Educación sexual

There is a long history of sexuality education in Sweden. Compulsory sexuality education was introduced in Swedish schools in 1955.

There is an enormous need for sexuality-related information for adolescents and young people due to rapid psycho-social and bodily changes occurring during the most transitional periods of life, but there is no or less access to such information at home.

This document contains information on what schools should do and sets out the legal duties with which schools must comply when teaching relationships education, relationships and sex education (RSE) and health education.

Sexuality education in rural South African schools encounters significant challenges, including limited resources, socio-cultural barriers, and lack of contextual relevance.

This report describes the project research, problems, objectives, methodology, implementation, outputs and outcomes of the five years implementation research project funded by the International Development Research Center (IDRC).

This manual covers topics on reproductive health, puberty, moral education and gender relations, mental health, including the use of gadgets, violence such as bullying and racketeering in school, proper nutrition and eating habits (anorexia, bulimia), risk factors of non-communicable diseases.

Media reports indicate that young people are discontented with current sexual education approaches, feeling that current practice disproportionately emphasizes negative aspects like sexually transmitted infections and unwanted pregnancies.

This document is intended to provide UNFPA country offices and implementing partners with guidance on how to work effectively with out of school young people in a gender and rights focused manner towards their optimal health and well-being.

The Manual is the result of Government of Malawi and UNFPA’s commitment to young people and interest in developing a comprehensive resource for teaching out of school youth about sexuality, reproductive health, gender, rights, services and related life skills aligned to international standards.

These guidelines are primarily intended for persons at the school (micro) and ministry/department level (macro) who are required to plan, organize, monitor, or evaluate CSE in schools. At the center of the guidelines is the Monitoring & Evaluation (M&E) logical framework.