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.
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy.
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 technical brief outlines the current knowledge-base and identifies major research needs and evidence gaps in comprehensive sexuality education (CSE) as identified by experts in the field.
This study aims to investigate the association of bullying victimization of primary school students with their happiness in urban and rural areas of Thailand. A nationally representative survey from Thailand Healthy School Data 2017 was employed.
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.
This second Global Education Evidence Advisory Panel (GEEAP) report draws on insights from the latest research to document the impacts of and responses to Covid-19.
The COVID-19 pandemic and the recent Omicron variant wave have dramatically impacted societies in all sectors and at all levels.
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