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Social and Emotional Learning Training Manual Année de publication: 2020 Auteur institutionnel: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material is the training manual of the social and emotional learning training programme organised by the Chinese Ministry of Education and UNICEF. It mainly discusses what is social and emotional learning and its significance, as well as the content of the programme. 社会情感学习培训手册 Année de publication: 2020 Auteur institutionnel: China. Ministry of Education | United Nations Children's Fund (UNICEF) 本材料是中国教育部与联合国儿童基金社会情感学习项目系列资源的培训手册的第一册。主要介绍社会情感学习的概念及意义，以及项目实施内容。 
Social and Emotional Learning Manual on School Climate Année de publication: 2020 Auteur institutionnel: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material is a guide for school leaders and teachers to promote a positive school climate that supports children's social and emotional learning. It talks about the relationship between school climate and school environment, the key elements of school climates etc. 社会情感学习学校氛围指导手册 Année de publication: 2020 Auteur institutionnel: China. Ministry of Education | United Nations Children's Fund (UNICEF) 这份材料是社会情感学习项目中学校氛围指导手册，包括学校氛围的构成要素及作用等，旨在为学校校长和教师在全校范围内推进学校氛围提供针对性的指导和参照。 
Technical and Vocational Education and Training for Disadvantaged Youth Année de publication: 2021 Auteur institutionnel: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET.This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at ‘4As’: availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network. 
Introducing the Global Goals Auteur institutionnel: United Nations Children's Fund (UNICEF) Learners can explain what the Global Goals for Sustainable Development are, why they are important and how they relate to the learner her/himself. 
Guidance on Integrating the Environment and Climate Change in Processes for United Nations Sustainable Development Cooperation Frameworks Année de publication: 2021 Auteur: Henrieta Martonakova Auteur institutionnel: Issue-based Coalition on Environment and Climate Change The guidance, which benefits from the diverse expertise of the 18 member organizations of the Coalition, looks at mainstreaming environmental and climate change considerations into the different stages of preparing the UNSDCF: The roadmap for a new cooperation frameworkThe common country analysisThe cooperation framework designThe cooperation framework implementationCooperation framework monitoring and evaluation The guidance looks deeper into mainstreaming the environment and climate change into a series of development priorities: human rights, including children’s rights and the rights of women; economic and trade development, including innovations, SMEs and decent work; food security and agriculture; infrastructure and sustainable use of resources, including energy, water and waste management; quality education; good health; good governance; and disaster reduction and conflict prevention. 
The global goals debate Auteur institutionnel: 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 
Sustainable Development in the European Union: Monitoring Report on Progress Towards the SDGs in an EU Context (2021) Année de publication: 2021 Auteur institutionnel: European Union (EU) Sustainable development is firmly anchored in the European Treaties and has been at the heart of European policy for a long time. The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), adopted by the UN General Assembly in September 2015, have given a new impetus to global efforts for achieving sustainable development. The EU is fully committed to playing an active role in helping to maximise progress towards the Sustainable Development Goals. This publication is the fifth of Eurostat’s regular reports monitoring progress towards the SDGs in an EU context. The analysis in this publication builds on the EU SDG indicator set, developed in cooperation with a large number of stakeholders. The indicator set comprises 102 indicators and is structured along the 17 SDGs. For each SDG, it focuses on aspects that are relevant from an EU perspective. The monitoring report provides a statistical presentation of trends relating to the SDGs in the EU over the past five years (‘short-term’) and, when sufficient data are available, over the past 15 years (‘long-term’). The indicator trends are described on the basis of a set of specific quantitative rules. This 2021 edition also shows some of the early impacts of the COVID-19 pandemic that are visible in Eurostat’s official statistics. 
Gender Equality and Empowerment of Women and Girls in the UK: Meeting the Challenge of the Sustainable Development Goals Année de publication: 2016 Auteur: Holly Dustin | Helen Mott | Nicola Waterworth | Gillian Cowell | Janet Veitch Auteur institutionnel: British Council This research provides the first stocktake of gender equality in the UK from the perspective of the UN’s Sustainable Development Goals (SDGs), the 17 goals adopted by world leaders in 2015 in order to end poverty, protect the planet and ensure prosperity for all.It focuses on the UK’s successes towards achieving gender equality, as well as gaps and priorities for further action in five key areas: participation, power and leadership; education; economy; justice and violence against women and girls and culture (including arts, sports and technology). There are many examples of good practice from the UK, such as strong legislation, data gathering and structures. However, the research also concludes that women and girls continue to lag behind men and boys on key rights, opportunities and well-being, with men over-represented in almost all positions of power and decision-making. It also explores the impact of international linkages and collaboration to determine whether as the UK’s cultural relations organisation, there is a role for the British Council in this.