students’ awareness and understanding of the United Nations (UN) system and the global issues it tackles. It encompasses five lessons that can either be run as a full scheme of work or used independently. 
Education in a Post-COVID World: Towards a Rapid Transformation; Europe and Central Asia Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT survey’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022.