El acoso sexual es una forma de violencia de género que sólo de manera reciente ha comenzado a visibilizarse en las instituciones de educación superior chilenas.
Recognizing the continued vulnerability of young persons within the Caribbean region to the threat posed by the HIV/AIDS epidemic, the Pan Caribbean Partnership Against HIV and AIDS (PANCAP) sought to mobilize resources to aid in mitigating this risk.
This report summarizes the key discussions and recommendations emanating from the meeting, which can be used collectively as a “Call to Action” as well as a tool for regional stakeholders including national health, education, and social sector authorities and programs, regional partners, civil so
This report presents the results of fieldwork that was conducted for the UNFPA-commissioned project State of the Art Diagnosis on Comprehensive Sexuality Education (CSE) in Suriname.
Teenage pregnancy in the Dominican Republic is a complex problem and of high concern to the national agenda. Available data indicate that 22% of women between 12-19 years have been pregnant. This rate is 34% higher than the average for Latin America and the Caribbean.
Indigenous girls in rural areas live in the most extreme poverty and make up the least educated groups in Peru. These girls face numerous constraints to obtaining an education. Enrollment rates are lower for girls in rural areas, and their grade repetition rates are higher than those for boys.
School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement.
Health and Family Life Education (HFLE) encapsulates the required body of knowledge in a comprehensive life-skill educational programme that can be integrated across the curriculum.
Beyond Barriers explores the adolescent sexual and reproductive health context in three Central American countries: Belize, Guatemala, and Honduras.
La educación que reciben las y los estudiantes en el sistema educativo, debe contribuir a su formación integral, la misma que incluye los aspectos: físico, psicológico, social, emocional, intelectual, ético, moral y sexual, y para lo cual se requiere de acciones de orientación, acompañamiento y g