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Our results did not support the utility of differentiating between bullies, assisters, or reinforcers. Finally, whereas bullying appeared to be very similar in boys and girls, it was somewhat more stable across school years and was related to lower levels of prosocial behavior in boys, both of which could suggest that bullying may be somewhat more related to social group dynamics in girls. This paper examines a number of methodological and ethical issues around research with children, arising from a recent study of the abuse of adolescent girls in schools in three African countries.

The research used open-ended interviews and participatory workshops exploring visual representations of school life to uncover incidents of sexual, physical, verbal, and psychological abuse. It found that abuse was perpetrated mainly, but not exclusively, against female pupils by male pupils, teachers, and other adults in the community.

The paper examines some methodological issues in doing such research and also some of the ethical dilemmas faced by the researchers when girls revealed sexual abuse by teachers and other adults.


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Based on a rigorous review of evidence on sexuality education programmes, this International Technical Guidance on Sexuality Education is aimed at education and health sector decision-makers and professionals. This document Volume I focuses on the rationale for sexuality education and provides sound technical advice on characteristics of effective programmes. The International Technical Guidance is relevant not only to those countries most affected by AIDS, but also to those facing low prevalence and concentrated epidemics. This toolkit provides guidance to USAID staff, implementing partners and the larger community of international relief and development practitioners on how to monitor and evaluate gender-based violence GBV interventions along the Relief to Development Continuum RDC.

The RDC is divided broadly into three phases: 1 the pre-crisis phase, 2 the crisis phase, and 3 the post-crisis phase. With about interactive maps and charts, the eAtlas shows the educational pathways of girls and boys in more than countries and territories.

Nutrition, Food Pyramid, Healthy Eating, Educational Videos for Kids, Funny Game for Children

Girls who are menstruating often do not have their needs fully met in their school environment. Many may face challenges managing menses in school that affect their overall educational experience. Menstrual hygiene management MHM has been recognized as a specific focus to be prioritized in schools. The Institute of Physics has been investigating and working on the problem of gender imbalance in subject choice for many years. The Opening Doors project is the latest piece of work to gather evidence and identify aspects of good practice in this area. This guide is the main output of the Opening Doors project.

Its purpose is to identify barriers to countering gender stereotyping in schools and to provide some suggestions, based on observations during the project, that can be put into practice and investigated further. This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation recognising that literature specifically relating to teachers and peacebuilding was limited.

The Lancet Series on Violence against women and girls shows that such abuse is preventable. Five papers cover the evidence base for interventions, discuss the vital role of the health sector in care and prevention, show the need for men and women to be involved in effective programmes, provide practical lessons from experience in countries, and present a call for action with five key recommendations and indicators to track progress. One important aspect of education quality is the learning environment, which far too often in both developed and developing countries is characterized by widespread school-related gender-based violence SRGBV.

The report released jointly by the GMR and the UNGEI shows that although the goal has not been met by all, progress towards gender parity is one of the biggest education success stories since The number of countries that have achieved the goal of gender parity in both primary and secondary education has risen from 36 to 62 since As such, each Part and sub-part can be used individually. Resilience is an increasingly cited objective within the field of international development education and humanitarian response.

But what does it mean to take a resilience approach and how does it relate to transformation of gender-based violence? The UNGEI partnership is committed to heightening policy impact through collective advocacy and coordinated action; knowledge exchange, sharing evidence-based solutions and learning; and strengthening partnerships and collaborative approaches. Every girl deserves a high-quality education.

And yet, in virtually every nation resources are scarce and those arguing for a greater investment in girls' education must come to the table with not only a soft heart but also hard-headed evidence. Drawing on that work, factsheets highlight the key pieces of evidence. Many policies and programs are based on an assumption that continued progress toward gender equality in education is hampered by early marriage and adolescent pregnancy. School-related gender-based violence SRGBV is defined as acts or threats of sexual, physical or psychological violence occurring in or around schools and educational settings as a result of gender norms and unequal power dynamics between genders.

This report explores the barriers preventing girls to attend school as well as recommendations to ensure that all girls in West and Central Africa access and complete education in a safe and supportive environment. Achieving gender equality in and through education is central to meeting the targets of the Agenda for Sustainable Development. Despite gains in recent years, many rural girls are growing up in challenging circumstances with lasting consequences for their nutrition, learning, and well-being.

Drawing from research across the fields of education in emergencies, health and development, this literature review explores the transitions and challenges facing adolescent girls in conflict-affected settings. The focus concerns three key contexts: settings where adolescent girls live in nations affected by direct conflict, contexts of displacement in refugee-hosting nations, and post-conflict settings.

The International technical guidance on sexuality education is a technical tool that presents the evidence base and rationale for delivering comprehensive sexuality education CSE to young people in order to achieve the global Sustainable Development Goals. The guidance identifies the characteristics of effective CSE programs, recommends essential topics and learning objectives that should be covered in curricula for all learners, and outlines approaches for planning, delivering and monitoring such programs.

Its purpose is to support curriculum developers and program managers to create and adapt CSE curricula that is appropriate to their context, along with effective implementation and monitoring measures. It is also a resource for advocacy in favor of young people's health and well-being. This increases to an impact equivalent of an extra 2. Key messages in the report include that: whilst it may cost more to reach the most marginalized children, the impact per dollar spent provides greater value for money.

Moreover, inclusive education systems will function for everyone if they function for the most marginalized.

Envisioning futures for environmental and sustainability education

The report finds that social and cultural conventions often result in boys being prioritized over girls. Adding to the challenge, the cost of books, uniforms and the journey to school can be prohibitive for refugee families. To help more refugee girls get a quality education, the report highlights a number of actions and policies that are both effective and deliverable.

If refugee adults are able to work and support their families, they are more likely to let their children stay in school. No girl should miss school because the journey to school is too far or too dangerous. Refugee girls need better protection from harassment, sexual assault and kidnap on the way to school. There is also an urgent need to recruit and train more female teachers from within both host and refugee communities to ensure they promote best practice and guard against behaviour that will deter girls from setting foot in the classroom.

Reasons are rooted in two main challenges: persisting structural barriers; and low levels of education among women.

Envisioning futures for environmental and sustainability education

Against this backdrop, the authors explore and critically reflect on the interplay of education, gender and peacebuilding. It aims to provide an overview of the most up-to-date available data on the nature, extent and impact of school violence and bullying and initiatives to address the problem. The Intersections Study included both a quantitative and a qualitative component. In brief, the quantitative component involved a fresh statistical analysis of the data from the endline survey of our Good Schools Study in Luwero District, Uganda Devries et al.

Whilst these discussion papers highlight lessons across the year old age group, midline and endline results will be examined as they emerge with a specific focus on adolescent girls and their educational needs. The review suggests that most incidents of violence in schools go unreported.

Given the authoritarian structure of schools in the region, children fear complaining about violence committed by teachers, staff and older peers. Sexual abuse in particular remains concealed due to cultural taboos surrounding sexuality and stigma attached to those who experience abuse. For children who face violence in educational settings, the promise and pleasure of learning and discovery can quickly turn into pain, trauma and fear.

Introduction

Such experiences not only ruin their present but also threaten their future, as those who experience violence in childhood are more likely to become perpetrators of violence as adults. Advancing gender equality in education is a priority of the Global Partnership for Education. GPE supports country investments in more equitable and gender-responsive systems in order to improve outcomes in access, retention and learning for all girls and boys. METHODS: To explore whether the inclusion of content on gender and power matters for program efficacy, electronic and hand searches were conducted to identify rigorous sexuality and HIV education evaluations from developed and developing countries published between and Intervention and study design characteristics of the included interventions were disaggregated by whether they addressed issues of gender and power.

This report proposes the largest expansion of educational opportunity in history and outlines the reforms and increased financial investment required to achieve it. The Education Cannot Wait fund offers a platform for global collaboration across humanitarian and development responses and will provide opportunity, hope and protection through education. The fund will deliver new resources, greater efficiency and new approaches to providing education in emergencies. The thematic part of the report highlights evidence, practices and policies that demonstrate how education can serve as a catalyst for the overall sustainable development agenda.

It presents compelling arguments for the types of education that are vital for achieving the goals of poverty reduction, hunger eradication, improved health, gender equality and empowerment, sustainable agriculture, resilient cities and more equal, inclusive and just societies. This Action Guide is full of activities that can be undertaken at either individual or group level. Based on trials with teachers in a wide range of countries with different cultures, educational systems and attitudes towards gender issues, it shows how important school is, especially at the post-primary stage, in forming expectations of girls and boys and ideas about gender roles.

The Gender-Responsive School will be of practical value for all educational professionals who are concerned to promote gender equality. This paper reports on a research and development project in Papua Province, Indonesia, which aims to introduce primary and secondary school teachers to positive discipline techniques in a context in which corporal punishment is widely used. This report provides an overview of the Safe and Strong Schools program, including an explanation of the educational approach and initial outcomes of the training and pilot experience.

The current study investigated bullying behaviors in school children in the fourth through seventh grades at the time of the initial assessment. Peer ratings of bullying behavior were obtained at the end of the spring semester of one school year and at the end of the fall semester of the next school year. Importantly, peer ratings were obtained by assessing not only the level at which participants actually bully other students but also whether participants help bullies to hurt the victim assister , encourage bullies reinforce , or help the victim of bullying defender.

Our results did not support the utility of differentiating between bullies, assisters, or reinforcers. Finally, whereas bullying appeared to be very similar in boys and girls, it was somewhat more stable across school years and was related to lower levels of prosocial behavior in boys, both of which could suggest that bullying may be somewhat more related to social group dynamics in girls. This paper examines a number of methodological and ethical issues around research with children, arising from a recent study of the abuse of adolescent girls in schools in three African countries.


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  4. The research used open-ended interviews and participatory workshops exploring visual representations of school life to uncover incidents of sexual, physical, verbal, and psychological abuse. It found that abuse was perpetrated mainly, but not exclusively, against female pupils by male pupils, teachers, and other adults in the community. The paper examines some methodological issues in doing such research and also some of the ethical dilemmas faced by the researchers when girls revealed sexual abuse by teachers and other adults.

    Based on a rigorous review of evidence on sexuality education programmes, this International Technical Guidance on Sexuality Education is aimed at education and health sector decision-makers and professionals. This document Volume I focuses on the rationale for sexuality education and provides sound technical advice on characteristics of effective programmes. Source: All Things Considered.

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    Source: 30 Int'l J. Source: 25 S. Source: Discussion Paper Series, Source: Urban Institute. Source: 38 Man. Source: Tempo. August 24 2 Source: Jornal de Pediatria. August 94 4 June 16 1 Source: Child Development. May-June, , Vol. Sherman Fairchild Library. Phone: