Role of Education in Promoting Young People's Sexual and Reproductive Health, The

This report was developed as part of the 'Safe Passages to Adulthood,' a five-year Department for International Development (DfID) funded programme
of research into young people’s sexual and reproductive health in economically poorer country settings. The report proposes that education, both in schools and beyond, has a key role to play both in supporting sexual and reproductive health and preventing HIV/AIDS, as well as mitigating its effects on individuals and communities. It can provide children and young people with knowledge and understanding to protect themselves and others, with skills to
communicate and negotiate for safer sex and
safer drug use, and with attitudes and values that
foster respect and support for people living with
HIV/AIDS. According to the report, when provided with accurate information, and when offered the opportunities to discuss the personal relevance of this information, young people can change or reduce risky behaviours. They can act as educators in their local communities, raising and addressing sensitive
topics.

The report identified a number of principles as central to the success of educational programmes to promote
young people’s sexual and reproductive health. Among the principles identified as central to the
success of educational programmes to promote
young people’s sexual and reproductive health
are:

• An accurate identification and understanding of the group(s) of young people to be served;
• The active involvement of young people in
  programme design and implementation;
• The removal of policy barriers to the
  communication of consistent and explicit
  messages;
• Action to change service providers'
  prejudices and attitudes;
• Efforts to help young people acquire the
  interpersonal skills needed to avoid risks as
  well as the confidence to use these skills in
  real life situations;
• Linking information and skills development
  to service provision;
• Investment in long-enough timeframes and
  resources to achieve change;
• An accurate identification and
  understanding of the group(s) of young
  people to be served;
• The active involvement of young people in
  programme design and implementation;
• The removal of policy barriers to the
  communication of consistent and explicit
  messages;
• Action to change service providers'
  prejudices and attitudes;
• Efforts to help young people acquire the
  interpersonal skills needed to avoid risks as
  well as the confidence to use these skills in
  real life situations; and
• Linking information and skills development
  to service provision.

According to the report, for the education system to play an effective role in HIV/AIDS prevention, there needs to be changes to curriculum and nature of schooling; changes to out of school activities; greater synergy between formal and non-formal systems of education; and changes to the higher education system’s capacity to prepare teachers and other adults for their future roles.

As part of the Safe Passages to Adulthood programme, a number of representatives from projects around the world met to discuss their experiences using education, either directly or indirectly, to promote the sexual and reproductive health of young people. The report outlines the various strategies used by each, and also synthesises the following as their shared understandings of what they consider best practice.

• Partnership - the sharing of ideas and responsibility was identified as central to the success of work with young people in and out of school. Activities can involve international agencies, in-country partners, and government ministries while linking government with civil society, and forging connections between young people and the broader community.
  According to the report, partnerships of this kind lay the foundations for sustainability. Ongoing consultation and feedback is essential to a project’s success.
• Involvement - young people’s active involvement is seen as fundamental to programme effectiveness. Many types of interactive educational activities can facilitate involvement, building upon young people’s strengths, and using these to raise the awareness of others.
• Starting from a clear values base - negative values that some adults hold about young people must be addressed if education to promote sexual and reproductive health is to be successful. Young people have the right to the knowledge and resources that will enable them to protect themselves and their partners against HIV. They also have the right to
  make informed choices about a range of sexual and reproductive health concerns. Conventions, declarations and consensus statements such as the United Nations Convention on the Rights of the Child and the UNGASS Declaration of Commitment
  on HIV/AIDS should be the starting point for future work in education to promote young people’s sexual and reproductive health.
• Supporting adults in their work - programmes of education and support have an important role
  to play in supporting teachers and other educators in taking up their in facilitating discussion on issues such as reproductive health or HIV/AIDS. Adults, like young people, often benefit from experiential approaches to education and
  training. These provide participants with the chance to voice their interests, concerns and anxieties, leading to more enduring forms of professional development. Awards and accreditation have an important role to play in
  validating educational success within the fields of sexual and reproductive health.
• Planning for sustainability - while international agencies may be able to provide seed corn funds or initial
  support, planning for the local ownership of projects should begin right from the start. Central to success is partnership working and negotiation with a variety of interested parties. Sometimes, local funds can be found to support
  work, possibly helping to sustain the life of a project.
• The importance of context - for young people, sexual and reproductive health is but one, albeit an often important, issue
  that they face. The social, political, financial and cultural contexts of young people’s lives influence what they are able
  and willing to do. In situations where children and young people may be withdrawn from school to care for
  parents and other family members, new approaches to education will need to be considered. Finally, it is important to facilitate more flexible approaches to part-time work and job-sharing to enable teachers and educators with other commitments to continue in employment