The importance of sexuality education in Zambia and suitable approaches for its dissemination

1.0 Introduction

According to the Zambia Education Curriculum Framework 2013 (p 24), schools in Zambia need
to implement a school curriculum tailored in such a way that Population and Family Life
Education is well integrated and implemented through Comprehensive Sexuality Education
(CSE). Unfortunately, that is the only mention CSE is allocated in the document. Nonetheless,
that it was acknowledged, manifests its importance, and thus its integration into the curriculum in
2014 for grades 5 to 12 (Ministerial statement, 2014). The essay is a discussion of the
significance of inculcating sexuality education in Zambian schools and communities.
Furthermore, it explores the appropriate approaches that can apply to our society.

2.0 Definition and Scope of Comprehensive Sexuality Education

Sexuality education is defined as an age-appropriate, culturally relevant approach to teaching
about sex and relationships by providing scientifically accurate, realistic, non–judgmental
information. Sexuality education provides opportunities to explore one's values and attitudes and
to build decision–making, communication, and risk reduction skills about many aspects of
sexuality (UNESCO, 2009). It views sexuality holistically, as a part of young people's emotional
and social development. It recognizes that information alone is not enough. Young people need
to be allowed to acquire essential life skills and develop positive attitudes and values. CSE
covers a broad range of issues relating to the physical, biological, emotional, and social aspects
of sexuality. This approach recognizes and accepts all people as sexual beings and is concerned
with more than just the prevention of disease or pregnancy. CSE programs should be adapted to
the age and stage of development of the target group. In various settings, sexuality education
may go by other names – such as "life skills", "family life" or "HIV" education or "holistic
sexuality education". These variations sometimes imply a difference in content emphasis. For
example, "life skills" may encompass a focus on caring for sick family members, coping with
loss, or locally salient issues.

However, the core principles identified in the international consultation report on

"Comprehensive Sexuality Education: Advancing Human Rights, Gender Equality and Improved
Sexual and Reproductive Health" (UNFPA, 2010) must always be present in sexuality education
programmes and curricula. If implemented robustly, CSE helps young people to:
The importance of sexuality education in Zambia and suitable approaches for its dissemination

 Acquire accurate information on sexual and reproductive health rights, information to

dispel myths, references to resources and services.
 Develop life skills such as critical thinking, communication and negotiation skills,
decision making skills, confidence, assertiveness, and ability to take responsibility, ask
questions and seek help, empathy.
 Nurture positive attitudes and values, open-mindedness, gender equity, respect for self
and others, positive self-esteem, and positive attitudes on their sexual reproductive health
and rights (SRH&R).

3.0 Importance of integrating CSE into the Zambian curriculum

There are numerous arguments for CSE in Zambia which cannot all be tackled in this essay.
However, a couple of these will be critiqued to better comprehend our situation as a nation.

3.1 Improving Sexual Reproductive Health and combatting HIV/AIDS

CSE has had a vital role in educating young people to self-assess risk behaviours, which in turn
could delay the initiation of sex and thus result in reduced teenage pregnancies, and HIV/AIDS
prevalence rates. As mentioned in the scope, CSE can take on numerous forms, and one of these
was the sensitization drive against the HIV pandemic. With accurate, scientifically approved
information, adolescents have the ability to make informed decisions regarding their sexuality.
Furthermore, they are empowered enough to identify sexual abuse and exploitation and use
avenues available to them to fight this, Admittedly, it is not the sole intervention that has
contributed ultimately to the advancement in the battle against HIV/AIDS, but its function
cannot be over-emphasised. In the 1990s to mid-2000s the HIV/AIDS scourge did not spare
Zambia, it being one of the worst affected countries in the region, recorded over 61,000 deaths
(the majority being aged 15-49) between 2002-2005. To provide some context, this was 8 times
higher than deaths due to malaria, (https://ourworldindata.org/hiv-aids, 2018). By 2017, the rate
had fallen significantly by 65%.

Similarly, According to Demographic and Health Survey (DHS) data, the percentage of women
aged 20–24 in Zambia who gave birth before the age of 18 decreased only slightly from 35% in
2001–2002 to 31% in 2013–2014 (UNICEF n.d.). As in low-income countries in general,
The importance of sexuality education in Zambia and suitable approaches for its dissemination

adolescent birth rates in Zambia are higher among those in rural areas, with lower levels of
education and poorer households, and lower among those in urban areas, with higher levels of
education and wealthier households (Doyle, 2012). This is a manifestation that education, CSE
included, has a positive effect in empowering youth, more especially females.

3.2 Prevention of gender-based violence (GBV)

Every year, an estimated 246 million children are subject to some form of gender-based violence,
including mistreatment, bullying, psychological abuse, and sexual harassment in or on the way to
school. 25% of children experience physical violence and 36 % experience emotional violence
(UNESCO, 2018). Respectively, Zambia's record of this has not been inspiring. 2020 FIRST
QUARTER GBV STATISTICS reported during the first quarter of 2020, police recorded 5,040
cases of Gender-Based Violence (GBV) Countrywide compared to 5,584 recorded in the First
Quarter of 2020. This shows a decrease of 544 cases translating to a 10.8% reduction. A total of
773 Child defilement cases were recorded in the first quarter of 2020 representing 11.4% of the
reported cases of which three cases or 0.4% were against boys while 770 cases or 99.6% were
against girls (Zambia Police). Although several factors could be discussed as to why the numbers
have dropped, the heightened drive by stakeholders to educate communities on this vice cannot
be overlooked and this can be taken in the context of the scope of CSE (Nyemba, 2020).

Educating young people is the only true, long-term solution to gender-based violence. However,
it must be high-quality, age-appropriate, and evidence-based comprehensive sexuality education.
Contrary to what critics of sexuality education often claim, CSE is not just about sex. When
delivered well, it promotes health and well-being, respect for human rights and gender equality,
and empowers children and young people to lead safe and productive lives. It primarily teaches
that all forms of gender-based violence are wrong, and a violation of human rights.

Young people not only learn how to recognise and stay away from all forms of gender-based
violence, but they also learn how to prevent it, to not perpetrate it, and know where to get help.
They also learn essential life skills such as empathy, negotiation, decision-making, and critical
thinking, encouraging them to question social and cultural norms that support unequal gender
and power structures, and which often lead to violence.
The importance of sexuality education in Zambia and suitable approaches for its dissemination

4.0 Approaches to instructing CSE

For outcomes that will significantly alter the Zambian landscape of SRH&H, diverse
stakeholders from multiple levels should be involved in the planning and implementation of both
school-based and community-based CSE.

As with any rollout of a new program, CSE has faced teething challenges in Zambia. For
instance, due to the lack of a written down CSE curriculum, Individual teachers make decisions
on their own regarding what and when to teach CSE. This discretion implies holding back
information from the learners, teaching abstinence as the only way of preventing pregnancy, or
cancelling sexuality education sessions altogether. Teachers' choices about the CSE program
were linked to a lack of guidance on the teaching of the curriculum, especially with regards to
how to integrate sexuality education into existing subjects (Zulu et al, 2019).

4.1 School-based CSE

In adhering to its commitments to the UN, the Zambian government integrated, through the
Zambia Education Curriculum Framework (ZECF), CSE into the Zambian Education system.
The rationale being schools are were children and young adults spend a considerable portion of
their time. For CSE to be effective, it has to be scientifically accurate, empowering, and
informative by evidence adapted to the local context. School-based comprehensive sexuality
education (CSE) provides a structured opportunity for students to gain knowledge and practical
skills, to explore their attitudes and values, and to practice the skills necessary for making
healthy informed choices about their sexual lives and relationships (Kirby 2006; UNFPA 2014;
UNESCO 2018). Zambian schools must shift from being solely institutions of instruction to
institutions of participatory learning, as this accords students systematic participation in their
education. Moreover, schools should involve parents as partners in the endeavour to nurture
these young people to be productive members of their communities that respect and engage with
others. A UNESCO commissioned study in 2013 found that more than 75% of schools do not
communicate their policies with students and parents (Vinogradova, 2015). Other measures that
could effectively enhance the provision of CSE is having a robust budget for its implementation
to cover costs of teacher training, recruitment of specialised personnel such as nurses and
psychosocial workers, that would provide a safe environment for the students. The combination
The importance of sexuality education in Zambia and suitable approaches for its dissemination

of CSE and related services has been shown as an effective way to support young people's SRH
(UNESCO, 2015).

4.2 Community-based CSE

Community leaders can pave the way for acceptance and support of CSE programmes
implemented in formal and non-formal settings. It is crucial to work with these stakeholders to
counter inaccurate information and dispel any existing myths and misconceptions around CSE
that the community might have. Community leaders can also provide support for efforts to
contextualize the content of the programme. Zambia has a rich culture of initiation rites for both
girls and boys, although predominantly focused on the former. In these ceremonies, girls are
introduced to sex education which unfortunately does not address the issue of SRH&R.
Policymakers must involve these midwives and ritual leaders, known as banacimbusa, by
educating them on the holistic nature of CSE and how it can be integrated into their practices.
However, this has not been very successful as efforts have failed so far (Rasing, 2001), but is an
avenue that should be seriously considered. In addition, NGOs play an essential role in providing
the much-needed bridge between the school and the community. Success stories by Young
Women's Christian Association and Save the Children can be illustrated as a concerted approach
to dealing with issues of SRH&R. Law enforcement agencies can also play an integral part in
disseminating CSE by educating communities on the legal framework of its implementation and
adoption.

5.0 Conclusion
The importance of CSE to the world that we live in cannot be overstated. Certainly, Zambia as a
country faces a lot of challenges in fully incorporating it into our daily lives, but with a
collaborative and coordinated approach, it is not a far-fetched idea. The strides that Zambia has
achieved to date need to be commended.
The importance of sexuality education in Zambia and suitable approaches for its dissemination

References

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