Information note: sexuality education
Information Notes are compiled for Members and Committees of the Legislative Council of Hong Kong.
Information Notes are compiled for Members and Committees of the Legislative Council of Hong Kong.
This brief aims to provide an overview on the status of the implementation of CSE within Asia, drawing specifically to 11 countries from South, South East and Central Asia.
The purpose of this report is to show how statutory personal, social, health and economic (PSHE) education as an entire subject, including but not limited to relationships and sex education (RSE), can be implemented in a way that brings significant benefits while minimising impact on teacher work
The primary aim of the project was to develop guidance on best practice for an LGBTQ-inclusive curriculum. We wanted our guidance to be rooted in the experience of students and colleagues, as well as being informed by theoretical developments in pedagogy.
This report outlines the key findings and recommendations of the Sex and Relationships Education Expert Panel. This panel was established by the Cabinet Secretary for Education to help inform the development of the future Sex and Relationships Education (SRE) curriculum in Wales.
The report supports the recommendations of the Sex and Relationships Education Expert Panel which was presented to the Cabinet Secretary for Education on 13 December 2017.
There is now consensus among Scotland's third sector children's rights, women's rights and young people's and equality organisations that RSHP lessons urgently need to be improved.
This report analyses over 2000 primary and secondary school inspection reports for 2015/16.
Sex and relationship education (SRE) is regarded as vital to improving young people's sexual health, but a third of schools in England lacks good SRE and government guidance is outdated.
Objectives: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE.