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Gender-inclusive peace processes: Strengthening women’s meaningful participation through constituency building
This report on the proceedings of the global conference “Gender-inclusive peace processes: Strengthening women’s meaningful participation through constituency building” explores current challenges, best practices, and recommendations on how best to leverage the practice of constituency building to further gender-inclusive peace.
Marking the 20th anniversary of UN Security Council Resolution (UNSCR) 1325 (2000), UN Women, Wilton Park, the Elders and the UK Foreign, Commonwealth and Development Office, with support from the Government of Germany, convened a high level virtual conference that brought together over 60 experienced peace practitioners, policy makers, women peacebuilders from the region and other regions and multilateral officials to discuss opportunities and challenges for women’s meaningful inclusion in peace processes in the Arab world. The report outlines key points raised by participants throughout the virtual convening, as well as recommendations to enhance women’s inclusion in mediation and conflict resolution processes in the region.
This brief addresses the importance of women’s full, equal, and meaningful participation to an effective pandemic response and to peacemaking efforts, and how the women, peace and security agenda can provide a critical framework for inclusive decision-making and sustainable solutions. It also provides preliminary analysis of the impact of COVID-19 on women’s participation in ceasefires and peace processes and offers a series of recommendations, including on “building back better”.
The Global Guidance, developed by UN Women and UNESCO, provides key information to governments, policy-makers, teachers, practitioners and civil society who wish to take concrete action against school-related gender-based violence. It introduces approaches, methodologies, tools and resources that have shown positive results in preventing and responding to gender-based violence in schools settings. It should contribute to further promote the generation of knowledge, evidence and standards of response against this pervasive problem.