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“Participating in the Second Chance Education and Vocational Learning Programme has made me confident,” says Bulbul Akter, 24, a seamstress, turkey farmer and community outreach volunteer from Ukhiya Cox’s Bazar. “Now, I am known to my relatives and neighbours as a self-reliant woman. I am contributing to my family and the wider community, and I can support my daughter’s studies. I have requested that my two sisters also enrol in this programme.”
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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.
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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.
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This decision tree helps organizations working on violence against women migrant workers decide when and how to best collect data on women migrant worker’s experiences of violence and their access and use of relevant services.
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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.
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Pressure has been building on addressing the needs of conflict-related sexual violence (CRSV) survivors in Sri Lanka, but political will is needed to deal with CRSV in a cohesive manner. The proliferation of National Action Plans and policies does not ensure their implementation. Resources need to be allocated for the specific needs of CRSV survivors to be addressed. Cases of CRSV must be documented in a more systematic manner, maintaining the confidentiality of the survivor, so that...
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“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.”...
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The report specifically calls upon the Government of Afghanistan to acknowledge the commission of wartime atrocities, develop protection programs and support services for victims and witnesses of attacks against women, and foster an institutional culture in which women’s participation in the justice system, whether professionally or personally, is promoted and encouraged.
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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.
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UN Women Afghanistan Newsletter Issue No. 1
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Tailoring, embroidery, tie-and-dye, sujani (kaatha work) and carpet making are all done by women workers, who have little formal training and education.
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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.
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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.