Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial - for affected populations including refugees.
The degree to which evidence-based program outcomes are affected by modifications is a significant concern in the implementation of interventions.
This document is designed to bring attention to the dynamics of the school community and infer policy implications to support that community.
Summary Points: There is an absence of guidance, facilities, and materials for schoolgirls to manage their menstruation in low- and middle-income countries (LMICs).
A lack of adequate guidance on menstrual management; water, disposal, and private changing facilities; and sanitary hygiene materials in low- and middle-income countries leaves schoolgirls with limited options for healthy personal hygiene during monthly menses.
Samata works with 64 schools across 49 villages in two districts of Bagalkot and Bijapur in northern Karnataka.
According to the theory of change that underlies the Samata programme, one important factor in keeping girls in school is to reduce gender-based violence by their male peers. This brief explains how Samata works with adolescent boys.
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.
The provision of good quality education in public sector schools in South Africa is intrinsically linked to the health, wellbeing and productivity of educators employed in this sector.
This report documents progress on implementation of a Swedish International Development Cooperation Agency (Sida)-funded UNESCO project that aims to strengthen sexuality education programmes for young people in school settings in Zambia.