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.
Learners with disabilities are disproportionately affected by school violence and bullying at all ages and in all learning settings. This has significant adverse impacts on their education, health and well-being.
This report provides a global snapshot of the status of school-based comprehensive sexuality education (CSE). Drawing on a range of existing and new data sources, and looking at case studies from around the world, the report demonstrates how countries are advancing on their journeys towards CSE.
In the context of the Global Education Coalition, formed by UNESCO to support governments in their educational response to COVID-19, UNESCO has collaborated with partners to develop a COVID-19 Response Toolkit in Education. This toolkit contains 9 chapters.
The CFS Voluntary Guidelines on Food Systems and Nutrition (VGFSyN) were endorsed at CFS 47 in February 2021.
The 65 cards summarize key expert recommendations on nine questions (each question has between 5-10 cards) about COVID-19, its influence on our everyday lives – work, studying, relationships with closest ones, physical and mental health – and ways to adapt to this new reality.
This publication provides an analysis of the State of School Feeding Worldwide in 2020. A report on the State of School Feeding Worldwide was first published by WFP in 2013.
This Guidance complements and refers to the International Technical Guidance on Sexuality Education published in 2018.
UNESCO has revised its Sexuality Education and Review Assessment tool (SERAT) to reflect the revised version of the UN International Technical Guidance on Sexuality Education.
The UN International technical guidance on sexuality education was first published in 2009 as an evidence-informed approach for schools, teachers and health educators.