Sexuality education in Ghana: new evidence from three regions: fact sheet
This fact sheet presents evidence from a study conducted in Greater Accra, Brong Ahafo and Northern regions in 2015.
This fact sheet presents evidence from a study conducted in Greater Accra, Brong Ahafo and Northern regions in 2015.
This report provides a descriptive bibliography of evaluated Comprehensive Sexuality Education (CSE) interventions targeting learners aged 8-12 and implemented in sub-Saharan Africa and globally.
School-Related Gender-Based Violence (SRGBV) is a global phenomenon that has the potential for serious and significant effects on students’ well-being and performance.
Young people in every society constitute both the current and potential human capital of a nation’s development. In order to ensure that young people have a fulfilling sexual and reproductive life, appropriate investments must be made in their health and socio-economic well-being.
Adolescent health and development are key foundations for a country's economic development and political stability.
This sourcebook documents and analyzes a range of government-led school meals programs to provide decision-makers and practitioners worldwide with the knowledge, evidence and good practice they need to strengthen their national school feeding efforts.
CONTEXT: Age at sexual debut, age at first marriage or first union and age at first birth are among the most widely used indicators of health and well-being for female adolescents.
Since March 2014 the Canadian Government has been funding the project ‘WASH in Schools for Girls: Advocacy and Capacity Building for MHM through WASH in Schools Programmes’.
Preventing Child Marriage in the Commonwealth: the Role of Education is the latest in a series of reports written by the Royal Commonwealth Society and Plan UK as part of our collaboration to end child, early and forced marriage in the Commonwealth.
How do Kenya, Nigeria and the UK deal with girls who get pregnant at school in terms of: (1) what the policy is around when they should leave school to have their baby, and whether this is actually implemented; (2) whether formal education is provided while they are away having their babies, how