Практическое руководство «Предотвращение дискриминации обучающихся и работников образовательных организаций, живущих с ВИЧ» адресовано руководителям и педагогическим работникам образовательных организаций.
Grupos clave de población joven
In order to better address SRHR care access needs for young women and adolescent girls in humanitarian settings, greater insight is required into the needs and experiences of this population.
New research shows why bisexual and pansexual youth need comprehensive sexuality education that meets their needs. Comprehensive sexuality education (often referred to as CSE) is important to prepare young people for safe, productive, and fulfilling lives.
Out-of-school CSE holds the promise of reaching those left behind. In each of the countries, locally adapted interventions consider the needs, life experiences and vulnerabilities of left-behind groups of young people.
Comprehensive sexuality education (CSE) seeks to improve young people’s knowledge, attitudes and practices in relation to sexual and reproductive health, sexual and social relationships, and dignity and rights.
This report describes the HIV epidemic among young people from key populations in the region, takes stock of HIV programmes for such people, and pinpoints the priority actions that will speed up progress towards ending the AIDS epidemic as a public health threat in the region.
IGLYO created an online survey that was translated into 15 different languages, with over 17.000 participants (aged between 13 and 24) completing the questionnaire. Complementary to the survey, IGLYO conducted 20 interviews to further explore the topic of inclusive education.
As of fall 2019, over 11 million undergraduate and 3 million graduate students were enrolled in four-year or graduate universities.
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential.
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy.