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.
La corruption sexuelle demeure prévalente en milieu scolaire et universitaire à Madagascar. En 2021, Transparency International - Initiative Madagascar (TI-MG) a réalisé une enquête sur l’état des lieux dans les Régions Analamanga, Diana et Atsinanana.
Young people with disabilities have the same sexual and reproductive health needs and rights as their peers without disabilities.
Comprehensive sexuality education (CSE) promotes young people’s healthy sexual decisions. This study assessed the level of provision of CSE in schools in ten sites in six Southern African countries from the perspectives of learners and teachers.
As part of its effort to advocate for girls’ education and girls’ rights, HakiElimu conducted a study in 2021 to assess Sexual and Reproductive Health and Rights education in primary and secondary schools in Tanzania mainland.
This resource provides age-appropriate learning activities on important themes and concepts relating to the prevention of GBV and promotion of respectful relationships. It presents two key tools for teachers.
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
Like all young people, those living with disabilities have dreams and ambitions, interests and desires, and hopes for their futures.
This document sets out in the Department of Basic Education’s Policy on the Prevention and Management of Learner Pregnancy in Schools, its goals, guiding principles and themes to reduce and manage the incidence of learner pregnancy and its adverse impact on the affected learners and, more broadly