Child and adolescent mental health (CAMH) is an urgent yet persistently overlooked issue in the Eastern and Southern Africa (ESA) region, demanding greater attention from governments and donors.
This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP).
Zambia has witnessed a surge in teenage pregnancies at the primary school level since the introduction of the school pregnancy re-entry policy (REP) in 1997, which replaced the expulsion policy, resulting in some stakeholders questioning its worth.
Across Eastern and Southern Africa, many pregnant and parenting adolescents remain excluded from school despite growing commitments to their right to education.
With this guide, UNESCO-IBE proposes to support a collective learning process at school level, aimed at promoting health and well-being.
This guide is a pedagogical tool aimed at teacher trainers working in initial or continuing education, as well as primary and secondary school teachers, to help them prepare their lessons.
This pedagogical booklet presents a series of 21 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial skills such as communication, emotion management, and
This pedagogical booklet presents a series of 24 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial skills such as communication, emotion management, and
his pedagogical booklet presents a series of 27 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial competencies such as communication, emotion management,
This pedagogical booklet presents a series of 15 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial skills such as communication, emotion management, and