The search found 1322 results in 0.016 seconds.
The Third National Sexually Transmissible Infections Strategy 2014-2017 is one of five strategies aiming to reduce sexually transmissible infections (STI) and blood borne viruses (BBV), and the morbidity, mortality and personal and social impacts they cause.
This review of comprehensive sexuality education (CSE) in Thai educational institutions collected data from students, teachers, guardians, school directors and national policy advocacy stakeholders.
The 2015-16 Myanmar Demographic and Health Survey (MDHS) is the first Demographic and Health Survey (DHS) conducted in Myanmar. The primary objective of the 2015-16 MDHS project is to provide up-to-date estimates of basic demographic and health indicators. …
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).
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).
This act deals with the problem of adolescent pregnancy in Thailand. It describes prevention and solution strategy for educational establishments, and defines powers and duties of the instituted "Prevention and Solution of the Adolescent Pregnancy Problem Committee".
The national coalition was established to deliver on the vision of the Australian Government’s National Safe Schools Framework which aims to build safe school communities where diversity is valued, the risk from all types of harm is minimised and all members of the community feel respected, included and supported. Building on the original 2003 Framework, the revised Framework was endorsed by all ministers for education in December 2010. …
This situation analysis documents current trends in adolescent pregnancy/parenthood; summarizes key laws and policies impacting adolescent pregnancy in Thailand; identifies key drivers of vulnerability to inform prevention and care seeking efforts; maps potential partners; and identifies best practices (e.g., pregnancy prevention, interventions, and linkages to care and services) and entry points for a cross-sectoral approach. The findings of this study are intended for staff of the United Nations Children’s Fund, partner organizations, United Nations agencies and policymakers.
This paper uses a unique dataset from Andhra Pradesh, tracking a cohort of children who were born in 1994–95 from the ages of 8 to 19 years, to ask three key questions about teenage marriage and fertility in India. First, what predicts getting married during the teen years? Second, what predicts having given birth by 19? …
The 2011 Census in India reported that nearly 17 million children between the ages of 10 and 19 –6% of the age group – are married, with girls constituting the majority (76 per cent), although there has been a significant relative reduction in the marriage of girls under 14. The aim of this paper is to better understand the individual, household and community factors that explain the different pathways to marriage among Young Lives children, drawing upon both descriptive statistics from the household survey as well as in-depth qualitative research with the study children.
The Government of India has made combatting child marriage and early childbearing a priority. This brief uses data collected from 1,000 19-year-olds in Andhra Pradesh and Telangana to help inform policy and programming efforts. In Young Lives survey, 28% of girls and just 1% of boys married before the age of 18. By the age of 19, a majority (59%) of married young women had already given birth. Young Lives has been following the lives of these young people and their families since 2002. …
All children have the right to attend school and be actively engaged in their education without obstacles. Child-friendly environments are necessary for all children to thrive while at school. Creating and sustaining an enabling environment for children requires that their needs are known and met. 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. …
This paper presents the results from a randomized evaluation that distributed menstrual cups (menstrual sanitary products) to adolescent girls in rural Nepal. Girls in the study were randomly allocated a menstrual cup for use during their monthly period and were followed for fifteen months to measure the effects of having modern sanitary products on schooling. While girls were 3 percentage points less likely to attend school on days of their period, the researchers find no significant effect of being allocated a menstrual cup on school attendance. …
In Sri Lanka, ideas about the way men and women should look and act are deeply entrenched. Transgender people and others who challenge gender norms—including many lesbian, gay, bisexual, and intersex people—face a range of abuses from state officials and private individuals that compromise the quality and safety of their daily lives, and their ability to access services that are central to realizing basic human rights. …
The Menstrual Hygiene Management Guideline is issued by the Ministry of Drinking Water and Sanitation to support all adolescent girls and women. It outlines what needs to be done by state governments, district administrations, engineers and technical experts in line departments; and school head teachers and teachers. This guideline is organised as follows: Part 1: About the guideline; Part 2: Who needs to know what, why and how; Part 3: Providing adolescent girls with menstrual hygiene management choices; Part 4: MHM infrastructure in schools and the safe disposal of menstrual waste.
