Why should sexuality education be delivered in school-based settings?
This 'Sexuality education policy brief, no. 4' provides the rationale for implementing formal sexuality-education programmes in school-based settings in Europe and Central Asia.
This 'Sexuality education policy brief, no. 4' provides the rationale for implementing formal sexuality-education programmes in school-based settings in Europe and Central Asia.
This review aims to examine the core components and main definitions attributed to Comprehensive Sexuality Education, and how these components and definitions can impact implementation within different contexts and at different levels.
A two-day conference, coordinated by Sex Og Politikk, bringing together IPPF secretariat staff, as well as Member Associations (MAs) and some external stakeholders, to discuss best practices in Comprehensive Sexuality Education (CSE).
The study reviews the laws, policies and related frameworks in 23 countries in East and Southern Africa (ESA) that create either impediments to, or an enabling environment for, adolescent sexual and reproductive health and rights.
This policy brief is Part 2 of a three-part series entitled “Status of Sexual and Reproductive Health and Rights in Zambia,” reporting on progress, gaps, and existing challenges in SRH&R related to achieving Sustainable Development Goals (SDGs).
Policy Brief No. 3 ‘Introducing Sexuality Education: Key Steps for Advocates in Europe and Central Asia’ provides an overview of the most important steps for the introduction (or revision) of national in-school sexuality-education programmes and reviews of existing resources.
This document is a report of a training workshop for School Health Education Programme (SHEP) coordinators at national, regional district and school levels and selected head teachers of basic schools.
This publication was developed through an international consultation process led by UNESCO in partnership with the United Nations Office on Drugs and Crime (UNODC) and the World Health Organization (WHO), members of the UN Interagency Task Force on the Prevention and Control of Noncommunicable Di
A UNESCO tem como missão construir uma cultura de paz na perspectiva do desenvolvimento sustentável, do diálogo intercultural, do respeito às diferenças e das diversidades e da erradicação da pobreza, buscando construir espaços de educação e/ou ambientes de aprendizagem saudáveis, em que não haja
Considering the importance of CSE, the updated school curriculum has introduced it from basic education to high school education. Different universities also included CSE components in their programmes especially in faculty of education.