Connect with Respect is a curriculum tool to assist teachers. It draws on research on violence prevention, gender norms, and the programmatic experience of school-based interventions.
Teachers play a fundamental role in the promotion and successful implementation of school health services.
This paper updates the evidence of the mutualistic relationship between education and health and serves as a post-COVID-19 call for action to enhance the health and well-being of learners and teachers at school towards transformative education in the Asia-Pacific region.
Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools.
What is the potential of the main public institutions? What barriers exist in society to promote comprehensive sexual education?
UNESCO commissioned a study to explore how national comprehensive sexuality education (CSE) programmes affect learners’ relationships in five countries: Argentina, Armenia, Lao PDR, Namibia and Nigeria. This study had two objectives:
In view of the important relationship between happiness and the quality of education, in June 2014 UNESCO Bangkok launched the Happy Schools Project.
Family life education (FLE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality and family formation.
This report is the result of a study to estimate the cost of implementing the SETARA adolescent CSE programme in the three cities of Denpasar, Semarang and Lampung in Indonesia. It found that in the startup phase, implementing SETARA in a school costs between USD 10-15 per student.
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.