The school re-entry guidelines are organized into four chapters. Chapter one discusses the background, rationale, legal and policy context. Chapter two outlines the goal, objectives, target groups, scope and the guiding principles of the guideline.
The aim of this commentary is to highlight sub-Saharan Africa’s CSE curriculum adaptation and implementation challenges and recommend areas for improvement.
Background: The youths in Zambia have limited access to information concerning Sexual Reproductive Health (SRH) and this puts them at risk of unwanted pregnancies.
The Standard Operating Procedure for the Prevention, Containment and Management of COVID-19 in Schools and School Communities provides guidelines for all administrators on the approved steps that must be taken to prevent the spread of, and manage cases of COVID-19 within the basic education secto
A series of posters with advice for safe school reopening.
This plan has been developed to establish operational procedures for preparedness and response to COVID-19 based on risks identified by the Ministry of Health (MoH) and the World Health Organization (WHO) and other emerging context-based criteria.
The COVID-19 Education Response Plan is the government of Liberia national emergency response and recovery plan based on analysis, consultation and inclusive participation of stakeholders within the sector including development partners, civil society, implementing INGOs and NGOs as well as priva
These guidelines provide clear and actionable guidance on measures for physical re-opening safe operations through prevention, early detection, and control of COVID-19 in educational institutions.
This Response Plan targets learners and teachers in basic education institutions with a focus to most vulnerable and poor learners in the Kenyan school system including learners with special needs and disabilities.
UNFPA-ESARO contracted with an independent consultant to review the existing literature relating to adolescent rites of passage and initiation ceremonies in four countries in Southern Africa (Malawi, Eswatini, South Africa and Zambia), to assess the impacts of these rites on young people in those