Children’s voices in times of COVID-19: continued child activism in the face of personal challenges
This research was conducted in March and April 2020 to explore children and young people’s reflections and perceptions on the COVID-19 outbreak.
This research was conducted in March and April 2020 to explore children and young people’s reflections and perceptions on the COVID-19 outbreak.
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.
Global investments in girls’ education have been motivated, in part, by an expectation that more-educated women will have smaller and healthier families.
As part of Western European development aid policy, comprehensive sexuality education (CSE) is increasingly promoted in resource-poor countries. This paper engages with CSE promotion in Bangladesh funded by the Dutch Government.
This paper elucidates evidence which underscores anxieties and panic about sexuality and sexual behaviour of young people influenced by movements advancing a distinct religious identity, and the implications for advocacy on advancing Sexual and Reproductive Health and Rights (SRHR).
Background: Many adolescent girls in low-income and middle-income countries lack appropriate facilities and support in school to manage menstruation. Little research has been conducted on how menstruation affects school absence.
In 2007, the Government of Bangladesh incorporated a chapter on HIV/AIDS into the national curriculum for an HIV-prevention program for school students.
With high rates of early marriage, especially among girls, a significant proportion of adolescents in Bangladesh need sexual and reproductive health services (SRH), including contraceptive information and services.
Objectives: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE.
Background: School health promotion programs implemented in different countries have experienced varying degrees of success. Their success rate depends on various factors such as adaptation with the local charactristics of communities.