Going global with the Happy Schools framework: supporting holistic school happiness to improve teaching, learning and well-being
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
The LGBTQI Inclusive Education Report 2022 provides an in-depth account of the current situation on LGBTQI inclusive education in Council of Europe Member States, as well as Belarus and Kosovo, and highlights the evolution in this area since 2018.
The Coalition for Good Schools commissioned a systematic scoping review that aimed at analyzing the nature of interventions currently underway in the Global South for preventing violence against children and what we can learn from them.
This guide is written for adults, including trainers, facilitators, teachers or school staff, who will be working with children and young people in schools and alternative education centres.
‘Education Plus’ is a high-level political advocacy initiative (2021-2025) for the empowerment of adolescent girls and young women and the achievement of gender equality in sub-Saharan Africa.
This toolkit has been designed as a resource and a guide to support the integration of a gender transformative approach (GTA) into sexual and reproductive health and rights (SRHR) programmes and organisations. It consists of five modules published between 2019 and 2021.
This resource provides age-appropriate learning activities on important themes and concepts relating to the prevention of GBV and promotion of respectful relationships. It presents two key tools for teachers.
The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School.
This paper provides a summary of the evidence on comprehensive sexuality education (CSE) and its linkages with the prevention of gender-based violence (GBV) based on a rapid review of the evidence. It also highlights the requirements for CSE programming to effectively support GBV prevention.
A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion.