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
A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion.
This guidance aims to help school staff in Scotland’s education authority, grant-aided and independent schools to provide transgender young people with the best possible educational experiences.
These recommendations from the Technical Advisory Group (TAG) on Schooling during the COVID-19 pandemic of the WHO Regional Office for Europe represent the work of the TAG between October 2020 and June 2021.
This guide has been written for teachers who are new to teaching RSE, or new to teaching the compulsory RSE guidance, published in 2019, which applies to both primary and secondary schools in England.
The Standard Operating Procedure for the Prevention, Containment and Management of COVID-19 in Schools and School Communities provides guidelines for all administrators on the approved steps that must be taken to prevent the spread of, and manage cases of COVID-19 within the basic education secto
This guidance note describes the dominant adolescent rites of passage and initiation ceremonies in four countries in the Southern African region (Malawi, Eswatini, South Africa and Zambia).
This document offers a needs analysis of the opportunities in Europe to integrate quality criteria for antibullying policies in secondary schools and in quality frameworks for the education sector.