This Report sets out the current context for Social, Personal and Health Education (SPHE) in Chapter Two.

Nigeria, situated in West Africa with a population of about 178 million people, is the most populous African Nation. Over 60 per cent of this population are young people, hence the country can be described as youthful which is a crucial resource for growth and development.

This policy applies to all people who provide and support learning in schools and senior secondary schools (colleges) and early learning settings including Child and Family Centres, Early Childhood Intervention Services (ECIS) and child care facilities.

Violence against women and girls is an unacceptable violation of basic human rights. It also is so widespread that ending it must be a global public health priority. An estimated one in three women is beaten, coerced into sex or otherwise abused by an intimate partner during her lifetime.

In 2010/2011 the Provincial Government of the Western Cape (PGWC) in partnership with the United Nations Office on Drugs and Crime (UNODC) Southern Africa tasked the Alcohol and Drug Abuse Research Unit at the South African Medical Research Council with conducting a survey in order to determine t

This step-by-step guide is intended to clarify intent and procedures for conducting searches and testing
for drugs on school premises. For parents/guardians and learners, it addresses some of the common questions
and concerns, and outlines their rights and responsibilities.

Choosing the best approach to drug education is a key task for all stakeholders in the field of prevention. This proposal aims to reduce repetition and minimize class disruptions whilst ensuring that effective drug prevention programmes are in place.

Alcohol and drug abuse is a global challenge, which has detrimental effects on the health, wealth and security of nations. Its impact is being felt in schools in South Africa and is compromising the quality of teaching and learning and the safety of learning spaces.

This briefing paper sets out what schools need to know about caffeine use by children and young people. It includes case studies of two schools (primary and secondary) who found that caffeine and energy drinks use was a problem for their pupils and how they addressed this.

When schools and teachers think about ‘drugs’, they may often initially focus on incidents on school grounds and how to respond to them, students at risk of using substances, or perhaps about drug education.