Gender-based violence in education
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible.
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible.
Background: The proposal by the South African Health Ministry to implement HIV testing and counselling (HTC) at schools in 2011 generated debates about the appropriateness of such testing.
The report aims to inform and accelerate pan-African, regional and national efforts to prevent and respond to the violence perpetrated against children.
Ce rapport présente une évaluation des politiques d'alimentation scolaire et des institutions qui affectent les jeunes enfants à Madagascar.
Nigeria, situated in West Africa with a population of about 178 million people, is the most populous African Nation. Over 60 per cent of this population are young people, hence the country can be described as youthful which is a crucial resource for growth and development.
Deuxième volet d’une série consacrée aux principaux freins à l’éducation des filles, ce rapport met en lumière les multiples défis à relever et dévoile différentes méthodes d’intervention utilisées par Plan International et ses partenaires pour lutter contre les violences de genre en milieu scola
Gender Based Violence (GBV) in and around schools is now widely recognized as a serious global phenomenon that is a fundamental violation of human rights and a major barrier to the realization of all children’s rights to education.
Violence against women and girls is an unacceptable violation of basic human rights. It also is so widespread that ending it must be a global public health priority. An estimated one in three women is beaten, coerced into sex or otherwise abused by an intimate partner during her lifetime.
This paper engages in the debate on the effects of children’s health on their education in later life stages in low- and middle-income countries.
This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC).