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behaviour. 230 One recent review that considered only studies that utilized health outcomes as a measure of impact found that comprehensive sexuality education curricula that emphasized gender and power were markedly more likely to reduce rates of sexually transmitted infections and/or unintended pregnancy than “genderblind” curricula. 231 This finding resonates with other evidence on the value of addressing gender norms and relationship dynamics within comprehensive sexuality education. For example, studies have found that women and men with more equitable gender attitudes are significantly more likely to use contraception and/or condoms 232 and significantly more likely to receive pre-natal care and to deliver in a maternity facility. 233 In five high-fertility countries in East Africa, men who support gender inequality had higher fertility aspirations, independent of education, income, or religion. 234 342. Relationship skills are necessary for many young people, as not all children have had the mentoring to treat others with dignity, respect and non-discrimination; schools can provide values-based learning that will enhance human relationships. States should guarantee for boys, girls, adolescents and young people the opportunities, mentoring and skills to build healthy social relationships, harmonious coexistence and a life free from violence through multisectoral strategies and education that engage peer groups and families, and promote tolerance and appreciation of diversity, gender equality, self-respect, conflict resolution and peace. 343. National leaders at the highest level, community leaders, faith-based institutions and other thought leaders are called upon to develop, creatively and publicly and in collaboration with young people, media and communications that address the negative social consequences of gender stereotypes, promote the values and practice of gender equality and honour non-violent masculinities. 344. A 2012 review of curricula in 10 East and Southern African countries suggested that critical thinking about gender and rights was not yet sufficiently implemented within comprehensive sexuality and HIV education. 235 __________________ 230
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Napierala Mavedzenge, Goyle and Ross, “HIV prevention in young people in sub-Saharan Africa: a systematic review”; Kirby, Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases; Michielsen and others, “Effectiveness of HIV prevention for youth in sub-Saharan Africa: a systematic review and meta-analysis of randomized and nonrandomized trials”; A. Harrison and others, “HIV prevention for South African youth: which interventions work? A systematic review of current evidence”, BMC Public Health, vol. 10 (February 2010). Haberland and Rogow, “Comprehensive sexuality education”. A. M. Karim and others, “Reproductive health risk and protective factors among unmarried youth in Ghana”, International Family Planning Perspectives, vol. 29, No. 1 (2003), pp. 14-24; R. Stephenson, D. Bartel and M. Rubardt, “Constructs of power and equity and their association with contraceptive use among men and women in rural Ethiopia and Kenya”, Global Public Health, vol. 7, No. 6 (2012), pp. 618-634. Y. Cui and others, “Effect of married women’s beliefs about gender equity on their use of prenatal and delivery care in rural China”, International Journal of Gynecology and Obstetrics, vol. 111, No. 2 (2010), pp. 148-151. R. Snow, R. A. Winter and S. D. Harlow, “Gender attitudes and fertility aspirations among young men in five high fertility East African countries”, Studies in Family Planning, vol. 44. No. 1 (2013), pp. 1-24. Population Council, Sexuality Education: A Ten-Country Review of School Curricula in East and Southern Africa (Paris, United Nations Educational, Scientific and Cultural Organization; New York, United Nations Population Fund, 2012).
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