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of Reference for an Individual Consultant: Situational Analysis
on the Status of Teacher Training in sexuality education for Eastern
& Southern Africa (ESA)
United Nations Educational, Scientific and Cultural Organization
(UNESCO) & United Nations Population Fund (UNFPA)
Deadline: 18 April 2013
the terms of reference
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UNFPA regional teams for East and Southern Africa with support from
USAID are seeking the services of a consultant to conduct a situation
analysis on the status of Teacher Training in Sexuality Education
for the ESA region. The situation analysis will feed into a regional
consultation and it is expected that the consultant will also support
this process as well as lead the development of a strategy for UN
and their partners to support the scale-up of SE teacher training
in the region.
Since the launch
of the International Technical Guidance on Sexuality Education (ITGSE)
in 2009, countries in East and Southern Africa Region have taken
strides towards the incorporation of comprehensive sexuality education
in school curricula. The ITGSE and other documents demonstrate that
investing in the sexual health and development of adolescents is
key to achieving the millennium development goals, promoting public
health and ensuring economic development. Sexuality education offers
protection against unintended pregnancy and prevents sexually transmitted
infections (STIs), including HIV and AIDS.
In high HIV
prevalence, high school enrolment countries of East and Southern
Africa there are strong arguments for investing in and implementing
school based comprehensive sexuality education programs. No other
single avenue has the possibility of reaching so many young people
with knowledge, skills and values that will stay with them when
they leave school. Good quality, comprehensive sexuality education
contributes to building the critical skills and attitudes that,
combined with accurate knowledge, lead to the development of healthy
behavior. This is necessary for all young people, including those
already living with HIV. It also addresses some of the driving forces
behind poor sexual health such as gender inequality. Effective comprehensive
sexuality education starts young, in primary school, where core
skills and attitudes around general health, relationships, gender
equality and communication (among others) can be developed. The
content is then expanded and developed through secondary level,
in an age-appropriate approach that reflects the needs of the growing
and sexuality education requires highly skilled and motivated staff.
The International Technical Guidance on Sexuality Education argues
that teachers need appropriate training, skills in the use of participatory
methods, and ongoing support. In an environment where many topics
related to sexuality can be culturally and religiously sensitive
there are a range of challenges related to the preparation and capacity
development of teachers to implement sexuality education. For many
countries in the ESA region the capacity and performance levels
of teachers with regard to the delivery of comprehensive sexuality
curricula remains a significant implementation challenge.
One of the key
tasks facing Ministries of Education in the region is how to conduct
effective pre-service and in-service teacher training and sustain
a programme of on-going in-service refresher training and mentoring.
Effective training first has to have an impact on the teachers themselves,
helping them examine their own attitudes toward sexuality, gender
and behaviours regarding HIV prevention, understand the content
they are teaching, learn participatory teaching skills, and gain
confidence to discuss sensitive and controversial topics. Teacher
training needs the support of national ministries, local school
management, and local communities. It should also build on teacher
training efforts for countries implementing a Life Skills curriculum
as interactive teaching methods are essential for both CSE and LSE.
Teachers need support after the initial training and need to be
willing and motivated to teach reproductive health and HIV issues.
Teacher training should emphasize the need for a safe and appropriate
learning environment which reflects the learning content. This would
include gender equality in the school environment and a policy of
zero tolerance for sexual exploitation of students.
terms of reference
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