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UNESCO HIV and Health Education Clearinghouse

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  1. Training matters: a framework for core competencies of sexuality educators

    This framework focuses on sexuality educators and the competencies they should have, or develop, in order to conduct sexuality education. It is primarily addressed to those who conduct the training of sexuality educators and to experts who develop the relevant curricula for this kind of training. It can also guide sexuality educators themselves in their own professional and personal development. The framework is intended to provide support and to facilitate the implementation of training programmes for sexuality educators and/or improve the quality of existing programmes. …

  2. Statutory PSHE education: meaningful change supported by busy teachers and school leaders

    The purpose of this report is to show how statutory personal, social, health and economic (PSHE) education as an entire subject, including but not limited to relationships and sex education (RSE), can be implemented in a way that brings significant benefits while minimising impact on teacher workload and school funding. The PSHE Association Strategic Partners Group urges the Education Secretary and his Department to seize the opportunity to ensure all school children benefit from good quality PSHE education and proceed to consult on statutory regulations for PSHE education in its entirety. …

  3. Rapport d’experts sur l’éducation sexuelle en Suisse, référence faite à des documents de principe internationaux et comparaison avec des pays choisis

    Le 20 mars 2015, le Parlement a transmis le postulat 14.4115 Regazzi « Faire vérifier par une commission indépendante les thèses défendues par la fondation SANTÉ SEXUELLE Suisse quant au développement sexuel de l'enfant et de l'adolescent ». Ce postulat demande au Conseil fédéral de faire vérifier les théories sur lesquelles se base la fondation SANTÉ SEXUELLE Suisse (SSS) par une commission d'experts indépendante, composée de médecins, de psychologues du développement et de spécialistes en pédagogie générale, et de présenter les conclusions de cette commission sous la forme d'un rapport . …

  4. Lifeskills survey 2015: report on survey findings

    The findings from the 2015 Lifeskills Survey highlight, as in the 2009 and 2012 surveys, the very good work that schools do to equip their students with a range of essential Lifeskills; including physical activity and healthy eating, aspects of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE), as well as addressing anti-bullying, substance use and road safety. In 2015 the survey included Youthreach Centres and Community Training Centres (CTC) for the first time. The survey is conducted entirely online. …

  5. What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders’ views

    Sex and relationship education (SRE) is regarded as vital to improving young people's sexual health, but a third of schools in England lacks good SRE and government guidance is outdated. The authors aimed to identify what makes SRE programmes effective, acceptable, sustainable and capable of faithful implementation. […] They identified key features of effective and acceptable SRE. Their best practice criteria can be used to evaluate existing programmes, contribute to the development of new programmes and inform consultations around statutory SRE.

  6. Is there a need for a European-wide initiative on comprehensive sexuality education? Reflections from Croatia

    This commentary concerns the policy brief published in this issue (European Expert Group on Sexuality Education 2015). It reflects the author’s experiences with the outcomes of efforts to introduce sexuality education in Croatia, followed by a brief history of events related to the recent introduction of sexuality education in Croatian primary and secondary schools.

  7. A view from England and Wales

    This commentary outlines developments regarding Sex and Relationships Education (SRE, akin to Comprehensive Sex Education) in England and Wales over the past 15 years or so.

  8. Relationships and sexuality education guidance: an update for primary schools

    The Department of Education Circular 2013/16 requires every school to have an up-to-date written policy on how it will address the delivery of Relationships and Sexuality Education. This guidance offers advice for schools on how to develop and review their policy.

  9. Sexuality education as a collective responsibility: a new health education curriculum in Cyprus

    The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. …

  10. Long Live Love. The implementation of a school-based sex-education program in the Netherlands

    Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. …

  11. Producing your school’s sex and relationships education policy

    The aim of this guidance document is to help schools to produce their sex and relationships education (SRE) policy. It provides a list of questions and considerations to structure a policy document, and it suggests some possibile openings.

  12. Sex and relationships education in other countries

    In November 2009, the NFER's International Information Unit (comprising the Eurydice Unit for England, Wales and Northern Ireland1 and the team responsible for the International Review of Curriculum and Assessment Frameworks Internet Archive - INCA) completed some desk research on the ways in which sex and relationships education is provided in a number of countries worldwide. This aimed to answer the following questions: What is taught about sex and relationships education, and to what age group? Which elements of this are compulsory? …

  13. L'éducation à la santé et à la sexualité à l'école et au collège

    L'ecole contribue de manière spécfique à l'éducation à la santé et à la sexualité des jeunes, Des instructions officielles en ont défini les orientations. Une étude realisée en 2001-2002 auprès de chefs d'établissement, enseignants, et personnels de santé et de service social, confirme que l'éducation à la santé et à la sexualité ne constitue pas une discipline à part, mais se développe à travers les enseignements et la vie scolaire. A l'école, elle a plutôt pour objectif d'informer et de sensibiliser, au collège de prévenir les risques en matière de sexualité. …

  14. Time for change? Personal, social and health education

    This report evaluates the current PSHE curriculum: whether it is based sufficiently closely on the needs of young people and how the outcomes might be best achieved. It draws on evidence from surveys of PSHE by Her Majesty's Inspectors (HMI) and whole-school inspection reports from the period 2001-06. It also refers to earlier reports which remain relevant. In preparing this report, Ofsted commissioned the Schools Health Education Unit, Exeter, to provide research evidence from its behavioural surveys.

  15. Social, personal and health education: resource materials for relationships and sexuality education. Junior and Senior infant class

    The resource materials presented here are based on the Interim Curriculum and Guidelines for Relationships and Sexuality Education prepared by the National Council for Curriculum and Assessment and approved by the Department of Education and Science. They are not prescriptive, rather they provide a menu of options for classroom lessons from which teachers can choose in accordance with their school RSE Policy.

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