During COVID-19, a digital version Dance4Life's innovative empowerment curriculum, Journey4Life was developed and piloted with 5,810 young people in 8 countries. The Journey4Life is designed for adolescents with a unique combination of social and emotional learning and CSE. To study its effectiveness in terms of knowledge, confidence, gender attitudes, and behaviours, an empirical evaluation of the program was done in Indonesia, Pakistan, Ghana, and Kazakhstan.
The digitalisation of the Journey4Life consisted of experimentation, testing, adaptation and contextualisation. Findings from a needs assessment in these countries showed young people having access to the internet on their phones and home computers and preferred using online engagement tools such as WhatsApp, Zoom, telegram and Instagram.  Two versions were developed, a junior version for 10-14 year olds and another  for 15-19 year olds.
Dance4Life developed a Theory of Change for the digital Journey4Life and a measurement framework with outcomes indicators. Overall, evaluations show that the digital Journey4Life contributes to limited changes in knowledge, confidence, gender equal attitudes and socioemotional learning. Greater benefit of the digital Journey4Life appears to be on gender equality. Young people enjoyed the online sessions but expressed that a digital version lacks in energy and interactiveness as compared to in-person activities.
Based on the lessons learned, we aim to develop new behavioural indicators and a further adapted ToC based on how sexuality takes place digitally.  Dance4Life also plans to work on a blended version combining face-to-face and digital sessions and evaluate its impact on long-term outcomes.

During the COVID-19 pandemic, the DRC's Ministry of Primary, Secondary and Technical Education adapted core school curricula to TV and radio to enable children's access during school closures. Comprehensive sexual education (known as Family Life Education (FLE)) was initially not included in the broadcasts. In response, Save the Children partnered with DRC's Directorate of Life Skills Education to adapt FLE material from Growing Up GREAT! – a gender norms-shifting SRH intervention for VYAs, ages 10-14 years. 
A mixed-methods study was conducted to: 1) document how FLE was incorporated into the broadcasts, and 2) understand the experiences and acceptability of the FLE distance learning among adolescents, parents, and implementing partners. Data sources include program monitoring data, survey data from the Global Early Adolescent Study (n=397) and semi-structured individual interviews among 13 adolescents and 12 adults.
A total of 64 core and FLE lessons were broadcast a cumulative 192 times on TV and radio. FLE lessons were watched or listened to by 13% of adolescents. Of adolescents who had seen the FLE lessons, almost all reported that it helped them improve their knowledge of: contraceptive methods; prevention of abuse and sexual violence; and gender-equitable behaviors. Access to televised programs was more prevalent among boys than girls. Electrical outages were the biggest barrier to viewership. 
Broadcasts on FLE topics are a feasible and acceptable mode of education in the urban DRC context. This approach may be a useful mode of education in times of crisis-related school closures

The abrupt transitions of learning system from a bigger group in a classroom into self-learning, often independent or in a small group during the COVID-19 pandemic, has raised issues in sex education (SETARA) delivery. Limited time pushed SETARA to the bottom of the priority list while limited resources hindered the delivery method. The adjustment of learning methods was different between urban and rural areas. Various strategies were employed to support schools and teachers in providing the subject for students. For teachers, PowerPoint slides for SETARA topics and skill capacity development on Canva design, Google Jamboard and Quizizz were provided. Furthermore, an online platform for SETARA was developed by Rutgers Indonesia (RID). As internet access and availability of supporting devices were more sufficient in cities, SETARA e-learning was first implemented in 2 schools in the urban area of Denpasar, Bali. Students appeared to be engaging by actively accessing the e-learning platform. There were challenges in timetabling, internet access and teachers' capacity in technology and navigating the internet. A conclusion and several recommendations are also provided at the end of this paper to answer the challenges and ensure sex education is accessible for as many students as possible.