Sexuality education: what is its impact?
This 'Sexuality education policy brief, no. 2' provides an overview of the impact of good quality sexuality education on the health and well-being of children and young people.
This 'Sexuality education policy brief, no. 2' provides an overview of the impact of good quality sexuality education on the health and well-being of children and young people.
The Practical Guide to Love, Sex And Relationships is a teaching resource for Years 7-10 (approx. ages 11-16). The resource includes a series of practical teaching activities. There are also links to several short animations designed as optional discussion starters.
This case study of two government secondary schools presents evidence on the factors that support implementation of the 1997 Government of the Republic of Zambia Re-entry Policy.
This study intends to evaluate the revised comprehensive sexuality education in primary and secondary school settings in Zambia.
This study aims to address two core questions: 1. To identify core drivers of child marriage and adolescent pregnancy in West and Central Africa; 2. To assess the levels, trends and relationships between child marriage and adolescent pregnancy in the region.
This report presents a secondary data analysis and triangulation of the Tanzania Demographic and Health Survey (DHS) 2010, the Tanzania HIV and Malaria Indicator Survey (THMIS) 2011-12, and the Violence Against Children in Tanzania Survey (VACS) 2009.
El estudio Educación sexual de los hombres: historias de vida de tres generaciones, es una iniciativa de la Dirección General de Investigación y Evaluación Educativa –Digeduca– del Ministerio de Educación de Guatemala –Mineduc–, financiada por la Unesco, que surge de la necesidad de dar continuid
Preventing Child Marriage in the Commonwealth: the Role of Education is the latest in a series of reports written by the Royal Commonwealth Society and Plan UK as part of our collaboration to end child, early and forced marriage in the Commonwealth.
Family Life and HIV Education (FLHE) programme was introduced nationwide in Nigeria in 2003. Since then little is known about the patterns of its implementation across the states in the six geo-political zones in Nigeria.
School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement.