This document was produced as an input to the Policy Dialogue on “Bullying and Learning Nationally, Regionally and internationally”, organized by the Regional Centre for Educational Planning (RECP) and the Government of the United Arab Emirates (UAE) on 29-30 April 2019 in Sharjah, UAE.
Evidence for the positive outcomes of comprehensive sexuality education (CSE) on adolescent sexual and reproductive health (ASRH) is well documented.
Comprehensive sexuality education is an essential part of a good quality education that helps prepare young people for a fulfilling life in a changing world.
Gender-based violence (GBV) is one of the most widespread violations of human rights and an obvious expression of unequal gender relations in a society. GBV is a serious hindrance to sustainable development and ending GBV is a specific target in the 2030 Agenda.
Este estudio se desarrolló con el propósito de producir información para apoyar a quienes diseñan políticas públicas, a las instituciones de formación docente (incluyendo formación inicial y continua) y a escuelas, profesoras y profesores.
This report provides a descriptive overview of the situation of school meal NGS in 33 low and middle-income countries as reported through a global survey, and identifies key aspects to consider for stakeholders who are
Guidance on how schools should develop their sex education policy, plan and deliver their relationships and sexuality education provision and work in partnership with others.
Violence in schools and amongst school children is widespread and impacts educational attainment, health and wellbeing.
The objective of this research was to better understand and document community-led interventions that aim to strengthen demand creation and uptake of HIV and sexual and reproductive health services, with a focus on engaging young people as beneficiaries, partners and implementers.
In spite of the importance of sexuality education and HIV and AIDS education in preventing HIV infections, Zimbabwean secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hen