The authors examine the effects of HIV-infection on school attendance in Zimbabwe using recent nationally representative data of 11,673 children aged 6–18 years. They employ a non-linear multivariate decomposition approach to examine how HIV affects gender gaps in school attendance.

In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and variations of sex characteristics.

Since the beginning of the COVID-19 epidemic in the DRC, the Social Sciences Analytics Cell (CASS) has conducted integrated analyses of the impact of the pandemic and response on the health, protection, and economic security of communities.

COVID-19 has resulted in Ministries of Education across the world, including Namibia, having to Re-think, Re-imagine, Re-innovate and Re-design the provisions of education in a way that best meets the needs of all learners and teachers.

The global COVID-19 pandemic has disrupted all aspects of young people’s lives, including their schooling, livelihoods and gender relations, as well as their access to youth-friendly sexual and reproductive health (SRH) services.

The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing.

The response to the Covid-19 pandemic raises a question about the role of national curriculum frameworks in acquiring and applying knowledge about hygiene and prevention of disease.

These Guidelines are to help Regional and District Directors of Education as well as Heads of Schools to operate safely in the country. It is important to note that the broad guidelines outlined in this document are a general guide and must be

This 2019-2020 Biennial Report builds on data and inputs collected by the African Union and its partners gathered in the HGSF Cluster, including WFP, UNICEF and FAO.

Comprehensive sexuality education (CSE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality.