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The purpose of this paper is to reflect on the adequacy of UNESCO policy in the UN Decade of Education for Sustainable Development. People working in the informal economy in the Global South are looked at as a starting point.

The paper examines UNESCO/UNEVOC documents, the UNIFEM report on the “Progress of the World's Women”, development literature, and case scenarios from Southern Africa.

There is a mismatch between policy and the reality on the ground. Changes in policy and provision are necessary if a social justice agenda is to be met.

The approach to TVET planning and provision should shift in three ways: from an emphasis on the formal to the informal economy; from work defined as employment to work as livelihood activities; and from sustainable development to sustainable livelihoods. The paper argues that five conditions should be met so that TVET can begin to include workers from the informal economy.

The paper defines “work” more inclusively, focuses on education and learning in the informal economy, and challenges notions of sustainable development in favour of sustainable livelihoods.

This article provides an introduction and assessment of the English and Spanish literatures on gender relations in disaster contexts. We analyze regional patterns of differences and similarities in women’s disaster experiences and the differing research questions raised by these patterns in the scholarly and practice‐based literature. The analysis supports the claim that how gender is theorized makes a difference in public policy and practical approaches to disaster risk management. We propose new directions in the field of disaster social science and contribute a current bibliography in the emerging gender and disaster field.