Going global with the Happy Schools framework: supporting holistic school happiness to improve teaching, learning and well-being
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
This Technical Review guides the design, implementation and monitoring of school feeding programmes in refugee settings.
The LGBTQI Inclusive Education Report 2022 provides an in-depth account of the current situation on LGBTQI inclusive education in Council of Europe Member States, as well as Belarus and Kosovo, and highlights the evolution in this area since 2018.
This guide aims to help multisector actors to address the food security and nutrition needs of children during periods of extended or intermittent school closure due to a pandemic or other emergency. The collaboration of schools and food banks in this effort is the primary focus.
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 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
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 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.
Asia Pacific Transgender Network (APTN) has curated this resource for transgender people and communities across the region.
This guide is written for adults, including trainers, facilitators, teachers or school staff, who will be working with children and young people in schools and alternative education centres.