Sentences with phrase «sexuality education curriculum in»

In 2011, UNESCO and UNFPA conducted a review of sexuality education curricula in Kenya and nine other Eastern and Southern African countries to assess their content, quality and delivery methods.

Not exact matches

Most school districts have comprehensive sexual education policies and curricula in place, according to two national surveys to be released this week, but sexuality education, and particularly the promotion of abstinence - only education, remain magnets for controversy.

Get Real Middle School is a comprehensive evidence - based sexuality education curriculum developed by Planned Parenthood League of Massachusetts that empowers students in grades 6, 7 and 8 to delay sex and protect themselves from pregnancy and STIs.

Specific objectives included documenting policies and curricula on sexuality education, describing the implementation of these, assessing the comprehensiveness of the content, examining the opinions and attitudes of students and teachers regarding sexuality education, and providing recommendations to inform the design and implementation of such programs in schools in Kenya and beyond.

The goal of this study was to provide a robust, comprehensive analysis of policies and curricula regarding sexuality education in Kenya and their implementation in secondary schools, with a focus on three geographically and ethnically diverse counties: Homa Bay, Mombasa and Nairobi.

Population Council, Sexuality Education: A Ten - Country Review of School Curricula in East and Southern Africa, Nueva York: UNESCO y UNFPA, 2012, http://unesdoc.unesco.org/images/0022/002211/221121e.pdf.

This report presents findings on the development of policies and curricula, including the actors involved and challenges faced; how sexuality education is taught in classrooms; students» experiences and preferences; support for implementation, including teacher training and school environment factors; sources of SRH information outside of the classroom; and general opinions about such education among key stakeholders.

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.28 — 33 Small - scale reviews of school - based programs run by nongovernmental organizations (NGOs) have been conducted in Kenya, but there has not been a review of the government's sexuality education program in schools.34, 35

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.10, 24 — 27 This report provides a detailed snapshot of how the policies related to sexuality education in Ghana are translated into practice and what students, teachers and heads of schools think about them.

Improving the content of curricula, ensuring that teaching methods are adequate and conducive to learning, and establishing monitoring systems to ensure quality are essential to improving sexuality education in schools, but the quality of the teaching ultimately depends on the preparedness, confidence, knowledge and skills of teachers.

At a time when the revised national curriculum is about to be piloted by the government, the release of our new study assessing sexuality education policies, curricula, and their implementation in Nairobi, Homa Bay, and Mombasa counties provides evidence and an opportunity for policymakers and other decision makers to explore how best to strengthen the content and delivery of comprehensive sexuality education.

This report presents an analysis of policies and curricula on sexuality education in Ghana and their implementation in senior high schools, focusing on three geographically diverse regions: Greater Accra, Brong Ahafo and Northern.

This report presents findings on the development of policies and curricula, including the actors involved and challenges faced; how sexuality education is taught in classrooms; students» experiences and preferences; support for implementation, including teacher training and school environment factors; sexuality education outside of the classroom; and general opinions about sexuality education among key stakeholders.

If these topics formed part of the compulsory curriculum and were examinable, this would necessitate their inclusion as a separate module in pre-service teacher training and might encourage more investment in in - service training on sexuality education.

UNESCO and UNFPA, Sexuality Education: A Ten - Country Review of School Curricula in East and Southern Africa, New York: UNESCO and UNFPA, 2012.

Informants included Ministry of Education staff involved in the development of policies and curricula related to sexuality education, as well as national stakeholders and individuals with international agencies and NGOs involved in implemEducation staff involved in the development of policies and curricula related to sexuality education, as well as national stakeholders and individuals with international agencies and NGOs involved in implemeducation, as well as national stakeholders and individuals with international agencies and NGOs involved in implementation.

Improve the comprehensiveness of the curriculum content and diversify the teaching methods used in the classroom to more accurately reflect the UNFPA definition of comprehensive sexuality education, and so place more emphasis on promoting practical skills, confidence and agency among students; eliminate fear - based and moralistic messages; and increase the focus on gender, rights and strategies for preventing unintended pregnancies that teach about a broad range of contraceptives (including long - acting methods) and negotiating skills within relationships.

Our study of 78 secondary schools, conducted in 2015, found that although three out of four teachers say they teach all the topics that comprise a comprehensive sexuality education curriculum, only two per cent of the students say they learned this material.

UNESCO and UNFPA, Sexuality Education: A 10 - Country Review of School Curricula in East and Southern Africa, New York: UNESCO and UNFPA, 2012.

Improve the comprehensiveness of the curriculum content and diversify the teaching methods used in the classroom to more accurately follow UNFPA's definition of comprehensive sexuality education, and to place more emphasis on promoting practical skills, confidence and agency among students; eliminate fear - based and moralistic messages; and increase the focus on strategies for preventing unintended pregnancies that teach about a broad range of contraceptives (including long - acting methods) and negotiating skills within relationships.

Comprehensive sexuality education should include the fostering of practical skills; however, these receive little attention in the curriculum content and teaching approach, and student assessments focus more on knowledge than on attitudes and practical skills.

This chapter describes the policy and legal environment regarding sexuality education in Kenya, the actors involved in curriculum development, the structure and content of the sexuality education program, and challenges to program development and implementation, and offers commentary on program comprehensiveness.

These 11 lessons scaffold seamlessly from the knowledge gained in the middle school curriculum, yet the high school curriculum can also stand on its own, as a comprehensive sexuality education curriculum for ninth or tenth graders.

The trainers for this curriculum training were very knowledgeable and highly skilled in sexuality education in general and the Get Real curriculum specifically.

Developing a comprehensive sexuality education curriculum for middle schools and high schools that is now in 131 schools and reaching over 30,000 students.

The health goal of the curriculum is to promote positive sexual health behaviors and beliefs among students who have participated in the Get Real middle school comprehensive sexuality education curriculum, resulting in a delay of sexual initiation, a reduction of unintended pregnancies, and higher use of protection methods.

Our education department offers expertise and consultation to educational institutions in the adoption of curriculum that promotes and embraces sexuality as an essential lifelong aspect of being human, and empowers individuals to make healthy choices.

Between them they have high - level skills and experience in student welfare, sexuality education, drug education, anti-violence education, emotion based curriculum and boys» education.

She co-directs an evaluation of a middle school sex education curriculum and leads a project investigating what works and what gets in the way of family communication about sexuality among diverse families.

Ensuring access to medically accurate, age appropriate comprehensive sexuality education (CSE) in schools by using an evidence based curriculum and reducing sociodemographic disparities in its receipt is central to improving the health and well - being of children and young adults in the State of New York.

«From Paper to Practice: Sexuality Education Policies and Curricula and Their Implementation in Guatemala,» by Ana Silvia Monzón, Sarah Keogh, Ana Lucía Ramazzini, Elena Prada, Melissa Stillman and Ellie Leong (currently available in Spanish only).

The guidance identifies the characteristics of effective comprehensive sexuality education programmes, recommends essential topics and learning objectives that should be covered in curricula for all learners, and outlines approaches for planning, delivering and monitoring comprehensive sexuality education programmes.