Why should sexuality education be delivered in school-based settings?
This 'Sexuality education policy brief, no. 4' provides the rationale for implementing formal sexuality-education programmes in school-based settings in Europe and Central Asia.
This 'Sexuality education policy brief, no. 4' provides the rationale for implementing formal sexuality-education programmes in school-based settings in Europe and Central Asia.
Este Referencial pretende ser uma ferramenta educativa flexível, passível de ser utilizada e adaptada em função das opções e das realidades de cada contexto educativo, desde a educação pré-escolar ao ensino secundário, nas suas diferentes modalidades, em qualquer disciplina ou área disciplinar.
With the aims to better understand the knowledge level of sexual and reproductive health (SRH) among Chinese youth and how this is associated with their sexual behaviors and reproductive health outcomes, this study conducted a series of quantitative analyses using the data from an Internet-based
La vie affective, relationnelle et sexuelle est d’une grande importance depuis la venue au monde de l’être humain. Elle ne cesse de s’exprimer au jour le jour par le vocabulaire du corps et de la pensée.
This new toolkit aims to support young people in Eastern Europe and Central Asia who are particularly vulnerable to HIV infection and are facing widespread stigma, discrimination and violence.
Policy brief No. 4 ‘Why should sexuality education be delivered in school-based settings?’ addresses basic principles of and necessary linkages for efficient, high-quality school-based sexuality education.
This paper elucidates evidence which underscores anxieties and panic about sexuality and sexual behaviour of young people influenced by movements advancing a distinct religious identity, and the implications for advocacy on advancing Sexual and Reproductive Health and Rights (SRHR).
Comprehensive Sexuality Education (CSE) emphasizes a holistic approach to human development and sexuality.
This review of comprehensive sexuality education (CSE) in Thai educational institutions collected data from students, teachers, guardians, school directors and national policy advocacy stakeholders.
The primary aim of the project was to develop guidance on best practice for an LGBTQ-inclusive curriculum. We wanted our guidance to be rooted in the experience of students and colleagues, as well as being informed by theoretical developments in pedagogy.