specifi c competencies that sex, relationships and HIV

intentions. Specifi c characteristics of effective curricula have been identifi ed in relation to curricula development,
content and implementation.
Participatory and interactive methods can be employed for all aspects of the curricula and are consistent with the
specifi c competencies that sex, relationships and HIV education is intended to develop. However, these methods
may be at odds with more authoritarian and traditional (and pervasive) styles of teaching and of teacher-student
relationships.
There is overwhelming evidence to demonstrate that sex, relationships and HIV education programmes can
increase knowledge and affect values and attitudes. Some programmes have been successful at reducing the risk
of unintended pregnancies and sexually transmitted infections (STIs).
There continues to be a debate about the focus of sex, relationships and HIV education and whether the focus
should be fi rmly upon what can be measured in strictly behavioural terms, or whether it should be expanded to
become a more all-embracing refl ection of life as it is lived beyond the school gates. Clearly each approach will have
implications for its design, implementation and evaluation।
There are more than one billion young people2 in the world today. They represent 20% of the global population – the
vast majority of whom will become sexually active adults. Far too few young people will receive anything approaching
adequate preparation for adult sexual health and well-being.
The catalogue of potential negative consequences of unprotected penetrative sex is long and frequently repeated:
unintended pregnancy and unsafe abortion, STIs including HIV, and sexual abuse and violence. The potential positive
consequences, such as mutually rewarding relationships between consenting adults, are seldom, if ever, mentioned.
Indeed, our knowledge of the positive elements of sexual choice and fulfi lment – implied in the right of all
persons “to pursue a satisfying, safe and pleasurable sexual life” – is considerably less than our appreciation of the
negative consequences of sexual activity, despite the fact that sexual enjoyment can be health-promoting.3
So far, no clear consensus exists regarding a universally acceptable term to describe the educational activities,
methodologies and process that constitute school-based ‘sex education’. In some settings, use of the terms ‘sex’
or ‘sexuality’ in the title of a programme is simply too explicit for the comfort of parents, teachers or politicians. And
yet, terms such as ‘family life education’, ‘life skills education’ or ‘population education’ may provide an opportunity
to ignore discussion of sex altogether. UNESCO’s Global Advisory Group on Sex, Relationships and HIV Education
has suggested the term sex, relationships and HIV education to describe educational activities in this area