The document discusses strengthening education sector response to reproductive health, HIV, and AIDS through comprehensive sexuality education. It notes that fewer youth are prepared for adulthood, rendering them vulnerable. In Kenya, HIV prevalence among 15-24 year olds is 3.8% and sexual debut has declined to 12 years old. Comprehensive sexuality education in schools can help increase knowledge and skills to prevent diseases and unintended pregnancy by addressing relationships, values, and decision making. Research shows such programs do not increase sexual activity but can promote healthy behaviors and attitudes when culturally appropriate. The education sector aims to collaborate across stakeholders to implement comprehensive sexuality education.

1. STRENGTHENING THE EDUCATION SECTOR’S
RESPONSE TO REPRODUCTIVE HEALTH HIV AND
AIDS THROUGH AGE APPROPRIATE
COMPREHENSIVE SEXUALITY EDUCATION
JORAM KIBIGO
I CHOOSE LIFE – AFRICA (ICL)
20th June 2014

2. Background
 Globally, fewer and fewer young people are
adequately prepared for adulthood.
 This renders them vulnerable to infectious diseases
such as STIs, HIV and AIDS as well as abuse,
unwanted pregnancies, substance abuse and
exploitation.
 In Kenya the HIV prevalence among young people
aged 15 – 24 is 3.8% with a reduced sexual debut of
15 years (KDHS, 2008/9).
 Majority of population in this age group are within
the education sector.

3. Background… Cont
• In Kenya prevalence among 15-24 year olds stands at
2.1% partly since sexual debut among adolescents aged
12-14 is 7% (KAIS, 2012).
• Less than 40% of young people in Kenya have basic
knowledge about HIV and SRHR (UNAIDS 2013).
• Kenya Demographic and Health Survey (KDHS) 2008/09
reveal that sex debut among young people has
declined from 15 to 12 years and that HIV prevalence
among 15 to 24 years old is 3.8 percent, with girls four
times likely to be infected than boys.
• Nearly 1 in 10 girls, between ages 15 to 19 have already
experienced sexual relationship.

4. Introduction
• Ministries of Education and Health at national and
county levels, directorate of youth affairs,
development partners and implementing organizations
must pull together to prevent new HIV infections
through provision of age appropriate comprehensive
information on HIV and sexuality education and
services.
• Within the national response to the HIV epidemic, the
education sector has a responsibility to provide young
people with the education, skills and support needed
to prevent STI infections, particularly HIV, and
unintended pregnancy.

5. Introduction… Cont
• School-based and extra-curricular activities
need to be aligned to national policies and
guidelines in the education and health sectors
among others.
• To protect young people today and in the
future, schools must provide high quality
programs that respond to real-life situations
of peer pressure, pregnancy, HIV and AIDS,
alcohol and drug abuse.

6. Proposed Response
• Comprehensive sexuality education is vital to HIV
prevention among young people.
• The school setting provides a golden opportunity of
reaching large numbers of young people with
comprehensive sexuality education before they
become sexually active through the life skills
curriculum.
• Teachers also continue to remain trusted sources of
information and skills whose capacities need to be
enhanced in the same area.

7. Proposed Response… Cont
• HIV and AIDS interventions in the education sector need strong
coordination and partnership with other sectors and stakeholders.
• As part of coordination efforts the education sector needs to:
 Collaborate with other partners to build livelihood and employment skills
 Collaborate with other key stakeholders to ensure a common understanding of
the comprehensive sexuality education concept for both education sector staff
and the partners in the fight against HIV and AIDS
 Facilitate access to services including youth-friendly confidential VCT, early and
effective diagnosis and treatment of STIs, prevention and treatment of
substance abuse as well as provide reproductive health education and services.
 Collaborate with the Kenya Institute of Curriculum Development (KICD) to
revise the Life Skills Education curriculum to make it more robust in responding
to the current needs of young people.

8. What is Comprehensive Sexuality
Education (CSE)
• A process of acquiring sexual reproductive health
and rights information and forming attitudes,
beliefs and values about identity, relationships and
intimacy.
• It recognizes that information on sexuality alone is
not enough, and therefore seeks to equip young
people with the knowledge and skills they need to
determine and enjoy their sexuality in all spheres of
life.

9. What evidence is there to show
that CSE is effective
Research by; Underhill et al 2007, Michielsen et al
2010, Mavedzenge et al 2011, Chin et al 2012
Findings:
• CSE programmes do not increase sexual activity or
risky sexual behaviour
• CSE programmes demonstrate significant positive
results for self-reported behavioural outcomes, and
in some cases for health outcomes
• CSE programmes that address gender and power
inequalities have a greater effect on behavioural
and health outcomes

10. CSE Programmes
What they help to do What they contribute to
Reduce misinformation &
increase knowledge
Delayed initiation on first
intercourse
Strengthen positive attitudes &
values
Increased use of condoms &
contraception among sexually
active adolescents
Improve perceptions about peer
groups & social norms
Reduced number of sexual
partners
Increase communication with
parents and other trusted adults
Reduced levels of consequences
of unprotected sexual activity

11. Aims of CSE
What CSE aim to do What CSE provide
Increase knowledge &
understanding on Reproductive
health, dispel myths
Age-appropriate, culturally relevant
& scientifically accurate information
Increase self awareness & promote
social norms - respectful of others &
gender equitable
Structured opportunities to explore
attitudes & values, thoughts &
feelings
Develop or strengthen skills Structured opportunities to practice
the decision making & other skills
needed to make well considered
choices & to carry them out
Promote and sustain risk-reducing
behaviour

12. Rationale for CSE
• CSE promotes positive health choices, taking
informed decisions, practicing healthy behaviors
and avoiding behaviors
• CSE aim to foster positive behaviors and to change
unacceptable behaviors learned early, which may
translate into inappropriate and risky behavior at a
later stage of life
• CSE helps youth to respond to situations requiring
decisions which may affect their lives

13. Key concerns on CSE
Concerns Response
Sexuality education
leads to
early sex.
Research from around the world clearly indicates that
sexuality education rarely, if ever, leads to early sexual
initiation. Sexuality education can lead to later and
more responsible sexual behavior
Sexuality education
deprives
children of their
‘innocence’.
Getting the right information that is scientifically
accurate, non-judgemental, age-appropriate and
complete in a carefully phased process from the
beginning of formal schooling is something from which
all children and young people benefit
Sexuality education is
against our culture or
religion.
Key stakeholders, including religious leaders, must be
involved in the development of what form sexuality
education takes. However, there is need to change
social norms and harmful practices that are not in line
with human rights and increase vulnerability and risk,
especially for girls and young women.

14. Concerns Response
It is the role of parents
and the extended family to
educate our young people about
sexuality.
Traditional mechanisms for
preparing young people for
sexual life and relationships are
breaking down in
some places, often with nothing
to fill the void. Sexuality
education recognizes the
primary role of parents and the
family as a source of
information, support and care in
shaping a healthy approach to
sexuality and relationships.
Key concerns on CSE... Cont

15. Concerns Response
Parents will object to
sexuality education
being taught in schools.
Schools and educational institutions where
children and young people spend a large part
of their lives are an appropriate environment
for young people to learn about sex,
relationships and HIV and other STIs.
When these institutions function well, young
people are able to develop the values, skills
and knowledge to make informed and
responsible choices in their social and sexual
lives.
In most cases, parents are among the
strongest supporters of quality sexuality
education programmes in schools.
Key concerns on CSE... Cont

16. Concerns Response
Teachers may be willing to
teach sexuality education
but are uncomfortable,
lacking in skills or afraid to
do so.
Well-trained, supported and motivated teachers
play a key role in the delivery of good quality
sexuality education. Clear school policies and
curricula help to support teachers in this regard.
Teachers should be encouraged to specialize in
sexuality education through added emphasis on
formalizing the subject in the curriculum, as
well as stronger professional development and
support.
Sexuality education is
already covered in other
subjects (biology, life skills
or civics education).
Ministries, schools and teachers in many
countries are already responding to the
challenge of improving
sexuality education.
Key concerns on CSE... Cont

17. Application of Sexuality Education
Programme reviews by UNESCO 2010, 2012 &
by UNFPA 2011
Findings:
• A number of countries have made advances
in developing high-quality, large-scale
(school-based) programmes (Uruguay,
Colombia, Nigeria & Jharkhand State, India)
including CSE

18. MoEST’s Response to the Need for
Comprehensive Sexuality Education
• Age Appropriate
Comprehensive Sexuality
Education now included in
the MOEST Education
Sector Policy on HIV &
AIDs
•CSE Considered the main
strategy of HIV prevention
among learners
•Great Milestone indeed

19. What Next
• To develop a better understanding of Adolescents
Sexual and Reproductive Health and Rights (ASRH)
and HIV prevention, care and management of young
people in and out of school
• To develop a common understanding and definition
of ASRH in light of the cultural and social setting of
Kenya and the ICPD (Post 2015 Development Agenda)
• To better engage with MoEST, MOH, KICD and other
stakeholders in the revision of the LSE curriculum
within the provisions of the Revised Education Sector
Policy on HIV and AIDS

20. Informed Choices, Changed Lives!