The aim of this knowledge paper is to collect and synthesise emerging evidence, strategies and lessons learnt from CSE delivery in non-conventional settings in low- and middle-income countries. Also, this paper contributes to the documentation of online SRHR service delivery during COVID-19.
Comprehensive sexuality education (CSE) seeks to improve young people’s knowledge, attitudes and practices in relation to sexual and reproductive health, sexual and social relationships, and dignity and rights.
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.
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).
Ethiopia has made significant improvements in sexual and reproductive health (SRH) over the past two decades through key policy initiatives and strategic objectives in support of achieving the Sustainable Development Goals.
This research report details findings from a case study conducted in Ethiopia in May 2017.
This report summarises key findings from 27 Young Lives publications on sexual and reproductive health (SRH) across five themes: female genital mutilation/cutting (FGM/C); marriage and cohabitation; contraception knowledge and use; pregnancy, childbirth, and parenting; and SRH services.
The global community has committed to achieving universal access to sexual and reproductive health and rights (SRHR) services, but how to do it remains a challenge in many low-income countries. Capacity development is listed as a means of implementation for Agenda 2030.
The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a