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Main recommendation 1: Knowledge and experience in developing and implementing school-based sexuality-education programmes in European countries should be

W dokumencie Sexuality Education (Stron 186-192)

much more shared internationally.

Main recommendation 2: The quality of sexuality-education programmes needs to be

improved by starting sexuality education in pupils of a young age, increasing their involvement in it, broadening the range of topics addressed and improving teacher training and support.

• In several European countries, sexuality education starts in primary (or elementary) school, where it tends to focus on knowledge of the human body, its functions and changes during puberty as well as on human relationships. It is essential that this education be taught at a relatively young age, and that it precede education on having sexual contacts and issues directly related to this (i.e. contraception or the prevention of STIs).

• This report clearly shows that young people themselves want and appreciate school sexuality education. They should also become much more involved in developing, implementing and evaluating such programmes. In the end, they are the ones who stand to benefit most from them, and that is best guaranteed if the programmes reflect and respond to their needs.

• Because several sexuality-education pro- grammes still tend to focus primarily, or almost exclusively, on the biological aspects of reproduction and prevention of HIV/STIs and unwanted pregnancy, there is a need to broaden the spectrum of topics that are addressed.

Important other topics that should also be dealt with are gender equity, mutual consent to sexual contacts, sexuality on the internet and social media, human rights and sexuality, and particularly access to abortion, sexual abuse, and

• In the majority of countries in the European Region there is a clear need to train teachers to teach sexuality education, and there is a great need to develop the appropriate educational materials for that purpose. Only in a handful of countries throughout the region has the training of future teachers on sexuality education been included in the training curricula of teacher training colleges and universities. The same should now be done in all other countries where sexuality education is mandatory or optional. The WHO/BZgA Standards for Sexuality Education in Europe (2010) and the publication Training Matters: A Framework for Core Competencies of Sexuality Educators (BZgA, 2017) can be useful for this purpose.

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186 Sexuality Education in Europe and Central Asia: State of the Art and Recent Developments, BZgA 2018

• Throughout the European Region young people tend to start sexual relations at the age of 16 – 18 years, while they tend to marry or cohabit about 10 years later. During that 10-year period, they should be enabled to preserve their sexual health – for which sexuality education is indispensable if they are to build happy and healthy relationships based on gender equity, mutual consent, prevention of sexual ill-health and freedom from sexual and domestic violence.

• Young people who do not yet get sexuality education in school should be educated in extracurricular efforts that are especially directed toward them because they are often most at risk of sexual-related diseases, sexual abuse, bullying and sexual harassment. This concerns, among others, children and young people who are homeless, living in correctional institutions and orphanages, and those with physical or intellectual disabilities. This report provides a wide variety of examples of such educational efforts. Recently, a training guide was also published on how to approach and work with these most-at-risk adolescents (MARA, see UNFPA EECARO 2015).

• Sexuality education should always be complemented by SRH service delivery for young people. Those services should be ‘youth-friendly’, which means that they are responsive to the SRH needs of young people, and that

Recommendations

they are easily accessible, free of charge (or at least subsidised), anonymous and confidential.

This can be accomplished by making general SRH services generally more youth-friendly, or by creating special services for young people, depending on the conditions in the country. A close collaboration between those services and sexuality education at school is beneficial.

• Sexuality education in schools complements the efforts of parents and creates a protective environment for all young people. It fills a gap if parents are absent, do not feel competent or are unable or unwilling to provide the life skills and knowledge to protect young people’s SRH and rights and to foster healthier social and emotional relations. In many countries, there are best practices available to help parents to build their competence and to speak easily and openly about sexuality issues and thus to increase their emotional competence. There are also best practices present for promoting the involvement of parents and enhancing their understanding of sexuality education.

• Because there still is widespread mis- understanding about the impact and benefits of sexuality education, there is a strong need to explain the results of scientific research in this field to decision-makers, the educational sector and the public at large. Scientific evidence is available, but this evidence should be made Main recommendation 3:

Young people both in and out of school should receive

more support in their development to adulthood and should have access to SRH

services that respond to their needs. The benefits, and especially the absence of

any negative impact, of sexuality education should be effectively explained to all

stakeholders. The implementation of sexuality programmes should be monitored

and evaluated in a more holistic manner.

easily accessible and comprehensible for those who are not used to reading scientific reports.

The BZgA and UNFPA series of ‘Policy Briefs’

can play an important role in this respect (see references to Policy Briefs in the Annexe).

• M&E of sexuality education should be strengthened and should focus on the relevance of such teaching for pupils. Apart from measuring outcomes or learner appreciation, M&E should also focus on the quality of the sexuality-education programme (i.e.

the degree of comprehensiveness and active involvement of pupils) as well as on the quality of implementation of the programme.

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188 Sexuality Education in Europe and Central Asia: State of the Art and Recent Developments, BZgA 2018

6 Annexe

Annexe

General references...190

List of Abbreviations... 193

Glossary... 194

Questionnaire... 196

BZgA and IPPF EN publications on Sexuality

Education (in Europe and Central Asia)... 214

190 Sexuality Education in Europe and Central Asia: State of the Art and Recent Developments, BZgA 2018

ECEC.

(European Consortium for Emergency Contraception). Emergency Contraception Availability in Europe (2015). Available at http://

www.ec-ec.org/emergency-contraception-in- europe/emergency-contraception-availability-in-europe/

IPPF (2010 update).

IPPF Framework for Comprehensive Sexuality Education (CSE). London: IPPF. Available at http://www.ippf.org/sites/default/files/

ippf_framework_for_comprehensive_sexuality_

education.pdf

IPPF (2015).

Inside and Out: Comprehensive Sexuality Education (CSE) Assessment Tool. http://www.

ippf.org/resource/inside-and-out-comprehensive-sexuality-education-cse-assessment-tool

Ketting E., Friele M., Michielsen K.

(2016).

Evaluation of holistic sexuality education: A European expert group consensus agreement.

The European Journal of Contraception and Reproductive Health Care. 2016; 21: 68 – 80.

Available at http://icrhb.org/sites/default/files/

Ketting_Evaluation%20HSE_2015.pdf

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