The Framework is intended to support schools, including pupil referral units (PRUs) and education settings in reviewing their own well-being landscape and in developing plans to address their weaknesses and build on their strengths.
Family Life Education in Samoa is rights based, gender inclusive and life skills based and considers all components that contribute to strengthening families through an educational and preventative approach.
The overarching purpose of this document is to institutionalize CSE in schools through strategic and collaborative approaches amongst organizations and agencies.
The Operational Guidelines are structured following a clear logic: The present section 1 explains the background for the Guidelines, to ensure that all users have the same understanding on the purpose of school feeding in Rwanda, and the intended way to achieve it.
To improve the condition of adolescents in Tanzania, several gaps in health and wellbeing programmes need to be addressed immediately or in the near term.
As part of its effort to advocate for girls’ education and girls’ rights, HakiElimu conducted a study in 2021 to assess Sexual and Reproductive Health and Rights education in primary and secondary schools in Tanzania mainland.
Positive aspects of sexuality remain understudied among young people globally, and consensus is lacking on how to conceptualise different aspects of healthy adolescent sexuality development in order to guide programmes, research, and policy.
This document sets out in the Department of Basic Education’s Policy on the Prevention and Management of Learner Pregnancy in Schools, its goals, guiding principles and themes to reduce and manage the incidence of learner pregnancy and its adverse impact on the affected learners and, more broadly
Sexual and reproductive health and rights (SRHR) are fundamental to health and well-being, gender equality, democracy, peace and security, and sustainable development.
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.