Muchos países de la región cuentan con normativas específicas que establecen la obligatoriedad de la implementación de la Educación Sexual Integral/Educación Integral en Sexualidad (ESI/EIS) o bien, desarrollaron políticas públicas a favor de ello.
The aim of this report is to offer a policy-maker audience an overview of the systematic review evidence on programme effectiveness of Comprehensive Sexuality Education (CSE), as well as the mechanisms within CSE that increase its effectiveness and acceptability.
On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale.
Bullying generally has been shown to have a number of negative outcomes for student well-being. IEA’s TIMSS (Trends in Mathematics and Science Study) 2019 data shows that cyberbullying is correlated with traditional forms of bullying and is particularly relevant in more recent times.
The work done here involved estimating the extent of bullying in Latin American schools and its impact on the academic achievement of primary school students. Pupils’ socio-demographic characteristics were analysed and linked with bullying.
Despite comprehensive sexuality education’s proven positive impact on the sexual and reproductive health and rights (SRHR) of adolescents, there is a growing movement opposed to the curricula based on moral or religious grounds.
This guide is designed to help facilitate a workshop that deepens participants understanding of opposition to SRHR and how to develop strategies to overcome it.
This note highlights the need for comprehensive sexuality education (CSE) that is inclusive of diverse sexual orientations, gender identities, and expressions (SOGIE) to promote safety and inclusion for all learners.
The third in a series of regular reports that WFP is committing to provide, the State of School Feeding Worldwide allows for the continuing overview of school meal programmes everywhere in the world, focusing on national programmes implemented by governments.
El siguiente trabajo forma parte de un proyecto de investigación autogestionado que venimos desarrollando desde 2018 en la región educativa N°1 de la provincia de Buenos Aires, Argentina.