This implementation package comprises a suite of practical resources and tools to support the implementation of the RESPECT Women: Preventing Violence against Women Framework, which was developed by WHO, with UN Women, in 2019 and is endorsed by 12 other UN agencies and bilateral partners. The package also builds on the evidence-based entry points compiled in the predecessor, “A framework to underpin action to prevent violence against women”.

Sabiha is a student of the UN Women – DanChurchAid (DCA) Second Chance Education Learning Programme being implemented in Cox’s Bazar, Bangladesh. UN Women with its implementing partner DCA has been implementing the Second Chance Education Learning Programme in the Rohingya Refugee camp and host community in Cox’s Bazar to support women and adolescent girls through a learning programme to enhance their self-reliance and empowerment.

UN Women’s Second Chance Education and Vocational Learning Programme enables women to re-enter formal education, access vocational training, learn entrepreneurial skills, and connects them to employment and business opportunities.

This research used a mixed methods approach with a strong focus on the qualitative to investigate the diverse perceptions and experiences among the Rohingya and host communities, addressing different dimensions of empowerment, motivations and catalysts that contributed to the perceptions, attitudes, behaviours, influencing factors, and parties that drive positive and negative change.

UN Women’s Second Chance Education and Vocational Learning Programme enables women to re-enter formal education, learn vocational and entrepreneurial skills and connects them to employment and business opportunities. Since 2018, it has impacted more than 15,000 women in India from some of the poorest and most vulnerable areas.

UN Women, UNICEF and Human Rights Watch joint­ly issue this fifteenth alert to continue to highlight the gender specific impact of COVID-19 in Afghanistan. This alert focuses on the impact of the COVID-19 pandem­ic on women and girls’ education and the long-lasting consequences it will have on gender equality, women’s human rights and Afghanistan’s development and peace efforts.

“Unless we see changes in the gender and power dynamics to change gender based violence, it’s like pouring water over the back of a duck- violence will not change. School-related GBV is a fairly recent area of attention in the education community. The new SRGBV guidance provides core components of addressing GBV, and sets out safe approaches to respond and collect data. We need to see the reflection of teachers, students, parents on gender norms to change GBV in schools.”...

This report and photo-essay are aimed at sharing the "live experience" of women and girls in India and ensuring that the voices especially those remain socially, economically and geographically marginalised are meaningfully reflected in the emerging post-2015 development discourse and agenda.

UN Women Afghanistan Newsletter Issue No. 1

This policy brief is an effort to highlight key policy recommendations to address critical gender concerns in the higher education sector. The recognition and redressal of inequalities in higher education has become a matter of considerable urgency in contemporary India.

A civil society initiative coordinated by the National Alliance of Women (NAWO), the Ministry of Women and Child Development (MWCD), UNIFEM (now UN Women) and UNDP – presents recommendations to ensure that the Eleventh Five Year Plan is gender friendly.