This report provides a descriptive overview of the situation of school meal NGS in 33 low and middle-income countries as reported through a global survey, and identifies key aspects to consider for stakeholders who are

Guidance on how schools should develop their sex education policy, plan and deliver their relationships and sexuality education provision and work in partnership with others.

Violence in schools and amongst school children is widespread and impacts educational attainment, health and wellbeing.

The objective of this research was to better understand and document community-led interventions that aim to strengthen demand creation and uptake of HIV and sexual and reproductive health services, with a focus on engaging young people as beneficiaries, partners and implementers.

In spite of the importance of sexuality education and HIV and AIDS education in preventing HIV infections, Zimbabwean secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hen

With 1.8 billion young people aged 10-24 years in the world today, the cohort of adolescents and youth is the largest in history.

This guidance is structured into five sections. Section 1: A global opportunity This section explains the global interest in supporting MHH through development and humanitarian programming under the SDGs.

This document provides guidance for staff from UNICEF Supply Division and Programme Division (WASH, Education, and Protection sections) on the selection and procurement of appropriate materials and supplies for menstrual hygiene management, particularly during humanitarian response.

This study is the first nationally representative, comprehensive assessment of the school meal programs since the updated nutrition standards for school meals were phased in beginning School Year 2012-2013.

The PLSSE is divided into four domains: context for sex education, professional disposition, best practices, and key content areas. Each domain includes indicators related to educator’s knowledge of content, familiarity with teaching methods, and understanding of best practices.