Transcript http://www.unesco.org/aids Web Conference 29 April 2010 International Technical Guidance on Sexuality Education Christopher Castle, Chief Section on HIV and AIDS Division for the Coordination of UN Priorities in.

http://www.unesco.org/aids
Web Conference
29 April 2010
International Technical Guidance on
Sexuality Education
Christopher Castle, Chief
Section on HIV and AIDS
Division for the Coordination
of UN Priorities in Education
UNESCO
1
Rationale
• Young people account for around 40% of all new
adult (15+) HIV infections worldwide
• Latest data indicate fewer than 40% of young
people have basic information about HIV
• Numerous studies show that with the right
information and skills, young people can change
their behaviour to reduce the risk of acquiring HIV
infection or passing it on to others
• Young people are clear in their demand for more
– and better – sexuality education, services and
resources to meet their prevention needs
2
Technical Guidance
• In December 2009, UNESCO
published with UN partners two linked
documents which comprise the
International Technical Guidance on
Sexuality Education: An evidenceinformed approach for schools,
teachers and health educators
• Volume I: Rationale for sexuality
education – including a review of the
evidence base, characteristics of
effective programmes
• Volume II: Sexuality Education topics and learning objectives
3
Purpose
• Promote an understanding of the need and
rationale for comprehensive sexuality education
(CSE)
• Provide a clear understanding of the objectives,
components and possible learning outcomes of
CSE
• Provide guidance to education and health
authorities on how to build support for CSE
• Build teacher preparedness and institutional
capacity to deliver good quality CSE
• Offer guidance on CSE materials development
4
What it is
• Voluntary guidance - will have to be
implemented within national laws/policies
• A platform for strengthening HIV prevention
amongst children and young people in and out
of school
• An advocacy tool - focusing on ‘why’ and ‘what’
about CSE
• An evidence-informed and rights-based
approach for schools, teachers and health
educators
5
What it isn’t
• Not focused on ‘how to’
deliver CSE in the
classroom
• Not a curriculum or set
of lesson plans
• Not a set of compulsory
standards
6
Who is it intended for?
• Education and health ministries, including:
• policy level decision-makers
• curriculum and materials developers
• school principals, teachers and health educators
• anyone else involved in the design, delivery and
evaluation of sexuality education, in and out of
school
• Policy level decision-makers – why?
• Programme developers – what?
7
Goal of CSE
Equip children and
young people with
knowledge, skills
and values to make
responsible choices
about their sexual
and social
relationships.
8
Methodology
• Literature review
• Evaluation of existing curricula (18 examples from
across the world)
• Review of sexuality education programme impact on
sexual behaviour (87 studies from around the world
including 29 from developing countries)
• Expansion of Kirby’s 17 characteristics of effective
programmes
• Global Technical Consultation, February ’09 hosted
by the Hewlett Foundation
• Extensive inputs from UNESCO, UNFPA, WHO,
UNICEF, UNAIDS, youth leaders, ministries of
education, CSOs and others
9
What does the evidence review say?
• Sexuality education programmes
do not increase sexual activity
• Some sexuality/HIV education
programmes:
• Delay initiation of sexual intercourse
• Reduce number of sexual partners
or
• Increase use of
condoms/contraception
• Reduce unprotected sex
• Reduce pregnancy and STI rates
• Some do none of these
10
2008 review of impact of sexuality
education on sexual behaviour
Initiation of sex
• Delayed initiation
• No significant impact
• Hastened initiation
Frequency of sex
• Decreased frequency
• No significant impact
• Increased frequency
Developing
Countries
(N=29)
United
States
(N=47)
Other
developed
countries
(N=11)
All countries
(N=87)
6
16
0
15
17
0
2
7
0
23
40
0
37%
63%
0%
4
5
0
6
15
0
0
1
1
10
21
1
31%
66%
3%
11
2008 review of impact of sexuality
education on sexual behaviour
Developing
Countries
(N=29)
United
States
(N=47)
Other
developed
countries
(N=11)
All countries
(N=87)
5
8
0
11
12
0
0
0
0
16
20
0
44%
56%
0%
7
14
0
14
17
0
2
4
0
23
35
0
40%
60%
0%
Number of sexual partners
• Decreased number
• No significant impact
• Increased number
Use of condoms
• Increased use
• No significant impact
• Decreased use
12
2008 review of impact of sexuality
education on sexual behaviour
Use of contraception
• Increased use
• No significant impact
• Decreased use
Sexual risk-taking
• Reduced risk
• No significant impact
• Increased risk
Developing
Countries
(N=29)
United
States
(N=47)
Other
developed
countries
(N=11)
All countries
(N=87)
1
3
0
4
4
1
1
1
0
6
8
1
40%
53%
7%
1
3
1
15
9
0
0
1
0
16
13
1
53%
43%
3%
13
Approach of the Guidance
• Global template/provides for
adaptation
• Rights- and values-based
• Age-appropriate
• Culturally-sensitive
• National laws and policies
• National/community contexts
• Gender-responsive
• Benchmarks and building
blocks
14
Learning Objectives: Key Concepts
1. Relationships
2. Values, Attitudes and
Skills
3. Culture, Society and
Human Rights
4. Human Development
5. Sexual Behaviour
6. Sexual and
Reproductive Health
15
Age-appropriate
Age levels
– Level 1: 5 to 8 years (lower
primary)
– Level 2: 9 to 12 years (upper
primary)
– Level 3: 12 to 15 years (lower
secondary)
– Level 4: 15 to 18 years (upper
secondary)
• Flexibility on content of each level
• Overlaps to accommodate broad age
ranges and older learners at Level 4
16
Example of Learning Objective
Topics:
• Families
• Friendship, Love and Romantic Relationships
• Tolerance and Respect
• Long-term Commitment, Marriage and Parenting
Sample Learning Objective for Level I, Topic 1:
• Define the concept of ‘family’ with examples of
different kinds of family structures
17
Approaches to school-based
programmes
• Delivered as stand-alone
subject
• Integrated within existing
mainstream subject
• Delivered across several
other subjects
• Included in guidance and
counselling
18
Good practice
 Implement programmes that include at least 12 or
more sessions
 Include sequential sessions over several years
 Select capable and motivated educators to
implement the curriculum
 Provide quality training to educators
 Provide on-going management, supervision and
oversight
 Guidance also includes characteristics of good
programmes
19
Building Support
• Parents are critically important, working in
partnership with teachers and schools
• Building consensus requires advocacy and
community education
• Opposition often stems from mistrust, fear and
discomfort
• Harness support through multiple channels and
stakeholders and work together
• Using evidence on ‘what works’ when deciding
on interventions will help build confidence
20
Moving forward
• Working jointly with national authorities, UNAIDS
and cosponsors, and CSO partners at international,
regional and country level – key meetings etc
• Core component of the UNAIDS Outcome
Framework – focus on knowledge levels and
sexuality education in 1st wave countries
• Ministerial Declaration in LAC – follow up actions
• Global launch – IAC Vienna – joint activities with
Vienna Youth Force + UNAIDS cosponsors
• ‘Levers of Success’ (UNESCO, forthcoming in 2010)
– national case studies of sexuality education
21
Moving forward
• HIV and AIDS Clearinghouse – for curriculum
resources online check the annotated
bibliography
http://hivaidsclearinghouse.unesco.org/
• Partnership with governments on country level
implementation
• Next stage – costing study on sexuality
education programmes – first results available
by end of 2010
22
Thank You
23