Comprehensive Sexuality Education Provision in Schools
Presentation to the Portfolio Committee
on Basic Education
17 September 2019
PURPOSE
To present to the Portfolio
Committee on the provision of
Comprehensive Sexuality
Education (CSE) in schools through
the curriculum and co-curriculum
programmes
2
PRESENTATION OUTLINE
• BACKGROUND
• KEY ISSUES THAT AFFECT YOUNG PEOPLE
• EVIDENCE FOR COMPREHENSIVE SEXUALITY EDUCATION (CSE)
• POLICY FRAMEWORK
• SECTOR RESPONSE
• WHY USE THE INTERNATIONAL TECHNICAL GUIDANCE ON
SEXUALITY EDUCATION (ITGSE)
• CSE IMPLEMENTATION THROUGH THE CURRICULUM
• CSE IMPLEMENTATION THROUGH COCURRICULA
PROGRAMMES
• CONCERNS AND MISCONCEPTIONS OF CSE IN SOUTH AFRICA
• RECOMMENDATION
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BACKGROUND
• South Africa has the largest HIV epidemic in the
world with approximately 7.9 million people living
with HIV.
• The majority of HIV infected adults are women (55-
60%)
• An estimated 1300 new infections per week among
Adolescent Girls and Young Women (AGYW) in 2017
• More than a third of girls and boys (35.4%)
experience sexual violence before the age of 17
• New infections have increased by 11% among males
of the same age group.
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BACKGROUND cont.
• The number of adolescent girls who had sexual
relationships with older sexual partners continue
to increase.
• HIV prevention knowledge has declined amongst
learners.
• Lower sexual debut and increasing risky sexual
behaviour amongst adolescents
• Early sexual debut leads to mental health issues
such as depression, vulnerability to violence and
poor educational outcomes
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BACKGROUND cont.
• Teen births have declined consistently since the
1980s. Significant decrease in young teens
(under17), most births to older teens (17-19)
• But remains unacceptably high:
– 10-14yrs 2 716
– 15-19 113 700
– Total: 117 010 (April 2017-March 2018)
• Only one third of girls stay in school during their
pregnancy and return following childbirth (GHS focus
on Schooling, 2015). This creates poverty traps for
families. 6
Why CSE in schools?
• Great need for age appropriate child abuse
prevention education that builds resilience,
confidence and assertion
• Apartheid patterns of family disruption and
parental (male) absence
• Cultural barriers and conservative attitudes
which prevents open conversations about
sex and sexuality
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KEY ISSUES THAT AFFECT YOUNG PEOPLE*
Sexually
Puberty Access to Unsafe Transmitted
contraceptives abortions Infections
(STIs)
Violence, Sexual
including HIV and Orientation
Pregnancy
gender-based AIDS and Gender
violence Identity
*UNESCO International Technical Guidance on Sexuality Education
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RELEVANT POLICY FRAMEWORK
YEAR POLICY
1999 DBE Policy on HIV for Education Institutions
2005 The South African Children’s Act (38) (as amended by the Children’s
Amendment Act, No. 41of 2007) refer and require that information on
sexual violence be reported to relevant authorities (Act 38 of 2005 - sec 110
and 150)
2012 Integrated School Health Policy (ISHP)
2012 DBE Integrated Strategy on HIV, STIs and TB 2012 - 2016
2013 East and Southern African Countries (ESA) Commitment on CSE
2014 National Sexual Reproductive Health Services and Rights Framework 2014 -
2016
2015 The National Youth Policy 2015-2020
2018 DBE Protocol for Management and Reporting of Sexual Violence in School
2017 Department of Basic Education National Policy on HIV, STIs and TB for
Learners, Educators, School Support and Officials in all Primary and
Secondary Schools in the Basic Education Sector
2019 Standard Operation Procedures for the provision of sexual reproductive
health nad social services in Secondary Schools
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INTERNATIONAL TECHNICAL GUIDANCE ON
SEXUALITY EDUCATION (ITGSE)
• The UNESCO International Technical Guidance on
Sexuality Education (ITGSE) collates evidence on major
health and social issues facing young people, including
on sexual reproductive health and rights
• ITGSE recommends essential topics and learning
objectives that should be covered in CSE curricula for
learners.
• Outlines the characteristics of effective approaches for
planning, delivering and monitoring CSE.
• The Guidance is voluntary and non-mandatory, and
recognizes the diversity of national contexts in which
sexuality education takes place.
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INTERNATIONAL TECHNICAL GUIDANCE ON
SEXUALITY EDUCATION (ITGSE)
• CSE is scientifically accurate.
• Incremental.
• Age and developmentally appropriate.
• Based on a human rights approach.
• Based on gender equality.
• Culturally relevant and context appropriate.
• Supports life skills needed to support healthy and safe choices.
• It goes beyond education about reproduction, risks and disease.
• CSE provides information on all approaches for the prevention of
unintended pregnancy, STIs and HIV.
• Schools are central in the provision of CSE.
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2016 EVIDENCE REVIEW
• Bases its conclusions on evidence from systematic reviews
of studies aimed at improving SRH of young people aged
10-24.
• Includes a total of 22 relevant systematic reviews globally.
• More than 70 relevant RCTs.
• A significant amount of non-trial information from 65
publications and online resources
• Includes a wide geographical range of recent, published
studies with more than half of the 70 RCTs included in the
review from low and middle income countries
• Extends the reach of the original guidance to included out
of school interventions
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2016 EVIDENCE
The 2016 review of ITGSE found that the evidence base for CSE had
expanded since 2008. This rigorous scientific review found:
• CSE does not sexualise children;
• Sexuality education does not increase sexual activity, sexual risk-
taking behaviour or STI/HIV infection rates (Fonner [Link], 2014;
Shepherd [Link], 2010). On the contrary, CSE delays sexual debut and
promotes safe sexual behavior;
• Increases knowledge of different aspects of sexuality and the risks
of early and unintended pregnancy, HIV and other STIs;
• Decreases the number of sexual partners;
• Reduces sexual risk taking;
• Increases use of condoms and other forms of contraception.
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EFFECTIVE CSE PROGRAMMES
• Encompass multiple settings including schools, the community,
health services, faith based organisations and households/families
• Abstinence-only programmes are not effective in delaying sexual
initiation, reducing frequency of sex, or reducing number of sexual
partners (Kirby 2007, Underhill [Link] 2007, UNESCO, 2009, Fonner
[Link] 2014).
• Gender-focused programmes are substantially more effective
than ‘gender-blind’ programmes in achieving health outcomes,
reducing unintended pregnancy or STIs (Haberland and Rogow
2015).
• Multi-component programmes which link CSE with youth friendly
services are much more effective
• Programmes with implementation fidelity i.e. implemented as
intended
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CSE IMPLEMENTATION THROUGH CURRICULUM
• Comprehensive Sexuality Education has been part of the Life
Orientation Curriculum since 2000.
• There is no new CSE content that has been added to the
curriculum
• Implementation fidelity has however necessitated the following:
– A review of the LO curriculum;
– An evaluation of the LTSM available for LO and CSE;
– A review of teacher training for LO and CSE; and
– A review of curriculum delivery modalities.
• The above reviews led to the development of scripted lesson
plans, the development of state owned LO textbooks, an online
teacher training course, the development of the “Teaching for
All” initial education teaching programme and considerations of
strengthened CPTD courses.
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CSE SCRIPTED LESSON
PLANS
•
(SLPs)
Aligned with the Curriculum and Assessment Policy Statements
(CAPS);
• Age-specific and developmentally appropriate;
• Contextualised;
• Provide pedagogical guidance to teachers.
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CSE IMPLEMENTATION THROUGH CURRICULUM
Below are the LO CAPS topics in the Intermediate Phase
CAPS TOPIC Gr 4 Sub-topic Gr 5 Sub-topic Gr 6 Sub-topic
Development of • Respect for my • Positive self- • Positive self-
Self body and the concept esteem
body of others • Relationship • Peer pressure
Social • Culture and with peers, • Bullying
Responsibility moral lessons older people and • Gender
• HIV and AIDS strangers stereotyping,
Health and education • Dealing with sexism and
environmental violent abuse
responsibilities situations • HIV and AIDS
• Issues of age education
and gender in
different cultural
contexts in
South Africa
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INTERMEDIATE PHASE TOPICS IN
THE SLPs
Focus is on staying safe
Grade 5
4.1 Respect for myGrade
own body 4 5.1 Body image Grade 6
6.1 Body Image: “ My body is changing”
5.2 (a) I can choose my relationships 6.2 Body image: “I am who I am”
4.2 Respecting the bodies of others 5.2 (b) This is my body and I say what
happens to it.
5.3 The benefit of good and safe 6.3 Body Image: Acceptance of self
4.3 Dealing with conflict
relationships
5.4 Child abuse-“Keeping myself safe 6.4 Negative and positive peer pressure
4.4 Emotions-Why am I feeling this way?
from abuse”
4.5 Bullying 5.5 Sexual grooming: I can say “NO”! 6.5 Behaviours that put pressure on us
5.6 Dealing with violent situations-“What 6.6 Bullying and links to gender-based
4.6 Responding to bullying
is sexual violence?” violence
4.7 Culture, society and sexuality 5.7 Learning from our elders 6.7 Bullies can change
5.8 Should boys and girls be treated 6.8 What is gender stereotyping,
4.8 The basics of HIV and AIDS
differently? sexism and abuse?
4.9 Transmission of HIV 5.9 Dealing with the stigma of HIV 6.9 Gender equality, stereotypes and bias
5.10 Changing attitudes towards people 6.10 HIV and AIDS, stigma, care,
4.10 Celebrating the life of Nkosi Johnson
infected with HIV and AIDS treatment and support
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CSE IMPLEMENTATION THROUGH CO-CURRICULUM
• Since 2013 the DBE has been implementing CSE through
several co-curricular programmes. These include:
– Keeping Girls in Schools;
– Breaking the Silence;
– Determined, Resilient, Empowered, Aids-Free, Mentored and
Safe (DREAMS)
– She Conquers; and
– ESA Commitment
• AGYW exposed to these CSE programmes, adopted health
seeking behaviour such as contraception and condom use, and
increased HIV testing.
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Sexual behaviour by SBCC exposure level, South Africa, 2017
100
90
Been tested and received
80 results
70 Tested in the last year
60 Used a condom during last sex
act
50
Consistent condom use
%
40
Rejection of wrong myths
30 associated with HIV
20 Early sexual debut
10 Two or more sexual partners in
past year
0
No exposure Low exposure Moderate High exposure
exposure
COMMON CONCERNS ABOUT CSE
Concern Response
CSE leads to early sexual initiation CSE leads to later debut and more responsible
sexual behaviour
CSE deprives children of their Evidence shows that children benefit from
innocence receiving appropriate information that is
scientifically accurate, non-judgmental and age
and developmentally appropriate
CSE goes against our culture or religion CSE stresses the need to engage with the local
contexts including engagements with traditional
leaders, religious communities and local
stakeholders. CSE addresses harmful social norms
and negative practices that are not in line with
human rights or that increase vulnerability and
risk, especially for young women and girls
It is the role of parents to educate Parent play an important role in educating young
children about sexuality people about sexuality. However, CSE
complements this role by providing holistic
education in a safe and supportive environment
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COMMON CONCERNS ABOUT CSE
Concern Response
Teaching of masturbation in Grade 4 No masturbation topic in Grade 4 topics
Teaching of sexual pleasure in the The focus of the SA curriculum is not on sexual
curriculum pleasure but on prevention of HIV, STIs, early
and unintended pregnancy, healthy lifestyle
choices and avoidance of risky behaviours using
a rights based approach
Teaching of UNESCO ITGSE LO Curriculum is based on SA context. The
ITGSE was adjusted to strengthen the content of
the CAPS topics. There are no new topics.
The CSE is using pornographic imagery Images used in the curriculum are based on
protocols and standards set by the DBE that
ensures protection of human dignity and rights
and does not expose learners to offensive
content
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CONCERNS AND MISCONCEPTION OF CSE IN SA
Concern Response
Teaching of types of sex in the The CSE in the CAPS focuses on the
curriculum total person and is teaching age-
appropriate content that focuses on
relationships, life skills, values and
does not teach learners how to have
any form of sex.
CSE will be rolled out without Since 2000, the Department has been
teacher training and teachers are providing in-service teacher training
expected to teach new content on Life Skills and Life Orientation.
they are not comfortable with Training manuals on the Sexuality
Education Scripted Lessons Plans has
also been developed to build the
capacity of LO educators to deliver the
strengthened content
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RECOMMENDATION
It is recommended that the
Portfolio Committee notes and
discusses the provision of
Comprehensive Sexuality
Education in schools through
curriculum and co-curriculum
programmes.
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THANK YOU
