Perspectives of education sector stakeholders on a teacher training module to reduce HIV/AIDS stigma in Western Kenya
For adolescents living with HIV (ALWH), school may be the most important but understudied social sphere related to HIV stigma.
For adolescents living with HIV (ALWH), school may be the most important but understudied social sphere related to HIV stigma.
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.
This report presents findings from the scoping study of policy, practice and evidence on school-related gender-based violence (SRGBV) in Togo, which took place in 2016.
This report synthesises findings from four scoping studies of policy, practice and evidence on school-related gender-based violence (SRGBV) in Zambia, Togo, Ethiopia and Côte d’Ivoire carried out in 2016-2017.
The main objective of the study was to analyse responses to gender-based violence in and around schools in Côte d’Ivoire, in order to inform future planning of policy and practice initiatives.
This report presents findings from a scoping study of policy, practice and evidence on school-related gender-based violence (SRGBV) in Zambia, which was carried out in 2016.
School-related gender-based violence (SRGBV) describes physical, sexual and psychological acts of violence in and around schools, underpinned by unequal access to resources and power, and inequitable norms and stereotypes.
There has been very little research globally on the implementation of national policy interventions to address School-Related Gender-Based Violence (SRGBV).
Recent changes to the law in England require all primary schools to teach Relationships Education and all secondary schools to teach Relationships and Sex Education (RSE). Our focus in this article is on the voices of teachers and other educational professionals in relation to this change.
Despite the importance of nutrition during middle childhood (5–9 years) and adolescence (10–19 years) for the health and well-being of current and future generations, the 5–19-year period remains relatively neglected in research, policy and programming agendas.