Comprehensive sexuality education: the challenges and opportunities of scaling-up
This report builds on a programme of work on sexuality education for young people initiated in 2008 by UNESCO.
This report builds on a programme of work on sexuality education for young people initiated in 2008 by UNESCO.
Personal Social Health and Economic (PSHE) education is a non-statutory school subject designed to facilitate the delivery of a number of key competencies relevant to health, safety and wellbeing.
Children who have grown up with HIV are becoming adults. Some young people are also becoming infected with HIV. This means that services that work with both children and adults with HIV need to be able to support teenagers and young adults.
Thanks to advances in HIV treatment, children who were born with HIV are now living into adulthood. Services working with children and adults living with HIV have needed to adapt to support this cohort of young adults with lifelong HIV infection.
Costing and cost-effectiveness data for HIV prevention programmes are important tools for decision-makers.
This report examines the impacts of HIV on the care choices of children, exploring how HIV affects whether or not children can remain within parental care, and on the alternative care options open to them.
In Macedonia there is a need for introducing sexuality education in schools. This finding is a result of a research determining the needs of the parents, teachers and students, and reviewing the current school curricula.
This report sets out findings of a research study designed to establish current levels of sex and relationships education (SRE) provision in further education (FE) and sixth form colleges.
Almost 1,500 school leaders, school governors and parents of school-aged children were asked for their views on the current provision of SRE and how the topic should be delivered in future. Key findings.
This report presents the findings of a research study that made a specific investigation into the SRE needs of young people aged 16 to 19 with learning disabilities. The study comprised four focus groups carried out with young people aged 16 to 19 with learning disabilities.