Globally, girls and young women are more likely to be HIV positive than their male peers, due in large part to an array of gender inequalities that negatively impact their mental and physical well being.
This report presents findings from baseline studies carried out in three districts in Kenya, Ghana and Mozambique for Stop Violence Against Girls in School, a five year project (2008-2013) led by ActionAid with support from the UK’s Big Lottery Fund.
This manual is the outcome of a youth-led project by Restless Development Zambia (supported by Irish AID) to identify, document and highlight civil society anti-HIV and AIDS initiatives that have had proven awareness raising and programmatic impact in the education sector in Zambia.
Reducing Adolescent Sexual Risk helps to design, adapt and select curriculum-based programs to effectively address critical factors that affect adolescents' sexual decision making.
La presente publicación es uno de los productos del Proyecto Empoderamiento de los jóvenes de Ecuador y Venezuela para la prevención del VIH, a través de educación artística y mediática, a cargo de la Oficina de UNESCO en Quito.
The goal of the National Sexuality Education Standards: Core Content and Skills, K–12 is to provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education that is developmentally and age-appropriate for students in grades K–12.
Evidence shows that good quality Sex and Relationships Education (SRE) helps young people develop and manage their emotional and physical well-being.
Life Orientation is central to the holistic development of learners. It addresses skills, knowledge and values for the personal, social, intellectual, emotional and physical growth of learners, and is concerned with the way in which these facets are interrelated.
According to the World Health Organisation (WHO), life skills are defined as the abilities for adaptive and positive behaviours that enable individuals to effectively deal with demands and challenges of everyday life (WHO, 1993).
To better understand the current situation of sexuality education at school and the barriers for implementing effective programs, more research on educators and their