CSW65 Reports
Commission on the Status of Women 65th Session
GWI Reports
Reporting is critical to the legacy of CSW65 and future advocacy work! All GWI representatives to CSW65 are encouraged to submit reports of sessions attended. A thematic summary of reports can be found HERE. This comprehensive summary is available worldwide with Calls to Action for governments, public and private sectors, educational institutions, and other NGOs stemming from CSW65.
Your reports are important! This year we will offer an easy-to-complete report template.
TerryOudraad
Ms.Oudraad GWI-NL Women’s Empowerment through Education and Training in the Digital Age, March 6 , Parallel Event International Council of Women Women in power and decision-making, Women and the economy, Education and training of women SDG4 – Quality Education, SDG5 – Gender Equality Diversity in Teacher Education (2019), Women and STEM (2019), Securing increased Domestic Funding for Education to include equal and safe access to Digital Learning (2022) Core to GWI This event showcased factors of the current gender gap in innovation, technology and education, explored measures and best practices to create an enabling environment to counter gender-stereotypes related to women's empowerment and training in technological fields as well as to devise strategies and share actions that lead to gender equality and to the empowerment of women and girls such as gender responsive vocational training and capacity development programs which are critical for the achievement of gender equality and the empowerment of women and girls. Sign up to charters with local gouverments particular in Africa, also in Europe. An issue mentioned was also the pay gap for women. Need more women i leadership in Africa As always with ICW when...
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Ms.Oudraad GWI-NL Peace Education in the digital age for innovation, technological change and gender equality. Expanding empowerment in education of all women and girls om March 6, Parallel event ?? Education and training of women SDG4 – Quality Education, SDG5 – Gender Equality, SDG9 – Industry, Innovation and Infrastructure Building Peace through Women’s Education (2019), Women and STEM (2019), Securing increased Domestic Funding for Education to include equal and safe access to Digital Learning (2022) Education for women and girls at every highest possible level SDG for education is off track, digital eduation is great provided all w& g have acces to digital ie internet, However half of women & girls in the world have no acces to the internet. The COVID-19 pandemic has brought significant changes around the world, especially with regards to the roles and status of women and girls. With the transition to non-face-to-face learning and online communication, it has become increasingly important for women and girls to have access to digital literacy and technology. This is a key element in realizing the United Nations' Sustainable Development Goals (SDGs) and the Beijing Platform for Action (BPFA). But the pandemic has also increased the importance of peace education for women and girls on a digital scale, amplifying the risk of violence and exploitation through lockdowns and school closures. Under SDGs and BPFA, peace education in the digital age should aim to empower women and girls to explore the online world safely and effectively and provide appropriate opportunities to stay relevant in the era of the Fourth Industrial Revolution. This may include topics such as online safety, digital rights, and online communication technology. Moreover, peace education in the digital world should also promote gender equality, challenge gender-based violence and discrimination, as specified in SDGs and BPFA, and ultimately serve as a bridgehead for achieving sustainable peace for individuals and even countries. The digital age has made significant changes in our daily lives but has widened the gender digital gap as women and girls face greater barriers to access to technology and digital technology. Such unequal access may limit opportunities for education, information, and economic empowerment. The purpose of this parallel event was to address the challenges and opportunities presented by technological advances in the digital age, and to explain how these advances can be utilized to promote gender equality and peace education for all women and girls. However lack of womens representation only 1 in 5 in AI world is woman, 2 in 10 have jobs in ICT . Promotion of digital literacy and peace education for women and girls Resolving conflict and violence through peace education in the digital age Role of government and civil societies in the promotion of acces to digital education Continue GWI work by promoting education for all but esspecially for women and...
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Patrice Wellesley – Cole BFWG CSW67 GWI/ Graduate Women International PEs/ Parallel events Human rights of women, Education and training of women, Women and health SDG3 – Good Health and Well-Being, SDG4 – Quality Education, SDG5 – Gender Equality, SDG8 – Decent Work and Economic Growth Young Members (2016), Diversity in Teacher Education (2019), Building Peace through Women’s Education (2019), Women and STEM (2019), Securing increased Domestic Funding for Education to include equal and safe access to Digital Learning (2022), Climate Emergency – Declarations and Action Plans (2022) Empowering women through Education is the mission and vision of GWI with SDG4 – quality, inclusive education the focus of our triennial planning where the pivot is ‘ Renew snd Rebuild. ‘ Excellent talks on health , Stem education and younger members contributed led by GWI delegates – ED Stacy Dry Lara and VPs Sudha Srivastava, Shaila Rao Mistry and Shirley Gillett. This is part of our continuing Advocacy work to be marketed – some will form basis of GWI projects. Work with global funders and the UN and other like minded International...
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sutherland Scotland Post conflict Northern Ireland – HERstory of History Teaching Womens Network (TWN) Women in power and decision-making, Women and the economy, Human rights of women, Education and training of women, Violence against women, Institutional mechanisms, Women and armed conflict SDG5 – Gender Equality, SDG9 – Industry, Innovation and Infrastructure, SDG16 – Peace and Justice Strong Institutions Building Peace through Women’s Education (2019) Women's cooperation across various cultural and religious divides is a them that spreads out from IWD events and beyond Trisha Mooney starts with TWN background . About tackling the issues that having paramilitary imbedded in the communities cause. NOT about tackling the actual paramilitary member. 1171 is the start of English invasion and stripping lands; 1800s famine. thus starting Protestant Catholic conflict The1921 treaty divided the country leading to the troubles from the 1960s 1968 March against Catholic housing issues… (voting still not available to many) RUC (police) 'quelled' the disturbance. loyalists also demonstrated, and conflict started with RUC in the middle. Internment started without trial, with the majority being Catholic. Communities were segregated, and 1971 brought killings and protestants left the south. Catholics fled to the south. Many didn't recover and Theatre of Witness was set up to give women a voice. (Each woman in the room then stood and gave their lived experience – in their own words from those where were fighters to those who lost sons/husbands/neighbours and homes) a very powerful example of how the therapeutic nature of talking with those who could be seen as enemies gives women a voice. this type of inclusive event where women talk without judgement can be replicated in many areas of traditional war as well as conflict brought about by cultural difference (and for example the indigenous people trying to reclaim their roots or black lives matters campaign) look at how this style of event can be replicated in other...
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Ms.sutherland Scotland Equality and Equity in accessing decent jobs and new technology, through social dialogue. (Mon 6th parallel event) ITUC The girl child, Education and training of women SDG4 – Quality Education, SDG5 – Gender Equality Diversity in Teacher Education (2019), Women and STEM (2019), Workplace Harassment (2022) relates to the current RESCOM work and the link between education and ensuring that women and girls are not left behind by the advance of STEM and IT systems Canada has ratified C190. Still need work to enforce the harassment of women at work including working from home (as per RESCOM/Neelams sessions) Teacher training needs to understand the new world… kids are linked to screens and do not have basic writing skills. they suffer loss of attention space and cannot read long and complex docs/books. kids are making more than teachers by being 'influencers' or 'digital creators'. teachers don't understand this and cannot help with the management of exploitation that may happen. Who pays for the electricity for home workers. Are home workers ( India) being paid less or for less hours as the employers assume that child care is taking them away from their desks. build themes into RESCOM workplace harassment and STEM build themes into RESCOM workplace harassment and STEM...
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Ms.sutherland Scotland Evening Odds in Digital Education for Marginalized Women and Girls (CFUW side event) CFUW Human rights of women, Education and training of women, Women and poverty SDG4 – Quality Education Diversity in Teacher Education (2019), Women and STEM (2019) Lessons from Covid that can be used in the developing world of Digital Education in general Stephanie Hodge speaks … preparing the schools for the covid-19 closures and converting to online learning for all was a massive learning curve. However the lessons learned that can be used in climate change challenges online education gives an opportunity for expansion of inclusive online assessment. girls were less likely to return to school after the pandemic, and this gave a double disadvantage for many. Beverly Park is a school superintendent and speaks on equitable education for all. She relates Canadian and Gambian examples to contrast. evening the odds for the teachers as well as the children Shirley Randal contrasts Australia and Rwanda. Jaya gives the teachers perspective in Oz including indigenous population transferring skills and lessons learned by sharing good practice Hopefully Further work by the GWI associations involved – a webinar version of...
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Ms.sutherland scotland Engagement of religious and cultural leaders, challenges and opportunities in promoting gender equality and empowerment of rural women (parallel event Tues 7th) Women and the environment, The girl child, Human rights of women, Education and training of women, Women and poverty SDG 1 – No Poverty, SDG4 – Quality Education, SDG5 – Gender Equality, SDG6 – Clean Water and Sanitation, SDG15 – Life on Land Child Marriage (2016), Building Peace through Women’s Education (2019), Human Rights for Refugee and Refugee Women and Children (2019) With increased migration and refugees within local communities, engagement a the appropriate levels in these new communities promotes engagement and integration. The man-up campaign is a global compact working with men and boys about their rights and responsibilities. Breaking the cycle of trauma – James is from Uganda was primary teacher. man-up in Uganda starting conversations to challenge the cultural norms … where religious and local leaders' words are taken to be the truth (even where it is not) the gender equality workers were leaving them out of the conversation as they were perceived to be troublesome… workers were thrown out of schools by Bishop, who misunderstood, When they shared the curriculum with the leaders, they were allowed to continue. if the pastor says it's normal(including VAWG), then the community believes it. Hana Mosavie speaks about the engagement of leaders and the exponential growth of the population and links this to the global change speaker from the Ba'hai community (working at the consulate in NY). She talks of choice rather than male/female task allocation. It took a long time for people to believe that the earth goes around the sun… we are at a similar point about equality in general with all facets of discrimination… India had to pass a law to allow women to attend for prayers when menstruating. engaging religious leaders and changing their views leads the whole community…. much like Copernicus did way back when With increased migration and refugees within local communities, engagement a the appropriate levels in these new communities promotes engagement and integration. Sharing of lived events across various countries to educate those where new communities are developing, to ensure that unacceptable ‘cultural norms’ are not...
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Mrs.Martial Graduate Women International How Period Poverty Impacts Students and Student Athletes, 16 March 2023 Education and training of women, Women and health SDG 1 – No Poverty, SDG3 – Good Health and Well-Being, SDG4 – Quality Education, SDG6 – Clean Water and Sanitation Building Peace through Women’s Education (2019), Promoting and defending human rights of women in universities and other post-secondary forms of education (2022) The session relates the work of GWI and our NFA as period poverty severely impacts the access to education of millions of adolescent girls on Earth. In countries where they do not have access to the necessary equipment, young girls sometimes miss several days of classes per month because they cannot attend. Missing these precious hours of lessons has irrational consequences on the course of these last and their access to a quality education, thus deepening a little more the pit between the access to education of girls and boys. One in 10 women in the world is facing menstrual precariousness, which is more than 500 million women and girls worldwide. The consequences are many: some miss school and work, it can create toxic shock problems and infections because the protections used are inadequate, and it can create psychological trauma and a feeling of shame in these young women. Period poverty has several shortcomings: it can be the lack of money to buy protections, the lack of access to these protections in some countries or rural regions, or the lack of access to clean drinking water and toilets. Several speakers explained the relationship to period in their countries: I?layda Eskita?ç?o?lu Karavelio?lu, a human rights lawyer and co-founder of several NGOs, explained that in Turkey one in five women does not have access to the equipment needed to manage their rules, and that these figures tend to increase drastically because of the earthquake and its consequences – knowing that the sanitary protections have not even been recognized as material of first necessity to provide to the population by the government. Patricia Zanella, a Brazilian activist for gender equality and a social entrepreneur, recalls that in Brazil, a quarter of young girls miss school because of menstrual poverty, and more than a million of them live in places without adequate toilets and hygiene equipment. Aria Mustary an Ed.M Candidate at Harvard Graduate School of Education from Bangladesh, explains that in her country menstrual precaritis is both caused by a lack of money and a lack of education about what the rules are, and the fact that it’s a normal mechanism of the human body and not something dirty. The subject is treated in a contradictory way: on the one hand the rules remain a taboo, but on the other it is sometimes at the center of the life of women: they must for example marry as soon as they have had their first period. The same goes for Aarushi Gupta is a young menstrual health activist from Delhi, India: the rules are still struck as something dirty in her country, sometimes prohibiting women from cooking, or being in the same room as men, Social isolation can create trauma and affect women’s perception of themselves and their bodies. The session reminds us that access to the equipment necessary to manage their periods is a sine qua...
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Ms.Francis VAÖ Austria Side Event – Pushing back the push-back – Nordic solutions to online gender-based violence 1.15pm 6/03/23 Nordic Council of Ministers and Iceland Women in power and decision-making, Human rights of women, Education and training of women, Violence against women, Institutional mechanisms, Women and health SDG3 – Good Health and Well-Being, SDG4 – Quality Education, SDG5 – Gender Equality, SDG8 – Decent Work and Economic Growth, SDG16 – Peace and Justice Strong Institutions, SDG17 – Partnerships to achieve the Goal Bullying (2016), Harassment (2016), Sexual Health and Reproduction Education (2019), Women and STEM (2019), Sexual Harassment in Workplace (2019) This side event spoke to many of our key themes – 'pushback': the risk that digitalization helps expand the growing resistance to gender equality: need to act quickly to counter online gender based violence. Excellent Side-event that highlighted the Nordic Countries co-operative response to the problems and dangers that digitalization can pose to women. The Nordic countries are among the most digitized in the world. But digitalization has also helped expand a growing resistance to gender equality. The Nordic countries are known for their success when it comes to gender equality. However, gender-based violence persists particularly in Finland. The goal of the Nordic cooperation is to ensure that everyone can enjoy a life free from sexual harassment, violations, and violence. High Level Panel included:- Ms. Katrín Jakobsdóttir, Prime Minister; Iceland Ms. Sirið Stenberg, Minister of Social affairs and Culture, Faroe Islands Ms. Naaja H. Nathanielsen, Minister of Finance and Gender Equality, Greenland Ms. Paulina Brandberg, Minister for Gender Equality and Deputy Minister for Employment, Sweden Ms. Marie Bjerre, Minister for Digital Government and Gender Equality, Denmark Ms. Gry Haugsbakken, State Secretary, Ministry of Culture and Equality, Norway Mr. Thomas Blomqvist, Minister for Nordic Cooperation and Equality, Finland Moderator: Dr. María Rún Bjarnadóttir, Director for Internet Safety at the Icelandic National Commissioner for Police The Nordic Countries have established a Roadmap outlining their commitment and response to push back against gender equality push-back and the anti-gender movement. This 'Nordic Roadmap' strives to elevate a unified Nordic voice on advancing gender equality, women’s and girls’ rights, and the equal rights of LGBTI-persons internationally. It highlights prioritised thematic areas where the push-back is highly present and where counter action is needed. It includes measures and activities to be used by the Nordic countries in their work to amplify their common voice in countering the resistance and advancing gender equality, women’s and girls’ rights, and equal rights of LGBTI-persons in the long term. The Nordic Roadmap provides a 'best practice' approach that can be helpful in many countries. It also shows the benefits of a campaign that is not just one country based, but includes substantial regional co-operation. Here is a link to the Roadmap… https://www.norden.org/en/declaration/pushing-back-push-back-nordic-roadmap-advancing-gender-equality-womens-and-girls-rights I found the framework of the Roadmap a helpful way to think through the issues and possible responses. Objectives ??????1. To promote a common voice and communication across the Nordic Countries 2. To foster advocacy, alliances and cooperation (This includes to engage in constructive dialogue with organisations or countries that are part of the resistance.) 3. To exchange experiences (It is so important to share and exchange knowledge and good practice as a way to increase the support for advancing gender equality, women’s and girls’ rights,...
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Ms.Gamal Independent Member, Egypt. CSW65 Parallel Event: Women and Corruption, Friday, 19 March 2021. Women's UN Report Network (WUNRN) and Graduate Women International (GWI). Women in power and decision-making, Women and the economy, Human rights of women, Education and training of women, Violence against women, Women and poverty, Institutional mechanisms, Women and health, Women and the media SDG 1 – No Poverty, SDG5 – Gender Equality, SDG8 – Decent Work and Economic Growth, SDG 10 – Reduced Inequality, SDG16 – Peace and Justice Strong Institutions, SDG17 – Partnerships to achieve the Goal Bullying (2016), Harassment (2016), Tolerance of Minority Groups (2016), Human Trafficking (2016), Sexual Harassment in Workplace (2019) Decreasing corruption requires addressing the causes that lead to it and the role played by gender. Women and girls can be the victims or the agents depending on the situation. The session focused on addressing the gender dimensions of corruption and how they lead to depriving women of their rights particularly in fields like education, politics and economy. Male dominated communities tend to benefit men on the expense of women. The answer to that is promoting an increase in women in leadership positions and in politics to help decrease corruption and increase gender equality. The presenters discussed both effects, corruption on women and women on corruption, in private and public sectors. They highlighted the fact that numerous forms of corruption are unreported, and thus unaddressed, because of gender-related factors such as stereotyping and patriarchal norms. This drew the attention to the effect of civil societies and judicial systems in promoting gender equality and justice. Suggested means for addressing these gender dimensions of corruption include: improving diversity and inclusiveness; promoting the quality education of women and girls; empowering women economically; promoting data collection and publication; effecting accountability and transparency; adopting gender-sensitive reporting and protection mechanisms; and highlighting Gender Champions as agents of change. In addition to their life-long advocacy of women and girls' rights to quality education and economic empowerment, GWI members can adopt these suggested means of addressing the gender dimensions of corruption. NFAs can raise the awareness of their local communities to the destructive effect of corruption on their safety and sustainability. They can also highlight their local Gender Champions. GWI, through its NFAs, can collaborate with United Nations Office on Drugs and Crime (UNODC) by providing case studies of corruption and how the local communities handled them. Exchanging experiences and information could be very helpful to both...
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