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Comprehensive sexuality education provision

Module 1

Comprehensive sexuality education provision


Training course in adolescent sexual and reproductive health 2021 for WHO Eastern Mediterranean Region

January 25, 2021 - Geneva

Assignment (25 marks in total)

Answer the following questions using the clues provided to review the selected aspects of the relevant documents.

Question 1 (1 mark)

Why do adolescents need comprehensive sexuality education (CSE)? – identify one reason.

Clue: Refer to page 6 of the International Technical Guidance on Sexuality Education.

Question 2 (2 marks)

What according to you is the biggest operational constraint in the provision of CSE in your country, and why?

Clue: Refer to page 7 of the document Facing the Facts: The case for sexuality education. Support your answer with a journal paper or a report from your country.

Question 3 (2 marks)

In what way could CSE be integrated into your country’s educational curriculum?

Clue: Refer to page 7 of the document Facing the Facts: The case for sexuality education. Support your answer with a journal paper or a report from your country.

Regional case study 1

Chandra-Mouli V, Plesons M, Hadi S, Baig Q, Lang I. Building Support for Adolescent Sexuality and Reproductive Health Education and Responding to Resistance in Conservative Contexts: Cases From Pakistan. Glob Health Sci Pract. 2018 Mar 30;6(1):128-136.

Question 4 (3 marks)

Identify three strategies that Aahung and Rutgers used to build community support for CSE in Pakistan?

Clue: Refer to page 130, Figure 1, Strategies used by Aahung and Rutgers Pakistan to build community support for their sexuality education programs.

Question 5 (3 marks)

5.1 Within the ecological framework, what are the levels of influences that need to be understood when planning to deliver sexuality education to adolescents? (1mark)

(Clue: Page 130-131, Understanding local context)

5.2 In the case of Aahung and Rutgers, who were the gatekeepers or influential people in the lives of adolescents that were engaged and sensitized? (1 mark)

(Clue: Page 132, Engaging gatekeepers through outreach and sensitization)

5.3 In your context, which gatekeepers or influential people would need to be engaged and sensitized to deliver CSE? (Support your answer with a journal article or report from your country) (1 mark)

Question 6 (2marks)

What strategies did Rutgers and Aahung use to overcome resistance to CSE in Pakistan?

(Clue: Page 133-34, How Aahung and Rutgers Pakistan Overcame Resistance)

Regional case study 2

Wahba MM (2020). Sexuality Education; Needed but Disputable?. In eLS, John Wiley & Sons, Ltd (Ed.).

Question 7 (3 marks)

How is CSE different from sexuality education?

(Clue: Sexual education: Are we reading on the same page?

Question 8 (5 marks)

8.1 What are the considerations that the International Technical Guidance suggests when designing a school-based CSE program? (3 marks)

(Clue: Designing a sexuality education program)

8.2 What did the Egyptian Family Health Society (EFHS) do to understand the needs of adolescents related to sexuality education before initiating their school-based SE program? (1 mark)

(Clue: Needs Assessment)

8.3 What were the protocols used to respond to sensitive questions asked during the EFHS’ seminars? (1 mark)

(Clue: Needs Assessment)

Question 9 (4 marks)

9.1 Describe a CSE initiative in your country that you believe has affectively promoted CSE for adolescents in or out of school. (2 marks)

9.2 Identify one factor that has contributed to the effectiveness of this initiative. (1 mark)

9.3 Identify 2 factors that you believe are critical for strengthening implementation of CSE in your country? (1 mark)