Safe to learn: what do teachers think and do about violence in schools?
Around 35,000 teachers, 81% of whom were from Latin America, were surveyed for a UNESCO study as part of the Safe to Learn initiative to end violence in schools.
Around 35,000 teachers, 81% of whom were from Latin America, were surveyed for a UNESCO study as part of the Safe to Learn initiative to end violence in schools.
Exposure to school violence has proven to be detrimental to human capital formation, but there is limited rigorous evidence about how to tackle this pervasive issue.
This report presents the findings and recommendations of a baseline study conducted for Our Rights, Our Lives, and Our Future (O3 plus), a UNESCO-SIDA supported project which is being implemented at the university level in Tanzania from 2021 to 2022.
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.
In 2021-22, Education International (EI), with the technical support of Gender at Work (G@W), implemented a nine-month learning cycle to build further momentum among education unions in Africa to take action to end School-Related Gender-Based Violence (SRGBV).
This report summarises lessons learned by the GEC since the outbreak of the COVID-19 pandemic in early 2020. It also outlines the ‘principles’ which have guided action planning at every level and provides a timeline (including phases of response management) for effective action.
Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children’s Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education.
This is a 5-day training course on preventing school-related gender-based violence (SRGBV). The course materials have been drawn up for use by training facilitators throughout the training course, which may be provided online or in-person.
This research, conducted by the Centre for Health Ethics Law and Development (CHELD) sought to assess the level of male engagement by Women’s Rights Organisations (WROs) involved in the campaign against sexual violence in Nigerian tertiary institutions.
To capitalise on its vast portfolio of 41 projects, operating across 17 countries, the Girls’ Education Challenge (GEC) has compiled a wealth of project learning regarding key interventions related to girls’ education.