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La sexualité et les relations intimes et affectives forment une découverte et un apprentissage qui, à tous les âges de la vie, mais plus particulièrement chez les jeunes, soulèvent de nombreuses questions et besoins. Compte-tenu des enjeux posés en matière de citoyenneté, d’égalité femmes-hommes et de santé, il est de la responsabilité des pouvoirs publics de répondre à tou.te.s les jeunes par des informations objectives, sans jugement ni stéréotype, et, lorsqu’elles ou ils en expriment le besoin, de leur apporter l’accompagnement nécessaire.
Refiere que la Educación Sexual Integral es un deber de la escuela y un derecho al que todos los y las estudiantes deben tener acceso. Los estudiantes tienen derecho a una Educación Sexual Integral pertinente,
Most states today have a policy requiring HIV education, usually in conjunction with broader sex education. Meanwhile, as debate over the relative merits of abstinence-only-until marriage versus more comprehensive approaches has intensified, states have enacted a number of specific content requirements. This brief summarizes state-level sex and HIV education policies, as well as specific content requirements, based on a review of state laws, regulations and other legally binding policies.
The note evaluates the state of play of the provision of sexuality education in the context of schooling and in the context of family planning facilities in 24 European Union Member States. The note compares the situation in the Member States and gives an overview of the points of reflection in relation to sexual and reproductive health and rights.
This policy brief developed by the European Expert Group on Sexuality Education provides an overview of key issues in sexuality education. It focuses primarily on sexuality education in Europe and Central Asia but is also relevant to countries outside of these regions.
This report is a consolidated summary and analysis of the status of comprehensive sexuality education for teacher training in 21 countries in the East and Southern Africa region.
In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE scale-up. Data were analysed using the ExpandNet/WHO framework, conceptualising scale-up from a systems perspective as composed of interrelated elements and strategic choices. …
A Family Life Education (FLE) curriculum was introduced in Fiji schools in 2010 in response to concern about increasing teenage pregnancies and young people's vulnerability to sexually transmitted infections and other health and social problems. However, conservative and suspicious parental attitudes towards FLE have been an obstacle. The need for an educational programme for parents to complement the FLE curriculum taught in schools is now urgent. This study examines parents' views on the sex and sexuality component of the FLE curriculum. …
The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. …
Comprehensive sexuality education (CSE) has been recognised globally as key to helping young people assert their sexual and reproductive rights. In India too, there is growing awareness of the importance of providing CSE not only to reduce sexually transmitted infections, unintended pregnancies and abortions but also to teach important life skills. Simultaneously, lack of political will and conflicting interests among certain religious and political factions have ensured that no uniform CSE curriculum has been implemented throughout the country. …
Nigeria is one of few countries that reports having translated national policies on school-based comprehensive sexuality education (CSE) into near-nationwide implementation. We analysed data using the World Health Organization-ExpandNet framework, which provides a systematic structure for planning and managing the scaling up of health innovations. We examined how Nigeria's nationwide programme was designed and executed. Since 2002, Nigeria has developed a well thought through strategy to scale up CSE. …
In 2007, six countries (Argentina, Brazil, Chile, Paraguay, Peru and Uruguay) commenced work on a project to harmonise public policy on school sexuality education (SE) and the prevention of HIV. Inter-sectoral management committees for SE involving ministries of education, ministries of health and civil society were established, national policies and work plans were formulated and implemented, and SE/HIV prevention activities were carried out. The strengths and weaknesses of implementation were assessed. …
This paper explores the sexual and reproductive health (SRH) policy context and the realities facing in-school young people in Kenya. It is based on a review of the health and education sector policy documents as well as data from self-administered questionnaires with 3624 male and female students from eight secondary schools in Nairobi. Findings show that although the policies emphasise the right to access accurate SRH information, there are restrictions on the content of messages that can be provided to in-school young people. …
The right of access to comprehensive sexuality education (CSE) is grounded in fundamental human rights and is a means to empower young people to protect their health, well-being and dignity. This Operational Guidance sets out UNFPA’s framework for CSE, which is one of five prongs to UNFPA’s Adolescent and Youth Strategy. …
This compelling study, comprising of a sample of eight schools in three countries in sub-Saharan Africa -Kenya, South Africa and Tanzania - examines the sources, contents and processes of children´s community-based sexual knowledges and asks how these knowledges interact with AIDS education programmes in school. Old enough to know showcases the possibilities of consulting pupils using engaging, interactive and visual methods including digital still photography, mini-video documentaries, as well as interviews and observations. …
