Introduction This module consists of 6 individual guides tailored for engagement with the following groups: Research has shown that it is useful to engage with key groups separately before bringing them together. These individual guides allow each stakeholder to engage in robust and extensive dialogues and to raise their own concerns within their familiar groups. […]
Introduction This section is designed for Ministry of Education and Health officials responsible for the legal and policy legitimacy of the CSE curriculum. The resources below aim to ensure that public officials are equipped to address community concerns and misconceptions about CSE, and that ministry engagement with religious and cultural leaders are informative and participatory.
Introduction Research has shown that community and parental participation can positively contribute to the quality of primary education. These are more formal and organised institutional channels for parent voices, distinct from parents generally. PTAs may act as an entry point for trust building, or as a barrier if bypassed or mobilised by opposition. CSE resources […]
Introduction YPAR findings consistently showed that schools are the primary setting where youth and adolescents receive CSE. Teachers and school administrators are therefore the primary implementers and frontline messengers of CSE in practice. They are also the connection between learners and parents/communities exposing them to personal criticism if content or delivery becomes controversial. Further, YPAR […]
Introduction Religious leaders are still considered the trusted moral authorities in many African countries, meaning that their endorsement of CSE and related concepts carries much weight within communities. YPAR findings also indicate that socio-cultural and religious influences continue to shape both policy debates and classroom delivery of sexuality education. Therefore, once equipped with the correct […]
Introduction Community and traditional leaders play a pivotal role within Ugandan, Malawian and Ethiopian society. According to Afrobarometer survey findings, Ethiopians trust their traditional leaders more than state institutions and elected officials and they would like to see this influence increase. In Uganda, Afrobarometer findings show a similar pattern of increased trust in traditional leader […]
Introduction This module consists of 6 individual guides tailored for engagement with the following groups: Research has shown that it is useful to engage with key groups separately before bringing them together. These individual guides allow each stakeholder to engage in robust and extensive dialogues and to raise their own concerns within their familiar groups. […]
This module provides direct, evidence-based responses to the dominant false and misleading claims about CSE. Each response is designed to be used directly in community meetings, media engagements, policy dialogues, and online spaces. As throughout this Toolkit, lead with the shared values set out in the Introduction and Module 1; use the evidence below to […]
Introduction This Module synthesises the regional and country-specific findings on CSE implementation, uptake and barriers thereto in Malawi, Uganda and Ethiopia in an easy and accessible format. It is designed to give any user the evidentiary confidence to make accurate claims about local CSE implementation and outcomes, and to push back on assertions that CSE […]
What CSE is, what it is not, and why it matters “Comprehensive Sexuality Education” is a technical term that UNESCO describes as a — “curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that […]