Life-cycle effects of comprehensive sex education
Sex education can impact pupils’ sexual activity and convey the social norms regarding family formation and responsibility, which can have significant consequences to their future.
Sex education can impact pupils’ sexual activity and convey the social norms regarding family formation and responsibility, which can have significant consequences to their future.
In the frame of the WHO-Russia initiative on improving school health services in the Eastern European and Central Asian countries the WHO Regional Office for Europe and the Russian Federation promoted the assessment of school health services in 9 countries of its Region (Armenia, Azerbaijan, Bel
Common definitions of bullying, employed in research and public policy alike, are generally based on adult-imposed categories. To account for students’ needs in school, research should aim to include their voices more often.
The aim of this publication is to emphasize the importance of implementation of the comprehensive sexuality education in schools in the Republic of Croatia.
Objectives: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE.
This research review is a comprehensive overview of bullying prepared by For Adolescent Health, Greece, with contributions from all ENABLE partners.
Promoting health and a healthy lifestyle among children and youth is a national priority for all Eastern European and Central Asian countries, and is reflected in their country policies.
In February 2013, the International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation (IGLYO) commissioned Eleanor Formby from Sheffield Hallam University (in the UK) to carry out research on the impact of homophobic and transphobic bullying on education and employment
This review presents the results of an assessment of the policies and practices related to prevention education in ten countries in Eastern Europe and Central Asia (EECA region). It consists of a regional overview (Chapters 1–6) and ten individual country assessments (Appendices 2–11).
In November 2009, the NFER's International Information Unit (comprising the Eurydice Unit for England, Wales and Northern Ireland1 and the team responsible for the International Review of Curriculum and Assessment Frameworks Internet Archive - INCA) completed some desk research on the ways i