Global human rights legislation protects all people against discrimination and violence in education, irrespective of their sex, sexual orientation or gender identity and expression. Viet Nam has committed to a range of global conventions to end school-related gender-based violence (SRGBV).
Within the UN system, UNESCO has been examining SOGIE-based bullying, violence and discrimination in education globally since 2011.
This research report is the outcome of nation-wide research on the bullying faced by lesbian, gay, bisexual and transgender (LGBT) people during their attendance at school in Cambodia, and its long-term effects.
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible.
The objectives of the study were as follows: To gather evidence on the nature, scale and impact of bullying targeting students who are or are perceived to be same-sex attracted or transgender, attending general secondary schools in 5 provinces of Thailand; To study various aspects of the lifestyl
This report presents findings from a baseline study carried out in specific districts of five Asian countries: Cambodia, Indonesia, Nepal, Pakistan and Vietnam, as part of a programme to address School Related Gender based Violence (SRGBV) in the region.
Deuxième volet d’une série consacrée aux principaux freins à l’éducation des filles, ce rapport met en lumière les multiples défis à relever et dévoile différentes méthodes d’intervention utilisées par Plan International et ses partenaires pour lutter contre les violences de genre en milieu scola
This report presents the results of a study on School Related Gender Based Violence (SRGBV) undertaken by the International Center for Research on Women (ICRW) in partnership with the Plan International.
The teaching diversities project has been funded by Victoria University and represents a collaboration with the Centre for Multicultural Youth in recognition of the particular needs (and risks) of doubly-marginalised young people who identify as both same sex-attracted, and those from multicultur