Emory University, UNICEF Philippines, Plan Philippines and Save the Children Philippines carried out a qualitative assessment of menstruation-related challenges girls face in school.
WASH in Schools (WinS) fosters social inclusion and individual self-respect. By offering an alternative to the stigma and marginalization associated with hygiene issues, it empowers all students – and especially encourages girls and female teachers.
Youth aged 15-24 represent a growing and heterogeneous proportion of the world’s population. Investing in young people’s health and wellbeing is critical to promoting growth and development, not only for individuals but also for communities and nations.
This report aims to support the work of UNFPA and partners by presenting a background and rationale for engaging men and boys.
This issue of HEADLIGHT is based on the report Young people and the law in Asia and the Pacific, which was published by UNESCO, UNAIDS, UNDP, UNFPA, and Youth Lead in 2013.
Background: In 2005, the resources needed to support orphans and vulnerable children in sub-Saharan Africa were estimated at US$1.1–4.1 billion. Approaches to support vulnerable children have changed considerably since then.
While many girls who become mothers before completing schooling consider academic qualifications to be very important, they may not be able to succeed academically if the support they need to complete their studies is insufficient.
Background: People who identity as lesbian, gay, bisexual and transgender (LGBT) have specific health needs. Sexual orientation and gender identity are social determinants of health, as homophobia and heteronormativity persist as prejudices in society.
The National Teacher Preparation Standards for Sexuality Education were created to provide guidance to programs within institutions of higher education in order to better prepare undergraduate pre-service students to deliver sexuality education.
Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not.