© UNESCO
Success story: Putting the O3 According to one school director who attended the training,
programme on the map through “Such training is very important because unfortunately,
government ownership every day we see girls who fall pregnant in our schools and
subsequently drop out. With this training, we will make sure
CSE remains a highly sensitive subject in Mali. As such, the O3 to transmit all the information so that our girls can continue
programme's priority, since its implementation in the country their studies. We also recommend that these topics be
in 2021, has been to involve stakeholders, particularly the included in the school curriculum so that all children can
MEN, in taking ownership of the interventions that impact have access to the information required in this area of health
the health and well-being of AYP. The programme has and well-being.”
succeeded in doing this, resulting in major mobilizations for
teacher training, such as the one organized in Bamako in This mobilization, in particular of the highest authorities of
late November 2021. This training workshop, organized by the MEN through its Secretary General, the high number
the MEN through its Direction Nationale de l'Enseignement of teachers trained, and the considerable media coverage,
Normal and attended by central directorates, the two put the O3 programme centre stage, and by extension the
education academies of Bamako, UNESCO, and teachers themes of education for AYP health and well-being in Mali.
from both primary and secondary schools, not only resulted
in strengthening teachers' capacities on reproductive Conclusions and recommendations
health, but also generated significant media interest, being
covered by the national public channel as well as three other The year 2021 was marked by a focus on the training of
channels. teachers, PTA members, and support to the MEN for the
collection of tests as part of the integration of health
indicators into the national EMIS. In 2022, the priorities of the
work plan include organizing the national dialogue on health
education, training teachers, integrating health indicators
into the national EMIS, and promoting the Hello Ado app.
99
© stock.adobe.com Mozambique
Programme tier: Focus Country
100
The status of CSE Key achievements per objective
• CSE terminology: In Mozambique, CSE has been Objective 1: Secure and sustain strong political
translated as Educação Sexual Abrangente, which commitment and support for adolescents and
replaced LSE. young people’s access to CSE and SRH services
across SSA
• Policy environment: Several policies and frameworks
to advance CSE and SRH services for Adolescents and • UNESCO, in collaboration with UNAIDS and UNFPA,
Young People in Mozambique are in place, including the organized consultations on the extension of the
Government Five Year Plan 2019-2024; Education Sector ESA Commitment with government, CSOs, religious
Strategic Plan 2020- 2029; Education Sector Gender leaders, and the media, among other stakeholders.
Strategy; HIV and AIDS National Strategic Plan; Law for These consultations served to collect comments
the prevention of child, early and forced marriages in and suggestions about the new Commitment and
Mozambique; National Strategy for School, Adolescent present the roadmap for implementation, ahead of its
and Youth Health (2019); Gender Inclusion and Equality endorsement in December 2021.
Strategy for the Health Sector 2018-2023; and Gender
Based Violence Response Action Plan for the Health • Another important activity was the training of 140
Sector 2019-2022. religious leaders in Maputo province conducted by the
Council of Religious Leaders (COREM) using the Religious
• Positioning of CSE in curriculum: CSE was integrated Leaders toolkit and handbook, which resulted in an
into the primary and secondary curricula in 2004 by the increased knowledge on HIV and AIDS and services
Ministry of Education and Human Development (MINED). available in the province and within the national health
The curricula were reviewed in 2018/2019, and are now services. The religious leaders committed to ensuring
integrated in the upper primary and secondary school the dissemination of the handbook content within
curriculum. It is compulsory as well as examinable from their religious communities, based on the action plan
Grade 6. developed during the training. COREM also contributed
to the dissemination of HIV prevention messages through
• Delivery models: CSE is delivered through different religious forums and community radio and TV stations.
models, including as a standalone subject and through It is estimated that approximately 20,999,849 individuals
integration into key subjects such as Portuguese and were reached by CSE and ASRHR messages in this way.
Social and Natural Sciences in primary school and in
Portuguese and Biology in secondary school. Objective 2: Support the delivery of
accurate, rights-based, and good quality CSE
• Quality of CSE delivered: Despite the strong political programmes that provide knowledge, values,
will for CSE in Mozambique, the high turnover of teachers and skills essential for safer behaviours,
means there is a constant need to train and re-train reduced adolescent pregnancy, and gender
teachers. equality
• Key materials developed: UNESCO has been supporting • UNESCO, in partnership with the Zambezia and Nampula
the MoE, MINED Directorate of Nutrition and School teacher training institutes certified 149 teacher trainers
Health (DNUSE), and the National Institute for the who received a refresh training on CSE, and were able
Development of Education (INDE) in the development to reach 2,032 pre-service teachers; certified 79 teacher
of a manual for crosscutting issues such as CSE and trainers as CSE skilled trainers, who will cascade the
education for sustainable development (ESD). Key training to 400 in-service teachers; and trained 27 in-
materials are also being developed and adapted to service teachers on CSE and SRHR, with emphasis on
teacher training institutes and for in-service teachers as inclusive/special education, special needs assessment,
well as for the Institute for Distance Education and Open and other crosscutting issues.
Learning (IEDA). However, there is a need to develop
subject syllabi and teaching and learning materials
based on the ITGSE and hypertexts and video lessons
for distance education using the IEDA Moodle Platform.
Teaching and learning materials are also being developed
for the Inclusive Education Resources Centres (CREIs) in
Portuguese for learners with disabilities.
101
• In addition, 120 in-service teachers actively participated in Objective 4: Strengthen the evidence base on
the drafting of radio messages and drama scripts on CSE, CSE and safer school environments
GBV, and prevention of COVID-19 in collaboration with
the Rapariga Bizz Project. In total, 60 CSE radio messages • Four CSE/HIV indicators were selected by MINEDH
in Portuguese and four other local languages (Chuabo, for future insertion in the EMIS system, namely the
Lomué, Macua and Sena) were broadcast for two months percentage of schools that provided life skills based in
through Radio Mozambique, reaching approximately HIV and CSE in the previous academic year; percentage of
6,560.073 individuals. schools that provided guidance to parents and guardians
about HIV and CSE in the previous academic year;
Objective 3: Ensure that schools and percentage of schools with trained teachers who taught
community environments are safer, healthier, lessons of life skills on HIV and CSE in the previous school
and inclusive for all young people year; and percentage of students who permanently left
school due to illness or death in the previous academic
• UNESCO sensitized 21 gender focal points on SRGBV and year.
referral mechanisms in order to operationalize it through
school committees and management. The focal points • Education annual census tools have also been revised to
helped to strengthen the awareness inside schools with integrate CSE variables. EMIS system revision will occur in
regard to GBV, including referral mechanisms, as well as 2022.
training their peers at schools in Nampula province.
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Target total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 130 0 109 51 0 160 In 2021, PTAs were not training
due to limited funds for
on skills-based HIV and SE implementation, in addition to
the impact of COVID-19.
programmes that are offered
in schools
2. Number of community 546 0 0 70 140 210 Reached through training
members (traditional/ sessions conducted by COREM
religious leaders and F: 14 F: 28 F: 42 using the Religious Leaders
parents/guardians) sensitized M: 56 M: 112 M: 168 handbook and toolkit.
on CSE/LSE
3. Number of young people in 235,837 0 0 0 6,560,073 6,560,073 Young people in and out of
and out of school reached school reached with CSE and
with CSE through multiple COVID-19 messages through
media platforms community radio and TV in
Gaza, Nampula, and Zambézia
provinces.
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage 641 13,504 13,682 13,725 N/A Data source: MINEDH (these
of primary and secondary numbers are for primary and
schools that provided life secondary schools and include
skills-based HIV and SE curricula and extracurricular
interventions that incorporate
CSE).
2. Number and percentage of 779,210 7,759, 914 8,195, 958 8,296,545 Approx.
learners reached by life skills- 235,950
based HIV and SE F: 3,739,916 F: 3,952,793 F: 4.029,911
M: 4,019, 998 M: 4,243, 165 M: 4,266,634
3. Number of pre-service 3,527 241 291 0 0 532 Data source: MINEDH aligned to
teachers trained in CSE work plan (UNESCO).
F: 132 F: 13
M: 109 M: 160 F: 263
M: 269
102
4. Number of in-service 14,139 250 560 0 48 858 In-service teacher training was
teachers trained in CSE F: 89 F: 330 F: 20 F: 439 conducted face-to-face.
(disaggregated by in-person M: 161 M: 230 M:28 M: 419
and online training) Data source: Annual School
Census
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
The directorate of cross-cutting
1. Percentage of primary and 13,504 13,682 13,725 N/A issues led a workshop which
secondary schools that have sensitized 109 members of PTAs,
rules and guidelines for with 9 community leaders also
staff and students related to present.
physical safety, stigma and
discrimination, and sexual Four CSE/HIV indicators were
harassment and abuse selected by MINEDH for future
insertion in the EMIS system.
2. Number of community 71,500 0 9 0 09 Education annual census tools
have been revised to integrate
members reached with CSE variables. EMIS system
revision will occur in 2022.
efforts to keep girls in school The mapping of stakeholders
working on CSE and IEC material
Objective 4: Strengthen the evidence base on CSE and safer school environments
1. Number of HIV-sensitive 000 40
indicators integrated into
EMIS systems
2. Number of research pieces 0 0 1 11
commissioned
Lessons learned and emerging • National partners and government should continue
issues likely to impact on delivery to engage with CSE, SRHR, and now with Education
of CSE for Health and Well-being and these should be part of
Mozambique’s implementation action plan, which spells
• Despite the existence of a baseline study for the out the roles and tasks of the four ministries and CSOs
programme, some of the training on CSE was not working in the field.
adapted to the socio-cultural differences within and
among provinces in order to respond to their different I was very surprised by this training – just by
needs. A solution to this problem was found in the seeing the topic, I was impressed and realized
inclusion of training needs assessments, which included the great relevance of the topics in the day-to-
previous CSE and SRHR information and knowledge of day student’s life. Positive implications can be
the participants and their socio-cultural context. achieved by talking about premature unions, early
pregnancies, drugs, domestic violence, and HIV.
• CSE and SRHR training sessions are sometimes on- I see many cases and with this new knowledge,
off events and in these cases, it is difficult to follow I feel more qualified to help by providing correct
up on behaviour and activities involving the training information and mastery of the best ways of
participants. The training on CSE and SRHR should be referral to obtain the necessary help.
continuous rather than optional and, given that learning
is an ongoing process, an assessment should be done at
the beginning followed by an evaluation at the end of
the training cycle.
• Most of the training participants were female. More males
should be encouraged and included in the CSE and SRHR
training packages and sessions in future.
103
© UNESCO
Passing educational messages to youth has been Conclusions and recommendations
one of the main social challenges, and this training
has brought to us teachers a new way of looking UNESCO has supported MINEDH directorates on a range
at the solution. Apparently, communication for of issues, including indicators for the EMIS, education for
behaviour change is seen as something small learners with disabilities, cross-cutting issues such as SRGBV,
and insignificant, but of great relevance to social teacher training and development, and school health
construction. We teachers have the mission of through technical and financial assistance for the training
encouraging young students to be guided by of trainers and pre- and in-service teachers. However, this
positive behaviours. training should be followed by certification and reporting on
change brought by training. There is also a need to verify if
the training sessions are cascaded to schools and if these are
well reflected in the syllabus and in lesson planning. This will
help generate evidence for the monitoring and evaluation of
the effectiveness of these interventions.
Furthermore, capacity-building should be done on ongoing
basis so that key themes and issues related to CSE and SRHR
are properly addressed, and a consensus-building process is
triggered.
104
Namibia © stock.adobe.com
Programme tier: Focus Country
105
The status of CSE • In partnership with LifeLine ChildLine, the
implementation of PCC programme was completed in
• CSE terminology: In Namibia, CSE is called Life Skills the Hardap region. The programme was rolled out in
Education. selected communities, reaching 190 parents/caregivers
and 210 AYP.
• Policy environment: Namibia has a well-developed
policy framework which guides the delivery of CSE • Namibia also endorsed the renewed ESA Commitment.
and provision of youth-friendly SRH services. These This positive move was secured through support
include the National Strategic Framework for HIV and provided by UNESCO and partners to government
AIDS; Basic Education Act , 2020; HIV and AIDS Policy and partners on the different Commitment processes,
for the Education Sector; National School Health Policy; including through the:
Prevention and Management of Learner Pregnancy - National youth consultation on the Commitment
Policy; National Standards for Adolescence Friendly in May 2021, attended by over 30 young people,
Health Services; National Policy on Reproductive and including young people with disabilities from all 14
Child Health; and National Guidelines on Family Planning. regions in the country;
- Religious leaders’ consultation on the Commitment in
• Positioning of CSE in curriculum: LSE has been part of November 2021, attended by 33 religious leaders;
the formal education programme since independence - ESA Commitment technical meeting for permanent
in 1990 and is a compulsory, but as support (non- secretaries for health, education, youth, and gender in
promotional) subject for Grades 4-12. December 2021;
- Ministerial meeting on the Commitment in
• Delivery models: LSE is taught for two 40-minute December 2021.
lessons during a seven-day cycle by full-time life skills
teachers. • In partnership with the Namibian Education Coalition
for Civil Society Organizations , a workshop was held
• Quality of CSE delivered: Curriculum developers are for religious leaders on the domestication of the
capacitated on CSE curriculum development and pre- Religious Leaders toolkit and handbook in September
and in-service teachers are trained in the delivery of 2021. The workshop aimed to gather input from the 21
sexuality education on an ongoing basis with support religious leaders from all 14 regions who participated.
from UNESCO and other partners. CSO partners and representatives from the Ministry of
Education, Arts and Culture (MoEAC) also attended the
• Key materials developed: In 2021, IEC materials on workshop.
EUP prevention (40,000 copies) were developed and
distributed to schools to complement the school text Objective 2: Support the delivery of
books. accurate, rights-based, and good quality CSE
programmes that provide knowledge, values,
Key achievements per objective and skills essential for safer behaviours,
reduced adolescent pregnancy, and gender
Objective 1: Secure and sustain strong political equality
commitment and support for adolescents and
young people’s access to CSE and SRH services • In April 2021, 79 junior primary school teachers from the
across SSA Oshana region were trained on CSE, violence, and sexual
abuse of young people. The trained teachers will now
• A workshop was held in October 2021 at which 73 be able to cascade this training. In addition, 83 in-service
parliamentarians were oriented on SRHR and LSE in order life skills teachers from the Omusati region were trained
to enhance their knowledge on these issues for improved on delivery of Life skills-based HIV and Health Education
advocacy. The MPs from the Parliamentary Standing between September and October 2021. These trainings
Committee on Gender Equality, Social Development and are part of UNESCO support to the education sector on
Family Affairs will be further capacitated in 2022 to serve scaling up and strengthening the delivery of CSE.
as champions to promote CSE and SRHR services for AYP,
including advocating for domestic resource allocation at
parliament level.
106
© stock.adobe.com
• Also in April, UNESCO, UNICEF, and the Deutsche - five EUP prevention messages/jingles were produced
Gesellschaft für Internationale Zusammenarbeit (GIZ) and translated into seven local languages, following
supported an event to commemorate the International which they were shared via social media, including
Day of Sport for Development and Peace, which WhatsApp groups for young people in the targeted
integrated life skill-based health education and EUP regions. The messages are estimated to have reached
prevention messages. Due to COVID-19 protocols, the approximately 50,000 learners.
event was limited to only 35 learners per school (one
school per region), thus reaching 140. The event created - 40,000 EUP booklets were printed and distributed
awareness and visibility of the work the government is in targeted schools through the focal teachers, and
doing with UNESCO and partners on education for health 100 EUP t-shirts were printed and distributed to peer
and well-being as well as physical education for life. learners, LSE teachers, and school principals in the
participating schools.
Objective 3: Ensure that schools and
community environments are safer, healthier, - 4,000 copies of teenage pregnancy magazines were
and inclusive for all young people reprinted by the Ombetja Yehinga Organization
(OYO) with support from UNESCO, and distributed
• In 2021, UNESCO partnered with Star for Life and to 17 schools in the Kavango East and Kavango West
Ministry of Education, Arts and Culture to roll out EUP regions, with 1,028 learners receiving a certificate of
interventions in selected schools in the Ohangwena participation in the OYO project.
and Omusati regions. In total, 10 schools were selected
from each region and targeted Grade 4-12 learners. With • Finally, through the School Health Task Force, various UN
support from UNICEF, the interventions were extended to agencies, including UNESCO, jointly supported capacity-
three more regions, namely Kavango East, Kavango West, building between July and August 2021 of 256 teachers
and Omaheke, targeting a further 30 schools. Through in eight regions on counselling to provide psychosocial
this intervention: support to children amid the COVID-19 pandemic.
- 52 life skills teachers from targeted schools were
capacitated on CSE, including EUP campaign rollout Objective 4: Strengthen the evidence base on
strategies at school level; CSE and safer school environments
- 7,557 learners were reached with EUP information
through classroom teaching by teachers; • Namibia participated in two regional studies in 2021,
- 433 learners (mostly girls) were reached through namely:
extracurricular session/discussions by Star for Life - The situational analysis on the status of SRH of
Coaches; young people in tertiary institutions. The findings
and recommendations from the report will inform
the development of the new SRHR project for young
people in HTEIs in Namibia, which is scheduled to
start in 2022. The project aims to promote health and
well-being and address SGBV in HTEIs.
- The study on attitudes and perceptions of learners
and teachers towards CSE.
107
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Target total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 389 162 57 1,574 1,891 3,684 No CSE sessions were conducted
on skills-based HIV and F: 29 (reached (reached for PTA/school board members
SE programmes that are M: 28 through through in 2020 and 2021through O3
offered in schools the Global the Global programme support because
Fund) Fund) similar interventions were carried
out by the Global Fund.
2. Number of young people 424,506 171 (boys) 600,000 350 (‘Let’s 9,018 609,539 9,018 reached through EUP
in and out of school Conference (reached Talk!’ interventions in schools and
reached with CSE through through launch) through media.
multiple media platforms radio)
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage 1,227 Total: 1,853 Total: 1,881 Total: 1,920 Total:1,947 Total Compulsory LSE programme in
of primary and secondary schools: schools (Source: EMIS)
schools that provided life Primary: Primary: Primary: Primary: 7,601
skills-based HIV and SE 1,039 1,036 1070 1,085
Combined: Combined: Combined: Combined:
596 624 628 638
Secondary: Secondary: Secondary: Secondary:
218 221 222 223
2. Number and percentage 1,360,843 Total: Total: Total: Total: Total: Compulsory LSE programme in
of learners reached by life 755,943 781,380 804,079 822,574 3,163,976 schools (Source: EMIS)
skills-based HIV and SE F: 378,912 F: 396,979 F: 403,591 F: 411,975 nationally However, teachers trained
M: 377,031 M: 384,401 M: 400,488 M: 410,599 through the O3 programme are
estimated to have reached 87,625.
3. Number of pre-service 1,411 Total: 841 Total: 543 Total: 38 0 Total: 1,422 Due to COVID-19 lockdown, no
teachers trained in CSE F: 463 F: 380 F: 32 F: 875 pre-service training took place
M: 378 M: 163 M: 6 M: 547 in 2021.
(online) (online) (online) (online)
4. Number of in-service 22,445 Total: 184 Total: 150 0 Total: 162 Total: 495
F: 110 F: 87 F: 118 F: 315
teachers trained in CSE M: 74 M: 63 M: 44 M: 181
(disaggregated by in-
person and online training)
Primary: 129 Primary: Primary: Primary:
Secondary: 55 105 113 347
(in-person) Secondary: Secondary: Secondary:
45 49 148
(in-person) (in-person) (in-person)
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
1. Percentage of primary and 100% 100% 100% 100% 100% The school health policy and
secondary schools that National Safe School Framework
have rules and guidelines are in place for all schools.
for staff and students
related to physical safety,
stigma and discrimination,
and sexual harassment and
abuse
2. Number of community 193,020 Total: Total: Total: Total: Total: 284 (parliamentarians, religious
members reached with 643 749 567 284 2,243 leaders, and caregivers) reached
efforts to keep girls in through various interventions
school (workshops, PCC programme).
Objective 4: Strengthen the evidence base on CSE and safer school environments
1. Number of HIV-sensitive 5 1006 Five indicators were integrated in
indicators integrated into
EMIS systems 2015 and an additional one was
added in 2018 by Global Fund
request.
2. Number of research pieces - - 1 1 2 Situational analysis on the status
commissioned of SRH of young people in tertiary
institutions; Study on attitudes
and perceptions of learners and
teachers towards CSE
108
© UNESCO
Lessons learned and emerging • Lack of parental support and involvement in young
issues likely to impact on delivery people’s SRH issues contribute to high teen pregnancy. As
of CSE such, PCC programmes in the country need to be further
scaled up.
• Opposition to CSE remains a challenge, especially among
the religious and political communities. This calls for Conclusions and recommendations
increased advocacy on CSE with the concerned groups
to enhance their understanding and garner their support. Namibia has made progress in institutionalizing CSE in the
The programme will use the trained MPs to support national frameworks and, in particular, in the basic education
advocacy work. system. There is a strong coordination mechanism at national
level through the school health task force and the ESA
• School closures due to COVID-19 left AYP without access Commitment subcommittee. Despite the positive progress,
to essential SRH information and services. As such, the however, the O3 programme still faces implementation
programme will increase advocacy for continued access challenges, including limited support and supervision by
to these through distance and online platforms. school management. Therefore, more effective supervision
needs to be enforced by regional and national authorities.
• School dropout due to pregnancy remains high in some There is also a need to strengthen evidence-based advocacy
regions and requires strengthened implementation targeting religious and political leadership.
and monitoring of the prevention and management of
learner pregnancy policy.
109
© stock.adobe.com Niger
Programme tier: Focus Country
110
The status of CSE The first committee is in charge of organizing the national
stakeholder consultation on the WCA Commitment and
• CSE terminology: The accepted terminology for CSE is composed of representatives from the two ministries,
in Niger has changed many times. Currently it is called various UN agencies, NGOs, and CSOs representing youth,
Reproductive Health Education for AYP. parents' associations, and traditional leaders. The role of this
committee is to:
• Policy environment: Among the national policies and
frameworks put in place by the government to support • Develop the terms of reference for the national
RHEAYP are the division dedicated to school health in consultation;
the MoE; a Multisectoral Strategic Plan for Adolescent
and Youth Health (2017-2021); a consensual roadmap • Validate and approve the list of actors to be invited to the
on RHEAYP; a decree on the protection, support, and national consultation;
accompaniment of the young girl during schooling
(2017); and the government's General Policy Declaration • Monitor the work of the consultation;
(DPG) of 2020, which expresses the government's firm • Write a report of the consultation and present it to the
commitment to improving the situation of education in
Niger, including RHEAYP. executives of the two ministries;
• Ensure the follow-up of the recommendations emerging
• Positioning of CSE in curriculum: RHEAYP is currently
only provided at secondary level, where it is examinable. from the national consultation;
Efforts are underway to adapt a module for primary • Develop a roadmap for stakeholder engagement at the
level and train primary school teachers so that it can be
delivered to the last two grades of primary school. national level throughout the development, promotion,
implementation, and M&E process.
• Delivery models: RHEAYP is integrated across several
subjects at secondary level (Family and Social Economics, The second committee is composed of MoE officials,
Geography, Family Life Education, and Earth and Life including the Director of Initial and Continuing Education,
Sciences). the Head of the School Health Division, the Head of Girls'
Education, the Head of Teacher Training Colleges, and the
• Key materials developed: Modules on reproductive Head of the Statistics Division. The committee's role is to plan
health and related topics have been developed for the activities of the O3 programme in conjunction with the
several subjects and grades, as well as for school MoE, including:
health club members training. The country also has a
reproductive health curricula and a facilitator's guide. • Organization of the WCA Commitment national
consultation;
Key achievements per objective
• Training of teachers and sensitization of parents and
Objective 1: Secure and sustain strong political opinion leaders on RHEAYP;
commitment and support for adolescents and
young people’s access to CSE and SRH services • Revision of the school health strategy;
across SSA • Integration of health and well-being indicators in the
During 2021, the O³ programme was presented to executive EMIS (primary and secondary);
staff within the MoE and Ministry of Public Health, Population • Organization of a workshop to share the gender-sensitive
and Social Actions, the heads of the health, initial, and
continuing education departments, and the heads of the internal regulations of schools.
teacher training colleges and girls' education. As a result,
officials from both ministries made firm commitments to With the designation of focal points in the two ministries,
support the programme in the country, and two committees their participation in the drafting of terms of reference for the
have subsequently been set up, bringing together key implementation of the activities and the agreement of the
actors who should contribute to the smooth running of General Secretariat of the Ministry of National Education to
programme activities. sign a contract with UNESCO to implement the said activities,
this demonstrates the commitment and strong political
support of the Nigerien authorities to improve access of
adolescents and youth to RHEAYP and SRH services.
111
Objective 2: Support the delivery of Objective 3: Ensure that schools and
accurate, rights-based, and good quality CSE community environments are safer, healthier,
programmes that provide knowledge, values, and inclusive for all young people
and skills essential for safer behaviours,
reduced adolescent pregnancy, and gender With a view to achieving a safer and more inclusive school
equality environment in Niger, the O3 programme conducted a
study on the national response to SRGBV. This study, which
• More than 10 working sessions were held to discuss involved the participation of several state and parastatal
the programme in detail, including the terminology to actors, allowed for an understanding of the systems and
be used, namely RHEAYP, and plan training activities for mechanisms in place in the country to respond to SRGBV.
teachers, student teachers, and education officials. As a The study identified a number of gaps, including the lack of
result, it was agreed to adapt training manuals for use in consideration for phenomena in conflict zones, the absence
primary level education, focusing on the classification of internal regulations in some schools (the majority), the
of information by age level of the learners. In addition, lack of awareness of the national school health strategy,
a contract was signed between UNESCO and the MoE and the absence of a code of conduct for teachers in the
to train 3,161 teachers, 3,000 student-teachers, and 38 majority of schools, among others. In 2022, in collaboration
pedagogical managers at the national level trained on with the MoE, activities will be implemented to address these
RHEAYP. gaps, such as the training of teachers and school managers
on the new school health strategy and the dissemination
• During the year, seven working sessions were also held of the strategy, the training and dissemination of existing
with 11 junior MPs and the president of the Nigerian policies, such as the school health policy, the updating and
Parliamentary Network on Youth Parliament and Child dissemination of the teachers' code of conduct, and the
Protection (RPNPJPE) to plan programme activities that involvement of the national association of disabled people
can be carried out under their mandates, especially in in all activities with the Ministry of National Education. The
terms of sensitizing and mobilizing young people, for popularization of these policies will greatly help to improve
example, on the Hello Ado app. the knowledge of education stakeholders.
• Furthermore, in order to reach more young people, a Objective 4: Strengthen the evidence base on
partnership was established with the network Mon choix, CSE and safer school environments
mon avenir (‘My choice, my future’) whose objective is to
promote family planning and SRH among AYP in French- A total of 11 participants from Niger took part in the regional
speaking West Africa. The objective of this collaboration online EMIS capacity-building programme, including
is to promote the Hello Ado app through the network’s executives from the school health division and the statistics
member associations. and informatics department of the Ministry of National
Education. At the end of the training, a proposal for a
• A partnership was also established with the Hirondelle questionnaire integrating RHEAYP indicators was made by
Foundation, which specializes in the production and the Directorate of Statistics and Informatics to the ministry
broadcasting of audio-visual programmes, to determine authorities. Once validated, an activity is planned for 2022
strategies for the production and dissemination of key to strengthen the capacities of agents in charge of statistics
messages to the population. The estimated audience and informatics at the regional level so that everyone at each
is about 500,000, including parents and youth. The level has the same understanding.
programmes developed will focus on several themes,
including, SRGBV and EUP, among others. A contract for
the production and broadcasting of the audio-visual
programmes has been negotiated with the foundation
and will be signed in early 2022.
112
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. Target 2018 2019 2020 2021 Cumulative
(2018-22) total
2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 1 11 This is the national association of parents of
on skills-based HIV and SE students. The government created this association
programmes that are offered in in 1989 to be the only entity to replace the dozens
schools of other associations that existed.
2. Number of young people in 60,000 1,200 1,200 Target not achieved. Youth reached through the
and out of school reached with social networks of Mon choix, mon avenir, the
CSE through multiple media Youth Parliament, and the UNESCO Club.
platforms
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage of 767 A contract was signed at the end of 2021 for this
primary and secondary schools purpose, but the training will take place at the
that provided life skills-based beginning of 2022.
HIV and SE
Objective 4: Strengthen the evidence base on CSE and safer school environments
2. Number of research pieces 11 The AnimRS study on national responses to SRGBV.
commissioned
Lessons learned and emerging Conclusions and recommendations
issues likely to impact on delivery
of CSE 2021 was not as successful as desired in the implementation
of activities because most of the planned activities were not
During the eight months of implementation in 2021, implemented. This was largely due to the reorganization
efforts were more focused on presenting the programme of the two ministries that served as the programme’s
and building networks of partners with whom to deliver entry point, and especially the delay in appointing the
it. These efforts have led to the creation of a favourable heads of these ministries. This has slowed down the initial
socio-political environment for the implementation of momentum, as government support was needed before
RHEAYP. Nevertheless, while the political will is strong and moving forward with activities, particularly given the fragile
progress has been made in the area of RHEAYP, acceptance socio-cultural context when it comes to RHEAYP issues.
remains fragile, and stakeholders should therefore move Despite these delays, the exchanges with the new officials
forward cautiously and treat certain subjects with great went well and strong commitments were made, hence
sensitivity. This means working more with communities, the signing of a contract by the General Secretariat of the
including religious leaders, to improve understanding of Ministry of National Education for the implementation of
the consequences of, for example, early and child marriage, activities in 2022. These activities will take into account the
and to build support for keeping girls in school, as well as objectives not reached in 2021 and those of 2022, and the
education programmes that promote gender equality. committee in charge of implementation has already given its
agreement to proceed in this way.
© stock.adobe.com
113
© stock.adobe.com Nigeria
Programme tier: Programme
Acceleration Country
114
The status of CSE Key achievements per objective
• CSE terminology: CSE is called Family Life HIV Education Objective 1: Secure and sustain strong political
(FLHE) in Nigeria. commitment and support for adolescents and
young people’s access to CSE and SRH services
• Policy environment: There are a number of national across SSA
policies and frameworks to promote CSE and access
to SRH services for AYP, including the Child Rights Act • The O3 programme provided orientation to 6,337
of 2003; National Policy on Health; National Policy on members of PTAs and School-Based Management
Education; National HIV Policy for Basic Education; Committees (SBMCs) on FLHE to raise awareness
National Policy on Gender for Basic Education; National and garner support for it. Following the orientation
HIV and AIDS Strategic Plan; National Policy on sessions, the majority of parents expressed support for
Adolescent Health and Development; and the Violence its implementation and pledged to complement what
Against Persons Prohibition Act. information is shared with their wards in schools. In
addition, the SBMC members pledged to cascade the
• Positioning of CSE in curriculum: Although the Federal training to their colleagues who were not part of the
Ministry of Education (FME) developed a standalone FLHE sessions.
curricula for Early Childhood Care and Education (ECCE)
to upper primary and another for secondary level, since • Through its CSO partners, the programme also sensitized
education is on concurrent legislative lists, different states 21,023 community leaders on FLHE, and debunked
in the country are at liberty to mainstream FLHE at a level many misconceptions around the subject, as well as
of education of their choice. For example, in Lagos State, reaching 4,340,902 out-of-school AYP through a mix of
FLHE is mainstreamed at secondary education level only, face-to-face engagements and traditional and social
while Cross River State teaches FLHE from upper primary media. Using these platforms, information materials on
to senior secondary level and Kaduna State teaches it a range of SRHR issues and services were distributed,
from upper primary to junior secondary. including the MyQuestion App. These activities leveraged
on partnerships with other organizations to provide free
• Delivery models: FLHE is mainstreamed in many HIV testing to young people as well as pre- and post-test
subjects, but prominent among them are Basic Science, counselling and referral services.
Social studies, Health and Physical Education, Home
Economics, and Civic Education/Religious Knowledge. Objective 2: Support the delivery of
accurate, rights-based, and good quality CSE
• Quality of CSE delivered: To improve quality of CSE programmes that provide knowledge, values,
delivered, there has been continuous training and re- and skills essential for safer behaviours,
training of pre- and in-service teachers, development reduced adolescent pregnancy, and gender
of support materials, and strengthening of school equality
administrators’ capacity to provide mentorship and
supervision to classroom teachers. The FLHE curricula was • In collaboration with the Spotlight Initiative, the O3
also reviewed in 2020 with joint funding support from the programme provided financial and technical support to
O3 programme and the Spotlight Initiative. the Nigerian Educational, Research and Development
Council (NERDC) to review FLHE basic and secondary
• Key materials developed: Lesson plans for junior education curricula to meet the CSE standards based
secondary education teachers; revised National Policy on the ITGSE, and develop the accompanying teacher’s
on HIV and AIDS for Education Sector (ongoing in implementation guide. The revised curricula have been
collaboration with the Spotlight Initiative); National approved by the Joint Consultative Council on Education
Family Life HIV Education Curriculum for Basic and (JCCE) and are awaiting the approval of the highest
Secondary Education (in collaboration with the Spotlight education policy-making body in the country, the
Initiative); PCC toolkit; school rules and guides as well as National Council on Education (NCE).
a code of conduct for adoption by states/schools; and
domestication of UNESCO-UN Women Global Guidance
for Addressing SRGBV.
115
• Capacity-building of 400 teacher educators on the This has fostered relationships between schools and
revised pre-service teachers FLHE curriculum was also health facilities and established referral pathways to
carried out. Data collected from the educators revealed services. One major outcome of this activity is the
that their training is benefitting more than 25,000 pre- monthly school visits where health officials address the
service teachers in their institutions. In addition, almost 80 school assembly on health and SRH issues and attend to
principals of secondary schools in nine states and Federal cases presented by students while referring major ones
Capital Territory (FCT) received orientation on FLHE and to the relevant facilities. A total of 65 schools were linked
supportive supervision, and 3,189 in-service teachers to relevant SRH services, while 50 primary healthcare
were provided with capacity-building to strengthen facilities’ capacities were enhanced using the Essential
their comfort and confidence in teaching FLHE topics, Service Package and the Minimum Package of Standards
including through guidance on how to develop lesson for Youth Friendly Services.
plans and how to link schools to relevant SRH services.
• Finally, in commemoration of the 16 Days of Activism
• Moreover, 1,263 primary and secondary schools and Against Gender-Based Violence Against Women and
736,493 learners (including 801 were learners with Girls, the programme supported the Education Today for
disabilities) were reached with knowledge about HIV, Sustainable Development Initiative to conduct media
SRH issues, and GBV. Further, learners were supported and community advocacy activities as well as school
to develop advocacy messages and convert them into outreaches in selected states and schools, reaching
posters which are being utilized as teaching materials in 48 schools, 10,533 learners, 283 teachers, 22 guidance
schools. counsellors, and close to 1,000 community opinion
leaders. The school outreaches provided an opportunity
Objective 3: Ensure that schools and to enlighten students on SRH and SRGBV issues, and in
community environments are safer, healthier, some cases, safe spaces were created for boys and girls
and inclusive for all young people separately to allow for open and honest gender-specific
discussion. This led to the sharing of real-life experiences
• The O3 programme, with support from the HQ Division of some of the girls, some of which were recorded in a
for Inclusion and Gender Equality, implemented the documentary film.
Technovation Girls mobile project. A total of 75 secondary
school girls in Adamawa State, Northeast geopolitical Objective 4: Strengthen the evidence base on
zone, benefitted from the project, which aimed at CSE and safer school environments
building the capacity of girls to identify prevailing
challenges in their communities, and develop mobile • Under this objective, the programme facilitated the
apps to solve the problems. The girls were empowered review and validation of the study on policy and legal
with life and entrepreneurial skills, financial literacy, and frameworks related to the implementation of FLHE. At the
how to develop business plans as well. validation workshop, stakeholders noted the existence
of contradictory laws (criminal law, penal code, sharia
• Capacity-building on organizational effectiveness and law) and the barriers they pose in checking human
stigma reduction was also conducted with 100 members rights violations in Nigeria, and observed the absence of
from the Association of Women and Girls Living with HIV prohibitive laws and policies, such as a re-entry policy for
and AIDS in Nigeria (ASWHAN), who have since cascaded pregnant girls.
the training to a further 300 members to date.
• In addition, the capacity of national EMIS officers has
• In addition, the FME have been supported to domesticate been strengthened to integrate some of the CSE/HIV
the UNESCO-UN Women Global Guidance on addressing indicators into the annual school census. Four global
SRGBV. The draft document is now awaiting approval and indicators were integrated and field-tested in 406
will be published and disseminated to schools in 2022. schools (277 basic education and 98 senior secondary) to
ascertain levels of FLHE knowledge among learners and
• The programme also supported activities to build the viability of collecting information on the indicators in
capacity of primary healthcare facilities on management the actual annual school census. The field test also helped
of AYP cases to address negative provider attitudes and ascertain the level at which FLHE is understood in schools
limited access to youth-friendly services. Furthermore, in by teachers and head teachers, created awareness among
conjunction with the Spotlight Initiative, the programme school heads and teachers on FLHE and related topics,
supported collaboration between schools and health and identified the knowledge gaps among teachers,
facilities to improve linkages. parents, and learners. The exercise reached 51,222
learners with FLHE and life skills and validated the need to
116 integrate the indicators in the EMIS.
• The O3 programme further supported the participation • Lastly, the programme commissioned four knowledge
of 60 youth representatives in the 1st African and 2nd products (for which plans are underway to disseminate
Nigeria Conference on Adolescent and Youth Health them widely among partners and stakeholders as well
Development. They were able to present their respective publishing them on UNESCO Abuja website) on:
organization’s projects and interventions, and had the - Barriers and Facilitators of FLHE Implementation:
opportunity to exchange and collaborate with their peers Findings from Lagos and Kano State
from within and outside the country. - Effects of COVID-19 on FLHE Implementation in
schools: Findings from Kano and Lagos State
- FLHE Implementation in Nigeria: Implications for EUP
and SRGBV
- A Qualitative Study of Parents as Stakeholders in FLHE
Implementation in Lagos and Kano
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on indicator
Prog. 2018 2019 2020 2021 Cumulative
Target total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 500 0 323 110 6,337 6,770 There is a tremendous increase in the number
on skills-based HIV and PTA members reached. However, this number
SE programmes that are also includes SBMC members.
offered in schools
2. Number of young people 2,000,000 16,331 5,017,226 5,011,518 4,340,902 14,385,977 Target surpassed. Includes those reached
in and out of school through radio and social media platforms
reached with CSE through through targeted efforts of CSOs.
multiple media platforms
3. Number of community 1,000 74 5,383 3,321 21,023 29,801 Though the number of community members
increased, the number of women reached
members (traditional, among them is quite low and indicates
women’s marginalization in decision-making
religious leaders and processes.
parents/ guardians)
sensitized on CSE/life-skills
education
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage 7,243 38 163 80 1,263 1,544 Target not achieved. It shows the number
of primary and secondary of schools the project reached with CSE and
schools that provided life precludes other schools that are implementing
skills-based HIV and SE another semblance of CSE.
2. Number and percentage 1,290,426 13,293 200,000 21,726 736,493 971,512 75% of target achieved. This is the number
of learners reached by life reached by the project as no national data
skills-based HIV and SE collection has been done to provide a broader
overview of the number and percentage
reached.
3. Number of pre-service 100 25,400 25,500 500 were reached directly and 25,000 reached
teachers trained in CSE through cascade training by teacher educators.
4. Number of in-service 29,085 1,838 1,200 2,350 3,189 8,577 The current cumulative total of in-service
teachers trained in (2,000 teachers reached is far-below the expected
CSE (disaggregated by online) target of 29,085. Inadequate funds is a
in-person and online contributing factor to this result. As a newly
training) appointed PAC, Nigeria will use the additional
resources available to ensure that more
progress is made to attain this target in 2022.
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
1. Percentage of primary and NA 5% 10% 15% This is one of the indicators included in EMIS
secondary schools that tool and could be inferred to be all schools.
have rules and guidelines However, the percentage shown is of schools
for staff and students reached by the programme.
related to physical safety,
stigma and discrimination,
and sexual harassment
and abuse
117
2. Number of community 74 5,383 3,321 10,957 19,735 This is through the activities for the 16 Days of
members reached with Activism campaign.
efforts to keep girls in 4
school 7 Global core indicators 2, 3, 4 and 5 have been
integrated into the EMIS.
Objective 4: Strengthen the evidence base on CSE and safer school environments The four policy briefs listed under Objective 4.
1. Number of HIV-sensitive 3 444
indicators integrated into
EMIS systems
2. Number of research 01 1 5
pieces commissioned
Lessons learned and emerging Success story: FLHE teacher
issues likely to impact on delivery changes student drug addicts with
of CSE love
• Negative provider attitudes towards young people and There is a growing rate of substance abuse among young
limited access to youth-friendly services are some of the people both in urban and rural basic and secondary schools
key challenges preventing young people from taking in Kaduna State. Mr James, an FLHE teacher in Kaduna State,
up SRH services. It is therefore important to continue reported many instances of catching students, both boys
to build the capacity of primary healthcare facilities on and girls, in the school farm area smoking marijuana and
management of AYP cases. engaging in risky sexual behaviours. However, rather than
punishing the students, Mr James started showing them
• The capacity-building and advocacy drive conducted love and finding out what was actually leading them into
revealed that some girls are not in secondary schools substance abuse. The students have now stopped smoking
because of supply-side challenges with non-availability in the school compound as a result of the youth-friendly
of secondary schools in their underserved areas. This approach deployed by Mr James, who went a long way to
is a revelation in the face of decades of classroom ensure that all the students who engage in substance abuse
constructions and policy on compulsory and free got help. “There is a huge difference between punishment
universal basic education (including Junior Secondary and discipline. Correct young people with love and accurate
school). Efforts will be channelled on policy dialogue information, and they will change for the better,” says Mr
with the government for the establishment and James. The next step needed though, as he points out, is
expansion of primary school structures to secondary getting parents to support these approaches.
schools, establishment of second-chance education, and
construction of secondary schools in the areas. Conclusions and recommendations
• Through the SRGBV training, it became clearer that Despite the ongoing COVID-19 pandemic, and resultant
schools must have clear codes of conduct and ethical disruption to the academic calendar, 2021 was a productive
guidelines in place to ensure everyone is aware of what year for the O3 programme in Nigeria. The country moved
constitutes unacceptable behaviour, and understand up the ladder from being a Focus Country to becoming a
how to report it. Repercussions for violence must be clear, Programme Acceleration Country, which attracts additional
strict, and enforced in order to avoid a culture of silence. funding, and was able to hire two additional staff. The
progress made with stakeholders aligning with the goals
• The COVID-19 pandemic highlighted that there is a and objectives of the programme was also encouraging. In
need to put virtual modalities in place. Technology 2022, the programme plans to continue its efforts, including
can be leveraged to not only implement programme supporting the government to develop its re-entry policy for
interventions in emergency situations like the pandemic, pregnant girls and young mothers.
but also as a cost-saving mechanism.
118
Senegal © stock.adobe.com
Programme tier: Focus Country
119
The status of CSE Key achievements per objective
• CSE terminology: In Senegal, CSE is called “Education Objective 1: Secure and sustain strong political
for the health and well-being of adolescents and youth”. commitment and support for adolescents and
This new terminology, proposed in 2021 by the Working young people’s access to CSE and SRH services
Group for Adolescent and Youth Health Education in across SSA
Senegal (GTSAJ), replaces RHE, which was previously
used. • The MEN agreed in principle to hold the national
consultation on the situation of AYP in Senegal,
• Policy environment: Senegal has ratified a number which would have been a key milestone in the WCA
of international agreements and treaties, and girls' Commitment process. However, the December 2020
education and the gender approach are among controversy undermined the momentum that had been
the development priorities of the government and built up to that point. Despite sharing the concept note
the education sector plan, namely the Programme with the Division of Health Monitoring (DCMS) and the
d'amélioration de la qualité, de l'équité et de la gender unit of the MEN for their approval before sending
transparence/Programme for the Improvement of it officially to the minister, there has been no further
Quality, Equity and Transparency (PAQUET) 2013-2025. interest from the MEN in conducting the consultation.
In addition, there are the Population Policy Declaration
(PPD), Education Sector Plan, and SRH Strategic Plan for • Despite awareness-raising and promotional activities
Adolescents and Youth (2014-2018). through social networks as provided by the NGO RAES,
the number of users of the Hello Ado app is quite low
• Positioning of CSE in curriculum: CSE is not integrated in Senegal. As such, plans are underway to promote the
into the school curriculum. However, before the application more aggressively via social networks in 2022
controversy that arose in December 2020 around the in order to boost the number of app users. Partnerships
concept of gender and reproductive health education, a with various influencers and youth organizations have
coalition of CSOs and UN agencies were working with the been established for this purpose.
government to integrate CSE into the school curriculum
and pre-service teacher training. Objective 2: Support the delivery of
accurate, rights-based, and good quality CSE
• Delivery models: Prior to the 2020 controversy, the programmes that provide knowledge, values,
Ministry of National Education (MEN) was in favour of a and skills essential for safer behaviours,
cross-curricular approach with an insertion of content reduced adolescent pregnancy, and gender
across various disciplines at elementary, middle, and high equality
school levels.
• To build on the positive results of previous training, the
• Quality of CSE delivered: Quality and age-appropriate training activities were expanded to the Fatick region
CSE is still inaccessible to the majority of AYP in school in 2021, benefitting 30 trainers composed of inspectors
when examining the content of the curriculum and from the School Medical Inspection (IME) and the
teacher training reference materials. SERAT evaluations Academic Centre for School and Professional Orientation
clearly show the inadequacy of the official curriculum (CAOSP). with capacity-building on SGBV. This pool
content at all levels of education. of trainers then cascaded the training to 156 teachers
from 25 elementary schools, who in turn cascaded it
• Key materials developed: With support from UNESCO, to a further 303 elementary school teachers. Towards
the MEN developed a training module for elementary the end of 2021 and early 2022, it is planned to roll the
teachers and student teachers on responding to SGBV. training out to an additional 576 teachers in the school
The module was revised again in November 2021 inspectorate of Fatick and Pikine Guédiawaye.
to strengthen content on understanding different
forms of violence and increasing learning outcomes at
different stages of the elementary cycle. For the use of
teachers, 12 pedagogical sheets were adapted to the
official framework of the host disciplines. These provide
concrete indications on the operationalization of active
pedagogical techniques in the teaching-learning process
focusing on implementing positive discipline techniques
adapted to the learners’ age and level of study.
120
© UNESCO Objective 4: Strengthen the evidence base on
CSE and safer school environments
Objective 3: Ensure that schools and
community environments are safer, healthier, • In 2021, 10 MEN agents, including those from Direction
and inclusive for all young people de la Planification et de la Réforme de l'Education/
Directorate for Educational planning and reform
• Following the diagnosis of the education sector's (DPRE) and the Système d'Information du Ministère de
response to GBV in 2017, a teacher training module was L'éducation Nationale/Information System of the Ministry
developed to integrate content on GBV, human rights, of National Education (SIMEN) who are involved in the
and gender equality into curricula. The training was collection and use of education data, were trained on
conducted in several stages, continuing in 2021, and the integration of reproductive health and well-being
focusing on understanding the forms and effects of SGBV, indicators into the EMIS. The training was done online
mastering concrete prevention and response measures with the support of IIEP and lasted six months. At the
through active pedagogical approaches, implementation end of the training, five agents received their training
of positive discipline, and use of mechanisms for certificate. This training allows the DPRE to take into
detection, reporting, counselling, support, and referral of account three reproductive health indicators in the
situations of violence or abuse recorded in and around EMIS, namely the percentage of schools that have rules
schools. and guidelines for staff and students on physical safety,
stigma and discrimination, and sexual harassment
• In order to advocate for keeping girls in school, a and abuse that have been communicated to relevant
campaign called “Les filles au premier plan” (girls first) stakeholders; percentage of schools that provided HIV
was carried out in partnership with the Education and and reproductive health education in the previous school
Training Inspectorate/Inspection d'Education et de la year; and percentage of schools that have implemented
Formation (IEF) of Diourbel, the Union of Community an orientation process for parents or guardians of
Radio (URAC) and the National Network of Peer Educators students regarding life skills-based sexual reproductive
of Senegal (RENPES). Thus, a package of activities was health and HIV programs in schools in the previous
implemented, such as community mobilization, talks, school year. However, even though these indicators
and radio programmes, to encourage parents to support are included in the latest data collection, which took
the retention of girls in school during the COVID-19 place from July to September 2021, it should be noted
pandemic. The activities started in September 2021 and that questions referring to the three indicators were
will end in February 2022. By the end of 2021, 50 villages generally not answered clearly and accurately. According
in Diourbel had benefited from these outreach activities. to the DPRE, this is due to a lack of understanding of the
By the end of February 2022, the campaign is expected to indicators. As a result, the O3 programme will support the
reach 6,500 people, including 3,500 girls, 1,000 women, DPRE in the training of its staff in charge of data collection
and 2,000 heads of households. so that they have a good understanding of and can
formulate the right questions that would allow them to
fill in these indicators in 2022.
• To improve the service offering of the Hello Ado app to
its users in Senegal, a study was launched at the end of
July to identify the different structures, private, public or
associative, offering health, social protection, and legal
support services (security, police, justice) that AYP can
access. At the end of the study, the geospatial database
of the app was created in 14 new cities in the country.
121
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on indicator
Prog. 2018 2019 2020 2021 Cumulative
Target total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
2. Number of young people 500,000 66,950 58,000 4,272 129,222 Target not achieved. In 2019 and 2020,
in and out of school (341 Hello Ado teachers trained on SRGBV oriented
reached with CSE through users; learners on the Hello Ado content,
multiple media platforms 331 subscribers on however, this increased awareness did not
Instagram; translate into appropriation or retention
3,600 Facebook of the app. Reflections are underway to
fans) boost the number of users of the Hello
Ado platform.
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage 657 64 25 89 Target not achieved. These results
of primary and secondary concern the school inspectorates of Pikine
schools that provided life Guédiawaye and Fatick. The 25 schools
skills-based HIV and SE of 2021 specifically concerned the school
inspectorate of Fatick.
2. Number and percentage 232,213 73,950 25,920 99,870 Target not achieved but on track. The
of learners reached by life figure reached in 2021 concerns the
skills-based HIV and SE inspectorate of Fatick.
3. Number of pre-service
teachers trained in CSE
4. Number of in-service 4,652 1,479 459 1,938 Target not achieved but on track. The
trained in- figure reached in 2021 concerns the
teachers trained in CSE person inspectorate of Fatick.
(disaggregated by in-
person and online training)
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
1. Percentage of primary and The activity could not be carried out
secondary schools that and thus it was decided to focus on
have rules and guidelines capacity-building activities for teachers
for staff and students and the implementation of the “Girls First”
related to physical safety, campaign.
stigma and discrimination,
and sexual harassment and
abuse
2. Number of community 6,500 6,500
members reached with
efforts to keep girls in
school
Objective 4: Strengthen the evidence base on CSE and safer school environments
1. Number of HIV-sensitive 3 3 3 The IIEP training, in which 10 agents
indicators integrated into from the MEN, the DPRE, and the SIMEN
EMIS systems took part, made it possible to integrate
the three indicators into the MEN's data
collection tools.
2. Number of research pieces 1 Hello Ado study to map services in 14 new
commissioned cities in Senegal.
Lessons learned and emerging A communication strategy and action plan to prevent
issues likely to impact on delivery opposition, manage crisis episodes, and reduce their effects
of CSE on programme implementation were also developed. In
2022, a large-scale awareness campaign on CSE will be
On the ground, the commitment of the inspector trainers directed at the community, including religious leaders,
and the involvement of the community (religious leaders, parents of students, and journalists, among others.
PTAs, SMCs) strongly contributed to the adherence to the
objective of fighting SRGBV.
122
© UNESCO
Thanks to the partnership with the MEN, which enabled Conclusions and recommendations
the training of education inspectors and psychologist
advisors at the level of CAOSP, IMEs, and teachers, a strong The December 2020 controversy disrupted the
focus was placed on victim support in schools. In addition, implementation of some O3 programme activities in Senegal
the collaboration of these different actors and the training in 2021. In this current context, advocacy for a commitment
received on the responses to GBV in the Fatick region from Senegalese authorities to promote CSE and access
enabled the IME and the CAOSP to detect and address 25 to SRH services for AYP needs to be strengthened. The
cases of violence in schools. communication plan of the GTESAJ, supported by the O3
programme, aims to raise awareness about the importance
Success story: Building community of introducing health and well-being education modules into
support for teacher training on school curricula.
SRGBV
In terms of the outlook for 2022, several activities are
As part of the capacity-building of teachers on SRGBV, the of priority. Inspector trainers have cited a need for the
IEF of Foundiougne took the initiative to invite religious involvement of the community in capacity-building sessions
authorities, parents, and the Collective of School Principals for teachers on SRGBV, and therefore a series of activities
(CODEC) to the multiplication session held in May 2021 will be directed towards this target. In addition, the support
at the private Catholic school Saint Pierre Claver in the of the DPRE for the training of its staff in charge of data
city of Karang. The aim of these sessions was to similarly collection is urgently required as this training will enable
build the capacity of these important stakeholders, and them to have a good understanding of the three indicators
in so doing address and allay their suspicions around the and thus be able to formulate the right questions to facilitate
training of teachers on SRGBV, which many harboured the collection of data.
as a result of the perceived ambiguities surrounding the
concept of gender. After the presentation of the module
on SRGBV, the participants considered it very relevant, and,
in fact, the parish priest declared that he did not notice
anything pejorative or perverse in the content of the training
modules, while the mayor committed to taking charge of the
multiplication of the SRGBV training in all the schools within
his community.
123
© stock.adobe.com South Africa
Programme tier: Focus Country
124
The status of CSE Key achievements per objective
• CSE terminology: South Africa uses the term CSE. Objective 1: Secure and sustain strong political
commitment and support for adolescents and
• Policy environment: The South African policy young people’s access to CSE and SRH services
environment is progressive and favourable, with policies across SSA
and strategies including the Department of Basic
Education’s (DBE’s) National Policy on HIV, STIs and TB • Under this objective, UNESCO supported processes
(2017), the National Strategic Plan for HIV, STIs and TB towards the renewal of the ESA Commitment to
(2017-2022), and the Department of Health’s National 2030, including a meeting at which the Commitment
Adolescent and Youth Health Policy (2017). In addition, in evaluation findings were shared with stakeholders, such
2021, the DBE gazetted the Policy on the Prevention and as religious leaders and young people. The meeting
Management of Learner Pregnancy. focused on facilitating meaningful youth engagement
around the Commitment renewal process, including
• Positioning of CSE in curriculum: CSE is implemented identifying priorities for young people that should be
through the Life Skills and Life Orientation Curriculum captured in the new Commitment. Recommendations
Assessment Policy Statement (CAPS). It is mandatory and from the meeting were that the Commitment should be
examinable. cascaded to provinces and that young people from grass
roots levels are adequately engaged. The South African
• Delivery models: Life Skills and Life Orientation are National AIDS Council (SANAC) youth sector will be
standalone subjects. While Life Skills is delivered from utilized to continuously engage young people on the ESA
Grade R to Gr 7, Life Orientation is delivered from Grade 8 Commitment. SANAC’s Inter-Ministerial Committee (IMC)
to Gr 12. subsequently approved the endorsement of the ESA
Commitment, following which a technical task team was
• Quality of CSE delivered: The DBE’s scripted lesson established to take this process forward. The task team,
plans (SLPs) on CSE aim to improve the quality of CSE together with other key stakeholders, also participated in
delivery in the curriculum. The SLPs were developed the regional consultation on the ESA Commitment held
to close gaps that were identified in the review of the in October.
curriculum based on the ITGSE. In 2021, the DBE resumed
the capacitation of educators to implement and roll out • UNESCO also supported the cadre of religious and
the SLPs. traditional leaders, who volunteered to be CSE champions
in 2020, to join the DBE CSE virtual colloquium in 2021,
• Key materials developed: With the support of USAID, at which they pledged their continuing support for
the DBE converted 11 of the 80 SLPs for radio to maximise community engagements and parent sensitization
reach. The DBE also continued to provide learning, orientations on CSE. Furthermore, the religious leaders
teaching, and support materials and printed the SLPs for supported the regional religious leaders meeting on the
the additional schools in the districts. endorsement of the ESA Commitment and rendered
a statement of support at the final ESA Commitment
endorsement meeting at the ICASA Conference.
• In addition, UNESCO supported the social media
campaign for the Breaking the Silence series ahead of its
launch and airing on the national broadcaster SABC. The
series was expected to reach between 5 to 30 million
viewers. Further social media on the series has been
initiated as well to reach young people and engage
media personalities in strengthening the message of the
importance of CSE.
© UNESCO 125
Objective 2: Support the delivery of • UNESCO also provided financial support for the
accurate, rights-based, and good quality CSE implementation of the ‘Let’s Talk!’ campaign virtual
programmes that provide knowledge, values, dialogues. Although 12 dialogues were planned, due to
and skills essential for safer behaviours, commencing of exams and school closures managed,
reduced adolescent pregnancy, and gender only one was conducted (with 50 learners). The remaining
equality dialogues will be conducted in the first quarter of 2022.
• To support institutionalization of CSE in the education • In addition, UNESCO supported the DBE SRGBV
sector in South Africa, UNESCO provided financial support programmes to address bullying and cyberbullying by
to the DBE and engaged the University of Pretoria for the taking part as a member of a task team that planned and
development of a pre-service CSE module for universities implemented a national inter-departmental campaign
that will be included in the qualification for educators on anti-bullying led by the DBE in two provinces, namely
in training. In 2021, an audit on the implementation Gauteng and Limpopo. The campaign is being led by
of CSE in South African universities was subsequently DBE’s Deputy Minister, together with her counterparts
conducted, the report of which was finalized for use from other departments.
as the basis to advocate the deans of education on
the integration of the pre-service CSE module in the • DBE, with support from UNESCO, was further able to
qualification for student educators. In addition, the strengthen messaging for prevention of bullying, EUP,
regional pre-service module from UNESCO was revised and SRGBV through the development of ‘Ted Talk’ format
to apply to the South African context to make it ready for videos, in which girls encouraged learners to be engaged
inclusion in the university qualifications. in behaviours that promote safe schools and create
environments that are conducive for learning. The videos
• To support delivery of quality CSE in schools, DBE has have been broadcast on various DBE platforms (DBE
extended the implementation of the SLPs to additional TV, Facebook, and Youtube) and were launched on the
districts. As such, UNESCO supported training of a further International Day of the Girl Child in November 2021,
183 educators from 56 of these schools in the Gauteng reaching 151 people on the day. The episodes have been
region, which will be implementing the SLPs on CSE. viewed a total of 6,000 times on the DBE Facebook page,
and 763 times on the DBE YouTube channel.
Objective 3: Ensure that schools and
community environments are safer, healthier, Objective 4: Strengthen the evidence base on
and inclusive for all young people CSE and safer school environments
• Under this objective, UNESCO supported the South Africa participated in two regional studies, namely the
development of the Learner Pregnancy Prevention documentation of CSE opposition; and the school violence
and Management Policy Implementation Plan, which and bullying of children with disabilities and impact of COVID
was developed in order to operationalize the policy by 19 on ASRH services.
detailing roles and responsibilities for the various role-
players.
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative total
Target 2018-2021
(2018-22)
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 649 2,220 2,220
on skills-based HIV and SE
programmes that are offered
in schools
2. Number of young people in 1,273,519 57,694 1,048,000 1,048,000 Listenership estimates, 11%
and out of school reached F: 57% of 18-24 age group
with CSE through multiple M: 43%
media platforms
126
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage 2,407 25,154 24,998 25,170 21,844 Life Orientation and
of primary and secondary 100% 100% 100% 100% Life Skills education is
schools that provided life mandatory in South Africa.
skills-based HIV and SE
2. Number and percentage of 4,092,909 12,819,542 13,041,198 13,216,472 13,409,249
learners reached by life skills-
based HIV and SE
3. Number of pre-service 4,232 Pre-service CSE module is
teachers trained in CSE still under development.
4. Number of in-service 61,708 19,882 19,955 183 (in- 40,020 Due to COVID-19
teachers trained in CSE (in- (in-person) person) lockdown, training of
(disaggregated by in-person person) Primary level: 20% educators only resumed
and online training) 161 Secondary level: 80% in the last quarter of 2021.
204 (online) When schools reopened,
(online) Primary schools: 1 the priority was on getting
Teachers: 45 through the curriculum.
Learners: 5 classes
Secondary schools: 1
Teachers: 60
Learners: 5 classes
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
1. Percentage of primary and 100% 100% 100% 100% In 2021, DBE developed
secondary schools that have Guidelines for the
rules and guidelines for Management and Social
staff and students related to Inclusion of Sexual
physical safety, stigma and Orientation, Gender
discrimination, and sexual Identity, Expression and Sex
harassment and abuse Characteristics in schools.
2. Number of community 378,890 100 410 404 297 847 Lockdown regulations
members reached with limited activities with
efforts to keep girls in school communities as in-person
gatherings were not
Objective 4: Strengthen the evidence base on CSE and safer school environments allowed.
1. Number of HIV-sensitive 1 1 2 EMIS has integrated
indicators integrated into 1 1 the recommended CSE
EMIS systems indicators.
2. Number of research pieces See Objective 4 above for
commissioned details.
Lessons learned and emerging To ensure a favourable environment for implementation of
issues likely to impact on delivery CSE in schools, it is critical to continue advocating to and
of CSE mobilizing religious and traditional leaders, parents, and
influential personalities in the community. In view of this,
2021 was similar to 2020 in that for the large part of the year, the DBE, in partnership with UNESCO, launched the Breaking
South Africa was operating under lockdown regulations the Silence series, which is aimed at broadcasting messages
which impacted negatively on delivery and implementation on the importance of CSE. In addition, with support from
of CSE in schools due to contact time with learners being the Global Fund and USAID, the DBE has resumed parent
reduced. The exploration of different modes of delivery of sensitization workshops and SGB orientation sessions.
content to young people therefore had to be considered,
with social media, television broadcast, virtual engagements,
and radio emerging as possibilities to ensure CSE content
reaches learners.
127
Success story: Ted Talk videos© UNESCO Conclusions and recommendations
– giving girls a voice to create © UNESCO
awareness and advocacy South Africa continues to strive for an enabling policy
environment for the health and well-being of AYP, and,
Each year on 18 October, the DBE commemorates the despite the constraints created by the COVID-19 pandemic,
International Day of the Girl Child to raise awareness on the country was able to conduct a number of important
issues affecting girls and interventions the education activities, not least of which was the endorsing of the
sector is implementing to ensure girls complete their basic renewed ESA Commitment and the mobilizing of support
education. In 2021, this important international day was also to extend implementation of the SLPs to other provinces.
used as a platform to commemorate the Year of Charlotte Working together, UNESCO and the DBE demonstrated the
Maxeke, a South African icon whose life encompasses the power of collaboration for amplifying efforts and maximizing
role education plays in the emancipation of women and reach.
the development of a girl child. As part of these activities,
UNESCO supported the DBE to develop ‘Ted Talk’ format
videos capturing the voices of girl learners on the issues that
affect their education and how the education sector can
intervene. The videos were launched on 18 October at an
event hosted by the Minister and Deputy Minister of Basic
Education and shared via the DBE social media platforms.
This exercise showed how using the voices of young people
to create awareness and advocacy for their issues increases
their confidence and puts real meaning in ensuring that they
participate meaningfully in solutions to their own challenges.
128
South Sudan © stock.adobe.com
Programme tier: Focus Country
129
The status of CSE Key achievements per objective
• CSE terminology: The term CSE is recognized as one of Objective 1: Secure and sustain strong political
cross-cutting themes widely integrated into Life Skills and commitment and support for adolescents and
Peace-building Education (LSPE). young people’s access to CSE and SRH services
across SSA
• Policy environment: The education, health, gender,
and youth ministries all reflect support for CSE and SRH • South Sudan took part in the virtual regional ESA
in their policies, strategies, curricula, and data collection Commitment consultation meeting, in which various
tools used by EMIS. In addition, the South Sudan National stakeholders participated, including representatives from
Policy emphasizes the role of the government, through government ministries, CSOs, faith-based groups, and
the education ministry, to deliver CSE to young people youth organizations, to discuss endorsing its extension to
as a means to address drivers of HIV and SGBV in the 2030. The meeting culminated with the Minister of Youth
country. and Sports, Dr Albino Bol, renewing to support the ESA
Commitment (2021-2030).
• Positioning of CSE in curriculum: CSE was widely
integrated into the revised LSPE curriculum and other • Since the launch of the ‘Let’s Talk!’ campaign in October
subjects in 2014. 2020, the Ministry of General Education and Instruction
(MOGEI) has continued to convene weekly meetings
• Delivery models: LSPE is a standalone subject and and awareness sessions through radio. UNESCO also
is compulsory. It is delivered in pre-primary, primary, disseminated advocacy materials to education partners
and secondary levels. CSE is also integrated into other and the MOGEI, among others to raise awareness for the
examinable subjects in the pre-primary, primary, and campaign.
secondary national curricula, including Christian and
Islamic Religious Education, Social Studies, Sciences • In addition, the Sudan Evangelical Mission (SEM) oriented
like Biology, and Languages. CSE is delivered through 55 members of PTAs and SMCs on CSE. The members
co- curricular activities as well, such as school clubs and were drawn from 11 primary schools, with sessions
sports. facilitated by SEM staff and trained teachers. In Juba, five
faith-based organizations mobilized 50 school chaplains
• Quality of CSE delivered: The in-service teachers are and religious leaders to be trained on how to use the
trained to utilize interactive methods of teaching that will religious leaders’ toolkit and handbook on ASRHR. The
develop learners’ knowledge, skills, and attitudes. participants, including six females, are now able to better
integrate CSE into community programmes. In Greater
• Key materials developed: The teacher training manual Mundri, CSE engagement sessions were facilitated by
was translated into sign language and advanced religious leaders in three counties. A one-day orientation
braille. Some of the information was also uploaded into meeting and a four-day training workshop were
recorders that can be used by visually-impaired persons. attended by 34 participants from the Islamic community,
Learners’ materials for the LSPE curriculum have also been Episcopal Church of South Sudan, Hope Vision Ministries,
printed, although not yet disseminated to the majority Seventh Day Adventist, Catholic, and Sudan Pentecostal
of schools to date. In addition, the Pastoral Education Church. The training focused on the ‘Our Talks’ PCC
Programme has developed materials, including teachers’ manual, culminating in an action plan being drawn
and learners’ materials as well as a training manual for up to mobilize members to benefit from the trainings.
teachers, and copies have been delivered to the targeted This led to training for 22 religious leaders on how to
learning centres. Furthermore, UNESCO and UNFPA have deliver CSE through congregational programmes, who
provided copies of the CSE teacher training manuals to subsequently cascaded the training to 90 parents in their
over 150 schools. congregations.
• Finally, community engagement on CSE sensitized
2,934 community members on, among other issues,
harmful cultural practices and poor parental guidance
that can lead to some of the SRH problems faced by
young people, culminating in the community members
providing recommendations for addressing the
challenges faced by the young people.
130
Objective 2: Support the delivery of • Another important activity was the training on
accurate, rights-based, and good quality CSE community engagement on CSE for 10 health and
programmes that provide knowledge, values, education staff who work with refugee settings,
and skills essential for safer behaviours, organized in collaboration with the United Nations
reduced adolescent pregnancy, and gender High Commissioner for Refugees (UNHCR) and Unified
equality Budget Results and Accountability Frameworks (UBRAF).
In support of social and behavioural change, UNHCR
• Among the 185 in-service teachers were who trained requested UNESCO to train the health and education of
on CSE in 2021 were 67 teachers and disability inclusion their implementing partner in order to better mainstream
facilitators who specialized in delivering inclusive CSE in their day-to-day community outreach activities in
education. Transcribed braille materials and South Sudan the comprehensive HIV programme. The HIV programme
sign language were used during the training sessions. will also build on the existing community dialogue
The training was delivered by the MOGEI and other CSE and individual behaviour change activities currently
trained teacher educators from a private secondary implemented under the UN joint programme on GBV.
school. Specialized training for 17 visually impaired
teachers is planned for the first quarter of 2022 after the • UNESCO also supported the translation of the SRGBV
embossed pictures are disseminated. The teachers were Connect with Respect material into braille. The
from one secondary school and 46 primary schools. information was uploaded into 100 digital recorders as
well to be used in future training for teachers. The tools
• In addition, in collaboration with the Y-Peer South Sudan will be delivered to schools and teacher training centres
and MOGEI, two out of five County Education Centres for about 80 schools in the Western and Central Equatoria
(CECs) were capacitated to deliver CSE teacher training. regions in 2022.
The institutions received training materials including
stationery, manuals, and handouts. The centres also • Lastly, UNESCO is drafting the National School Health
received financial resources to support organizing the strategy, policy, and monitoring tools to support
training sessions. In one centre, four teacher educators MOGEI to harmonize and improve safe and healthy
delivered the teacher training on CSE. In another programming in the education sector. The materials will
centre, three teacher educators were trained as teacher be validated in the first quarter of 2022. Both education
educators of CSE. and health ministries as well as their partners will be
expected to play an important role in validating the
Objective 3: Ensure that schools and materials.
community environments are safer, healthier,
and inclusive for all young people Objective 4: Strengthen the evidence base on
CSE and safer school environments
• Weekly radio talk shows facilitated by a young people's
organization and faith-based partners addressed various A study on the impact of CSE among school learners is
components of CSE, with an emphasis on EUP. It is underway in about 10 states targeting 9,576 learners in
estimated that about 2,000 listeners in Greater Mundri upper primary to secondary school levels. Through in-depth
were reached. Emphasis was on EUP, its root causes, interviews, qualitative data will be collected from teachers,
effects on individuals and communities. The young partners delivering CSE, and health workers. The results will
people association, Active Youth Agency (AYA), facilitated be analysed by the end of the first quarter of 2022.
the discussions on CSE through community meetings,
door-to-door meetings, WhatsApp, cinema, music, 131
and drama, with 127 members actively participating
in social media. The 17 dramas were attended by 3,228
members of the community. Meetings to address GBV
in the communities were also conducted, which were
attended by 917 people, and a community dialogue on
CSE was attended by 1,020 community leaders, who
were oriented on how to handle EUP survivors and
support linkages to legal and health services as well as
other social networks. Across all the activities, effective
mobilization led to high numbers of participants (8,112
actively involved in total).
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Targets total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 130 188 18 0 11 217 Orientation conducted in
on skills-based HIV and SE 55 members collaboration with implementing
programmes that are offered in (F: 11 | M: 44) partners. This number reflects the
schools number of schools.
2. Number of young people in 10,000 5,659 0 0 3,268 8,927 Reported by implementing partners.
and out of school reached with
CSE through multiple media F: 1,676
platforms M: 1,592
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage of 689 1,622 47
primary and secondary schools
that provided life skills-based HIV
and SE
2. Number and percentage of 256,500 2,029 23,960
learners reached by life skills-
based HIV and SE
3. Number of pre-service teachers 300 N/A N/A N/A N/A
trained in CSE
4. Number of in-service teachers 1,500 0 219 49 185
trained in CSE (disaggregated by
in-person and online training) F: 39 F: 24 F: 73
M: M: 25 M: 112
180
Primary schools: 46
(F: 69 | M: 90)
Secondary schools:
1
(F: 4 | M: 22)
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
2. Number of community members 10,150 0 900 0 8,112 9,012 The members are reached though
reached with efforts to keep girls community meetings.
in school
EMIS did not undertake any census in
Objective 4: Strengthen the evidence base on CSE and safer school environments 2019 and 2020.
1. Number of HIV-sensitive 1 1 The study intends to establish the
indicators integrated into EMIS effectiveness of CSE in the school
systems settings. It has been initiated and the
final report is to be finalized by Q1
2. Number of research pieces 1 (ongoing) 1 of 2022.
commissioned
Lessons learned and emerging The variety of materials targeting different groups, including
issues likely to impact on delivery community gatekeepers, religious leaders, teachers, parents,
of CSE and young people are more likely to improve socio-
economic outcomes in refugee settings, where stigma can
The variety of CSE materials designed for community affect access to services.
engagement is beneficial for all UN agencies and
organizations working in the humanitarian settings where With regard to AYP specifically, the implementing partner,
refugees and internally displaced persons are hosted. AYA, utilized different methods to deliver CSE, including
household level meetings, drama, community meetings,
132 radio talk shows, and training. These activities complemented
GBV and SRHR programmes implemented by faith-based
organizations.
© stock.adobe.com
Success story: Parent empowered Conclusions and recommendations
through the EUP radio programme
During the year, the resources were utilized to support new
Since the 2020 launch of the ‘Lets’Talk!’ campaign on EUP partners such as UNHCR, faith-based groups at county levels,
campaign, UNESCO has engaged with partners to reach and young people organizations to support community
communities to address the teenage pregnancy rates. One of engagement on CSE. Teachers that were trained as trainers
the activities, implemented by AYA, was to facilitate radio talk on CSE were facilitated to cascade training at county and
shows on various components of CSE. Through Amadi radio school levels. Braille and sign language materials for CSE
station, the call-in weekly programme had discussions on were finalized, especially pictures embossed for the teachers
causes and mitigating factors of EUP in South Sudan. One of who are visually impaired. The faith leaders, CSOs, as well
the regular programme callers is a 29-yearold man and father as representatives of four line-ministries are committed to
of three, Mr Alihai from Mundri West County. He expressed supporting the implementation of the ESA Commitment
how the information empowered him to educate his children in the context of the challenges faced in the communities
about early pregnancy, since he was more informed on some and young people and laws of the country. Based on the
topics on sexuality through the talk shows. “I recommend established commitment and awareness, the focus going
programmes that engage AYP which include life-skills forward will be on increasing the scope of implementation as
trainings, and skills building especially, to empower them well as encouraging partners to harness resources to improve
to make better choices in decision-making regarding their the implementation of relevant policies.
sexuality,” he said. His, and many other community members’,
views reflect a positive change in knowledge and attitude, 133
as well as increased engagement on SRH for young people.
The interactive radio programme is expected to contribute
even further towards the transformation in the communities
to reduce and mitigate EUP, and will complement other
engagement activities to ultimately reach over 2,000
members of the community.
© stock.adobe.com United Republic
of Tanzania
Programme tier: Programme
Acceleration Country
134
The status of CSE • Key materials developed: UNESCO, in collaboration
with the TIE, revised and updated the facilitator’s guide
• CSE terminology: To avoid sensitivity around and fear of and teacher’s guide for implementing life skills-based,
using CSE terminology by some of government officials SRH, HIV and GBV education (CSE) in schools, as well as
and religious leaders, the term Life skills-based, SRH, HIV the training manuals to align them with school curricula,
and GBV education has been adopted by the Tanzania the ITGSE, and the UNESCO online module for teachers.
Institute of Education (TIE) and Zanzibar Institute of
Education (ZIE). Key achievements per objective
• Policy environment: Tanzania has several policies, Objective 1: Secure and sustain strong political
frameworks, and strategies that provide a conducive commitment and support for adolescents and
and enabling environment for programming and young people’s access to CSE and SRH services
implementation of CSE. These include the Education across SSA
and Training Policy (both Mainland 2014 and Zanzibar
2006); the National HIV and AIDS Policy 2001 and Act No • With support from UNESCO through the O3 programme
18, 2014; the Education Sector Development Plan (ESDP as well as NGOs like the Zanzibar Association of people
2016/17 - 2020/21 and ZEDP 2017/18 - 2021/22); School living with HIV/AIDS (ZAPHA+), support from 49 political,
Health Policy Guideline and National School Health religious, and community leaders was secured on piloting
Strategic Plan 2018-2022; National Roadmap Strategic the PCC programme in selected communities in Zanzibar.
Plan to Improve Reproductive, Maternal New-born, Child Through the pilot, 122 people (parents, caregivers, and
and Adolescent Heath in Tanzania (2016 – 2020); Plan children) were equipped with knowledge and developed
of Action to end Violence against Women and Children positive attitudes and perceptions on communication of
in Tanzania 2018 -2022, and the National Accelerated SRHR information among parents/caregivers and children
Investment Agenda for Adolescent Health and Wellbeing in the Magharibi Á’ district.
(NAIA 2020/21 - 2023/24).
• In addition, approval for the rollout of the religious
• Positioning of CSE in curriculum: In Tanzania Mainland, leaders toolkit and handbook was granted by the Council
components of CSE are integrated in the primary and of Secretary Generals meeting in March 2021. To date, 22
secondary school curricula (rolled out in 2015) and religious leaders have been trained as master trainers, and
certificate teacher education curriculum rolled out in the toolkit and handbook have been printed and officially
2020. All three are compulsory and examinable. handed over to the Tanzania Interfaith Partnership,
which has since taken opportunities to disseminate and
• Delivery models: Teaching of CSE-related lessons use the toolkit in different fora. Making SRHR resource
start as early as Grade 1 of primary education. CSE, kits available for religious leaders is a key step towards
or life skills-based SRH, HIV, and gender education, is increasing religious-based dialogues and teaching of
considered a crosscutting issue, and components of it are SRHR in the country.
therefore integrated into carrier subjects such as Science,
Personality Development, and Sports for primary schools; • To ensure government and non-government partners’
Biology and Civics for ordinary (lower) secondary schools; engagement (including religious leaders and media
and General Studies for advanced (upper) secondary practitioners) in the development process and
schools and teacher training colleges. endorsement of the ESA Commitment extension to
2030. In total, four meetings were organized through
• Quality of CSE delivered: Since the primary school partnership with government ministries and UN agencies,
system allows allocation of subjects to teachers on an with participation of more than 50 technical and ministry
annual rotation basis, and considering the fact that CSE senior officials, including a technical meeting to review
content is integrated in few subjects, the chances of and provide inputs on the ESA Commitment draft
having trained teachers’ not teaching relevant carrier statement, permanent secretaries’ meeting to review and
subjects is high. To address this challenge, there have endorse the statement, and later Ministers’ meeting to
been initiatives to have at least three trained teachers affirm the Commitment in December 2021.
per school and orient school heads on considering this
aspect while allocating subjects to teachers. In addition,
UNESCO has supported the TIE and ZIE to develop
guidelines for curriculum developers and subject
panellists for integrating CSE content in respective syllabi
and other education materials.
135
Objective 2: Support the delivery of The information gathered during the pilot helped to inform
accurate, rights-based, and good quality CSE the review and make the materials more relevant to the
programmes that provide knowledge, values, Tanzanian context. For example, the teacher’s training
and skills essential for safer behaviours, manual was spilt into two, one of which was aligned with the
reduced adolescent pregnancy, and gender primary curriculum content, and the other was aligned with
equality the secondary curriculum content. The improved training
manuals for secondary and primary school levels have been
• With support from UNESCO, the TIE managed to review approved by the TIE management and will be used for
and update two CSE curriculum support materials, extracurricular programme and as complementary materials
namely the facilitator’s guide and teacher’s guide for teachers. Improvements to the classroom programme
for implementing life skills-based, SRH, HIV and GBV were also made based on recommendations provided after
education in schools. The facilitator’s guide was used the pilot.
to train 49 tutors and the teacher’s guide was piloted in
eight districts reaching 1,508 teachers through face-to- Objective 4: Strengthen the evidence base on
face training. UNESCO has commissioned the printing of CSE and safer school environments
200 copies of the facilitator’s guide and 1,500 copies of
the teacher’s guide. In addition, in Zanzibar, the teacher • Two consultation meetings were held in March 2021
training manuals on life skills-based, SRH, HIV and GBV to incorporate inputs and comments provided by
education for tutors and pre- and in- service teachers stakeholders on the 2020 study commissioned by
have been translated into Kiswahili. The ZIE has accepted UNESCO to assess and evaluate the implementation
the materials, and they are now awaiting approval from status of the re-entry policy and its effectiveness for girls’
the relevant ministry authority before being printed and retention and completion of school in Zanzibar. Following
disseminated. the meetings, the report from the study was finalized and
printed for dissemination.
• In order to ensure sustainability in the provision of
sexuality education in higher learning institutions, • A final report has also been compiled following the
UNESCO contracted three universities (University of Dar completion of the CwR pilot, focusing on knowledge
es Salaam, Saint Augustine University in Mwanza, and gained, attitude and perception changes at individual
the University of Iringa) to pilot the Integrated Model for and school levels, and how these changes have impacted
HIV and AIDS Response including GBV Prevention and positively on SRGBV responses, notably help seeking,
Support Workplace Programmes, which was developed reporting, and prevention of incidences, as well as
and rolled out as an online course. The course has already management measures at school level. A policy brief on
reached 12,597 learners, and 5,527 have completed the the pilot was also finalized and two short documentary
course so far. Furthermore, to remove barriers for learners films were produced. The documentaries showcase
and staff in HTEIs to access information and services, inspirational students and teachers revealing the extent
the universities also established a service provider-led, of GBV in schools and how the acquired knowledge
peer-assisted programme on SRH, HIV and GBV related helped them in making meaningful contributions on how
education, counselling, and referrals. Through the to prevent SRGBV and other forms of violence that are
programme, 115 service providers have been oriented prevalent in the school environment. The documentaries
and 116 peer educators have been trained on referral will serve as advocacy tools.
services.
• In addition, a knowledge, attitudes and perception (KAP)
Objective 3: Ensure that schools and study on SRH, HIV and GBV for learners in primary and
community environments are safer, healthier, secondary school in Tanzania Mainland was conducted
and inclusive for all young people in close consultation with the MoH’s School Health
Programme and the Ministry of Education and Vocational
In 2021, in collaboration with the TIE, UNESCO implemented Training (MoEVT), following which an inception report
the CwR pilot project and contextualized the three was presented to the technical advisory committee and
documents used during the pilot, namely the teacher’s the field assessment finalized. The study covered 96
training manual, the classroom programme for students, schools within eight regions and reached 4,305 students.
and the guidance notes for teachers and school leaders.
• Finally, UNESCO supported the integration of CSE
136 indicators into the EMIS, and equipped 43 MoEVT staff
members with relevant skills for tracking progress of
school-based CSE through these indicators. The related
data collection tools were also accordingly revised.
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Targets total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs 1,558 50 530 0 0 580 Due to the COVID-19 pandemic,
oriented on skills- activities targeting PTAs were
based HIV and SE reprogrammed.
programmes that are
offered in schools
2. Number of young 47,167 1,300,000 18,700,00 19,800,000 19,800,000 19,800,000 Partners supported in 2020 continued
people in and out of providing information to young people
school reached with through integrated programmes. For
CSE through multiple example, community radio stations
media platforms mainstreamed CSE-related sessions
into their programmes. The figure is
maintained at 19,800,000 in each year to
avoid double counting.
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and 5,246 11,132 12,905 9,658 1,594
percentage of primary
and secondary schools Primary: Primary: Primary:
that provided life skills- 8,535 10,059 7,280
based HIV and SE Secondary: Secondary: Secondary:
2,597 2,846 2,378
2. Number and 227,784 Primary: Primary: 1,982,000 Primary Covered through CSE online course
percentage of learners 4,914,272 5,910,909 and and in-school programme, as well as
reached by life skills- (48.6%) (54.1%) F: 738,000 secondary: HTEI online course. Similarly, this figure
based HIV and SE M: 962,776 cannot be cumulated as it is based on
Secondary: Secondary: 1,244,000 annual data from the same schools with
1,151,577 1,620,146 HTEIs: potential difference across years.
(53.6%) (65.5%) 12,597
3. Number of pre-service 13,401 549 549 Reached through implementation of
teachers trained in CSE F: 345 F: 345 CSE by selected colleges.
M: 204 M: 204
4. Number of in-service 5,223 100 370 1,210 In-person: In-person:
teachers trained in
CSE (disaggregated by F: 50 F: 150 F: 500 1,508 3,188
in-person and online M: 50 M: 220 M: 710
training) F: 634 F: 1,334
M: 874 M: 1,854
Primary: Primary:
908 2,108
Secondary: Secondary:
600 1,080
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people
1. Percentage of primary Primary: Primary: Primary: Primary: Data generated from published BEST
and secondary schools 45.3% 50.4% 58.5% 59.9% reports of 2018, 2019, 2020 and 2021.
that have rules and Secondary: Secondary: Secondary: Secondary:
guidelines for staff and 42.9% 45% 53% 53.8%
students related to
physical safety, stigma
and discrimination, and
sexual harassment and
abuse
2. Number of community 825,695 5,290,930 14,560,080 0 193 19,851,203 People reached in 2021 as part of
members reached with PCC pilot in Zanzibar. 2018 and 2019
efforts to keep girls in figures are based on cumulative
school project reports. In 2020 and 2021, most
outreach interventions were affected by
COVID-19, however, community radio
stations continued providing education
information. The figures presented
likewise represent a cumulative number
while avoiding double counting.
137
Objective 4: Strengthen the evidence base on CSE and safer school environments
1. Number of HIV- 455 5 5 As at 2021, all recommended indicators
sensitive indicators 3 6 are integrated in the Tanzania Mainland
integrated into EMIS EMIS. Processes are under away to do
systems the same with the
Zanzibar EMIS.
2. Number of research 111
pieces commissioned The 2020 study is the re-entry policy
study. 2021 includes the KAP study on
SRH, HIV and GBV among learners in
Mainland Tanzania and the O3 PLUS project
country baselines report and health
facility assessment.
Lessons learned and emerging day adaptation workshop in Bagamoyo in November 2020
issues likely to impact on delivery moved all participants to agree with the idea of splitting the
of CSE religious leaders ASRHR toolkit and handbook into two: one
version to cater for Muslims and another for Christians. “Mr
The following strategies were adopted to ensure Chairman, I don’t know how we can do this, but I strongly
effectiveness and efficiency: feel the language we use in Mosque is a bit different from
the way our Christian colleagues speak in Churches. Standing
• Joint initiatives and a collaborative approach coupled in the pulpit with a document full of Biblical quotations
with aligning key activities with partners (ministries or preaching to a Muslim audience to me does not augur
government institutions, UN Agencies and or UNESCO well. I recommend that we look you into the possibility
sister projects). of each religion having a document customized for their
religious context,” suggested Sheikh Tahir. After a productive
• The use of government rates (travel cost and daily discussion among the participants, the idea was approved
subsistence allowances) and venues to reduce the cost of and taken forward in 2021.
the implementation of planned activities.
A valuable lesson can be learned from this powerful story
• Engagement of government ministries and institutions of unity in diversity: faith leaders in Tanzania, as elsewhere
and exploring multidiscipline experts, which was key for in the world, have a lot in common; still they honour and
enhancing quality in terms of content and coverage, as celebrate their differences in a respectable way. Splitting
well as sustaining project-related outcomes/results. the toolkit and handbook into two versions paved the way
for further refinement of religious-specific language and
Emerging issues likely to impact delivery of CSE are: increased the buy-in from all corners of the Muslim and
Christian congregations. Nevertheless, great care has been
• The ongoing effect of the COVID-19 pandemic, which taken to ensure that the core messages of these tools remain
continues to cause delays in the implementation the same.
of planned activities. As such, whenever possible,
online modes of implementation are adopted and Conclusions and recommendations
when necessary, there are guidelines for face-to-face
engagement. Despite UNESCO’s advocacy work around the promotion
of CSE and addressing opposition, negative perceptions
• The need to ensure mainstreaming of SRHR sessions continue to linger. While partners’ mobilization and support
by religious leaders, even though much progress has has been encouraging, especially during the review of
been made already around SRHR materials and capacity- curriculum support materials, it is therefore important to
building. sustain the momentum, in particular by supporting teacher
training programmes, materials development, ensuring
• Financial challenges are expected while moving towards quality of data, and M&E, as well as by addressing emerging
scaling up the programme. opposition that is grounded on myth and misconceptions.
Furthermore, it is crucial to continue reaching more young
Success story: Unity in diversity – people through online platforms and support the effort of
meeting the needs of all religious religious leaders in reaching more young people through
communities periodic dialogues and religious teachings.
Like a spark of fire in the dry grass, a comment from Sheikh
Tahir Mohamad Hashim, a participant from the Supreme
Council of Muslims in Tanzania (BAKWATA) during the three-
138
Uganda © stock.adobe.com
Programme tier: Focus Country
139
The status of CSE Key achievements per objective
• CSE terminology: In Uganda, CSE is referred to by the Objective 1: Secure and sustain strong political
term sexuality education. commitment and support for adolescents and
young people’s access to CSE and SRH services
• Policy environment: The National Sexuality Education across SSA
Framework 2018 is the main document that guides
implementation and advancement of sexuality education • Under this objective, UNESCO supported coordination
and SRH services for AYP in Uganda. However, several of Uganda’s participation in the regional and national
other policy and guidelines documents that support consultations for the endorsement of the renewed
operationalization of the framework have been ESA Commitment to 2030. A range of key actors were
developed and approved, including the Adolescent involved in these consultation meetings, including
health Policy (Draft), School Health Policy (draft), representatives of government ministries, CSOs, the
Menstrual Health Management Guidelines, Revised media, as well as religious leaders and AYP themselves.
Guidelines for Management of Teenage Pregnancy So far, however, endorsement has only been secured
in School, and the Reporting, Tracking, Referral and from the MPs and permanent secretaries of the ministries
Response (RTRR) guidelines in school settings. The various of education and gender to support the re-affirmation
draft guidelines are at advanced stages and approval of process. A roadmap towards re-affirmation has thus been
these is expected in 2022. drawn and timelines set for the first quarter of 2022. In
addition, the SRHR Alliance Uganda convened a meeting
• Positioning of CSE in curriculum: Since 2019, sexuality for 15 MPs to orient them on the ESA Commitment
education has been integrated into the lower secondary process and discuss interventions on how they can
school curriculum. It is compulsory and examinable. support the process, including following up with the
Minister for Children and Youth affairs to get an update
• Delivery models: Sexuality education is integrated into on what is being planned by government. CSOs were also
six learning subjects: Biology, English, General Paper, urged to generate a petition in preparation to submit to
General Science, Religious Education, and Food and the speaker in case government does not move forward.
Nutrition.
• UNESCO further partnered with the SRHR Alliance
• Quality of CSE delivered: UNESCO provided technical Uganda to conduct in-person inter-faith dialogues (IFD)
support to the National Curriculum Development in four regions of the country (Central, Eastern, Western,
Centre (NCDC) during the development of the abridged and Northern) under the theme “Action towards the
curriculum and supported the orientation of master continued access of essential and lifesaving health
trainers and teachers in its delivery before school re- information and services for adolescents amid COVID-19”.
opening. UNESCO will continue to support the Ministry The dialogues were televised live on national television to
of education through NCDC to conduct routine increase reach of the discussions. The main objective of
supervisions to ensure the quality of delivery. the dialogues was to stimulate conversations on faith-
based actions and collaborations towards addressing
• Key materials developed: In addition to the draft health challenges faced by AYP in Uganda, with specific
guidelines mentioned above, the government has focus on SRHR. The IFDs primarily targeted religious and
adapted all school curricular from primary to upper faith leaders, but also government as duty bearers as well
secondary into an abridged curriculum to ensure as CSOs and young people as beneficiaries. A total of 189
recovery of lost time by learners during the COVID-19 participants (50 religious leaders) attended the in-person
pandemic. sessions, while 2,904,649 people were reached through
both the live TV shows and live streaming on social media
140 platforms (Twitter, Facebook, and You Tube). Overall, it
was noted that the majority of religious/faith leaders are
positive towards promoting access to SRHR information
and services for AYP, but within the confines of religious
teachings.
• In addition, UNESCO supported the adaptation of the
religious leaders toolkit and handbook on ASRHR, and
500 copies were printed in preparation for dissemination
and rollout in 2022.
Objective 2: Support the delivery of © UNESCO
accurate, rights-based, and good quality CSE
programmes that provide knowledge, values, • Another important activity was the training provided
and skills essential for safer behaviours, by UNESCO, through the Teachers against AIDS Group
reduced adolescent pregnancy, and gender (TAAG), to strengthen the education sector’s capacity
equality to mitigate HIV-related stigma and discrimination
among teachers and learners within the school setting.
• Due to the COVID-19 pandemic and subsequent closure UNESCO adapted and printed copies of the HIV and
of schools in 2021, delivery of sexuality education AIDS Workplace Policy for the education sector and
was affected. Nevertheless, by partnering with CSOs developed an abridged pocket version that is easy to
and adopting the use of technology and multimedia read and comprehend; developed a comprehensive HIV
platforms to deliver sexuality education content and information Pack on prevention, care, treatment, and
SRHR messages, in addition to in-person physical support; and oriented teachers living with HIV on the two
engagements, UNESCO managed to reach 31,491 AYP, documents. The training covered the Western, Eastern,
both in and out of school. North Eastern, East central (Busoga), and Kampala regions
and benefitted a total of 115 teachers living with HIV.
• UNESCO also supported the NCDC to repackage the
teaching curriculum into an abridged version for each Objective 4: Strengthen the evidence base on
subject/learning area to help recover lost learning time CSE and safer school environments
and progress to the next level, while maintaining key
learning outcomes. A total of 150 curriculum developers • UNESCO facilitated completion of the in-country
were involved in the exercise and they covered a total of evaluation of the ESA Commitments 2013-2020 through
44 subjects. Orientation of the teachers will be conducted internal review of the draft for Uganda and validation of
in the first week of January 2022 before school re- findings and recommendations by the inter-ministerial
opening. committee stakeholders to enhance ownership and use
of results.
• Lastly, UNESCO, in partnership with youth-led CSO Reach
A Hand Uganda (RAHU), contracted Incredible Media • Uganda also participated in various regional studies,
to develop and produce a TV and radio drama series on including the qualitative study on perceptions and
ASRHR called “Kyaddala, it’s real - Season II”. The series is attitudes on CSE in schools and communities; and the
a follow-on from season I, and targets AYP in urban and documentation of case-studies on CSE opposition.
peri-urban settings. When finalized, the show will be
aired on mainstream media and digital platforms to reach
approximately 3,500,000 people.
Objective 3: Ensure that schools and
community environments are safer, healthier,
and inclusive for all young people
• Under this objective, UNESCO, in partnership with
other stakeholders, supported RAHU to organize the
annual Inter-Generational Dialogue, under the theme
“Prioritizing adolescent and youth sexual reproductive
health to achieve Uganda’s 2030 Agenda for Sustainable
Development”. The objectives of the dialogue was to
bridge the gap between young and older generations
on contemporary SRHR and gender equality issues;
provide a platform for policy-makers to interface with
representatives of young people; and take stock of
the gains on SRHR and Gender equality, explore SRHR
in relation to COVID- 19, and gather voices on how to
regroup and move towards attaining the 2030 agenda.
Over 500 stakeholders and thought leaders from across
the continent participated in the dialogue.
141
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Target total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented 4,284 0 0000 Schools have been closed since
on skills-based HIV and SE 2020 due to COVID-19, which
programmes that are offered in impacted 2021 implementation.
schools
2. Number of young people in 566,008 12,000,000 13,500,000 21,172,033 31,491 Through radio, TV, and
and out of school reached with social media platforms and
CSE through multiple media conferences.
platforms
3. Number of community members 17,993 2,904,838 2,904,838 Through in-person training and
(traditional, religious leaders and radio and TV platforms.
parents/ guardians) sensitized on
CSE/life-skills education
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage of 14,952 2,558 662 out 662 out 0 3,220 Schools were closed due to
primary and secondary schools Primary: (secondary of 3,220 of 3,220 secondary COVID-19.
that provided life skills-based HIV 12,683 schools) (20.5% of (20.5% of schools
and SE secondary secondary
Secondary: schools) schools)
2,269
2. Number and percentage of 1,792,820 0 11,584 1,248 0 12,832 Schools were closed due to
learners reached by life skills- Primary: (1.2%) COVID-19 for the whole of 2021.
based HIV and SE 728,820
3. Number of pre-service teachers Secondary: 000 No sexuality education
trained in CSE 1,064,000 curriculum in teacher training
institutions.
4,232 In-service training in 2021
focused on teachers living with
4. Number of in-service teachers 28,119 500 (100 289 115 789 (215 HIV. Training was conducted
trained in CSE (disaggregated by Online) (online) (online) online) online. The majority of the
in-person and online training) participants were primary level
F: 67 teachers who open up more
M: 48 easily about their HIV status than
the secondary school teachers.
Primary
level: 90% This is compulsory in Uganda.
Secondary
level: 10% Through the Inter-Generational
Dialogue and celebration of key
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people international days. Community
members (including religious
1. Percentage of primary and 267,171 267,171 267,171 267,171 267,171 leaders, MPs, journalists, CSOs,
secondary schools that have (100%) (100%) (100%) (100%) (100%) and young people) were
rules and guidelines for staff reached through in-person and
and students related to physical social media engagement, as
safety, stigma and discrimination, well as TV programmes.
and sexual harassment and abuse
2. Number of community members 2,359,127 0 3,077,817 13,000,000 6,873,933 22,951,750
reached with efforts to keep girls
in school
142
Objective 4: Strengthen the evidence base on CSE and safer school environments
1. Number of HIV-sensitive 2 2222 The same indicators are
indicators integrated into EMIS captured in school survey forms
systems
See Objective 4 for details.
2. Number of research pieces 0 1124
commissioned
Lessons learned and emerging Success story: Breaking religious
issues likely to impact on delivery stereotypes and stimulating
of CSE conversations on ASRHR through
inter-faith dialogues
Scaling up CSE in Uganda continues to improve, with more
stakeholders accepting the need for sexuality education, Religious leaders and individual congregations are
particularly after the COVID-19 pandemic that led to important gatekeepers in disseminating reproductive
closure of schools for two years and saw an exceptionally health messages and influencing positive behaviour
high increase in the numbers of EUP and GBV. This further change within communities in Uganda. As such, the
confirmed the protective nature of schools to children. IFDs conducted by UNESCO, in collaboration with the
However, CSE opposition, though subtle, continues to SRHR Alliance Uganda, across the country were a crucial
complicate the scale-up process. Failure of Uganda to activity to stimulate conversations on faith-based actions
re-affirm the ESA Commitment was an additional setback and collaborations towards addressing health challenges
to CSE scale-up since there is now no framework under faced by AYP, especially in the wake of the COVID-19
which to deliver CSE. Nevertheless, UNESCO, working with pandemic. Just as important was the participation in these
government ministries, other UN agencies, and CSOs, dialogues by representatives from the ministries of health,
is carrying on its work to neutralize destructive efforts education, and gender participated. Their participation not
through contributing to policy reviews and dissemination only clarified government policy and guidance on CSE, it
and conducting consultations with faith/religious leaders, also ensured there was accountability from government.
policy-makers, and technical leaders within government. As a Along with securing a positive response from the religious
country, there is consensus to refer to ‘opposition’ as ‘partners sector, the IFDs also led to the identification of several key
with dissenting views to CSE’ so as to maintain the space recommendations, including, among others, the need to
for continued dialogue. Moreover, further consultations create partnerships and fund and empower religious leaders
and dialogue to get Uganda to endorse the renewed ESA to take the O3 programme forward.
Commitments will be pursued towards a logical conclusion.
Conclusions and recommendations
The COVID-19 pandemic greatly affected implementation
of the O3 programme, particularly for school-based
interventions due to closure of schools. This was
compounded by continued negativity towards sexuality
education for young people by some groups of the
community, especially religious leaders. However, through
innovative approaches, use of technology and digital
media, and partnering with government and CSOs, CSE
was delivered to a significant number of AYP. Continued
engagement of religious leaders (who own the majority of
the learning institutions in Uganda), parents, and cultural
leaders remains important as CSE is scaled up in the country,
while involving young people themselves in planning and
implementing CSE interventions.
© UNESCO 143
© stock.adobe.com Zambia
Programme tier: Programme
Acceleration Country
144
The status of CSE The consultations brought together government, CSOs,
religious and traditional leaders, young people, and other
• CSE terminology: The terminology used in Zambia is UN agencies, all of whom were successfully brought on
CSE, however, this is referred to as Reproductive Health board and committed to supporting the renewed ESA
and Sexuality in the revised Zambia Education Curriculum Commitment process. This led to the endorsement on 6
of 2013. December 2021 of the ESA Commitment by the ministers
of education and health on behalf of the Zambian
• Policy environment: There are a number of policies government.
and frameworks that seek to advance CSE in the country,
including the Zambia Education Curriculum Framework, • UNESCO also worked in partnership with other CSOs and
Comprehensive Sexuality Education Framework, National UN agencies to respond to CSE opposition by making the
AIDS Strategic Framework, Standards Monitoring Tool, submissions to the technical review committee that had
National Education Policy, and The Adolescent Health been set up by cabinet office led by the MoE to review
Strategy. the CSE content being delivered through the curriculum.
The CSOs and UN partners were able to make submission
• Positioning of CSE in curriculum: CSE features as a to the technical review committee with technical
cross-cutting theme in the Zambia Education Curriculum support from UNESCO. The views and submissions
Framework and is therefore not taught as a standalone have been collected from all the provinces, and two
subject, however, it is integrated into a number of reports have now been compiled, namely, the narrative
examinable carrier subjects at both primary and report to document the process and highlight the
secondary level. recommendations to be made to the CSE content, and
the technical report, which has details on the revisions to
• Delivery models: These carrier subjects include be made to the CSE content.
Integrated Science (primary and junior secondary);
Biology (senior secondary); Social Studies (primary and Objective 2: Support the delivery of
junior secondary); Civic Education (senior secondary); accurate, rights-based, and good quality CSE
Home Economics (primary, junior and senior secondary); programmes that provide knowledge, values,
and Religious Education (primary, junior and senior and skills essential for safer behaviours,
secondary). reduced adolescent pregnancy, and gender
equality
• Quality of CSE delivered: CSE delivery in Zambia
has been well-designed and implemented to play UNESCO supported the Ministry of General Education
a significant role in reducing the risk of SRH-related (MoGE) to strengthen the capacity of teachers to effectively
problems. deliver CSE in schools through the online training method in
Mongu district of Western Province. A total of 160 in-service
• Key materials developed: The MoE, in partnership teachers received the training, bringing the total number of
with various stakeholders, has developed a range of CSE online in-service teachers trained since 2018 to 1,339.
materials, including the CSE framework and CSE learner
and teacher books for Grades 5 to 12. Objective 4: Strengthen the evidence base on
CSE and safer school environments
Key achievements per objective
UNESCO also supported the MoGE to build the capacity
Objective 1: Secure and sustain strong political of EMIS officers at both district and provincial levels from
commitment and support for adolescents and five provinces to collect, analyse, and report on HIV-
young people’s access to CSE and SRH services sensitive indicators, including CSE-related indicators. The
across SSA EMIS will now also have the indicator on SRGB included in
the annual school census form. A total of 72 EMIS officers
• UNESCO provided technical support to the government had their capacity enhanced, which will contribute to the
of Zambia through the ministries of education and health improvement of the quality of data and reports that will be
to host the ESA Commitment consultation meetings and produced by the MoGE and be useful to inform effective
eventually its endorsement. planning under the 03 programme. Currently, however,
the MoGE has not been able to analyse this data due to
inadequate technical capacity.
145
Key results on indicators
Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results
Prog. 2018 2019 2020 2021 Cumulative
Targets total
(2018-22) 2018-2021
Objective 1: Secure and sustain strong political commitment and support for adolescents and young people’s access to CSE and SRH services across SSA
1. Number of PTAs oriented on skills- 2,337 5,904 5,904
based HIV and SE programmes that
are offered in schools
2. Number of young people in and out 1,320,686 5,638,251 5,638,251 5,638,251
of school reached with CSE through
multiple media platforms
Objective 2: Support the delivery of accurate, rights-based, and good quality CSE programmes that provide knowledge, values, and skills essential for safer
behaviours, reduced adolescent pregnancy, and gender equality
1. Number and percentage of primary 8,223 9,852 10,167 10,570 10,971 10,971 These are all
and secondary schools that provided (100%) (100%) (100%) (100%) (100%) schools in Zambia.
life skills-based HIV and SE CSE is integrated in
carrier subjects.
2. Number and percentage of learners 4,261,485 2,093,327 1,903,338 2,089,431 2,089,431 2,089,431 Grades 5-12 only
reached by life skills-based HIV and SE
3. Number of pre-service teachers 11,500 3,600 8,700 4,500 28,300
trained in CSE
22,571
4. Number of in-service teachers trained 80,000 200 200 161 online
in CSE (disaggregated by in-person F: 88
and online training) M: 72
Lessons learned and emerging • The intense opposition to CSE created new lessons and
issues likely to impact on delivery challenges in the effective implementation of CSE. There
of CSE is a need to work in strong and close collaboration with
government, civil society, and other non-state actors
• The implementation of activities was on course until in responding to challenges that pose a threat to CSE
the Government of Zambia declared a partial lockdown programmes.
due to the COVID-19 pandemic. The impact of COVID-19
on the implementation of CSE activities in the coming Success story: Building on strong
year is still expected, and exposed how unprepared foundations to respond to CSE
the education sector was in terms of responding to an opposition
emergency like the pandemic.
Zambia witnessed an aggressive and systematic campaign
• With regard to CSE opposition, together with other against the implementation of CSE in schools. The opposition
stakeholders, including government line ministries, CSOs, was led by two bishops from the Evangelical Fellowship
and other UN agencies, the O3 programme has become of Zambia (EFZ), with support from a known organization
more proactive, and less reactive, to keep in pace with the from the United States called Family Watch International
those opposing CSE. Moreover, CSOs are alert and trying (FWI) that has initiated similar campaigns in other countries.
to work on a CSE taskforce advocacy strategy, which The arguments used by the CSE opposition in Zambia are a
started in 2021 following the opposition faced in 2020. replication of those advanced by FWI, with very little effort
The aim is to grow a strong movement that continues to to analyse and study the Zambian CSE curriculum in an
disseminate correct information about CSE. objective manner. Subsequently, a motion to suspend the
teaching of CSE was raised and debated in parliament in
• Furthermore, in partnership with selected CSOs and UN October 2020.
partners, the O3 programme has identified some MPs
to work with and make them champions of CSE and
SRHR. Following a meeting with these MPs, a strategy is
being developed, led by the MPs themselves, with the
purpose of creating awareness and making a case for the
importance of CSE and SRHR for AYP.
146
© stock.adobe.com
Opposition groups have since shifted their strategy to focus UN stakeholders work particularly well together in
on community actions where people will be less aware of Zambia and have been a united voice in responding to
legal and policy frameworks, and more easily influenced. In CSE opposition. The combined efforts of a vibrant and
anticipation of the renewal of Zambia’s ESA Commitment, coordinated group of youth-serving CSOs who are strong
detractors had been targeting language related to CSE in advocacy as well as implementation made a difference in
and family planning as well, but not the framework itself. responding to opposition in Zambia as well. Although they
Opposition ramped up again in December 2021, as the did not feel fully prepared when opposition escalated, CSOs
endorsement of the renewed ESA Commitment was being were able to mobilize quickly under the Pro-CSE consortium
finalized, targeting government ministers, among others. with effective strategies to respond at both national and
local levels. They proactively tracked anti-CSE activities, and
Despite these efforts, Zambia successfully responded to the used targeted strategies based on mapping of stakeholders
opposition. This success depended on many factors, among to identify those who support it, those who oppose it, and
them an extensive policy foundation in support of sexuality those who can positively influence others.
education; strong political will; constructive engagement of
key stakeholders, including young people, religious leaders, Conclusions and recommendations
and parents; and well-coordinated efforts among UN, civil
society, and government stakeholders. Close collaboration As demonstrated, there is need to work together and be
between government ministries, development partners, and ready to respond in the event of further attack against CSE in
CSOs has helped CSE stakeholders by providing strength in Zambia. Innovation through ICT should begin to shape and
numbers and the ability to mobilize resources and support at influence the way programming is done amid COVID-19.
various levels.
147
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Programme tier: Programme
Acceleration Country
148
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Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa
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