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In this booklet you can learn more about the re-entry policy guidelines and what actions you can take to ensure that all children, including young mothers, get their right to education fulfilled.
Research evidence shows that education and health are closely linked. So promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes. This briefing draws on a rapid review approach that provides a broad, succinct scope of the scientific evidence. The complexity of the interrelationships between outcomes makes it difficult to draw firm conclusions about causality. …
Cette étude propose un rappel synthétique des connaissances concernant la violence à l’école et une analyse du cadre législatif et des réponses institutionnelles et non gouvernementales apportées à ce phénomène. …
This European framework for quality standards in school health services and competences for school health professionals, developed by the WHO Regional Office for Europe, aims to support the 53 Member States of the WHO European Region to develop and sustain school health services as part of their national health systems. …
Background: The proposal by the South African Health Ministry to implement HIV testing and counselling (HTC) at schools in 2011 generated debates about the appropriateness of such testing. However, the debate has been between the Ministries of Education and Health, with little considerations of the students. The main aim of the study was to assess the students’ opinions and uptake of HIV testing and counselling in general, and the acceptability of the provision of HIV testing and counselling in schools. …
Cet atelier sur la lutte contre les violences de genre en milieu scolaire en Afrique de l’Ouest a été organisé conjointement par le Ministère français des Affaires Etrangères, l’UNGEI et l’UNICEF à Ouagadougou, au Burkina Faso, du 19 au 21 novembre 2013. Le but de cet atelier était de servir d’outil de plaidoyer et de renforcement des capacités des acteurs et actrices étatiques et non-étatiques qui travaillent sur les violences de genre en milieu scolaire, afin de permettre une meilleure prise en compte de cette problématique dans la planification et la programmation sectorielle. …
L’objectif principal de l’étude était defaire une analyse qualitative et quantitative du phénomène de grossesses en milieu scolaire et proposer des solutions réalistes et pertinentes pour la prévention. A l’école certains condisciples des élèves/écolières mères les discriminent, certains enseignants les stigmatisent, mais il y en a d’autres qui compatissent. Les grossesses scolaires ont des conséquences scolaires, sociales, économiques, physiques et psychologiques. Les contenus des programmes scolaires en matière de l’éducation sexuelle et la santé de la reproduction est à enrichir. …
A comprehensive, holistic approach encourages each school to look at its whole school community and develop an environment and culture that promote healthy ways of living. A Comprehensive School Health framework combines four main elements: Health Education, Health and Support Services, Social Support and the Physical Environment. It involves the active participation of all members of the school community in creating action plans that make their school a healthier place. …
The government is developing guidelines/procedures on how to enable pregnant school girls go back to school to continue with their studies. This document will also dwell on how to reduce/eliminate the problem of pregnancies of school girls.
This brief outlines the current legal situation in Tanzania with respect to attendance of pregnant schoolgirls as well as the benefits of educational attendance for pregnant school girls and young mothers.
Despite progress in expanding access to education for girls globally, important barriers remain. Girls’ success in school – and after leaving school – is determined in part by characteristics of and factors in her household and community. 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. While education and age at marriage (and pregnancy) are positively correlated in many settings, evidence of a causal relationship is more limited. …
The World Health Organisation, amongst others, recognises that adolescent men have a vital yet neglected role in reducing teenage pregnancies and that there is a pressing need for educational interventions designed especially for them. This study seeks to fill this gap by determining the feasibility of conducting an effectiveness trial of the If I Were Jack intervention in post-primary schools. This 4-week intervention aims to increase teenagers’ intentions to avoid unintended pregnancy and addresses gender inequalities in sex education by explicitly focusing on young men. …
The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. …
This pamphlet has been prepared for secondary school administrators, teachers, counselors, parents, and students. The first section provides background on school retention problems associated with pregnant and parenting students. The next two sections, “Title IX Requirements Regarding Pregnant and Parenting Students” and “Frequently Asked Questions Pertaining to Title IX Requirements Regarding Pregnant and Parenting Students,” provide information on the law’s specific requirements regarding pregnancy and parenthood. …
This document aims to clarify the position of the department of Education regarding learner pregnancies. The measures provide a framework for: educating and assisting learners to understand and exercise their rights and responsibilities in regard to healthy lifestyles; guiding and supporting vulnerable learners; and involving all relevant role-players, and integrating these measures with available systems and structures.
