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Intersectionality Resource Guide and Toolkit. An intersectional approach to leave no one behind

UN WOMEN
UN PRPD
2022

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The Resource Guide and Toolkit has been developed to help both organizations and individual practitioners and experts to address intersectionality in policies and in programmes. It may be used by individuals or teams to assess their own knowledge, attitudes, and practice, at a programme level as a supplement to existing design, adaptation, and assessment processes or at policy level to better understand and address the different and intersecting effects of policy on marginalised persons.

This Resource Guide and Toolkit emerged from an identified need to use an intersectional approach that included people with disabilities in all their diversity in the development, implementation and evaluation of policies, programmes, advocacy and inter-governmental processes. However, the authors and collaborators realised that an effective intersectionality resource needed to go beyond a focus on specific intersecting identities, such as disability and gender, as this would still exclude those who are most marginalised

Making the SDGs count for women and girls with disabilities

UN WOMEN
July 2017

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"In line with several critical areas under thematic review at the High-level Political Forum on Sustainable Development in 2017, this brief underlines the need to mainstream disability into all efforts to achieve gender equality and women’s empowerment (SDG 5); highlights key issues for ending poverty (SDG 1) and ensuring healthy lives (SDG 3) for women and girls with disabilities; and calls for closing data gaps on gender and disability"

Issue brief: Making the SDGs count for women and girls with disabilities

UN WOMEN
2017

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The 2030 Agenda for Sustainable Development provides global opportunity and obligation to work towards achieving the Sustainable Development Goals (SDGs) for all women and girls, and address the rights and demands of women with disabilities as a matter of priority. This brief underlines the need to mainstream disability into all efforts to achieve gender equality and women’s empowerment (SDG 5); highlights key issues for ending poverty (SDG 1) and ensuring healthy lives (SDG 3) for women and girls with disabilities; and calls for closing data gaps on gender and disability.

The brief provides the following at a glance facts about women and girls with disabilities:

  • One in five women live with a disability globally
  • An estimated one in four households has a person with disabilities
  • Women are more likely than men to become disabled throughout the course of their lives
  • Women comprise up to three-quarters of persons with disabilities in low and middle-income countries
  • Prevalence of disability is higher among marginalised populations and people in rural areas.

Education 2030 Incheon Declaration And Framework for action towards inclusive and equitable quality education and lifelong learning for all

WORLD EDUCATION FORUM 2015
2015

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UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

 

Action and commitments required to implement the agenda are presented.

17 fact sheets on gender-related aspects of HIV/AIDS | Resource pack on gender and HIV/AIDS

UNAIDS Inter-Agency Task Team on Gender and HIV/AIDS
2005

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These fact sheets aim to provide policy makers with concise information about gender related aspects of the HIV/AIDS pandemic. They deal with core facts and issues in thematic areas and are underpinned by an analysis which clarifies how gender issues are fuelling the crisis. Each theme presents a self-contained set of issues and recommendations and many of the themes are interlinked. All of them are connected by a concern to promote a gender-enlightened and comprehensive response to HIV/AIDS and its impacts

Women 2000 and beyond [formerly Women 2000]

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Aims to promote the goals of the Nairobi Forward-Looking Strategies for the Advancement of Women. Discusses women and development. Each issue has a different theme relating to women, and includes useful statistics
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