This guide is written for adults, including trainers, facilitators, teachers or school staff, who will be working with children and young people in schools and alternative education centres.
The updated National Teacher Preparation Standards for Sex Education are divided into seven standards: Standard 1: Professional Disposition. Teacher candidates demonstrate comfort and proficiency with, commitment to, and self-efficacy in teaching sex education.
The aim of this tool is to provide a range of strategies that governments can use to translate their commitments on comprehensive sexuality education (CSE) into tangible action.
This technical brief explores the support teachers need to provide disability-inclusive Comprehensive Sexuality Education (CSE) in the Asia-Pacific region. The paper also recommends the various actions needed to address the identified gaps.
This publication is primarily designed to guide UNFPA staff in Country Offices in the Arab Region in implementing the CSE component of the UNFPA Youth Strategy, My Body, My Life, My World.
This document, part of UNESCO’s series of technical briefs on school violence and bullying, focuses on the role of teachers in preventing and addressing violence in school.
In Ghana, even though it is acknowledged that pregnancies occur among school girls, there are no standard procedures for handling pregnant school girls or dealing with young mothers who want to return to school after childbirth.
Le guide définit les orientations nationales pour la promotion de l’abandon total du mariage d’enfants et la prévention des grossesses en milieu scolaire. Il décrit en outre le cadre juridique, les mécanismes de sa mise en œuvre.
This thematic brief aims to take stock of existing evidence informing the potential of digital tools to complement delivery of sexuality education in the classroom, featuring a range of promising examples of how schools are using digital tools to support quality and comprehensive delivery.
Connect with Respect is a curriculum tool to assist teachers. It draws on research on violence prevention, gender norms, and the programmatic experience of school-based interventions.