The impact of sex education mandates on teenage pregnancy: International evidence
To date most studies of the impact of school-based sex education have focused either on specific, local interventions or experiences at a national level.
To date most studies of the impact of school-based sex education have focused either on specific, local interventions or experiences at a national level.
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls.
Violence against women and girls (VAWG) is preventable. Over the last two decades, VAWG prevention practitioners and researchers have been developing and testing interventions to stop violence from occurring, in addition to mitigating its consequences.
This brief discusses initial learning emerging from the Adaptive approaches to reducing teenage pregnancy in Sierra Leone action research project.
Lesbian, gay, bisexual, and transgender (LGBT) youth in Vietnam face stigma and discrimination at home and at school. Many experience verbal harassment and bullying, which in some cases leads to physical violence.
O ENABLE assenta numa abordagem holística e sustentável, com vista à redução do bullying, envolvendo alunos, professores, pais e encarregados de educação.
In view of the important relationship between happiness and the quality of education, in June 2014 UNESCO Bangkok launched the Happy Schools Project.
All Of Us is a collection of short videos and teaching activities designed by Safe Schools Coalition Australia in order to assist students in understanding gender diversity, sexual diversity and intersex topics. It is targeted at students in early secondary school settings.
A review of the SRGBV literature serves several purposes. First, it identifies overarching SRGBV types or categories with the intent to assist researchers and the international development community to align more closely around common SRGBV definitions.
This study was aimed at documenting the implementation of the Re-Entry Policy (REP) in Zambia with respect to Read to Succeed’s (RTS) contribution to policy intervention and efforts to improve girls’ education.