This brief focuses on teachers’ gender attitudes and perceptions about adolescent sexual and reproductive health (SRH). In particular, the brief focuses on the role of teachers in influencing adolescents’ gender attitudes and behaviors.
To improve the condition of adolescents in Tanzania, several gaps in health and wellbeing programmes need to be addressed immediately or in the near term.
Young people with disabilities have the same sexual and reproductive health needs and rights as their peers without disabilities.
Comprehensive sexuality education (CSE) promotes young people’s healthy sexual decisions. This study assessed the level of provision of CSE in schools in ten sites in six Southern African countries from the perspectives of learners and teachers.
As part of its effort to advocate for girls’ education and girls’ rights, HakiElimu conducted a study in 2021 to assess Sexual and Reproductive Health and Rights education in primary and secondary schools in Tanzania mainland.
Early adolescence is a critical window for intervention when it is possible to lay a foundation for a safe transition to adulthood, before negative outcomes occur.
This report presents the findings and recommendations of the baseline survey for the UNESCO supported “Our Rights, Our Lives, Our Future (O3 PLUS)" project to be implemented in 24 HTEIs in Zambia and Zimbabwe from January 2021 to December 2024.
The Our Rights, Our Lives, Our Future (O3) programme supports delivery of good quality comprehensive sexuality education (CSE) that empowers adolescents and young people (AYP) and builds agency, while developing the skills, knowledge, attitudes, and competencies required for preventing HIV, reduc
The O3 PLUS Project seeks to ensure that young people in higher and tertiary education institutions (HTEIs) realize positive health, education, and gender equality outcomes through sustained reductions in new HIV infections, unintended pregnancy and sexual and g
The aim of this assessment was to collect comprehensive information on health service delivery for young people in Higher and Tertiary Education Institutions (HTEIs) in Zambia compared to the existing International Youth-Friendly Service guidelines and standards, and