Teachers’ conflicting cultural schemas of teaching comprehensive school-based sexuality education in Kampala, Uganda
Teachers can feel uncomfortable teaching sexuality education when the content conflicts with their cultural values and beliefs.
Teachers can feel uncomfortable teaching sexuality education when the content conflicts with their cultural values and beliefs.
This report presents findings from a research activity investigating the cultural and contextual relevance of Connect with Respect, a teaching intervention devised to advance teaching for the prevention of gender-based violence (GBV).
With a human immunodeficiency virus (HIV) prevalence of 2.1% among 15–24 year olds, opportunities for further integration of sexual and reproductive health (SRH) and HIV prevention services for young people in Uganda exist.
The Country Cases Series are developed within UNFPA's project “Out-of-School Comprehensive sexuality education for those left furthest behind” in Colombia, Ethiopia, Ghana, Iran and Malawi, with the financial support of Norway.
The Country Cases Series are developed within UNFPA's project “Out-of-School Comprehensive sexuality education for those left furthest behind” in Colombia, Ethiopia, Ghana, Iran and Malawi, with the financial support of Norway.
The Country Cases Series are developed within UNFPA's project “Out-of-School Comprehensive sexuality education for those left furthest behind” in Colombia, Ethiopia, Ghana, Iran and Malawi, with the financial support of Norway.
The Democratic Republic of Congo’s (DRC) youth (aged 10-24), consisting of 31% of the country’s population, presents a powerful opportunity for accelerated economic growth and innovation.
This policy lays down the mandate, goal and objectives of school feeding in Namibia and establishes the principles governing the planning, implementation and management of the Namibian School Feeding Programme (NSFP).
This article analyses the responses to bullying-related questions in the contextual questionnaires of pan-Canadian and international large-scale assessment studies in which Canadian students have participated.
Educating girls has been argued to be a key contributor to a healthier and more affluent nation.