School-based sexuality education in Tanzania: a reflection on the benefits of a peer-led edutainment approach
School-based sexuality education in Tanzania often does not meet learners’ needs.
School-based sexuality education in Tanzania often does not meet learners’ needs.
L’AFD développe une série de fiches didactiques intitulée « Droits humains et développement ». Outre leur vocation d’information et de valorisation, elles sont des outils d’aide à l’intégration de l’approche fondée sur les droits humains (AFDH) pour les acteurs du développement.
This mandatory Relationships and Sexuality Education (RSE) Code supports schools to design their RSE. The content is set within the context of broad and interlinked learning strands, namely: relationships and identity; sexual health and well-being; empowerment, safety and respect.
Young people with disabilities have the same sexual and reproductive health needs and rights as their peers without disabilities.
Connect with Respect is a curriculum tool to assist teachers. It draws on research on violence prevention, gender norms, and the programmatic experience of school-based interventions.
This report is the result of a study to estimate the cost of implementing the SETARA adolescent CSE programme in the three cities of Denpasar, Semarang and Lampung in Indonesia. It found that in the startup phase, implementing SETARA in a school costs between USD 10-15 per student.
The sanitary and economic shocks caused by the COVID-19 pandemic brought about the most significant disruption in the history of the education sector in Latin America and the Caribbean region, leading to school closures at all levels and affecting over 170 million students throughout the region.
This toolkit has been designed as a resource and a guide to support the integration of a gender transformative approach (GTA) into sexual and reproductive health and rights (SRHR) programmes and organisations. It consists of five modules published between 2019 and 2021.
Comprehensive sexuality education (CSE) promotes young people’s healthy sexual decisions. This study assessed the level of provision of CSE in schools in ten sites in six Southern African countries from the perspectives of learners and teachers.
The primary aim of TEACH-RSE was to explore the role of teacher professional learning and development in achieving the first of the National Sexual Health Strategy’s goals of ensuring that all people living in Ireland receive comprehensive and age-appropriate sexual health education.