This document is a report of a training workshop for School Health Education Programme (SHEP) coordinators at national, regional district and school levels and selected head teachers of basic schools.
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.
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.
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.
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.
Today, more than half of the world population is under the age of 25 years and one in four is under age 18. The urgency of expanding access to Comprehensive Sexuality Education (CSE) notably for children and young people in Africa and Asia is greater than ever before.
New evidence demonstrates an important step in the pursuit of transformational change with regards to Comprehensive Sexuality Education (CSE), worldwide.
Comprehensive sexuality education (CSE) is recognised as an effective method of sexual health education, with the school identified as a fitting site of implementation.
Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach.
People with disabilities are at increased risk of exposure to HIV, yet they lack access to HIV prevention, treatment care and support including sexuality education.