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YEM Project Knowledge Resources

Here you can find UNESCO publications developed as part of the YEM Project.

 


Global education monitoring report 2022: Gender report, deepening the debate on those still left behind

The 2022 Gender Report presents fresh insights on progress towards gender parity in education with respect to access, attainment and learning. It showcases the results of a new model that provide coherent estimates, combining multiple sources of info ...

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When schools shut: Gendered impacts of COVID-19 school closures

This UNESCO global study exposes failure to factor in gender in COVID-19 education responses and widening gaps in access to quality education following school closures. Citing some 90 countries, the study shows that despite governments' and partn ...

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More Women in ICT

UNESCO-UNEVOC Promising Practice
The ICT sector has grown rapidly in recent decades, and with continued expansion forecast, it is an area of high employability and opportunity. In Chile, and indeed globally, however, there is a large gender gap. Just 5% of those working in ICT in Ch ...

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UNESCO-UNEVOC virtual conference: Understanding the causes of gender disparities in STEM-related TVET

Science, technology, engineering and mathematics (STEM)-related technical and vocational education and training (TVET) has a potentially significant role to play in providing the skills and competencies required to support innovation, productivity an ...

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Boosting gender equality in science and technology

A challenge for TVET programmes and careers
While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represen ...

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Development of female entrepreneurship

UNESCO-UNEVOC Promising Practice
iHUB’s Programme for the Development of Female Entrepreneurship is the first initiative in Ukraine to support women in business creation, from the initial idea to the set-up of a working business. It covers both knowledge and practical support, inc ...

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I'd blush if I could

Closing gender divides in digital skills through education
This publication seeks to expose some of these biases and put forward ideas to begin closing a digital skills gender gap that is, in most parts of the world, wide and growing. Today, women and girls are 25 per cent less likely than men to know how to ...

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Institution guidelines: guidelines for inclusive and gender responsive training delivery in technical and vocational training colleges

Ensuring an inclusive and gender-responsive learning environment is a goal of technical and vocational institutions in Malawi. Outlined are guidelines intended for administrators and instructors in technical, entrepreneurial and vocat ...

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Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM)

Girls’ under-representation in science, technology, engineering and mathematics (STEM) education is deep rooted and puts a detrimental brake on progress towards sustainable development. We need to understand the drivers behind this situation in o ...

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Transforming lives through code training

UNESCO-UNEVOC Promising Practice
Laboratoria, a Lima-based web development company, observed a lack of female software developers in Peru and decided to set up a six-month training course for women, called Code Academy. The course is offered exclusively to young women from low-incom ...

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Empowering rural women through ICT in TVET

UNESCO-UNEVOC Promising Practice
In India, women from rural communities often have little say in family and community decision-making. Skills development is a recognized medium of empowerment. However, access to TVET remains a challenge to a majority of those living in rural India. ...

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Global Education Monitoring Report - 2016 (Gender Review)

Gender Review, creating a sustainable future for all
The Gender Review discusses global and regional trends in achieving parity in education access, participation and completion and in selected learning outcomes, stressing that there is much room for progress. It then shifts to an evidence-based discus ...

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