When schools shut: gendered impacts of COVID-19 school closures
Nearly 1.6 billion learners around the globe were affected by the closures of learning institutions put in place to mitigate the spread of COVID-19.
Nearly 1.6 billion learners around the globe were affected by the closures of learning institutions put in place to mitigate the spread of COVID-19.
National laws and education policies play a key role in establishing an enabling environment for the development and implementation of quality sexuality education programs.
The specific purpose of the research study is to generate evidence on how the COVID-19 pandemic has impacted adolescents’ and young people’s access to and realization of their SRHR.
This document presents information on the definition of SDG Thematic Indicator 4.7.2 “Percentage of schools that provided life skills-based HIV and sexuality education within the previous academic year” including the methods of measurement, which have been approved by the Technical Cooperation Gr
While many Pacific countries have taken great strides to provide sexuality education to young people in school, there is a lack of knowledge about the education that is provided to young people outside of school and access to quality, rights-based and gender sensitive comprehensive sexuality educ
With the funding support from UNFPA Innovation Fund and the Danish Government, UNFPA China’s pilot project designed and implemented with Marie Stopes International China on comprehensive sexuality education (CSE) offers an innovative solution for provision of sexuality education through live stre
COVID 19 has heightened a pre-existing child’s right crisis.
Sexual Health and Relationships Education (SHRE) provides individuals with knowledge and skills to manage risky behaviors and take informed decisions to protect themselves against STIs, and unintended pregnancy.
This rapid situation assessment of comprehensive sexuality education across digital spaces in Thailand aims to understand the opportunities for using digital sexuality education spaces and content in formal education.
This report presents key findings from the 3rd round of the UNESCO-UNICEF-World Bank-OECD survey, although in some cases, data from the previous two rounds and some other sources were also used. The report has eight sections.