Since the Cairo Agenda (the 1994 International Conference on Population and Development’s Programme of Action), the global community has been working to create a framework policy for sexuality education – a need for young people to gain the knowledge an
d skills to protect their sexual and reproductive health.
There are many key features of what it is that the education aims to do, and it is widely accepted that it needs to take place both in schools and in the community, focus on information which is appropriate for different ages, and to start at a young age. In addition, the aim is to address the widespread issue of gender inequality. This includes gender relations and violence – all part of the well-being of the person.
Two key words which repeatedly emerge are ‘positively’ and ‘responsibly’ – referring to what the education aims to equip young people to do in terms of dealing with their sexuality and the arena in which is actively participates. So too should it consider how interrelated sexual health problems and humans rights violations are.
Along with this inclusion of gender and rights, they in fact being the foundation on which the programmes should stem from, there is still a need for clearer terminology: rather than just lying in opposition to ‘abstinence-only’ education (in which young people are just told not to have sex and told about the bad things that can happen to them if they do). The UNFPA laid out guidance in 2014 that it should have
A basis in values and rights
Scientifically accurate information
Gender focus
Safe learning environment
Participatory and creative thinking teaching methods
Youth advocacy and civic engagement
Cultural appropriateness
This core concept of empowerment and gender equality seeks to empower young people, particularly girls, to see themselves as equal and therefore be able to take care of their health and well-being and actively participate in society. At the moment, there are very few CSE programmes which address this, and there is often a lack of consistency or reach beyond small programmes.
From the literature, it seems that the discussion is moving from a social learning theory (that people learn from observing others) to one encapsulating feminist theory, critical theory, and Freire’s empowerment approach – all allowing for critical appraisal of gender and societal norms, engage learners to analyse their own social contexts, and feel empowered to act on their principles and values.
When it comes to evaluations of the effectiveness of CSE, there is much that needs to be done. According to Haberland and Rogow (2015), from the interventions they have analysed, there are many positive results and around 2/3 show effective change. However, this does mean that the other third have failed to demonstrate any changes in behaviour. The consistency across the programmes and outside factors have not been evaluated. Additionally, many of the studies only examine behavioural outcomes, as the cost involved in looking at biological outcomes is incredibly high. Problematically, self-reporting on behaviour change only provides limited markers on effectiveness. It is clear that more research needs to be done into this area, along with longitudinal studies and complex evaluation, particularly as the programmes grow in complexity themselves.
One of the biggest questions is to what extent CSE should venture further into areas beyond critical thinking about gender, power and rights: could it aim to affect things such as sexual coercion, violence, homophobic bullying, agency, sex trafficking, gender norms? And how else could it contribute to the MDG’s and SDG’s on poverty, gender equality, education?
To my mind, sexuality education goes so much further than the ‘penis and vagina’ lessons I had in school, and the brushed-over programmes so prevalent today. I truly believe that the problems faced with gender inequality, health, lack of empowerment – all stem from this core human activity, biology, family, feeling, learning… and a truly comprehensive sexuality education which ambitiously seeks to address the multitude of issues which are either directly or indirectly associated with it: that is something which should reach for the stars.
Haberland, N. and Rogow, D., 2015. Sexuality education: emerging trends in evidence and practice. Journal of adolescent health, 56(1), pp.S15-S21.