School-based sexuality education in Tanzania: a reflection on the benefits of a peer-led edutainment approach
School-based sexuality education in Tanzania often does not meet learners’ needs.
School-based sexuality education in Tanzania often does not meet learners’ needs.
Early adolescence is a critical window for intervention when it is possible to lay a foundation for a safe transition to adulthood, before negative outcomes occur.
This report presents the findings and recommendations of the baseline survey for the UNESCO supported “Our Rights, Our Lives, Our Future (O3 PLUS)" project to be implemented in 24 HTEIs in Zambia and Zimbabwe from January 2021 to December 2024.
The Our Rights, Our Lives, Our Future (O3) programme supports delivery of good quality comprehensive sexuality education (CSE) that empowers adolescents and young people (AYP) and builds agency, while developing the skills, knowledge, attitudes, and competencies required for preventing HIV, reduc
The O3 PLUS Project seeks to ensure that young people in higher and tertiary education institutions (HTEIs) realize positive health, education, and gender equality outcomes through sustained reductions in new HIV infections, unintended pregnancy and sexual and g
The aim of this assessment was to collect comprehensive information on health service delivery for young people in Higher and Tertiary Education Institutions (HTEIs) in Zambia compared to the existing International Youth-Friendly Service guidelines and standards, and
In line with the IPPF Humanitarian Strategy 2018–2022, this statement brings together promising practices to guide IPPF Member Associations and partners in the provision of CSE in protracted humanitarian crisis environments.
Ministers of education, health, gender, and youth in Eastern and Southern Africa (ESA), expressed support to continue their joint efforts towards creating a brighter future for adolescents and young people in the region by empowering the youth and protecting their health and well-being to achieve
With the adoption of the Yeonsu Declaration at the fifth International Conference on Learning Cities (ICLC), UNESCO learning cities from around the world pledged to place lifelong learning for health and the development of resilience at the centre of their agenda.
The COVID-19 pandemic has been an undeniable reminder of how interconnected people are across the globe. The virus has known no boundaries - reaching all ethnicities, social strata, and ages.