Les lois nationales et les politiques éducatives jouent un rôle clé pour établir un contexte propice au développement et à la mise en œuvre de programmes de qualité d’éducation à la sexualité.
Les lois nationales et les politiques éducatives jouent un rôle clé pour établir un contexte propice au développement et à la mise en œuvre de programmes de qualité d’éducation à la sexualité.
Les lois nationales et les politiques éducatives jouent un rôle clé pour établir un contexte propice au développement et à la mise en œuvre de programmes de qualité d’éducation à la sexualité.
This report provides a global snapshot of the status of school-based comprehensive sexuality education (CSE). Drawing on a range of existing and new data sources, and looking at case studies from around the world, the report demonstrates how countries are advancing on their journeys towards CSE.
This report synthesizes available evidence on the policies and practices of 40 African partner countries of the Global Partnership for Education (GPE) in responding to the impact of COVID-19 on the well-being of school children in sub-Saharan Africa (SSA).
In the context of the Global Education Coalition, formed by UNESCO to support governments in their educational response to COVID-19, UNESCO has collaborated with partners to develop a COVID-19 Response Toolkit in Education. This toolkit contains 9 chapters.
A new advocacy initiative for adolescent girls’ education and empowerment in sub-Saharan Africa, backed by an unstoppable coalition for change led by adolescent girls and young women, is being launched in 2021.
In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and variations of sex characteristics.
Since the beginning of the COVID-19 epidemic in the DRC, the Social Sciences Analytics Cell (CASS) has conducted integrated analyses of the impact of the pandemic and response on the health, protection, and economic security of communities.
This report focusses on the impacts of the pandemic on learning proficiency, specifically as measured by Sustainable Development Goal (SDG) Indicator 4.1.1.