Though there is comprehensive literature on the effectiveness of school feeding in increasing school enrollment and school attendance, little is known about its potential effect on child labor.
The global community has committed to achieving universal access to sexual and reproductive health and rights (SRHR) services, but how to do it remains a challenge in many low-income countries. Capacity development is listed as a means of implementation for Agenda 2030.
The immediate context for this financial landscape analysis is the learning crisis triggered by school closures during the COVID-19 pandemic and the shrinking fiscal space available to governments.
In addition to recurring political instability problems and the effects of the COVID-19 pandemic, Madagascar is undergoing a severe episode of famine estimated to affect half a million children under 5, which compounds issues of malnutrition already widespread in the country.
Young people in Uganda face challenges in achieving their sexual and reproductive health and rights (SRHR), such as lack of information, limited access to services, teenage pregnancy and sexually transmitted infections.
South Africa's progress towards the 95-95-95 goals has been significantly slower among adolescents living with HIV (ALHIV), among whom antiretroviral therapy (ART) adherence, retention in care and viral suppression remain a concern.
The present study considers how school violence and bullying is being addressed in Eastern and Southern Africa within policies and programmes in the region.
Violence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence.
Many SRHR programmes are delivered through a sexual risk perspective – which means emphasising the negative consequences of sexual activity, such as unintended pregnancy or sexually transmitted infections.
Reflecting on the main report “Experiences and Perceptions of Mid-adolescents, Parents and Teachers on Comprehensive Sexuality Education: A Multiple Country-based Qualitative Research Study in Bangladesh, Jordan, Burundi”, SERAC-Bangladesh along with the University of Jordan, AFPA-Burundi and Sha