Unesco O3 Annual Report 2021

Cameroon © stock.adobe.com

Programme tier: Focus Country

49

The status of CSE • Key materials developed: In addition to existing
material (pedagogical guide for developing skills in
• CSE terminology: In Cameroon, CSE was initially called reproductive health and HIV and AIDS education;
Integrated Education for Sexuality (IES), which then programme for training and teaching on EVF/EMP/
evolved to Integrated Sexuality Education (ISE). However, HIV and AIDS; self-training course on EVF/EMP/HIV and
as a result of multiple capacity-building sessions initiated AIDS for teachers; new curricula, revised in 2018; and
by UNESCO, the term CSE is gradually being adopted. national guide to ISE), as a result of capacity-building
sessions, some of the lessons incorporating CSE concepts
• Policy environment: In general, the institutional context were produced and digitized on the bilingual distance
in Cameroon has been conducive to the teaching of CSE learning platform www.monecolenligne.cm/www.
in primary and secondary schools since the introduction myschoolonline.cm.
of Family Life Education (FLE), Population Education (PE),
and HIV and AIDS prevention in the primary, secondary, Key achievements per objective
and basic education curricula, in accordance with the
joint inter-ministerial decree of the Ministry of Basic Objective 1: Secure and sustain strong political
Education (MINEDUB) and the Ministry of Secondary commitment and support for adolescents and
Education (MINESEC). Furthermore, the three strategic young people’s access to CSE and SRH services
documents for the education sector development across SSA
policy, namely the Cameroon Development Vision 2035,
Growth and Employment Strategy Paper (GESP 2010- • Under this objective, five working sessions (one online
2020), and Education and Training Sector Strategy Paper and four face-to-face) were organized between January
(ETSP 2013-2020), together with the National Youth and March 2021, as well as one videoconference in April
Policy, emphasize HIV and AIDS prevention and health between the heads of UN agencies and the education
promotion in schools, universities, vocational training, and training sector ministers within the framework of the
and health education. In addition, in 2014, the Ministry Education Plus Initiative. These activities led to a political
of Public Health published the National Strategic Plan for commitment from state partners and the appointment
Adolescent and Youth Health. of ministerial focal points responsible for monitoring the
implementation of the initiative. Subsequently, a Theory
• Positioning of CSE in curriculum: The pre-primary, of Change was developed for the initiative.
primary, and secondary education curricula have all
integrated elements of CSE, but do not cover every • UNESCO also made specific efforts to contribute to
content area proposed in the national CSE document. the implementation of the government policy of
To date, the focus has been on SRH, sexuality and the life protection and promotion of the rights of people with
cycle, rights, and citizenship. In addition, since it is not disabilities (Law N°2010/002 of April 13, 2010) in 2021
a standalone subject, it is difficult to determine to what through actions aimed at facilitating access of people
extent a learner has developed all the competencies with disabilities in the education system. In addition, a
related to CSE, as the assessment criteria do not yet diagnostic study to understand the situation of learners
specifically define the competencies that fall under CSE. with disability in Cameroon, including education sector
responses, in terms of inclusion, learning environments,
• Delivery models: A cross-curricular approach to CSE and accessibility, is planned.
is encouraged through the following carrier subjects:
Languages (French, English and national language), Civic • Another important activity was a participatory process,
and Moral Education (ECM), Science and Technology, through which representatives of relevant ministries and
History, Geography, Social and Family Economics (ESF), other national actors validated the results of a study on
Physical and Sports Education (EPS), and Life and Earth the legal and policy framework for integrated sexuality
Sciences (SVT). education. The study found that, although the framework
reflects a firm commitment to CSE, several sections
• Quality of CSE delivered: To date, the focus has been are outdated and require review. A broader national
on SRH, sexuality and the life cycle, and rights and consultation of stakeholders will make it possible to
citizenship. However, other equally important areas such formulate recommendations for this purpose.
as values, behaviours, interpersonal relationships, and
gender are not addressed. • Sensitization and information mobilization sessions
around CSE and SRH for community leaders, traditional
50 chiefs, religious leaders, and young people in the central,
southern, and far north regions were also organized
during the year.

These sessions, together with the Cameroon Radio and - Training of supervisors of the pedagogical supervision
Television (CRTV) programme “Télé Jeunes”, reached 250 chain of the MINEDUB and MINESEC in the production
community leaders, 700 learners at primary and secondary of digital resources in multiple formats (internet, radio,
level, approximately 2,600,000 AYP, and 300 students from and paper supports) as well as in the production
the University of Yaoundé. of distance learning courses. A team of teachers/
designers was also set up for the production and
• In addition, a session was organized to consolidate and digitization of lessons from the curricula focused
write synopses of three new youth awareness micro- on methods of integrating CSE in the teaching of
programmes on CSE and SRH, as well as identify channels early childhood subjects. This activity reinforced the
for their dissemination. The O3 programme supported capacities of 42 teachers/course designers.
the production and broadcasting of the three micro-
programmes, presented by comedian and humourist - Capacity-building of 17 members of the O3
Ulrich Takam, thus reaching 2,150,000 AYP. programme taskforce in the implementation of
the objectives for the second quarter and in the
• Finally, an awareness-raising meeting was held in integration of the education for health and well-being
September, at which UNESCO's interventions in the indicators in the EMIS.
response to HIV under the O3 programme and the
Education Plus Initiative were presented. The meeting - Capacity-building on CSE of 66 pedagogical
brought together representatives from UNAIDS, the supervisors/teacher trainers, 176 in-service teachers,
National AIDS Control Committee (NACC), and CSOs. and 3,289 pre-service teachers.

Objective 2: Support the delivery of - A capacity-building session on the development of
accurate, rights-based, and good quality CSE psychosocial skills and the use of active methods of
programmes that provide knowledge, values, sensitizing students on CSE issues for 25 university
and skills essential for safer behaviours, reduced medical-social centre agents on CSE programmes and
adolescent pregnancy, and gender equality issues in October.

• A range of online, digital, and mass-media based activities Objective 3: Ensure that schools and
were conducted in order to continue reaching young community environments are safer, healthier,
people, while taking into account the situation with and inclusive for all young people
COVID-19. These included awareness programmes on
the prevention of COVID-19, HIV and other STIs, and EUP • Under this objective, UNESCO supported the MINESEC in
shared on Facebook, Instagram, and YouTube (receiving at the process of strengthening regulations, procedures, and
least 55,000 views), and the production and digitization of mechanisms for the prevention, detection, reporting, and
100 lessons integrating CSE issues through the bilingual management of school-based violence.
distance learning platform www.monecolenligne.cm/
www.myschoolonline.cm. • In addition, in June, the regional planning and technical
knowledge-sharing meeting to support the education
• In addition, capacity-building activities to strengthen the sector's responses to COVID-19 and the mobilization for
delivery of CSE within the education sector continued, the participation of the ministries in charge of education
including: in the virtual workshop on the theme “the journey
- An interactive virtual workshop on health education towards CSE” made it possible to train 30 participants
and the well-being of learners with disabilities in from Cameroon.
May 2021, which was attended by officials from the
Departments of Guidance and School Life (DOVAS) Objective 4: Strengthen the evidence base on
and MINEDUB and MINESEC School Health and the CSE and safer school environments
General Inspectorates of Education (IGE). Subsequently,
a set of activities to ensure health education for Under this objective, a session was organized to consolidate
and the well-being of learners with disabilities was the process of integrating CSE-related indicators in the
identified. Additionally, capacity-building sessions school census questionnaires, while a further three
were conducted in July for 35 school supervisors of sessions were conducted on the regional capacity-building
school structures for learners with disabilities and for programme on the integration of health/gender indicators
40 curriculum designers on the production of teaching into the EMIS, in partnership with the IIEP. The result was the
aids adapted to disabilities at the end of August. These full participation of the 14 MINEDUB and MINESEC officials
activities enabled the synergy of activities for the in the programme as well as follow up actions with Planning
provision of the 2021 law on people with disabilities. and Forecasting departments to ensure that the indicators
are integrated in the annual school census questionnaire.

51

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 692 0 64 0 0 64 Target not reached. Due to the COVID-19
on skills-based HIV and SE pandemic, this activity could not be
programmes that are offered in conducted and was postponed to 2022.
schools

2. Number of young people in 1,000,000 94 1,992 500,000 4,084,030 4,586,116 Target exceeded. The production and
and out of school reached with broadcast of three micro-programmes
CSE through multiple media and four TV shows on CSE reached more
platforms AYP than the projected target via social
networks.

3. Number of community members 1,133 0 823 100 3,289 4,212 Target exceeded. Community leaders from
(traditional leaders, religious areas that are highly affected by CSE- and
leaders and parents/guardians) SRH-related issues were sensitized on
sensitized to CSE/life skills these issues.
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 1,385 0 64 0 0 64 Target not reached. Elementary and
primary and secondary schools secondary schools could not be directly
that provided life skills-based HIV impacted since 2020 due to COVID-19.
and SE

2. Number and percentage of 618,305 527,578 526,207 658,811 Data for this indicator is not yet available
learners reached by life skills- (100%) (100%) for 2021.
based HIV and SE

3. Number of pre-service teachers 5,000 0 720 320 3,289 4,329 86% of target achieved. The capacities
trained in CSE of teachers in two Ecoles Normales
d'Instituteurs de l'Enseignement Général
(ENIEG) have been strengthened, namely
Yaoundé and Maroua. These have
impacted on the indicated target.

4. Number of in-service teachers 10,575 0 951 600 176 1,727 Target not achieved. The capacities of
trained in CSE (disaggregated by in-service teachers were strengthened on
in-person and online training) CSE and their consideration and infusion
into the teaching/learning process.

5. Number of teacher educators 1,000 0 0 84 66 150 Target not achieved. The capacities of the
supervisors of the ENIEGs and the primary
trained in CSE schools have been strengthened on
how to take into account the ECS in the
disciples.

6. Number of newly developed CSE 1
teaching and learning materials
developed and disseminated

7. Number of youth with disabilities 000 The capacities of school structures for
who received comprehensive learners with disabilities have been
CSE programmes strengthened to produce educational
tools to ensure they have access to CSE.

8. Number of young people in 0 0 0 25 25 The capacities of the staff of the medical-
HTEIs who benefit from good social centres of the universities have been
quality CSE programmes strengthened on CSE programmes and
issues.

9. Number of in-service teachers 0 0 0 42 42 The capacities of the teachers/course
trained to produce and digitize designers have been strengthened on
lessons taking into account the how to take into account CSE in the
issues related to CSE production and digitization of courses
through the bilingual platform of distance
learning (www.monecole enligne.cm/
www.myschoolonligne.cm). Thus, 100
lessons have been produced and digitized
on the said platform.

52

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people

1. Percentage of primary and 0 Due to COVID-19, primary and secondary
secondary schools that have schools could not be directly reached.
rules and guidelines for staff
and students related to physical
safety, stigma and discrimination,
and sexual harassment and abuse

2. Number of community members 200 0 823 100 250 1,173 Target exceeded. Community leaders from
reached with efforts to keep girls
in school areas that are highly affected by CSE- and

SRH-related issues were sensitized on

these issues.

3. Number of educational television 0007 7 The production and broadcast of three
programmes produced and micro-programmes and four TV shows on
broadcast by and with youth on CSE reached reached 4,084,030 youth, a
CSE, substance abuse, and SRGBV number well above the projected target
via social media.

Objective 4: Strengthen the evidence base on CSE and safer school environments

1. Number of HIV-sensitive 3 0030 3 The planned collection of data on CSE
indicators integrated into EMIS indicators was not carried out due to
systems COVID-19.

2. Number of research pieces 0001 1 An article on CSE has been produced and
commissioned is awaiting publication.

3. Number of managers trained 0 0 0 14 14 The capacities of certain managers at
in the analysis of CSE-related MINEDUB and MINESEC have been
indicators strengthened on the integration of health/
gender indicators in EMIS in partnership
with the IIEP.

© UNESCO

53

© UNESCO
© UNESCO

Lessons learned and emerging Contrary to the preconceived ideas within these
issues likely to impact on delivery communities, there is a real need for information and training
of CSE – a need recognized by the community leaders, traditional
chiefs, and religious leaders, as seen by the number of
Throughout 2021, the COVID-19 pandemic was kept in those who, even without being invited, took the initiative
check through the prescription of barrier measures and the of attending the information session having heard about
reduction of school time, which made it difficult to mobilize it without asking for transportation costs or per diems.
stakeholders in the classroom and cover the curriculum. Indeed, as one traditional leader testified after the session,
While SRH issues seemed to take a back seat, this was also an “It is our duty as parents to show our children the right way.
opportunity to make distance learning and outreach a key Let them concentrate on their studies for a better future. In
and ongoing pillar of the O3 programme through a blended our community, girls’ education is very delicate. We tend to
or hybrid approach involving alternative e-learning materials, push the boy and leave the girl behind because we believe
radio and television programmes, and printing of copies of that the boy is better than the girl. However, today, we see
educational materials, in order to reach AYP. girls who have been to school become ministers, high state
officials, and so forth. We hope that UNESCO will multiply
Success story: Mobilizing its visits to the field, to the communities, like this one here,
community leaders to support girls’ in order to sensitize our leaders who still think that the girl’s
education place is in the kitchen”.

The Far North region of Cameroon has one of the lowest Conclusions and recommendations
school enrolment rate for girls in the country. It also has very
high rates of child marriage and EUP, and many SRH issues The continued implementation of the O3 programme was
remain taboo. To address this situation, the 03 programme hampered in 2021 by the ongoing COVID-19 pandemic-
organized a mobilization and information session for related restrictions. Nevertheless, the achievements of the
community leaders, traditional chiefs, and religious leaders programme in 2020 were maintained and consolidated,
in the commune of Maroua 1 in December 2021 on the thanks to the opportunities offered by distance learning
importance of schooling for girls, the risks of EUP, and the and the existence of multiple media platforms. Youth
retention and readmission of girls to school. The session reactions to micro-programmes posted online by local
aimed at sensitizing community members on these issues comedians, awareness campaigns in schools, and the
and garnering their support to implement synergistic actions disseminating of these campaigns on national television
to encourage communication between children and their station, CRTV, through the popular programme "“Télé Jeunes”
parents. demonstrated their interest in CSE and the effectiveness
of these strategies. In addition, the school environment
has been receptive to online course production training
programmes, and teachers, their supervisors, traditional and
religious leaders, and parents have expressed a strong need
for capacity-building in CSE through the development of CSE
training modules and PCC programmes.

54

Côte d'Ivoire © stock.adobe.com

Programme tier: Focus Country

55

The status of CSE Key achievements per objective

• CSE terminology: Since 2018, CSE has been called Objective 1: Secure and sustain strong political
Education for Health and Healthy Living (ESVS). commitment and support for adolescents and
young people’s access to CSE and SRH services
• Policy environment: The country has several frameworks across SSA
for promoting CSE, including the Education/Training
Sector Plan (2016-2025), National CSE Programme (2016- • The report on the legal and judicial framework of ESVS
2020), Accelerated School Pregnancy Reduction Plan in Côte d’Ivoire was validated by relevant national
(2013-2015), and the Ministère De L’éducation Nationale, stakeholders. This meeting provided an opportunity to
De L’enseignement Technique Et De La Formation take stock of the legal instruments available to improve
Professionnelle (MENETFP) Code of Conduct for Staff the environment in the face of specific issues such as the
(December 2014). law on SRH, which the National Assembly is yet to pass.
In addition, NGO partners carried out advocacy activities
• Positioning of CSE in curriculum: Two host with the National Assembly, parents, young people,
disciplines have integrated ESVS into the curricula of and communities in order to help them understand
the kindergarten, primary, secondary, and Centres the importance of the law on SRH for the well-being of
d'animation et de formation pédagogique (CAFOP) levels young people. The participants will continue advocacy in
of education. ESVS is compulsory and examinable. order to bring decision-makers and communities who are
opposed to it for religious reasons on board.
• Delivery models: ESVS is fully integrated into two
subjects, namely Life and Earth Sciences (SVT) and • Furthermore, two advocacy meetings were held by the
Human Rights and Citizenship Education (EDHC), in ESVS TWG, providing an opportunity to take stock of the
all levels of education, and to some degree in other activities carried out during the year and to discuss the
subjects as well, such as languages (French, English, importance of CSE in order to see how to improve the
Spanish, German), History, Geography, Visual Arts, Music perception of CSE among its opponents.
Education, and Mathematics.
• In terms of reaching young people through multiple
• Quality of CSE delivered: After training on the key media platforms, a number of successes were achieved:
concepts of ESVS has been carried out, training on - During a presentations on ESVS, facilitators from
teaching-learning techniques and life skills strategies the youth directorate introduced more than 5,000
for real behavioural change will have to be provided. In young people with the Hello Ado application and
addition, workshops will be organized to integrate the encouraged to download it;
content into the modular programmes of secondary - More than 30,000 young people were sensitized
school pre-service training centres and specialized through social networks and awareness-raising
structures. Training that takes into account effective activities;
teaching and learning strategies will allow for a quality - Community radio stations broadcast capsules of ESVS
ESVS. content prepared in five languages for parents and
young people, reaching over 300,000 people;
• Key materials developed: The materials developed - Youth workers from the youth department raised
include the contextualized ESVS trainers' manual, awareness among young people using the Hello Ado
teachers' training manual, scripted teachers' training platform and the ESVS manual;
manual, integration of ESVS into the health and inclusion - A total of 3,185 people participated in the launch of
modules of CAFOPs, competency frameworks of primary the pedagogical and psychosocial support project for
school teachers, head teachers, and headmasters, and pupils in difficulty and for the sensitisation on ESVS
a card game used both by teachers and in outreach and the Hello Ado application, including 56 education
activities. staff (regional directors, heads of pedagogical and
continuing education units, teachers, head teachers
and deputy head teachers, educators, social workers
and guidance inspectors);

56

• Lastly, 14,524 school management committees • Awareness-raising was also carried out among more
(SMCs) were oriented on ESVS and, together with the than 30,000 young people on ESVS and the fight against
Organisation of Parents of Pupils in Côte d'Ivoire (OPCI), GBV through conferences, card games, the Hello Ado
the O3 programme carried out community mobilisation app, and exchanges between young people and youth
to combat violence in schools in Bouaké following associations.
the capacity-building workshop for the agents of the
Directorate of Gender Equality and Equity (DEEG). • In addition, 240 pupils were given pedagogical and
psychosocial support by teachers of orientation subjects,
Objective 2: Support the delivery of namely French, English, Maths, Physics, and Chemistry,
accurate, rights-based, and good quality CSE with psychological support to help them improve
programmes that provide knowledge, values, their school performance. The objective was to keep
and skills essential for safer behaviours, students, especially girls, in school with better academic
reduced adolescent pregnancy, and gender performance, while giving them information on adopting
equality responsible behaviour for their health, well-being, and
future life. A further 900 pupils received kits consisting of
• The validation of the EDHC and SVT curricula, having COVID-19 prevention items, such as a mask, sanitizer, and
integrated the ESVS in 36 regions, as well as the meeting thermometer.
of the EDHC disciplinary pedagogical commission
were held with all the national and regional disciplinary Objective 4: Strengthen the evidence base on
coordinators. This enabled the heads of the pedagogical CSE and safer school environments
units and the heads of the teaching councils to have a
better understanding of the programmes. • A total of 58 MoE staff were trained on the HIV-sensitive
indicators in the EMIS as well as the revised questionnaire.
• In addition, 17,480 Réseau des Institutrices Dynamiques This will enable data collectors to receive reliable
de Côte d'Ivoire (REDICI) network members (school information, which will lead to quality indicators on ESVS.
principals, primary school inspectors, and teachers)
received ESVS content and ongoing coaching from • In addition, the results of several studies were made
UNESCO via WhatsApp and Facebook. They in turn available, including:
cascaded the knowledge-sharing among teachers in their - The action research on national strategies to SRGBV,
respective districts. which showed that pupils are the main perpetrators
of violence as well as the first victims of violence.
• UNESCO also engaged with Inspectors of Preschool and In addition to the code of conduct, the individuals
Primary Education (IEPP), IEPP advisors, and SMCs to interviewed expressed a need for awareness-raising
orient them on the ESVS programme. to focus on the consequences of violence in order
to contribute to the adoption of more responsible
• The training of 15 DEEG agents further enabled a higher behaviour.
reach among communities. - The survey on the perception of the communities
on ECS/ESVS are available, which indicate that the
• Teacher training in Yamoussoukro, Bouaké, Katiola, majority of the surveyed population is in favour of
Korhogo, Man, San Pédro and Odienné reached 6,1703 integrating ESVS into the school curriculum, although
teachers, who were either trained directly or indirectly some are opposed based on certain terms, such as
through cascaded training. sexuality and homosexuality. The survey highlighted
the need for PCC training to facilitate communication
Objective 3: Ensure that schools and between parents and children.
community environments are safer, healthier, - The survey on the impact of the Hello ado app on
and inclusive for all young people young people are available, which showed that, while
young people appreciate the platform, the agents
• Awareness-raising among more than 20,000 parents and of the different services listed on the platform need
community members in 18 localities was carried out by to be trained in order to ensure youth-friendly and
SMC advisors (COGES) and the Directorate of Equality and efficient delivery of health and justice services.
Gender Equity through case studies and talks on, among - The report on the legal and policy framework for
other things, HIV, PCC, and keeping boys and girls in CSE, which found that the country has a number
school, especially girls, in accordance with the law on the of relevant decrees and orders, most of which are
compulsory schooling policy for children up to the age of favourable in terms of ASRHR.
16.

57

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 SMCs: SMCs: 497 SMCs: 14,524 SMCs: 15,005
oriented on skills- Parents: Councillors: 76 Councillors: Councillors:
based HIV and 14,403 NGOs: Parents: 61,469 726 816
SE programmes 19 Community Parents: Parents:
that are offered in members: 2,500 363,100 NGOs: 424,569
schools 41 Community
members:
30,950 NGOs:
60

2. Number of young 700,000 309 Facilitators: 20 Over 300,000 AYP: 300,579 50% of target reached.
people in and out
of school reached AYP: 250 by partner NGOs: 41
with CSE through
multiple media NGOs and 11
platforms
community

radio stations

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 Primary Primary Primary schools: Primary Primary Target exceeded; ESVS is
schools: 104 11,253 schools: 16,412 schools: 16,412 compulsory and examinable
percentage of schools: Secondary Pre-primary Pre-primary Pre-primary all at levels of education, and
schools: 77 schools: 502 schools: 2,872 schools: 2,872 is fully integrated into SVT and
primary and 653 Secondary Secondary Secondary EDHC and partially integrated
schools: schools: 2,189 schools: 2,189 into some other subjects.
secondary schools Secondary 1,642

that provided life schools: 59

skills-based HIV

and SE

2. Number and Primary: 670 Primary: Pre-primary: Primary: Target exceeded. All pupils
percentage of 135,797
learners reached Secondary: 7,200 195,352 4,185,008 reached on the basis of the
by life skills-based 259,500
HIV and SE Secondary: Primary: Secondary: curriculum being rolled out
Total:
395,297 10,500 3,981,786 1,820,248 nationally.

Secondary:

1,809,784 Total:

6,005,292

3. Number of pre- Student Student Student CAFOP: 7 466 trainers for This number has increased
service teachers teachers: teachers: teachers: 1,200 Trainers-of- the 13 CAFOPs because 13 out of 16 CAFOPs
trained in CSE 1,400 2,717 Trainers: 85 trainers: 245 already have been reached.
Trainers: 48 Trainers: 88 CAFOP visited and
student 8,262 student Target exceeded. These
teachers: 2,843 teachers figures are achieved through
both direct and cascaded
4. Number of in- Primary: 55 Primary: 48 Primary: 14,501 Primary: Primary: training.
service teachers 3,550 Secondary: Secondary: 77,637 92,241
trained in CSE Secondary: 568 13,777 Secondary: Secondary: Know the code of conduct
(disaggregated 2,141 42,636 56,981 but do not disseminate it
by in-person and Total: 616 sufficiently for ownership.
online training) Total: 149,222
Total:
5,692

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people

1. Percentage of Primary: Primary: Primary: 18,258 Primary: Primary:
primary and 16,957 17,615 Secondary: 18,757 18,757
secondary schools Secondary: Secondary: 2,331 Secondary: Secondary:
that have rules 1,778 2,019 2,737 2,737
and guidelines for
staff and students
related to physical
safety, stigma and
discrimination,
and sexual
harassment and
abuse

58

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

2. Number of 403 parents 63,969 parents 391,551 456,455 Results of the geolocation
community and community community parents and of services dedicated to
members reached members members community meeting the needs of young
with efforts to members people; Action research on
keep girls in domestic and sexual violence
school 3 due to school closure
during COVID-19; Survey on
Objective 4: Strengthen the evidence base on CSE and safer school environments 5 strategies to combat SRGBV;
Survey on the impact of the
1. Number of 3 use of the Hello Ado app; CSE
HIV-sensitive perception survey among
indicators communities
integrated into
EMIS systems

2. Number of 12 4
research pieces
commissioned

Lessons learned and emerging Conclusions and recommendations
issues likely to impact on delivery
of CSE The implementation of the ESVS programme has enabled
the different stakeholders to understand it better and realize
• At the request of community members, a survey was it is important for the health, well-being, and future of young
conducted around the provision of ESVS. The results people. Intersectoral and interagency approaches have
of the survey reveal that there is a need to produce also enabled high levels of effectiveness and efficiency. In
messages to raise awareness on ESVS and to clarify addition, through concerted engagements, the support of the
certain controversial concepts. religious community for ESVS has grown, with the community
initiating action to better understand how best to engage
• While teachers increasingly know the ITGSE guidelines, with reticent conservative elements who do not support
and understanding of the key concepts of ESVS has ESVS. Continued implementation will require ongoing
improved, they require further training on effective negotiation with stakeholders so that they understand the
learning strategies in order to improve knowledge and merits of the national ESVS programme and efforts to create
achieve behaviour change among learners. safe and inclusive school environments. With regard to
teachers, the focus will be to ensure that in addition to key
concepts, their capacities will be enhanced to use effective
teaching strategies using online training and short videos.

© stock.adobe.com

59

© stock.adobe.com Democratic
Republic of Congo

Programme tier: Focus Country

60

The status of CSE Key achievements per objective

• CSE terminology: In the Democratic Republic of Congo Objective 1: Secure and sustain strong political
(DRC), the CSE programme is referred to as Family Life commitment and support for adolescents and
Education (FLE). young people’s access to CSE and SRH services
across SSA
• Policy environment: There are several national policies
and frameworks to promote FLE and access to SRH • The DRC, through its ministries of health and education,
services for AYP in the DRC, including (but not limited has aligned itself with various international commitments
to) the 1987 Family Code (revised in 2016), 2014 National related to ASRH and has developed norms, guidelines,
Education Framework Law, 2009 Child Protection Law, and technical guides in line with international
2009 Law on the Organization of the Family, 2018 Law on recommendations and standards.
the Organization of Public Health, 2015 Law on Women's
Rights and Parity, and the Sectoral Strategy for Education • As part of the continued commitment of these two
and Training 2016-2025. ministries, UNESCO, with funding from the Swedish
government as well as other partners involved in
• Positioning of CSE in curriculum: The Ministry of ASRH, have provided financial and technical support
Primary, Secondary and Professional Education (EPST) for initiatives taken by the DEVC in the area of SGBV
introduced FLE at the primary and secondary levels in prevention and the promotion of SRH among young
2013. This module is mandatory and is assessed from the people. As a result of these initiatives, the following
first year of basic education (primary) to the last year of results were achieved:
humanities. - As the only country to have signed the ESA
Commitment from the WCA region, the DRC was able
• Delivery models: Although this topic is considered as to set up a coordination group for interventions and
transversal, it is increasingly integrated in several other stakeholders in the area of CSE and SRH for youth and
courses, such as Science, Anatomy, French, Biology, adolescents. This group is operational and held three
Microbiology, Civics, African Sociology. meetings in 2021.
- A total of 60 leaders from various youth associations
• Quality of CSE delivered: In order to improve the quality mobilized around the use of the mobile applications
of FLE, the MoE’s Directorate of Life Skills Education "Hello Ado” and “Hello Ado Games" as an awareness-
(DEVC), with the financial and technical support of its raising tool. However, while each association gathers
partners, organized the training of FLE teachers and on average of between 800 and 1,000 young people,
inspectors in charge of in-service teacher training as well less than 150 young people have been able to
as curriculum developers, in addition to capacity-building download them. As such, it will be important to
sessions on gender, human rights, disability, and youth continue to promote the application through various
SRH. activities in 2022.

• Key materials developed: There are 12 student manuals Objective 2: Support the delivery of
adapted to the level and age of the students, as well accurate, rights-based, and good quality CSE
as three primary school teacher's guides and other programmes that provide knowledge, values,
pedagogical and visibility tools, such as posters, leaflets, a and skills essential for safer behaviours,
lexicon, card games on SRH, teacher training modules on reduced adolescent pregnancy, and gender
the prevention of SGBV in schools, and a code of conduct equality
for schools.
• Although pre-service teacher training in the DRC does
not integrate SRH and CSE into its curricula, UNESCO
and other partners have supported the DEVC’s efforts in
building the capacity of teachers and other experts in the
education sector and achieved the following results by
2021:

61

- 180 primary and secondary teachers’ capacities were - Development of a guide for facilitating educational
reinforced on the use of FLE curricula, student's talks adapted to AYP in school on issues related to
manuals, and teacher's guides. their SRH under the leadership of the DEVC and with
the technical support of partners involved in youth
- 6 hubs of 60 teacher trainers each were trained SRH. The development of this guide was an important
on gender and SGBV in schools. These hubs are activity for helping student facilitators of gender clubs
incubators for training teacher trainers in the use to properly orient their interventions and to have the
of national FLE programmes in the Kwilu, Kasai, same basis for evaluating these interventions. This
Central Kasai, Equateur, Mongala, and South Ubangi exercise was financed by the Réseau des Associations
provinces. Congolaises des Jeunes.

- 18 teachers were trained in the facilitation of a - Establishment of gender clubs in four local schools
televised lesson with funding from Save the Children. with the financial support of the World Bank in order
The teachers were mobilized to record lessons on to promote equality between girls and boys at school
various topics related to SRH under the DEVC’s and in the family, The scaling up of this project will be
leadership. determined by an evaluation, as it is still in pilot phase.

- 168 lessons on different themes related to SRH were - Sensitizing and mobilizing of 1,080 community
recorded and 61 broadcast and rebroadcast on the leaders (including 325 women) around the
EDUC TV channel, which is available on various TV prevention of SRGBV and the fight against impunity
stations. The lessons were also broadcast on YouTube, of perpetrators, as well as the discouragement of
Facebook, and Twitter. amicable settlements of SRGBV cases. This activity
took place in Projet d'Amélioration de la Qualité
- 40 curriculum developers and 80 inspectors in de l'Education/Project to improve the quality of
charge of in-service training for pre-primary, primary, education (PAQUE) implementation provinces (North
and secondary school teachers were trained on the Ubangi, South Ubangi, Mongala, Tanganyika, East
integration of HIV, human rights, SRGBV, and disability Kassaï, and Central Kassaï).
inclusion in school curricula in order to significantly
reduce risk behaviours among young people. - Training of 60 national trainers on the mechanisms for
managing complaints related to SGBV. This training
- 60 inspectors, including 28 women trainers of trainers, was organized with funding from the World Bank
were trained in the use of national FLE programmes under the PAQUE project. The goal of this initiative is
in Kinshasa. Each inspector can train/coach an to significantly reduce the incidence of SRGBV in order
average of 50 teachers per year. Thus, more than to make schools safe, inclusive, and secure places,
3,000 teachers will be reached through this training, especially for girls.
and each teacher can in turn reach an average of 50
students. In 2022, a follow-up should be done in order Objective 4: Strengthen the evidence base on
to evaluate the level of implementation of the training CSE and safer school environments
by the inspectors and the teachers trained since the
launching of the project. • To achieve this objective, three major activities were
organized in 2021 related to the database and safety of
Objective 3: Ensure that schools and school environments, namely:
community environments are safer, healthier, - Capacity-building of 18 stakeholders from the
and inclusive for all young people ministries in charge of health and education on the
collection of data related to health and well-being
• UNESCO and other partners have supported the efforts with EMIS tools, as well as on analysis and production
of the DRC government through the DEVC by organizing of reports;
the following activities: - Workshop on the integration of health and well-being
- Training of eight champions (student-leaders) to act indicators into EMIS data collection tools;
as peer educators in their schools on good practices - SERAT study on the legal and policy framework for
related to SRH, with two champions per school. This CSE and SRH for AYP in the DRC to determine whether
activity was organized with the financial support national laws and educational policies provide a
of Médecin du Monde and targeted four schools favourable context. The results of the study, validated
in the city of Kinshasa on an experimental basis. by DRC experts, revealed that the legal and policy
The training was organized in conjunction with the framework for SRH ranges from being favourable or
celebration of International Women's Rights Day. partially favourable to unfavourable points.
During a coordination meeting of interventions and
stakeholders in SRH and CSE, the DEVC requested the
involvement of other partners, including UNESCO,
in its efforts to mobilize additional resources for the
realization of these types of large-scale interventions.

62

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

2. Number of young people in and 60,000 00 0 60,000 60,000 Target achieved. 60 leaders from various
out of school reached with CSE youth associations mobilized, each with
through multiple media platforms the potential to reach a further 1,000
young people, or 60,000 in total.

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 4,783 73 699 458 Target not achieved.
primary and secondary schools
that provided life skills-based HIV
and SE

2. Number and percentage of 892,050 21,900 209,700 9,900 241,500 Target not achieved.
learners reached by life skills-based
HIV and SE

3. Number of pre-service teachers CSE is not yet integrated into pre-service
trained in CSE teacher training in the DRC.

4. Number of in-service teachers 20,518 125 900 3,737 180 4,942 (918 Target not achieved.
trained in CSE (disaggregated by women)
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 100% In theory, all schools in the DRC since the
secondary schools that have code of conduct on SRGBV is validated
rules and guidelines for staff and and has been disseminated nationally.
students related to physical safety,
stigma and discrimination, and
sexual harassment and abuse

2. Number of community members 720 1,377 (in 2,097 Only in the six provinces targeted by
reached with efforts to keep girls Kinshasa) PAQUE.
in school

Objective 4: Strengthen the evidence base on CSE and safer school environments

1. Number of HIV-sensitive indicators 44 All four health and wellness indicators are
integrated into EMIS systems integrated into all EMIS tools in the DRC.

2. Number of research pieces 1 SERAT
commissioned

Lessons learned and emerging • The DRC is a large country. It is difficult to reach a
issues likely to impact on delivery maximum number of teachers and students in all parts of
of CSE the country in a short period of time. The establishment
of a distance learning teacher training system as well as
• The promotion of CSE and the implementation of the dissemination of SRH lessons through community
the FLE programme in the DRC cannot be effective radio and television channels are important to reach the
without community mobilization. Community leaders as target set by the O3 programme in the country.
guarantors of customs and values play a very important
role in community ownership of the programme. In
addition, good coordination of SRH and CSE interventions
facilitates a multisectoral approach and makes
interventions for AYP effective.

63

Success story: Taking gender© UNESCO Conclusions and recommendations
lessons home © UNESCO
The importance of CSE in the DRC no longer needs to
My name is Innocent Budogo Byamahanga, son of a be demonstrated. However, in order to act effectively in
traditional chief. Although I am a secondary school inspector favour of the sexual health of AYP, a collective commitment
and teacher at the University of Goma, I am a customary from all stakeholders in all sectors concerned with this
chief. My father was a polygamist. My mother was the first of issue is imperative. The participation of all communities,
four wives of my father. My mother had 15 children, including and communication between them, is also an essential
six daughters, and my father had 14 sons and 11 daughters condition for improving SRH indicators. The need for training
in total. None of my 11 sisters had the chance to finish high of all stakeholders (teachers, healthcare providers, parents,
school. For my father, a girl was condemned to stay in the community leaders, and young people themselves) on CSE
kitchen. She should only learn to read, write her name, count, and SRH remains. Distance learning for teachers, mobilization
and calculate. He concentrated all his efforts in the schooling of youth around mobile applications, and online SRH lessons
of his sons. One of my brothers had the same perception as for students are avenues to be advocated for to achieve more
my father. I knew he wasn't doing well but I didn't know how impact, effectiveness, and efficiency of the O3 programme.
to help him. I took the training on how to integrate gender,
human rights, disability, health, and wellness into the school
curriculum to reduce risk behaviours among youth and
shared it with my brother, who had very little training. It was
important to me because he was violent towards his wife,
who lives with a disability. He drank too much and forced her
to have sex several times a night. My sister-in-law would in
turn take out all her anger and pain on her children. Today,
a dialogue on sexuality has been established between my
brother and his wife. There is no more non-consensual sex,
and my brother has decided to send his three daughters to
school next year and to deal with his wife as an equal, despite
her physical disability.

64

Eswatini © stock.adobe.com

Programme tier: Programme
Acceleration Country

65

The status of CSE Key achievements per objective

• CSE terminology: Ever since its relaunch in 2015, CSE has Objective 1: Secure and sustain strong political
been referred to as the G&C LSE curriculum. commitment and support for adolescents and
young people’s access to CSE and SRH services
• Policy environment: The LSE curriculum is aligned across SSA
to the Eswatini National Ministry of Education and
Training Sector Policy of 2018. To operationalize the • On 6 December 2021, following a number of preparatory
LSE curriculum, the MoET released Circular 42/2015 activities, including a regional virtual consultation
instructing schools to provide one period per class per meeting in October, Eswatini endorsed the extension of
week for LSE. The LSE curriculum is coordinated within the ESA Commitment to 2030. The regional meeting was
the MoET by the Department of Educational Testing, followed by a national session with 15 religious leaders
Guidance, and Psychological Services (ETGPS). involved in the Commitment renewal on 19 November,
training of five journalists on 26 November, and
• Positioning of CSE in curriculum: In line with a review sensitization of eight principal secretaries and technical
and subsequent development of the current secondary directors on 3 December. During these engagements,
school curriculum, it is structured around three strands: there was a call to speed up the domestication
Career Guidance; Health Promotion; and HIV and AIDS. process and review the TWG’s terms of reference to
The curriculum is supported by a syllabus and LSE accommodate the targets of the extended Commitment,
teachers’ handbook in five levels for learners aged 12-18 where every stakeholder is involved from planning to
years and above. implementation. Religious leaders also called for the
mobilization of funds so that the implementation can be
• Delivery models: The curriculum is a standalone effective and meaningful.
subject at the secondary level, where it is allocated one
period per week per class and is compulsory but non- • In response to the COVID-19 pandemic, which grossly
examinable, while at primary level, it is systematically affected the in-school HIV prevention programme
integrated into all learning areas (except mathematics) in due to the shelving of the LSE programme, UNESCO
three phases: lower primary (foundation), middle primary, partnered with the MoET to utilize Global Fund
and upper primary. resources for the delivery of scripted LSE radio lessons.
UNESCO contributed to the process by compressing
• Quality of CSE delivered: The Primary School LSE the secondary school LSE curriculum and repackaging
Integration Matrix was developed in line with the ITGSE it to suit radio delivery. The lessons aired on the Eswatini
in 2018 in an effort to systematically integrate LSE at Broadcasting and Information Services English Channel
the primary level and transform the previously random from the second quarter of 2021 until September and,
integration approach. In addition, training has been based on a listenership survey report with the Central
provided to primary and secondary school G&C teachers Statists Office, reached an estimated 620,000 to 720,000
to build their capacity to deliver quality CSE, while deputy learners and community members.
head teachers were also trained on CSE in order to
monitor and ensure quality delivery. • The ‘Our Talks’ PCC programme continued in 2021, with
implementation in Lugongolweni in the eastern and
• Key materials developed: At the primary school level, Kwaluseni in the central parts of the country, reaching a
the rollout and development of instructional materials total of 2,199 people (1,744 adolescents and 455 parents).
have been progressive per grade, starting with Grades With implementation disrupted due to COVID-19
1 and 2 in 2018, Grade 3 in 2019, Grade 4 in 2020, and lockdown, the focus in the first quarter of 2021 was
Grade 5 in 2021. At the secondary level, the G&C LSE thus on analysing baseline reports conducted among
teachers’ handbook is due for revision. parents who were enrolled for the sessions. The analysis
revealed that although most parents were comfortable
66 talking with their children about SRH issues, this needed
to be strengthened to ensure discussions are two-way
and respectful. A high level of negative responses on
harmful attitudes and values were also noted. While the
programme’s effectiveness was reflected in emerging
end-line assessment results, some areas were identified as
still needing improvement, which will aid in structuring
the second phase of the programme implementation.

• Lastly, UNESCO hosted the fourth and final regional • In addition, the National Curriculum Centre (NCC),
Religious Leaders ASRHR Summit in the 2nd quarter of in collaboration with the ETGPS and UNESCO, held
2021 to orient 20 religious leaders from the Hhohho a primary school LSE audit workshop in April 2021.
administrative region of Eswatini on the ASRH toolkit and The workshop comprised of three activities, namely
handbook. Among other issues, the summit addressed concept mapping, alignment of emerging issues into
the role of religious leaders in the delivery of LSE and the Grade 5 instructional materials and capacity-building on
factors that contribute to EUP. Rollout of training on the COVID-19, and moving to a digital format for instructional
toolkit and handbook will start with a training-of-trainer’s material development without leaving anyone behind.
workshop in 2022, and thereafter be cascaded to ASRH This built on the work of audits undertaken in 2019 and
facilitators. 2020, following which revised Grade 5 instructional
materials were drafted in 2021. These will be rolled out in
Objective 2: Support the delivery of 2023.
accurate, rights-based, and good quality CSE
programmes that provide knowledge, values, • Another activity supported by UNESCO, in collaboration
and skills essential for safer behaviours, with the MoET, was the combined in-person and online
reduced adolescent pregnancy, and gender CSE capacity-building workshop for 34 deputy head
equality teachers and 39 teachers, as recommended at the CwR
pilot school teacher’s feedback meeting held in 2020.
• UNESCO finalized the analysis and report development of The purpose of the deputy head teacher training was to
a needs assessment on the delivery of CSE for learners in equip them with the knowledge and skills to support the
2021. The needs assessment revealed that there are gaps teaching of CSE at school, while the teacher training was
in terms of teacher training, delivery, and modifications aimed at effective delivery of CSE in the classroom. Prior
of instructional materials to meet the needs of learners to the training, a facilitators’ planning meeting was held in
with disabilities. The assessment also indicated that order to orient the stakeholders on the training module
both pre- and in-service teacher training needed to be and select units for the training.
strengthened and that there is a need for assistive devices
for learners with special needs so that they too may • UNESCO further supported the MoET in the response
participate in the learning of LSE. Stakeholders from the to the COVID-19 pandemic by providing technical and
education sector then participated in a regional virtual financial support towards the training of teachers on
workshop in August 2021 to discuss the assessment psychosocial support (PSS). The training was meant to
findings and the strategies that can be applied to equip G&C teachers with skills and knowledge on PSS to
different country contexts. For Eswatini, it was noted that confidently cascade the training to other teachers in their
measures need to be put in place and resources made respective schools as well as to provide PSS to learners
available to ensure equal access to LSE for out-of-school at school. A total of 211 teachers were reached with the
young people with disabilities. training between 15 November and 2 December 2021.

• UNESCO also participated in the evaluation of the Objective 3: Ensure that schools and
secondary school LSE syllabus by providing technical community environments are safer, healthier,
assistance to the MoET in partnership with the Batwana and inclusive for all young people
Initiative. This has led to the auditing of LSE content
through SERAT, which will be conducted in 2022. The • Following extensive regional and national consultations
evaluation revealed that most teachers found the with governments, NGOs, CBOs, FBOs, traditional leaders,
objectives of the syllabus attainable, almost all learners and community members, pregnancy prevention
liked LSE, and head teachers felt that the benefits of LSE and management school policy and guidelines were
hinge on how the syllabus is delivered. developed in 2021 and will be made available to
schools in the second quarter of 2022. The consultations
highlighted a concern that the policy would not explicitly
include learners with disabilities, as well as the need
to ensure it addressed what human rights are and the
positive aspects of positive discipline. The consultations
also provided an opportunity to sensitize participants
about the drivers of EUP. The policy and guidelines were
presented to the MoET COVID-19 TWG on 1 December
and endorsed and presented to the Minister of Education
and Training on 20 December 2021.

67

• The process of developing the SRH Referral and Linkages The report was validated at a meeting in September
Guidelines continued in 2021 in order to improve 2021, and a way forward mapped to improve LSE delivery
access to SRH services, other health services, and referral in the country. Based on the report findings, the MoET
mechanisms between schools and health facilities agreed that there is a need to invest in digital resources
by learners. The document aims to operationalize the and teaching and learning materials for LSE, while
school referral and linkages mechanism with health UNESCO will continue to offer CSE online modules and
facilities. Consultations with stakeholders were held advocate for the introduction of a pre-service teacher
in September 2021, and the document validated on training module.
3 November. Thereafter, 14 TWG members met to
integrate the comments from the consultation and • Finally, UNESCO supported the capacity-building of MoET
validation meetings. The draft document is available for officers and partners on improved EMIS data collection,
presentation to senior MoET management. analysis, and report writing in relation to measuring the
education sector response to HIV and AIDS. Specifically,
Objective 4: Strengthen the evidence base on a workshop was held in November 2021 to ensure that
CSE and safer school environments all the core HIV-sensitive indicators have been integrated
into the new District Health Information System (DHIS2).
• As part of the 2021 regional qualitative study on attitudes, The new system has improved the collection of real-time
perceptions, and experiences of CSE in schools in the data.
region, a draft report was developed for Eswatini.

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: To 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 130 455 455 MoET last oriented
oriented on skills- parents in 2016 on
based HIV and LSE. The 455 refers
sexuality education to parents who were
programmes that are reached through PCC
offered in schools in 2021

2. Number of young 47,167 412,062 550,013 620,000 705 020 2, 287,095 This refers to young
people in and out of people who were
school reached with reached through radio
CSE through multiple and TV using scripted L
media platforms SE Radio lessons

Objective 2: To deliver accurate, rights-based and good quality CSE programmes that provide knowledge, attitudes and skills essential for safer behaviours,
reduced adolescent pregnancy, and gender equality

1. Number and 674 Primary: Primary: 628 Primary: 628 Primary: 628 Primary: 630 LSE has been scaled up
624 Secondary:287 Secondary:292 Secondary: Secondary: 296 to all schools ever since
percentage of primary Secondary: Total: 915 Total: 920 292 2020. Numbers given
285 (99%) (100%) Total: 920 Total: 926 on cumulative refer to
and secondary schools (100%) (100%) the total number of
Total: 909 schools in the country
that provided life (98%) (EMIS) including 6
schools that were
skills-based HIV and registered in 2021

sexuality education

2. Number and 124,115 F: 150,059 F: 150,287 F: 150,287 F: 150,287 F: 150,287 All learners reached
percentage of learners M: 161,368 M: 163,304 M: 163,304 M: 163,304 M: 163,304 as per the 2018 AEC
reached by life Total: 313,690 Total: Total: 313,690 (100%) Report, where the
skills-based HIV and Total: Total: 313,690 (100%) 313,690 Primary-237 066; assumption is that
sexuality education 311,427 (100%) (100%) Secondary-76 624 LSE is delivered in all
(98%) Specific O3 schools. These are
contribution: reached by LSE-trained
Total-102 600 and untrained teachers
Female-56 704 and are not cumulative.
Males-45 896
Primary level-66 400
Secondary Level-36
200

68

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on
Results
3. Number of pre-service 2,116 8 13 9 0 30
teachers trained in CSE No pre-service teachers
were trained in 2021

4. Number of in-service 3,029 18 175 36 284 513
teachers trained in CSE Female: 10 Female: 98 Female: 22 Female-179 Primary level:332
(disaggregated by Male: 8 Male: 77 Male: 14 Males-105 Secondary level: -181
number of teachers Online- 18 In-person-175 Online-36 Online:73
trained through In- Primary 121 Secondary In-
in-person and online person-18 Secondary-54 level-36 person:284
training) Secondary Primary level:
level-18 -211
Secondary
level: -73

Objective 3: To support delivery of safer, healthier and inclusive schools and community environments for all young people

1. Percentage of primary - Primary: Primary: 628 Primary: 628 Primary: 628 Primary: 628 N/A
and secondary schools 624 Secondary:287 Secondary:292 Secondary: Secondary: 292
that have rules and Secondary: 292 This refers to parents
guidelines for staff and 285 Total: 915 Total: 920 Total: 920 and young people
students related to (99%) (100%) Total: 920 (100%) reached through PCC,
physical safety, stigma Total: 909 (100%) Traditional leaders
and discrimination and (98%) reached on EUP
sexual harassment and prevention policy
abuse
All recommended and
2. Number of community 105,803 0 91 1,500 1 635 3 226 additional indicators
members reached have been included
with efforts to keep in EMI
girls in school (any N/A
intervention aimed at
addressing EUP, child
marriage, GBV, and
promoting retention
of girls in school)

Objective 4: To strengthen evidence base on CSE and safer school environments

1. Number of HIV N/A 3 3 15 21
sensitive indicators
integrated into EMIS
systems

2. Number of research 00 1 0 1
pieces commissioned

Lessons learned and emerging • Similarly, conducting school-based research was a
issues likely to impact on delivery challenge, with the abrupt school closures causing
of CSE serious delays. For instance, it took a whole year to
finalize the study on CSE attitudes and perceptions and
• Eswatini experienced waves of civil unrest calling suspended another research project on substance use
for political reforms during 2021. As a result, limited due to civil unrest.
access to the internet and other ICT infrastructures was
imposed, making it challenging to rely on online or virtual • The civil unrest experienced by the country delayed
platforms for meetings and capacity-building workshops. programme implementation from mid-2021.
In addition, the impact of COVID-19 placed a serious
burden on programme implementation. The lack of a
contingency plan to support continuity of education in
the event of any disruption that may occur has come as a
lesson that needs to be addressed. The closing of schools
due to civil unrest and the pandemic has created a gap in
education.

69

© UNESCO

Success story: PSS capacity- Conclusions and recommendations
building for teachers to address
the challenges of the COVID-19 • From the PSS workshop deliberations, it became
pandemic apparent that learners are exposed to a substantial
amount of sexual and other forms of violence, both at
The COVID-19 pandemic, and subsequent lockdowns and school and at home. There is, therefore, a need to train
school closures, caused enormous anxiety, stress, and despair primary school teachers from other schools on PSS, LSE,
for teachers and learners alike. This situation was further and the CwR tool, and to strengthen the G&C Programme
exacerbated by the civil unrest that Eswatini experienced at the primary school level by capacitating head teachers
at the end of June 2021. In response to these challenges, and forming guidance teams.
the MoET, supported by UNESCO, held PSS workshops for
primary school teachers to help them provide this vital • The rollout of competency-based education programme
support. Four workshops were held over November and has presented UNESCO with the opportunity to
December 2021 across each of the country’s administrative systematically integrate LSE content in all learning areas
regions, namely Manzini, Lubombo, Shiselweni, and Hhohho, at the primary level. As such, focus should be placed on
reaching a total of 211 teachers. building the capacity of curriculum designers around LSE
and other emerging issues, which makes it a viable and
At the end of the workshops, almost all the primary school easier approach towards integrating LSE concepts into
teachers that participated in the training expressed how primary schools learning material.
they were transformed by engaging in PSS concepts and
discussing issues that affect learners’ education, health, and • The means to reach small groups of young people
well-being – many of which they may overlook due to their through community structures, church leaders, and
lack of knowledge and skills to address them. They expressed parents should be strengthened. In addition, emergency
that they were eager to go back to their respective schools to measures need to be put in place so that learners can
share the knowledge they acquired with their colleagues and continue learning in the event of disasters like the
implement the acquired skills to learners. pandemic and the civil unrest, such as age-specific
digital LSE lessons and the provision of low-tech radios
for vulnerable learners. At the same time, trying to
strengthen the delivery of LSE through radio has resulted
in another challenge, whereby radio and television
channels are now overloaded with educational content.
Moving to prime slots may need to be explored to
overcome this, even if it is accessed with high costs.

70

Ethiopia © stock.adobe.com

Programme tier: Focus Country

71

The status of CSE Key achievements per objective

• CSE terminology: The terminology around CSE Objective 1: Secure and sustain strong political
in Ethiopia is constantly changing due to a lack of commitment and support for adolescents and
consensus, even though in principle there is agreement young people’s access to CSE and SRH services
on its benefits. In recent years, it was renamed across SSA
Comprehensive Life skills Education, and later Life
Skills-based SRH Education. However, currently it is • UNESCO provided financial and technical support to the
known as EHW – although this may again be changed MoH to organize the Second Annual National Adolescent
(to health education) since the EHW nomenclature and and Youth Health forum, which was held from 19-24
accompanying framework adapted for Ethiopia has been September 2021. The main sessions supported by
declined by the MoE. UNESCO were on health education for the well-being
of youth and prevention of teenage pregnancy. The
• Policy environment: Ethiopia has a number of national sessions were attended by 112 participants, including
policies and frameworks to promote CSE and access policy-makers, line ministry officials, partners from NGOs
to SRH services for AYP, including the Education Sector and CSOs, young people, and journalists. As a result of
Policy and Strategy on HIV and AIDS (2009); Peer to the support, the Federal Ministry of Health presented a
Peer Basic training Manual (2014); HIV and AIDS and certificate of appreciation to UNESCO. This appreciation
SRH Minimum Intervention package for school (2015); will strengthen and revitalize the collaboration between
Adolescent and Youth Reproductive Health Strategy UNESCO and the MoH in the future.
2021-2025; National Reproductive Health Strategy
2016-2020; School Health and Nutrition Strategy (2012), • In addition, to strengthen the multisectoral collaboration
National School Water, Sanitation and Hygiene (SWASH) between the MoE and MoH, UNESCO facilitated
Implementation Guideline (2017), and School-related discussions between the two ministries, which have not
Gender-based Violence Code of Conduct for Ethiopia worked together in the past. The MoE’s HIV Directorate
(2014). and Maternal and Child Health Directorate have had
several discussions on possible collaboration activities
• Positioning of CSE in curriculum: In view of the EHW since. One planned joint activity is to develop spot
guiding framework being declined by the MoE, the messages that focus on health content, especially SRH,
ministry, together with government stakeholders, has HIV, and gender, to be transmitted using MoE radio and
opted to instead develop a national health education TV channels accessed by students. This will be rolled
curriculum that is solely specific to Ethiopia. In response out in 2022. Discussions are also underway to develop
to this resistance towards EHW within the MoE, the EHW a school health mini media guideline to guide the
TWG members have consequently agreed to strengthen proper dissemination of health content to students. To
and revitalize their work plans to collaborate with the this effect, UNESCO will support both ministries to work
ministry going forward. collaboratively on these activities as well as other joint
activities in 2022.
• Delivery models: CSE is not yet integrated in the
national curriculum. • Revision of the existing EHW communication and
advocacy strategy was completed in 2021 following the
• Key materials developed: Learning documents on EHW EHW TWG workshop on 23 November, at which inputs
implementation and the Life Skills-based Sexual and were collected. The communication and advocacy
Reproductive Health Education (LSBSRHE) project. strategy has been updated accordingly and will be
validated and endorsed by the TWG in 2022. During this
workshop, the EHW TWG’s terms of reference were also
revised and updated in order to strengthen collaboration,
and the MoH’s Adolescent and Youth Health (AYH) case
team became chair of the TWG, which will strengthen
future collaboration as well.

72

• Further, UNESCO is leading the EHW sub-cluster under the Objective 3: Ensure that schools and
life skills and career guidance cluster for the Continental community environments are safer, healthier,
Education Strategy for Africa (CESA), which is supporting and inclusive for all young people
the AU commission in developing a Continental Strategy
on Education for Health and Well-being. The strategy is • Different discussions and meetings were conducted with
expected to be completed by April 2022. the MoE’s Women, Child and Youth (WCY) Directorate
on the provision of support in areas of GBV and school
Objective 2: Support the delivery of bullying. Through this process, the need to review the
accurate, rights-based, and good quality CSE gender code of conduct was identified in view of the
programmes that provide knowledge, values, fact that there have been various policy changes at the
and skills essential for safer behaviours, MoE level, including an update of the education policy;
reduced adolescent pregnancy, and gender the existing SRGBV code of conduct has been used for
equality the last seven years; and that the magnitude of GBV has
increased in the wake of the COVID-19 pandemic. A series
• Attempts were made to work with the MoE to integrate of workshops were subsequently conducted to develop
life skills-based health education into the curriculum, the final draft of the revised SRGBV document, with
however, due to the strong resistance that has financial and technical support from UNESCO. The final
increased from within the ministry, these efforts failed draft document will be validated and launched in 2022.
and the MoE declined to accept the EHW syllabus
and guiding framework, as well as the efforts by the Objective 4: Strengthen the evidence base on
Education Plus initiative team (consisting of UNESCO, CSE and safer school environments
UNFPA, UNAIDS, UNICEF, and the WHO) to support the
training for curriculum writers on how to incorporate • In terms of evidence-generation efforts to support EHW
life skills-based health content into the curriculum. implementation, the Oromia Education Bureau (OEB), in
Nevertheless, efforts are continuing with the MoE’s HIV collaboration with its partners – including UNESCO and
and Gender directorates to advocate for the inclusion the Youth and Cultural Development Foundation (YCDF)
of relevant content in the curriculum during the review – has assessed the impact of the LSBSRHE project, which
process, which will follow the piloting stage of the new has been implemented by UNESCO in collaboration
curriculum. with the Colleges of Teacher Education (CTEs) in the
Oromia region since 2014, and prepared a lessons
• Moreover, UNESCO and the EHW TWG have re-strategized learnt document which shows the major achievements,
their efforts from focusing only on EHW integration into challenges, and recommendations across the project’s
the curriculum to working with the different ministries four pillars. The document was launched by the Gender
to reach children and young people with health Directorate of the OEB during a workshop held in Adama
education and information through curricular as well as on 5 November 2021.
co-curricular means. As such, UNESCO, in collaboration
with the MoE’s HIV and SRH directorates, has developed • A learning document on the implementation of EHW
a concept note and implementation partner agreement over the years is also being developed for use by the EHW
(IPA) to be signed between the MoE and UNESCO in 2022. TWG members, policy-makers, and other stakeholders
The main aim of the IPA is to build the capacity of the working on similar future initiatives. This document will
Teacher Development Directorate on HIV and SRH issues, detail what went well, what went wrong, and what could
build the capacity of the EMIS Directorate on HIV and SRH have been done differently with the initiative and why so
data collection and reporting, work to incorporate skills- that the TWG and other similar initiatives can capitalize
based HIV and SRH content in curricular and co-curricular on the successes and learn from the challenges and gaps.
materials, and improve multi-sectoral collaboration The document will be finalized and validated in 2022.
between MoE, MoH, and other line ministries.
• Lastly, UNESCO provided financial and technical support
to the MoE HIV Directorate to conduct an evaluation of
behavioural change related to HIV and other SRH issues at
secondary schools in selected regions in Ethiopia in order
to assess the changes achieved and limitations observed
as a result of related MoE interventions in schools over
the years. The evaluation report was validated at a
workshop on 17 August 2021, and will be launched in
2022.

73

© UNESCO

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 1 1 0 0 2 The focus for 2020 and 2021 was on
on skills-based HIV and dealing with the opposition and on the
SE programmes that are curriculum. PTAs were not part of these
offered in schools activities.

2. Number of young people in 47,167 0 0 0 00 CSE is not shared through media platforms

and out of school reached yet since it has not been endorsed by the

with CSE through multiple government of Ethiopia.

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 32 0 0 0 00 CSE is not included in the curriculum.

of primary and secondary

schools that provided life

skills-based HIV and SE

2. Number and percentage 97,000 0 0 0 00 Currently working with MoE to develop

of learners reached by life and update co-curricular life skills-based

skills-based HIV and SE HIV education.

3. Number of pre-service 3,527 120 3,250 1,043 0 4,413 The work with the CTEs ended in 2021.
teachers trained in CSE

4. Number of in-service 1,795 109 online 137 online 196 in 0 505 No disaggregated data available.
11 in person 52 in person person
teachers trained in CSE Total: 120 Total: 189

(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 Currently working with the MoE’s Gender
secondary schools that have Directorate to update and implement the
rules and guidelines for SRGBV code of conduct for primary and
staff and students related to secondary schools.
physical safety, stigma and
discrimination, and sexual
harassment and abuse

2. Number of community 5,004 147 90 46 112 395 Community members were participants
members reached with of the MoH AYH forum in 2020 and 2021.
efforts to keep girls in For the other two years it was parents and
school religious leaders.

Objective 4: Strengthen the evidence base on CSE and safer school environments

1. Number of HIV-sensitive 1 0 0 01
indicators integrated into
EMIS systems

2. Number of research pieces 2 1 1 2 6 Learning document on the work with the
commissioned CTEs and the evaluation of behavioural
change related to HIV and other SRH
issues at secondary schools in selected
regions in Ethiopia in collaboration with
the MoE.

74

© UNESCO

Lessons learned and emerging Taking this into account, the Federal Ministry of Health has
issues likely to impact on delivery presented a certificate of appreciation to UNESCO specifically
of CSE for the support provided during the Second Annual
Ethiopian Adolescent and Youth Health Forum organized by
Following the resistance from the MoE to integrating EHW the MoH from 19-24 September 2021. This appreciation will
into the curriculum, the EHW TWG members agreed to strengthen and revitalize the collaboration of UNESCO and
strengthen and revitalize their work plans to collaborate with the MoH in the future.
the MoE. In line with this, the TWG is currently collaborating
with the MoE through its different directorates on activities Conclusions and recommendations
incorporated in its annual activity plan related to HIV, SRH,
and gender. The various discussions and meetings held • The collaboration between the MoE and MoH should
with the MoE to select activities that are directly aligned continue to be strengthened in line with the EHW TWG’s
with health education and gender, the review of the SRGBV re-strategized plan, which is focused on re-building trust
code of conduct together with the WCY Directorate, and with the ministries and ensuring in- and out-of-school
the evaluation on behavioural change brought about by children, adolescents, and youth in Ethiopia are reached
the different MoE interventions to prevent HIV among high with health education even though it is not in a CSE or
school students are all expected to yield positive results. EHW package, given this has been officially declined by
the MoE in a letter sent to UNESCO.
In addition, other activities will be identified in 2022 based on
joint discussions with the relevant sector ministries for future • The MoE’s HIV and SRH directorates should be supported
collaboration. Furthermore, the TWG has made an effort to generate evidence to support the work on health
to ensure the inclusion of health content focusing on SRH, education in order to incorporate skills-based HIV and
HIV, and gender issues in the curriculum during the review SRH content into curricular and co-curricular materials,
process with the MoH. Likewise, the TWG is currently working while the EMIS directorate should be supported to
to make sure in-school children have SRH, HIV and gender include HIV and SRH issues in data collection tools and
related information by supporting the MoE and MoH in the reporting.
development and dissemination of spot messages on the
MoE tv and radio stations and reviewing and updating the • Support should also be given to the MoE to build the
existing mini-media guideline to give more focus on health capacity of the teacher development directorate in order
issues. to improve teachers’ capacity on conveying life skills-
based HIV and SRH content to learners using the revised
Success story: Certificate of curriculum.
appreciation presented to UNESCO
Ethiopia • Once the revised curriculum is officially endorsed,
a contents analysis should be conducted on carrier
UNESCO has collaborated with and provided technical and subjects to assess the extent to which SRH is integrated
financial support to the MoE and MoH over the years to and identify any gaps that need to be addressed.
ensure both in- and out-of-school children, adolescents, and
youth in Ethiopia get the health and well-being information 75
and education they need to lead healthy and productive
lives.

© stock.adobe.com Ghana

Programme tier: Programme
Acceleration Country

76

The status of CSE Key achievements per objective

• CSE terminology: In response to opposition to the Objective 1: Secure and sustain strong political
National Guidelines on CSE, the terminology in Ghana commitment and support for adolescents and
was changed to Reproductive Health Education (RHE). young people’s access to CSE and SRH services
across SSA
• Policy environment: The existing policies and strategies
advancing RHE in Ghana include the Education Strategic • Major results under this objective were mainly on the
Plan (2018-2030), National Gender Policy, Inclusive engagements with key stakeholders at various levels
Education Policy (2015), MoE HIV and AIDS Policy (2014), to win their support in order to create an enabling
MoE-approved Guidelines for Prevention of Pregnancy environment for the government to be committed
Among Schools Girls and Facilitation of Re-entry towards enhancing adolescents’ access to RHE/CSE and
into School After Birth (2018), and the School Health SRH services. Overall, more than 5,000 parents and other
Education Policy Guidelines (2012). Other policies which community members were reached with advocacy to not
are not education specific but have a direct impact on only support RHE, but also to ensure the retention of girls
and are being used by the education sector include the in schools.
Strategic Framework on Ending Child Marriage in Ghana
(2017-2026) and the Adolescent Health Service Policy and • In addition, 116 PTAs provided orientation on RHE to over
Strategy (2016-2020). 500 parents and guardians. Along with gaining a good
understanding of the SRH needs of adolescents and
• Positioning of CSE in curriculum: The existing young people, especially those with disabilities, some
curriculum already contains some RHE topics spatially expressed an interest in supporting RHE provision at
integrated into several subjects, including Social Studies, home to augment what teachers provide in schools as
Science, Biology, Our Word Our Planet, and Religious and well.
Moral Education, among others. The topics are examined
under the general examination of the respective subjects • Young people were also engaged through various
in which the topics are integrated. These topics are media platforms, such as radio, social media (Facebook
currently being taught in all schools. and Twitter), community information systems, local TV
stations, and a toll-free call centre on key SRH issues,
• Delivery models: As a result of the opposition to the including accessing CSE/RHE information and engaging
introduction of standard National Guidelines on RHE/CSE key duty bearers in advocacy on the need to enhance
in Ghana since 2019, which have still not been addressed, young people’s access to RHE and SRH services. About
the existing RHE topics in the curriculum are being used 10,000 young people were actively engaged through
to deliver lessons in schools. radio, 3,000 on social media, 1,500 through local TV
stations, and 500 on community information systems,
• Quality of CSE delivered: Even though the Guidelines totalling over 15,000 young people reached directly
on RHE/CSE has not been finalised to lead standard through these platforms. Furthermore, an estimated
quality CSE/RHE, through the various capacity building combined 73,000 youth listener audience was reached.
trainings as well as appropriate teaching and learning
materials, provided to teachers with support from • Finally, efforts are underway by a range of stakeholders
UNESCO and other Development partners, quality of to bring back the discussion and finalise the National
RHE/CSE has been improved significantly. Guidelines on CSE. Specifically, with support from
UNESCO and under the leadership of the National
• Key materials developed: The MoE and Ghana Population Council, the government is in the process
Education Service have been supported under the O3 of reconvening the national TWG to strategize and
programme to develop various teaching and learning bring finality to the document under contention for
materials for the delivery of RHE/HIV prevention implementation in schools.
education for schools, including schools for learners with
disabilities.

77

Objective 2: Support the delivery of Stakeholders were drawn from the Ghana Education
accurate, rights-based, and good quality CSE Service, Domestic and Victims Support Unit (DOVSU) of
programmes that provide knowledge, values, the Ghana Police Service, Department of Social Welfare,
and skills essential for safer behaviours, traditional councils, Commission for Human Rights
reduced adolescent pregnancy, and gender and Administrative Justice (CHRAG), and others. All
equality 170 schools in the 15 districts are now implementing
the guidelines. Furthermore, 1,750 community
• The year under review observed strategic partnership members were reached through their opinion leaders
with the MoE and Ghana Education Service with support in community dialogue engagements that aimed to
from CSOs to build the capacity of the technical team, win their support for safe schools in their respective
comprising of the school health education programme, communities.
guidance and counselling, girl-child, and supervision
officers, as well as training coordinators and teachers Objective 4: Strengthen the evidence base on
to facilitate pedagogical RHE/HIV Prevention Education CSE and safer school environments
sessions with pupils in classroom.
• A desk study was conducted to review the existence
• In the last quarter, a focus was placed on laying the of RHE topics in approved textbooks and perceptions
foundation for the use of ICT tools and platforms for of stakeholders with the aim of using this as abasis
online training as part of efforts to reach more teachers for advocacy engagement with key stakeholders in
with capacity-building on RHE. The online training of Northern Ghana. The review was conducted by a CSO in
teachers will fully commence in the first quarter 2022. partnership with the research team from the School of
Public Health of the University for Development Studies
• An overall number of 330 technical officers and 470 in close collaboration with the Ghana Education at
teachers were trained as master trainers and some of the decentralized level. Findings from the review were
these in turn cascaded the training, ultimately reaching subsequently used to convene a knowledge-sharing
an additional 2,400 classroom teachers from selected discussion among key both government and non-
schools in 31 districts. The master trainers will continue government RHE stakeholders and advocates, based on
to be supported to ensure that a lot more teachers are which advocacy actions were developed to secure the
reached through the cascade training approach but also commitment of duty bearers in ensuring content of RHE
through the online trainings that will commence in first is adequately reflected in the curriculum. Recommended
quarter of 2022. actions included sharing findings with Regional Directors
of Health, inclusion of RHE as an extracurricular activity,
• While about 45,000 learners in 140 schools have and using existing topics in related subjects for RHE,
benefitted from RHE lessons provided by teachers trained among others.
to deliver RHE, this was below the target of 120,000 due
to the limited number of teachers trained over the period. • UNESCO also conducted a series of capacity-building
Through the approach of online tools to scale up training, workshops to enhance the capacities of key technical
many more learners will be reached going forward. officers in the EMIS department. The workshops focused
on strengthening the integration, data collection, analysis,
Objective 3: Ensure that schools and and reporting of key HIV/CSE indicators through the EMIS.
community environments are safer, healthier, UNESCO will continue to support EMIS officials to ensure
and inclusive for all young people that these key indicators are used to inform the education
sector’s programming and strategies on health education.
• In 2021, the National Safe School Policy, which was Although Ghana had already integrated collected
developed in 2020, was finalized, although it has not data and conducted basic analysis on these indicators,
yet been approved for delivery by the government. through the trainings officials identified gaps that needed
Nevertheless, CSO partners proceeded with orienting to be addressed to ensure effective data collection and
350 stakeholders from 15 districts to adopt rules and analysis. Ghana has adopted the use of digital tools to
regulations that were developed to guard against collect data, and UNESCO will provide further support
varied forms of SRGBV and promote safety in schools. to ensure that officials are provided with the needed
orientation to ensure effective use of these tools for data
collection.

78

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 7,000 116 representing In 2020 and While targeting the PTAs,
oriented on skills- constituents 116 PTAs 2021, a total community members were
based HIV and SE (including community of 12,616 also provided with step-down
programmes that are members) of 103 PTAs F: 42 people orientation to reach a broader
offered in schools F: 4,200 M: 74 representing support base for RHE in schools,
M: 2,800 129 PTAs which was cascaded to an
were estimated further 5,000 members.
reached.

2. Number of young 120,000 60,000 73,000 The total combined listener
people in and out of audience for 2021 was about
school reached with 73,000, however, 15,000 actively
CSE through multiple participated and contributed.
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

2. Number and 2,183,536 70,000 45,000 115,000 The number of adolescents
percentage of learners reached in the previous years
reached by life skills- F: 23,000 included those out of school,
based HIV and SE M: 22,000 however, in 2021, the numbers
reached were limited to learners
in school.

4. Number of in-service 40,851 120 master trainers A total of 800 920 master Target not achieved. Online
teachers trained in F: 55 master trainers trainers and training will be implemented in
CSE (disaggregated by M: 65 and 2,400 about 3,900 the beginning of the first quarter
in-person and online teachers via classroom of 2022. The master trainers will
training) 104 community cascade training teachers cascade the training to about
facilitators Total: 3,200 1,500 school teachers.
F: 20 F: 1,250
M: 84 M: 1,950

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people

2. Number of community 100,000 50,000 75,100 75% of target achieved. Due
members reached (6,100 to the COVID-19 protocols, the
with efforts to keep community direct target was limited to the
girls in school opinion leaders community opinion leaders, who
and 69,000 in turn reached out to the entire
community community (estimated at 69,000)
members) as against 2020 where the entire
community was directly engaged.

Objective 4: Strengthen the evidence base on CSE and safer school environments

1. Number of HIV- 3 3 0 3 Focus was placed on enhancing
sensitive indicators the capacities of EMIS officials
integrated into EMIS to adequately collect, analyse,
systems and report on data on key HIV-
sensitive indicators.

2. Number of research 1 This was limited to decentralized
pieces commissioned levels to gather evidence for local
level advocacy.

Lessons learned and emerging This particularly ensured that traditional authorities and
issues likely to impact on delivery health and education authorities at the local level rallied
of CSE support for RHE delivery. In the same vein, much interest
has been expressed by some education sector and
• Within the reporting period, one of the key lessons learnt community stakeholders, including parents, teachers,
was the effectiveness of CSOs and youth-led advocacy and learners, calling on government to address the
at the decentralised level to secure the support of key RHE setbacks and proceed. This signifies that, with the
stakeholders. needed support, the voices of these stakeholders can be
amplified to positively influence the government’s focus
on RHE.

79

© UNESCO • On the other hand, the commencement of a legislative
instrument to criminalize lesbian, gay, bisexual,
© UNESCO transgender, queer and intersex (LGBTQI) people
in Ghana, even though it has not materialized, can
© UNESCO negatively impact on RHE delivery, while at the same
time increase hate crimes, harassment, and discrimination
against these minority groups in the coming year.

Success story: Harnessing the
power of traditional leader support
for RHE

During a monitoring visit by a UNESCO team together with
its partners, the Chief/Traditional Authorities and leaders
re-iterated their support for the delivery of RHE for their
children in schools especially girls. Tas one chief emphasized,
“My people and I cannot pretend to say we do not need
our children to be taught how to prevent pregnancy and
contracting diseases like HIV. Since the teachers have been
teaching them in school, most parents have attested that
their children now behave well. I will entreat the schools to
continue with these kinds of lessons and as for us parents,
and as a chief, you have our commitment, we will do our best
for our children to stay in school and not to get pregnant.”

Conclusions and recommendations

Ghana saw significant achievement in strengthening its
education sector response to ASRH challenges in 2021
through capacity-building of teachers. At the same, the
silence on CSE following the opposition in 2019 is beginning
to break up and open opportunities for engagements with
government to chart a way forward. While working to secure
the commitment of the government, the year under review
has been largely successful with implementation.
Recommended strategies that can support and deepen
these achievements are to strengthen current efforts to scale
up online training of teachers, cascade methods of training
and, more significantly, deepen partnership with the National
Population Council to lead the review and finalization of the
draft National Guidelines on RHE in Ghana.

80

Kenya © stock.adobe.com

Programme tier: Focus Country

81

The status of CSE - In addition, 35 members of faith sector working
groups were engaged on ASRH to secure their
• CSE terminology: CSE is called human sexuality support in rolling out the religious leaders toolkit and
education in Kenya, as per the curriculum reform handbook.
framework. It is also referred to as sexuality education.
- Consultations on the ESA Commitment were also
• Policy environment: The country has several policies held with religious leaders, as well as government
and guidelines that support the provision of sexuality representatives. However, the ESA Commitment
education at the basic level. These include the extension was not endorsed by the technical
Adolescents Health Policy 2015; School Health Policy staff from government on the basis of words
2020; National Guidelines for School Re-entry 2020; and such as “rights” being included, which may not be
Ministry of Education HIV policy 2013. supported by the constitution. Nevertheless, further
consultations will be held in 2022 to try bring the
• Positioning of CSE in curriculum: Within the ongoing country on board.
curriculum review, human sexuality and health education
are infused across subjects for Grades 1-4. To complement • A total of 450 representatives from the National Parents
this content, the Kenya Institute of Curriculum Association were sensitized on the need to address ASRH
Development (KICD) has developed and deployed digital and end teenage pregnancy in order to create a better
health content for Grades 4-8 in 34 schools for piloting. understanding of CSE and secure their support of school
Content for secondary level and an online teachers’ re-entry of adolescents girls.
course on digital health literacy is also available.
• UNESCO, in partnership with the University of Nairobi
• Delivery models: Human sexuality education is and Mount Kenya University, launched the O3 PLUS
integrated in subjects at primary level and as a project with the aim of reaching over 70,000 students
standalone life skills curriculum at secondary level. in their institutions. The high-level event aired live on
Nation Media TV and TV47, and was attended by the
• Quality of CSE delivered: No analysis has been on the Assistant Minister of Education. Prior to the event, a
quality as yet. leadership forum was held at which the issues affecting
young people in tertiary institutions were discussed.
• Key materials developed: Documentation of Let’s Act to The UNESCO Regional Director, a young person, and
End Teenage Pregnancy Campaign and 10 video clips. representatives from both universities participated as
panellists, and 20 students were trained to support the
Key achievements per objective development of social media messages. A further 181
students supported the dissemination of messages
Objective 1: Secure and sustain strong political through social media platforms during the launch. A
commitment and support for adolescents and total of 75 podcasts and 26 videos were developed
young people’s access to CSE and SRH services and disseminated to the students to reach over 70,000
across SSA students.

• In partnership with the International Network of Religious Objective 2: Support the delivery of
Leaders Living with or Personally Affected by HIV accurate, rights-based, and good quality CSE
(INERELA+) Kenya, the following were achieved: programmes that provide knowledge, values,
- To secure the support of religious leaders, an and skills essential for safer behaviours,
additional 1,050 religious leaders, including school reduced adolescent pregnancy, and gender
chaplains, were trained on ASRH to reduce opposition equality
to CSE and enhance an enabling environment for
young people to access information and services. The In partnership with the KICD, the digital health literacy
chaplains were included to strengthen their capacity content for secondary level and an online teacher’s course
in guidance and counselling at the school level, such were finalized and pre-tested with 89 teachers and 159
as support for adolescent mothers willing to re-enter young people, respectively. The focus in Kenya has been
school. on in-service teachers, given that the Teacher Service
Commission has a policy that prioritizes teachers who
graduated earlier while hiring.

82

Objective 3: Ensure that schools and SRH issues, such as EUP, GBV, HIV and other STIs, alcohol
community environments are safer, healthier, and substance abuse, campus relationships, mental
and inclusive for all young people health, and peer pressure, among others.
Furthermore, UNESCO supported the World AIDS Day
• The national school re-entry guidelines were pre-activities at the University of Nairobi in which 134
disseminated through 42 community radio stations, students were tested for HIV and 23,450 condoms were
reaching an estimated 13 million people across the distributed. Finally, 30 journalists were trained as well in
country. This was important since, during the COVID-19 order to increase reporting. As a result, there was wide
lockdowns and school closures, there was a rise in coverage of the project in the media.
incidences of teenage pregnancy and therefore it was
important to create awareness on the opportunities Objective 4: Strengthen the evidence base on
provided for those willing to re-enter schools. CSE and safer school environments

• To sustain the campaign on ending teenage pregnancy • To generate evidence to inform the O3 PLUS project
and GBV, UNESCO, in partnership with the National interventions, two service providers have been
Council for Population and Development and UN contracted to undertake a baseline study and health
Women, infused key messages in the Tahidi High TV local facilities assessment in 2022.
drama series, which is popular among young people. A
total of 11 episodes were aired reaching an average of 4 • Meanwhile, the University of Nairobi mobile application
million people per episode. In addition, 114 media spots on health and well-being, called RADA, was scaled up in
were aired, reaching an average of 3.6 million people. a further seven universities, from which 90 students were
trained on coding to support the adoption of RADA. In
• At the tertiary level, in addition to the awareness-raising addition, 30 counsellors and 20 mentors were trained to
media activities, such as the podcasts and videos, 36 support the students.
student champions were identified and trained on the
O3 PLUS project to reach their peers with messages around

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 2,077 25 450 parents 575
PTAs oriented
on skills-based
HIV and SE
programmes
that are offered
in schools

2. Number of 94,335 360 Digital health RADA: 30 app 59,471 cumulative 76,850
young people content: 10,000 developers (via 75 podcasts
in and out in Grades 4-8 and 26 videos)
of school 100 young people
reached with RADA involved in tweeting 90 students
CSE through forums: on Day of African trained on RADA
multiple media F: 1,861 Child
platforms M: 2,508 I59 trained by
Total: 4,369 KICD is in the process KICD
of analysing data 20 trained on
App downloads: messages
F: 490
M: 611 181 disseminated
Total: 1,101 messages

969 RADA
downloads

83

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

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 7,263 77 primary 77 primary In 2020, during
percentage of schools schools COVID-19, content was
primary and delivered through digital
secondary platforms.
schools that
provided life
skills-based HIV
and SE

2. Number and 250,609 360 Estimated over Teachers, pupils, and 159 trained on 20,159 In 2020, digital health
percentage 10,000 in Grades students digital content for content was among
of learners 4-8 TV: 69% secondary that deployed through
reached by life Radio: 43.3% digital platforms by
skills-based HIV KICD. The numbers are
and SE Estimated over based on KICD studies
16,500 reached in to establish TV and radio
Grades 4-8 reach. These numbers
are based on the Themo
monitoring report from
KICD.

3. Number of pre- 7,759 The focus has been
service teachers on in-service teachers,
trained in CSE given the Teachers
Service Commission
had a backlog in hiring
teachers. It is currently
hiring teachers who
graduated in 2011 for
primary and 2015 for
secondary.

4. Number of in- 6,629 F: 42 Kilifi: 0 Online: In-person:
service teachers M: 18 F: 42 F: 21 F: 138
trained in CSE Total: 60 M: 58 M: 68 M: 137
(disaggregated Total: 275
by in-person Makueni: Total: 89 Online:
and online F: 54 F: 21
training) M: 61 M: 68
Total: 89
Total: 215 Grand total:
364

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people

2. Number of 1,142,941 15 26 journalists - 42 community Dissemination of Total: This number needs
community community (only two from radios: 10 million School re-entry 37,000,697 to be viewed with an
members radio mainstream - TV episodes: average guidelines: 42 assumption that the
reached with journalists media) 4 million community radios Tweets: over same people were
efforts to keep - TV debate: 6 million with a reach of 13 5,000 reached via multiple
girls in school 120,000 people - INERELA+ Kenya: million platforms.
(based on the 214 religious leaders;
estimated reach 5,000 tweets 11 episodes of
of the radio - 33 journalists trained Tahidi High with
stations) - EUP launch: 450 an average reach
people of 4 million per
episode

Objective 4: Strengthen the evidence base on CSE and safer school environments 1,050 religious
leaders
2. Number of 01 Policy review on
research pieces 1 teenage pregnancy
commissioned

84

© UNESCO

Lessons learned and emerging Furthermore, the 38 student champions from the universities
issues likely to impact on delivery managed to reach 20,769 students during the 16 Days of
of CSE Activism Against Gender-Based Violence with messages
on a number of SRH and CSE issues, such as unintended
• Digital platforms provide a cost-effective strategy of pregnancy, GBV, HIV, relationships, mental health, peer
reaching young people with critical information within pressure, sexual health, self-esteem, and alcohol and drug
a short time at the tertiary level, since most of them use. In addition, 134 students were tested for HIV during the
own smart phones. The students were involved in the World AIDS Day pre-activities, while 23,450 condoms were
development of messages to ensure they resonate with distributed to students.
their needs and aspirations.
Conclusions and recommendations
• At the basic level, although some gains have been
made on CSE, it is still a sensitive issue. This affected the Despite the challenges posed by the COVID-19 pandemic,
endorsement of the ESA Commitment by the technical the number of activities accomplished have given UNESCO
staff from different line ministries. The divergence was visibility and further solidified the gains made so far in
mainly on the wording, which they agreed to re-look Kenya, especially in enhancing access to and promoting an
at and contextualize to the country situation. There is a enabling environment for CSE and SRH services. Of note, the
need therefore to accord them more time to be brought engagement with 1,050 religious leaders on ASRH will go
on board with the countries that have already affirmed a long in securing support from faith-based organizations,
the Commitment. while partnerships with other UN agencies, Plan Kenya, and
SRHRA Kenya has sustained the Let’s Act To End Teenage
Success story: Successful launch Pregnancy campaign. At the tertiary level, the leadership
of the O3 PLUS pilot project creates a provided by the vice chancellors from both universities has
buzz provided the impetus needed by the technical staff in the
institutions of higher learning to achieve the key outcomes
Since the launch of the O3 PLUS pilot project, which is being outlined in the report.
implemented in 10 campuses at the University of Nairobi
and one at Mount Kenya University, 75 podcasts on health
and well-being have received 7,226 cumulative clicks on the
Spotify, Anchor, and Google Podcast platforms, while 37,245
people listened in groups. The University of Nairobi also
developed 26 videos, which have been viewed 15,000 times.

85

© stock.adobe.com Lesotho

Programme tier: Focus Country

86

The status of CSE They also recommended that a few schools and health
centres be selected in order for them to carry out spot-
• CSE terminology: CSE in Lesotho is termed Life Skills checks to witness CSE being taught and what adolescent-
Based Sexuality Education (LBSE). friendly health services are in place. UNESCO will support
these two activities in 2022.
• Policy environment: National policies and frameworks
to promote LBSE include the Curriculum and Assessment Objective 2: Support the delivery of
Policy (2009), Education Sector Strategic Plan, Child accurate, rights-based, and good quality CSE
Friendly Schools and School Health and Nutrition Policy, programmes that provide knowledge, values,
and National Quality Standards for Young People Friendly and skills essential for safer behaviours,
Health Services. reduced adolescent pregnancy, and gender
equality
• Positioning of CSE in curriculum: LBSE was rolled out
in the integrated curriculum in 2014. It is compulsory and • UNESCO provided the MoE with technical and financial
examinable. support towards the finalization of Curriculum and
Assessment Policy review for strategic incorporation
• Delivery models: From Grades 4-6, LBSE is delivered of sexuality education. This was followed by a policy
mainly in two learning areas: Personal Social and validation meeting attended by a range of stakeholders,
Spiritual Learning; and Scientific and Technological including HTEIs, CSOs, religious organizations, and
Learning. From Grade 7, LBSE appears as a standalone teachers’ organizations. During this meeting, UNESCO,
subject, allocated two lessons per week up to Grade 10. in collaboration with other UN agencies, oriented
participants on CSE, garnering a positive response.
• Quality of CSE delivered: LBSE curriculum development Stakeholders also strongly emphasized the need
was guided by the ITGSE. The curriculum was also for country-wide advocacy for CSE, particularly in
evaluated through SERAT, with the overall findings communities, so that more understanding and support is
indicating that it does meet international standards. gained.

• Key materials developed: Supportive instructional • UNESCO also supported the MoE to finalize the Grade 11
materials, monitoring tools for in-service teachers, and curriculum, including radio-assisted scripted lesson plans,
radio-assisted scripted lesson plans. which were shared with all secondary schools, along with
the audio lessons. Teachers are expected to use both in
Key achievements per objective their classes during allocated LBSE lesson slots.

Objective 1: Secure and sustain strong political • This was followed by UNESCO’s support in teacher
commitment and support for adolescents and capacity-development through both in-person and
young people’s access to CSE and SRH services online training in order for them to effectively deliver
across SSA quality CSE in Grade 11. The in-person training was
conducted with 45 inspectors, who subsequently
• UNESCO led the in-country ESA Commitment meetings cascaded the training to Grade 11 teachers countrywide,
with different stakeholders, resulting in the endorsing of reaching 75 and 24 teachers in Leribe and Qacha’s Neck
its extension to 2030, and will support further meetings in districts, respectively. In addition, 28 teachers and 30
2022 with high-level officers and technical staff to discuss inspectors successfully completed the online course.
implementation strategies, the role to be played by each
ministry, and to report on progress. Objective 3: Ensure that schools and
community environments are safer, healthier,
• In addition, UNESO conducted a high-level CSE advocacy and inclusive for all young people
workshop for Lesotho parliamentarians, which was
attended by the speaker of parliament and 25 members • UNESCO provided technical support in the development
of parliament (MPs), who recommended that to be of the Learner Pregnancy Prevention and Management
able to support implementation of CSE in the country, Policy by the MoE. The policy document has been
development of standard messages that they can use validated and is currently pending approval by the
in their respective constituencies and in the formal ministry management. After cabinet approval, the
gatherings would be needed. ministry has planned to disseminate the policy in 2022.

87

• UNESCO also engaged a CSO to roll out the ‘Our Talks’ PCC - Needs assessment on violence and bullying of
manual, targeting two districts highly affected by EUP children with disabilities in the ESA region. Policy
and child marriage according to the ‘Let’s Talk!’ campaign review and qualitative data collection methods were
report of 2019. employed, revealing that, although Lesotho’s Inclusive
Education Policy (2018) guides school management
Objective 4: Strengthen the evidence base on on establishment of guidelines for protection
CSE and safer school environments against violence and other forms of abuse in schools,
there is a need for compulsory inclusive education
• Lesotho participated in four region studies, namely: training for all teachers. In addition, the findings
- Situation analysis of learning management systems indicated that many children with disabilities do not
in public teacher education/training institutions for complete their basic education because schools do
teacher training and education on CSE in sub-Saharan not have guidelines for protection against violence,
Africa; and teachers lack skills to handle learners with
- Assessment of the psychosocial impact of COVID-19 disabilities, especially those with intellectual disability.
on teachers, teacher educators, and learners and Lack of reporting mechanisms when violence and
psychosocial needs in selected countries. In Lesotho, bullying have occurred are also a challenge faced
the study revealed that the adverse impact of the by schools. The study therefore recommends that
pandemic is mostly in the rural areas and among implementation of policy statements is essential,
secondary school teachers, who struggled to ensure in particular, capacity-building of teachers on
learners continue learning due to limited resources, disability and strengthening of reporting and referral
which led to ineffective attempts to introduce online mechanisms for survivors of bullying. UNESCO will
learning. The recommendations include the need to support the MoE with drafting of guidelines for
introduce academic counselling sessions for learners, schools on protection of learners with disabilities and
teachers, and teacher educators and for school-health access to SRH information and services.
referral systems to be strengthened. UNESCO will
therefore, beginning 2022, collaborate with partners - The Impact of COVID-19 on AYP’s SRHR. The report is
to strengthen the linkages and referral systems yet to be compiled and shared.
between schools and the health centres.

Key results on indicators

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

Targets 2018 2019 2020 2021 Cumulative
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 389 In 2020 and 2021, the planned
programmes were affected
on skills-based HIV and SE by COVID-19 as there were no
alternative options planned.
programmes that are offered

in schools

2. Number of young people in 47,167 0 73,246 74,220 147,466 Reached through UNFPA’s

and out of school reached Tune-Me

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 1,365 Primary: 1,486 Primary: 1,480 Primary: 1,488 Some schools were still
of primary and secondary Secondary: Secondary: Secondary: not reached in 2021 due to
schools that provided life 302 340 346 COVID-19. Training was thus
skills-based HIV and SE Total: 1,788 Total: 1,820 Total: 1,834 deferred to 2022.

2. Number and percentage of 194,664 268,922 - 341,250 - Calculated based on number of
learners reached by life skills- teachers trained
based HIV and SE

88

Indicator Results (disaggregated as relevant e.g. sex, school level etc) 0 Comment(s) on results
705 0 0 0 Pre-service training postponed
3. Number of pre-service to 2022 because Lesotho
teachers trained in CSE College of Education requested
support towards finalization of
4. Number of in-service 3,258 604 331 1,340 (in- 2,275 (in- the course outline to replace the
teachers trained in CSE (in-person) (in-person) person) person) current counselling programme.
(disaggregated by in-person 58 (online) 58 (online)
and online training) Community engagement
programmes were successfully
Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people implemented. These include
the ‘Let’s Talk!’ campaigns and
2. Number of community 214,466 360 0 420 780 in-person school-based parental
members reached with engagement programmes by
efforts to keep girls in school MoE.

Objective 4: Strengthen the evidence base on CSE and safer school environments MoE is still working on including
HIV-sensitive indicators into the
1. Number of HIV-sensitive -0 0 0 EMIS.
indicators integrated into 4 5 See Objective 4 above for details.
EMIS systems

2. Number of research pieces 10
commissioned

Lessons learned and emerging As the Roman Catholic church secretariat representative
issues likely to impact on delivery emphasized, “CSE complements the biblical teaching, the
of CSE morals, and is more meaningful in this era when young
people are faced with challenges that no one can explain
• UNESCO support is important in ensuring CSE and ASRHR and make any sense of. Therefore, we would like to know
issues are prioritized and addressed, as seen in the MoE’s why this subject is not among subjects of specialization
policy development and review processes, for example in the teacher training institutions?” Similarly, participants
the newly revised Curriculum Policy. mentioned that, while they appreciated the efforts made
by the MoE and its partners to ensure continued support
• The radio-assisted scripted lesson plans are not fully used to teachers, they felt this would be more effective if teacher
due to limited resources, particularly in the rural areas training institutions made CSE a subject of specialization
where there is no electricity and in public schools due to at pre-service level. These proposals were enthusiastically
financial constraints. This is likely to impact on effective received, and it was agreed that they would be among the
delivery of CSE where teachers cannot find alternative 2022-2023 top priority issues.
means of delivering the audio lessons. As such, resource
mobilization mechanisms from other partners to support Conclusions and recommendations
implementable strategies will be needed, such as solar
powered radios. In order to safeguard against opposition, it is paramount
to have media houses, particularly the management levels,
Success story: Ministry of fully conversant on what CSE is and why it is important for
Education to prioritize CSE as a the country to have it in the school curriculum. moreover,
subject of specialization UNESCO’s regular engagement with parliamentarians and
religious and community leaders is vital in the support
Including a wide range of stakeholders in the national towards ASRHR and to collectively counter opposition
consultations on the extension of the ESA Commitment to whenever necessary. There is also a need to strengthen
2030 presented an ideal opportunity to not only feed into existing and establish new multimedia platforms to reach
the MoE review process of the curriculum policy, but to also young people with CSE, particularly during emergencies,
bring important community gate-keepers, like religious such as the schools closures during the COVD-19 pandemic.
leaders, on board in supporting and advocating for access to
CSE and SRHR for AYP. 89

© stock.adobe.com Malawi

Programme tier: Programme
Acceleration Country

90

The status of CSE Key achievements per objective

• CSE terminology: In Malawi, the term LSE is used. Objective 1: Secure and sustain strong political
commitment and support for adolescents and
• Policy environment: Crucial policies and frameworks young people’s access to CSE and SRH services
are the National Education Act (2013), School Health across SSA
Policy, Initial Primary Teacher Education (IPTE) Framework
(covering structure and content of the curriculum and • UNESCO led the engagement of government, CSOs,
assessment guidelines), Secondary School Curriculum religious leaders and parliamentarians on the extension of
and Assessment Framework, Primary Curriculum and the ESA Commitment.
Assessment Reform, National Education Standards,
National Girls Education Strategy, National Gender This included orienting MPs on the Commitment
Policy, SRH Strategy, HIV Mainstreaming Strategy, AGYW through various activities, such as a visit to two schools
Minimum Package, and the revised Readmission Policy. and two youth centres; a virtual youth engagement on
the regional Commitment evaluation findings, which
• Positioning of CSE in curriculum: LSE was introduced elicited valuable input from young people, including that
in primary schools in 2001, secondary schools in 2003, more consideration needs to be given to hard-to-reach
and TTCs in 2005. In primary schools, LSE is taught from areas and that AYP should be more involved in decisions
Standard 2 (at around age seven). around issues that affect them; and engagement with
religious leaders and permanent secretaries at regional
• Delivery models: At primary school level, LSE is level to get their input on the Commitment. While the
mandatory from Standards 2-8, while at secondary school Commitment is yet to be endorsed by the government,
level, LSE is only mandatory only in Forms 1 and 2 (Junior significant strides have been made in garnering support
Certificate) level. In Forms 3 and 4 it is an elective subject. for the process through these various activities.
LSE is an examinable subject at primary (Standard 8),
junior certificate (Form 2), and MSCE level (Form 4). • In addition, UNESCO, in collaboration with the Malawi
Interfaith AIDS Association (MIAA), engaged 275 religious
• Quality of CSE delivered: The MoE has continued to leaders, 929 parents and guardians, 109 members of
seek ways in which to strengthen the delivery of the LSE mother groups, 92 members of father groups, and
curriculum. In 2020/2021, the Malawi O3 programme 221 AYP on ASRH in eight districts in Malawi. UNESCO
made significant strides in supporting the MoE to will further facilitate engagement of trained religious
conduct a curriculum audit of the primary and secondary leaders to share their knowledge on media platforms like
LSE curriculum and address some of the emerging gaps national and community radio as well as print media. In
in CSE topics through the development of supplementary strengthening dialogue between teachers and young
materials for learners. The curriculum audit focused on people on CSE and ASRH, UNESCO collaborated with
alignment of topics and learning objectives to the ITGSE, ArtGlo to conduct a teacher-youth dialogue on CSE in
taking into account the Malawian context. Machinga District with 85 students and 14 LSE teachers.
The activity highlighted some of the areas that need to
• Key materials developed: Development of be addressed in the LSE curriculum.
supplementary materials focused on menstrual hygiene
management (MHM), SRGBV, and early, forced, and child Objective 2: Support the delivery of
marriage (EFCM). accurate, rights-based, and good quality CSE
programmes that provide knowledge, values,
and skills essential for safer behaviours, reduced
adolescent pregnancy, and gender equality

• UNESCO worked with the MoE and the Malawi Institute
of Education to conduct a curriculum audit of the
LSE curriculum for primary and secondary levels. The
audit was validated with government stakeholders in
December 2021. The products from the audit were
matrices documenting the gaps identified in the LSE
curriculum. Based on the audit, the MoE has committed
to undertake a review of the curriculum starting in 2022.

© UNESCO 91

• Furthermore, to strengthen CSE implementation in the • UNESCO has also commenced work on summarizing and
classroom, UNESCO supported the training of 20 master repackaging the Readmission Policy. The draft summary
trainers across the six education divisions, who have is currently being reviewed by the MoE. The content has
gone on to train 242 Primary Education Advisors (PEAs). been repackaged to target learners, teachers, school
In addition, UNESCO is supporting the PEAs to train management, parents and mother groups, communities,
primary school teachers in their zones, and has facilitated and faith leaders. The draft repackaged content has been
the training of 47 secondary school teachers through submitted to the MoE for review. Once the content has
the CSE online training. More secondary school teachers been approved, the documents will be sent for editing
will be trained in 2022. Finally, UNESCO is engaging the and layout and design, after which they will be printed.
Department of Higher Education to institutionalise CSE The number of materials to be printed and distributed
in tertiary institutions which train secondary school will be agreed upon with the MoE. UNESCO will also
teachers. However, due to the lack of centralized support dissemination to zones in each of the six
structures in these tertiary institutions, the process is divisions to reach all targeted groups.
taking longer than expected.
• Related to this, UNESCO, working with Her Liberty and
• UNESCO also worked with the Malawi College of Distance in collaboration with the MoE, facilitated the training of
Education (MCDE) to develop LSE radio lessons for young people on the Readmission Policy as well, along
Standards 6- 8 as part of the continuity of learning in with the ‘Let’s Talk!’ campaign. As part of this process, the
the context of COVID-19. These will be aired in 2022. ‘Get Up and Speak Up’ booklet was also adapted for the
The lessons are intended to reach learners during school Malawian context. Furthermore, six champions (three
closures as well as when schools are open. at district and three at national level) were identified
to contribute to the social media campaign run by Her
• A training-of-trainers workshop on CSE for learners with Liberty, with posts on Facebook, Instagram, and Twitter
disabilities was facilitated by UNESCO as well. The training reaching 104,441 people (44% female and 56% male), of
was attended by 22 teachers, seven MoE officials, and which 79% were in the 13-24 years age group.
some participants from CSOs who were invited by UNFPA.
Participants gained and practiced skills in active learning Objective 4: Strengthen the evidence base on
methods to facilitate CSE for AYP with disabilities, and CSE and safer school environments
learnt about the support structures needed to facilitate
CSE both within schools and communities, alongside the • Malawi participated in three regional studies, namely:
benefits of a whole school approach. UNESCO is currently - The status of CSE for learners with disabilities,
looking at the possibility of conducting similar training which found that learners with disabilities were not
activities in each of the six divisions in 2022. This will accessing CSE due to the fact that teachers did not
follow a two-day review workshop where participants will have the skills to deliver CSE to them. There was also
share their experiences in implementing what they learnt a lack of appropriate materials for both teachers and
and come up with areas for strengthening as the training learners.
is scaled up to other divisions. - The study on attitudes and perceptions of learners
and teachers towards CSE, which found that, although
• Lastly, the supplementary materials developed on MHM, both teachers and learners perceived CSE to be very
SRGVB, and EFCM will be finalized in 2022, whereafter important, some teachers had reservations about
they will be made available to learners for self-instruction. some of the topics that they had to teach due to their
own values, while learners felt that teachers needed
Objective 3: Ensure that schools and to be more open and allow for questions from
community environments are safer, healthier, learners.
and inclusive for all young people - A situational analysis of CSE in secondary schools and
tertiary institutions, the findings of which indicate
• UNESCO commenced work on reviewing policies related that learners are not accessing sexuality education
to SRGBV, as identified by the MoE, Ministry of Gender, that is comprehensive and the content is strongly
and Ministry of Youth. The policies will provide reference unbalanced in favour of knowledge rather than
for development of guidelines on addressing SRGBV by attitudes and skills. These findings will be validated in
the MoE. the first quarter of 2022.

92

Key results on indicators

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

2018 2019 2020 2021 Cumulative
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 280 0 0 0 280 Data on number of PTAs reached in
on skills-based HIV and 2021 was not available from EMIS.
SE programmes that are PTAs are engaged directly by PEAs
offered in schools and Directorate of School Health
and Nutrition (DSHN) coordinators.

2. Number of young 984 15,408 82,508 98,000 Young people were reached mainly
people in and out of through the ‘Let’s Talk!’ social media
school reached with CSE campaign conducted by Her
through multiple media Liberty.
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 Primary Primary Primary Primary schools: Primary Given that schools are required
of primary and secondary schools: 6,468 (100%) schools: to teach life skills-based HIV and
schools that provided life 4,767 (85%) schools: schools: 6,468 (100%) sexuality education, the implication
skills-based HIV and SE Secondary schools: is that all schools will report
Secondary 4,767 (85%) 6,468 (100%) 1,494 (100%) Secondary providing it, hence the reported
schools: 815 schools: 100%. However, in reality, not all
(100%) Secondary Secondary 1,494 (100%) schools provide life skills-based
HIV and sexuality education to all
schools: schools: classes because of the challenges
they face, such as the shortage of
815 (100%) 1,494 (100%) trained teachers to deliver it.

2. Number and percentage Primary: 79.6% 4,113,863 4,113,863 Teachers trained have not reached
of learners reached by life 532,500 100% of learners. Teacher training is
skills-based HIV and SE (11%) F: 2,077,103 still continuing.
M: 2,036,759
Total: 4,113,863

3. Number of pre-service - -- - For teacher training colleges where
teachers trained in CSE CSE has been institutionalized,
data is provided through EMIS (but
this was not available in 2021). For
tertiary institutions which train
secondary school teachers, CSE has
not yet been institutionalized.

4. Number of in-service Primary PEAs: 160 In person: Master trainers conducted
teachers trained in teachers: F: 70 Primary in-person training for a total of
CSE (disaggregated by 16,804 M: 90 male teachers: 160 PEAs from all six education
in-person and online F: 8,289 16,804 divisions. DSHN coordinators were
training) M: 8,515 DSHN coordinators: F: 8,289 included in the training activities
78 M: 8,515 since they provide health and
Secondary F: 38 nutrition support to schools and,
teachers: M: 40 Online: therefore, CSE training is necessary
1,082 Secondary for them. In-person training has
F: 376 Primary school school been found to be ideal for them.
M: 706 teachers: 1,450 teachers: 1,129
F: 403 The CSE online training had limited
Secondary school M: 726 open spaces for Malawi, which
teachers: 47 resulted in the low numbers of
F: 27 secondary school teachers reached.
M: 20 The online training has been
found to be the most suitable for
In-person: 160 secondary school teachers.
PEAs and 78 DSHN
coordinators

Online: 47
secondary school
teachers

93

Indicator Results (disaggregated as relevant e.g. sex, school level etc) Comment(s) on results

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people For 2020-2021, results are based
on the ‘Let’s Talk!’ social media
2. Number of community 6,000 6,000 15,408 11,280 38,688 campaign which was led by the
members reached with F: 3,500 M: F: 3,700 M: F: 9,400 M: F: 6,290 F: 22,890 national and district champions.
efforts to keep girls in 2,500 2,300 6,008 M: 4,990 M: 15,798
school EMIS questionnaire was reviewed
in 2020 but the data from 2021 has
Objective 4: Strengthen the evidence base on CSE and safer school environments not yet been released.

1. Number of HIV-sensitive 3 -- 3 6 The studies commissioned in
indicators integrated into 2020 were completed in 2021. 1
EMIS systems was national and 3 were regional
studies.
2. Number of research - 13 4 -
pieces commissioned

Lessons learned and emerging Success story: Parents response to
issues likely to impact on delivery PCC training
of CSE
In Malawi, most parents do not directly engage their children
• Despite initial challenges with a partial lockdown and in discussions related to SRH issues, and do not know what
school closures at the beginning of 2021, the Malawi O3 kind of information their children have regarding sexuality.
programme has been able to implement most of the To address this situation, UNESCO partnered with MIAA to
activities that were placed on hold in 2019/2020. This was implement the PCC programme using the ‘Our Talks’ manual
mainly due to stronger collaboration with the MoE and to empower parent groups on how to communicate with
an improvement in staffing for the programme. While their children. The programme targeted mother and father
significant progress has been made under each of the groups who are responsible for guiding children who are
objectives, the programme acknowledges that not all in school and provide the connection between the school
activities have been implemented. This has been due to and the community. The programme also targeted religious
the fact that there was a backlog in 2019/2020, which groups using the Religious Leaders Toolkit. Participants
added to scheduled activities in 2020/2021. In particular, shared the challenges they faced due to their inability
training of teachers has progressed very slowly due to to communicate with their children, and acknowledged
procurement challenges that the programme faced, that the PCC approach is the best approach for improving
although these have now been resolved. communication between parents/guardians and their
children in a safe and trusted way and environment that
• The main lesson learnt has been in the area of teacher is based on the pillars of confidentiality, trustworthiness,
training, where it has been established that primary mutual respect, and tolerance of differences in opinion and
school teachers benefit more from in-person training, sexuality (open mindedness). Participants also commended
while secondary school teachers are best placed to do the fact that PCC is about engaging with the adolescents
the CSE online training. The programme has also had to as they grapple with the challenges of growing up as they
work out the best strategy of supporting trained PEAs to explore their sexuality. One parent encouraged parents to
train teachers in their zones. For in-service training, PEAs take it upon themselves to communicate with their children
are best placed to train primary school teachers as they on matters of sexuality:
provide ongoing professional development support to
teachers. Discussions are ongoing with the MoE to work Referring my child to other people took my child
out a more sustainable approach to training of teachers. away. The people I referred my child to gave her the
wrong advice which resulted in her contracting an
STI. Please do not follow my example and just talk
to your children. This training is very useful indeed.

94

© UNESCO

The success of the programme has been seen in the change under each of the objectives have been implemented
of attitude among parents, religious leaders, and other and it is anticipated that there will be a higher rate of
community members towards discussing issues related to implementation in 2022. It is recommended that a more
ASRH with their children. sustainable approach to teacher training be explored and
that the coaching and mentoring strategy be implemented
Conclusions and recommendations in 2022. The programme is looking forward to the full
implementation of the revised CSE online training, which will
The O3 programme in Malawi has gained momentum in 2021 enable it to train more secondary school teachers. A further
after the unprecedented lockdown due to the COVID-19 recommendation is for UNESCO to support capacity-building
pandemic. More activities have been implemented and the of EMIS, which has not been able to report on some CSE data
relationship with the MoE has grown stronger. Most activities for 2020 and 2021.

95

© stock.adobe.com Mali

Programme tier: Focus Country

96

The status of CSE • Finally, the Association de Recherche de Communication
et d'Accompagnement à Domicile de personnes
• CSE terminology: The official terminology used to refer Vivant avec le VIH (ARCAD-SIDA) continued to promote
to CSE in Mali is reproductive health education (RHE). Hello Ado in Mali through social media (Facebook and
However, this does not cover the whole dimension of Instagram). A total of 3,850 fans were recruited on the
CSE. app’s Facebook page, however, the number of downloads
of the app remains low.
• Policy environment: A multi-sectoral technical
committee for RHE was created in March 2021. The Objective 2: Support the delivery of
country also has a Reproductive Health Services Policy accurate, rights-based, and good quality CSE
and Standards, revised in 2018, although this is not programmes that provide knowledge, values,
specific to AYP. and skills essential for safer behaviours,
reduced adolescent pregnancy, and gender
• Positioning of CSE in curriculum: Several CSE topics equality
are integrated into the school curriculum, including HIV
and other STIs, puberty (reproductive explanations), and • The MoE trained a total of 635 teachers (43% female,
early pregnancy. At the primary level, these topics are 57% male), who in turn reached approximately 50,800
integrated into the natural sciences, and at the secondary students (48% female, 52%). Specifically:
level, into Home Economics. They are mandatory, but not - 100 teachers and teacher trainers were trained on
examined. SRH, HIV prevention, and SRGBV;
- 400 teachers were trained on the prevention of EUP,
• Quality of CSE delivered: Efforts to improve the HIV, and SRGBV in the two academies of Bamako;
quality of RHE include the training of teachers and other - 135 teachers were trained on HIV prevention and
educational actors, such as the members of the school reproductive health in the teaching academies of
management committee. The Ministry of National Ségou and Farako in Ségou;
Education (MEN) encourages teachers to provide learning - 150 young people were trained on reproductive
that integrates health and well-being education in the health and HIV prevention in Bamako.
school environment.

Key achievements per objective Objective 3: Ensure that schools and
community environments are safer, healthier,
Objective 1: Secure and sustain strong political and inclusive for all young people
commitment and support for adolescents and
young people’s access to CSE and SRH services • The O3 programme published and distributed 3,000
across SSA copies of the COVID-19 School Reopening Guide as part
of the promotion of safe learning environments against
• The launch of O3 programme took place in February the pandemic, reaching 3,000 schools.
2021. It was chaired by the gender technical advisor of
the MEN and brought together all of the MEN's technical • Further, in order to mobilise communities to support
departments. The programme’s technical committee, efforts to keep girls in school and at the request of the
which had its first meeting in June, will monitor its MoE, the programme supported the organization of
implementation in Mali, including identifying any transition examinations in insecure areas of the country,
difficulties and corrective elements. thus reaching 4,618 vulnerable girls at risk of non-
completion of schooling.
• Also in June, training of 140 members of school
associations (parents' associations, mothers' associations,
school management committees) on SRH, HIV, and GBV
prevention in schools took place. Those trained have
been tasked with cascading the training to members of
their associations.

97

Objective 4: Strengthen the evidence base on Field-testing of data collection tools was conducted with
CSE and safer school environments 195 schools in the education academies of Ségou, San,
Koulikoro, Bamako Rive Gauche, and Bamako Rive Droite
• With support from the O3 programme, the MoE designed in August 2021. The collection, analysis, and reporting
data collection tools to enable the integration of health phases of the pilot have been completed, and the next
indicators into the national EMIS. Technical support was step is to organize a workshop for the validation of the
also provided for test data collection, with 10 participants pilot by the relevant authorities within the MoE.
from the MoE attending all capacity-building sessions
organized by the IIEP for this purpose.

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 on skills- 500 PTA 70 PTAs 70 PTAs
140 members 140
based HIV and SE programmes members F: 50% members.
M: 50%
that are offered in schools

2. Number of young people in and 3,850 Fans of the Hello Ado page on Facebook.
out of school reached with CSE F: 43%
through multiple media platforms M: 57%

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 901 168 schools
primary and secondary schools (23% at
that provided life skills-based HIV secondary
and SE level)

2. Number and percentage of 203,491 22,590 50,800 73,390 Estimate obtained by multiplying the
learners reached by life skills- F: 49% F: 48% F: 48% number of trained teachers by the
based HIV and SE M: 51% M: 52% M: 52% average number of students per class in
the teacher training areas (80)

4. Number of in-service teachers 4,954 502 635 1,137 All the trainings were face-to-face.
trained in CSE (disaggregated by F: 59% F: 43% F: 50%
in-person and online training) M: 41% M: 57% M: 50%

Objective 3: Ensure that schools and community environments are safer, healthier, and inclusive for all young people

2. Number of community members 2,100 Communities reached through the
reached with efforts to keep girls F: 42% feedback from participants in the PTA/
in school M: 58% mother associations and SMCs training.
Each of the 140 participants in turn
reached 15 people.

Objective 4: Strengthen the evidence base on CSE and safer school environments

1. Number of HIV-sensitive indicators 2 Four indicators were field-tested.
integrated into EMIS systems

Lessons learned and emerging However, the socio-political situation, if it persists, may have
issues likely to impact on delivery a negative impact on the implementation of programme
of CSE activities going forward, in particular, on the TFPs in general
and consequently on the provision of health education
The high level of ownership of the O3 programme by the services. The country is under political, economic, and
Ministry of National Education has facilitated the training of financial sanctions by the Economic Community of West
635 teachers in 2021, among other activities. African States (ECOWAS) for demanding the organization of
elections in February 2022.

98