The goal of this policy is to improve the prevention and management of learner pregnancy in Namibia, with the ultimate aim of decreasing the number of learner pregnancies and increasing the number of learner-parents who complete their education.
Our interest in understanding the determinants of adolescent childbearing and how adolescent childbearing influences educational trajectories derive from a concern about the inverse relationship between educational outcomes and adolescent fertility.
This brief outlines the current legal situation in Tanzania with respect to attendance of pregnant schoolgirls as well as the benefits of educational attendance for pregnant school girls and young mothers.
Save the Children began working in Malawi in 1983, and in the southern Mangochi district in 1993. Among its earliest concerns in Mangochi was adolescent reproductive and sexual health.
This document sets out how we want to build on the key planks of the existing Strategy so that all young people: receive the information, advice and support they need – from parents, teachers and other professionals – to deal with pressure to have sex; enjoy positive and caring relationships; and
In total, women spend around six to seven years of their lives menstruating. A key priority for women and girls is to have the necessary knowledge, facilities and cultural environment to manage menstruation hygienically, and with dignity.
This report provides a systematic account of a three-year programme dubbed Teachers - Agents of Dissemination and Change (TAD), which was designed to provide all public school teachers at the Pre-Tertiary level with information to enable them protect themselves and their students from being infec
The manual is designed to provide policy-makers, district health officers, hospital directors, clinical supervisors and service providers with accessible, clinically oriented information to guide the provision of reproductive health services in Nepal.
This Framework proposes principles and provides guidelines for the introduction of appropriate curricula for comprehensive sexuality education.
Under the banner of South-South cooperation and in line with UNESCO's EDUCAIDS Framework, UNESCO Regional Bureau for Education in Africa (BREDA) and UNESCO Brasilia have been working together to provide technical support to the five Portuguese-speaking countries (PALOP) for the development o