With 1.8 billion young people aged 10-24 years in the world today, the cohort of adolescents and youth is the largest in history.

This guidance is structured into five sections. Section 1: A global opportunity This section explains the global interest in supporting MHH through development and humanitarian programming under the SDGs.

This document provides guidance for staff from UNICEF Supply Division and Programme Division (WASH, Education, and Protection sections) on the selection and procurement of appropriate materials and supplies for menstrual hygiene management, particularly during humanitarian response.

This study is the first nationally representative, comprehensive assessment of the school meal programs since the updated nutrition standards for school meals were phased in beginning School Year 2012-2013.

The PLSSE is divided into four domains: context for sex education, professional disposition, best practices, and key content areas. Each domain includes indicators related to educator’s knowledge of content, familiarity with teaching methods, and understanding of best practices.

Comprehensive sexuality education (CSE) is a key component of efforts to improve sexual and reproductive outcomes for young people. While many governments have established policies and curricula for CSE, there are no quantitative measures of the quality of their implementation in schools.

Adolescent girls in the Dominican Republic are being denied their sexual and reproductive rights, including access to safe abortion.

The IFMSA acknowledges the relevance of Comprehensive Sexuality Education for ensuring the respect to sexual and reproductive rights in the different stages of the life cycle.

The report on adolescent bodily integrity and freedom from violence is one of a series of short baseline reports focused on emerging mixed-methods findings from the Gender and Adolescence: Global Evidence (GAGE) longitudinal study baseline data collection.

Despite strong theoretical grounding, important gaps in knowledge remain regarding the degree to which there is a causal relationship between education and sexual and reproductive health, as many claims have been made based on associations alone.