This briefing note outlines key policy recommendations to strengthen education systems to protect and promote the mental health and psychosocial well-being of children and adolescents, including support for their teachers and caregivers.
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.
This brief discusses how inclusion and equity in education can be improved when there are investments in children’s health and nutrition through well-designed school feeding programmes that provide food to children in school.
‘Education Plus’ is a high-level political advocacy initiative (2021-2025) for the empowerment of adolescent girls and young women and the achievement of gender equality in sub-Saharan Africa.
School health and nutrition programmes are among the most widely implemented public policies in the world.
The evidence for increased focus on the link between education and health is strong. Education strongly impacts health outcomes and health is equally fundamental to education. This calls for a more comprehensive approach to school health and more coordinated action across sectors.
KPMG was commissioned to undertake the end of programme evaluation of the UNESCO project to strengthen sexual and reproductive health and HIV prevention amongst children and young people through promoting comprehensive sexuality education (CSE) in Eastern and Southern Africa (ESA).
The COVID-19 pandemic and the recent Omicron variant wave have dramatically impacted societies in all sectors and at all levels.
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
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