Violence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence.
The Pre-Tertiary Education Act of 2020 guarantees the right to free compulsory universal basic education for every Ghanaian child.
Many SRHR programmes are delivered through a sexual risk perspective – which means emphasising the negative consequences of sexual activity, such as unintended pregnancy or sexually transmitted infections.
Reflecting on the main report “Experiences and Perceptions of Mid-adolescents, Parents and Teachers on Comprehensive Sexuality Education: A Multiple Country-based Qualitative Research Study in Bangladesh, Jordan, Burundi”, SERAC-Bangladesh along with the University of Jordan, AFPA-Burundi and Sha
This report presents an overview of the findings from the analysis of data collected as part of the piloting of the Connect with Respect (CWR) programme in countries in eastern and southern Africa and the Asia Pacific region, including Zambia, Tanzania, Eswatini, Thailand, and Timor-Leste.
This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic.
This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher training and support during the COVID-19 pandemic.
The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a
The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a
The testimonies collected provide a snapshot into the lived experiences of youth with disabilities, using methodology that empowers them to tell their own stories.