This study intends to evaluate the revised comprehensive sexuality education in primary and secondary school settings in Zambia.
The module was developed as a resource to support pre–service training of teachers for the delivery of school–based sexuality education in East and Southern Africa.
Family Life and HIV Education (FLHE) programme was introduced nationwide in Nigeria in 2003. Since then little is known about the patterns of its implementation across the states in the six geo-political zones in Nigeria.
School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement.
An emerging model for sexuality education is the rights-based approach, which unifies discussions of sexuality, gender norms, and sexual rights to promote the healthy sexual development of adolescents.
Using in-depth interviews, the authors asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education.
This set of 14 individual scripted lesson plans was developed to support school-based delivery of comprehensive sexuality education (CSE) in East and Southern Africa.
Research has foregrounded the way in which heterosexual practices for many young people are not infrequently bound up with violence and unequal transactional power relations.
Eastern and Southern Africa have some of the highest rates of HIV prevalence among young people in the world. Now more than ever, they need accurate information and supports regarding their sexual and reproductive health.
Research on sexual practices among young South Africans has proliferated in light of the national imperatives to challenge the spread of HIV/AIDS, gender-based violence and unwanted early pregnancies.