Basic Course on Peer Education

MODULE 2: Sexual and Reproductive Rights

FACILITATION GUIDE

Self-awareness is one important life-skill to effectively deal with everyday challenges. Developing self-awareness makes one realize that each one is
different and unique. We should acknowledge, respect and celebrate each one’s uniqueness regardless of age, size, color, socioeconomic status,
sexuality and gender! Free and full expression of one’s unique qualities, including sexuality and gender identity and expression, are guaranteed by
the Universal Declaration of Human Rights (UDHR), which include sexual and reproductive rights. Adolescents and young people have sexual and
reproductive rights. The fulfillment of these rights is essential to happy and healthy living.

This module aims to build self-awareness among participants and introduce to them to human rights, particularly sexual and reproductive rights.

Learning Objectives: At the end of this module, learners are able to:
1. Acknowledge that each person is unique and deserves recognition, appreciation and respect;
2. Recognize that they matter in this world because they have human rights that include sexual and reproductive rights;
3. Realize that gender roles and norms affect self-esteem and self-concept; and
4. Recognize that they are “change agents” and have an important role to play in promoting the sexual and reproductive rights of young
people.

Learning Activities: (2.5 Hours)

Activity Content/Topic Key Message Materials Duration

No. Title (Minutes)
2.1 Let us celebrate each Self-awareness, gender and Self-awareness is one important life-skill Bond papers, pens, 90
one’s uniqueness! sexuality, sexual orientation, to effectively deal with everyday crayons, flipchart
(Palmistry, Boy and Girl gender identity and gender challenges. Developing self-awareness papers, meta cards,
Word Web, Gender expression makes one realize that each one is markers, tape
Matrix) different and unique. We should
acknowledge, respect and celebrate each
one’s uniqueness regardless of age, size,
color, socioeconomic status, sexuality and
gender!

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 Activity Content/Topic Key Message Materials Duration
No. Title (Minutes)
2.2 Young people matters, Sexual and reproductive Sexuality is an integral part of the Copy of cases, flipchart 60
they have sexual and rights as universal human uniqueness or personhood of every papers, markers, tape
reproductive rights! rights based on the inherent human being. For this reason, a favorable
(Small Group Activity, freedom, dignity and environment in which everyone may enjoy
Case analysis) equality of all human beings human rights related to sexuality as part
of development process must be created.
Non-discrimination underlines all human
rights protection and promotion.
TOTAL TIME 140

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ACTIVITY GUIDE:

PARTICIPATION REFLECTION GENERALIZATION APPLICATION

ACTIVITY 2.1 Let us celebrate each one’s uniqueness! (90 minutes)
Part 1: What unique in me? Convene the group and ask: Summarize discussion. Emphasize the Ask everyone to form a big
i
1. Introduce this activity by saying: following key points : circle.
 As adolescents, we tend to be confused How did you feel about the
about our feelings and the things we want activity? This activity is about creating self- Starting with a volunteer,
in life. This is normal. It is part of the awareness. Self-awareness is one ask him/her to say what
changes you are going through as you Was it easy or hard to think of important life skill that we need so we can he/she finds unique in the
transition from childhood to adulthood. an adjective for each letter in effectively deal with everyday challenges. person on his/her right
 In the midst of all the confusion you are your name? Why or why not? side, and to congratulate
going through, it is important that you all Self-awareness includes recognition of our that person for his/her
become aware of your own self. How did you feel sharing your “self” -- our character, our strengths and uniqueness.
 This activity is the first part of creating self- output with everyone? weaknesses, desires and dislikes.
awareness. Ask the next person to do
2. Instruct learners to trace their palm on the How did you feel listening to the Developing self-awareness can help us the same for the person on
paper and to write the following on each output of others? recognize when we are stressed or we feel his/her right side.
under pressure.
finger:
What important things did you Continue until everyone in
 Middle of the palm: name in an artistic learn from this activity? It is often a prerequisite to effective the circle is covered.
manner communication and interpersonal
 Thumb: strengths Will you apply them in your life relations. As a final act, ask everyone
 Pointer or Index Finger: areas for growth throughout this training as well to chant this: “I am me and
 Middle finger: wishes, desires or dreams as after this training? Developing self-awareness makes us I am unique!”
 Ring finger: what you value or give realize that we are different from others
importance to and we are unique as we are. After a minute or two of
 Little or Pinky finger: what makes you chanting, ask everyone to
unique make claps.
3. Ask participants to form pairs and share
output with partner in 1 minute. Thank everyone for this
4. After 1 minute, instruct them to find a new SOURCE: Central Board of Secondary
enthusiastic participation.
pair and share output in another minute. Education: Life Skills Education and CCE; p. 4
5. Instruct to change partner again until
everyone has shared output with everyone.
Part 2 - What is more unique in me? What are your reflections from Summarize discussion. Emphasize the Ask everyone to again
1. On the wall, post seven Manila papers. On this activity? following key points: form a big circle.
each Manila paper, write as heading one of
the following: What did you find about Sex refers to a person’s biological status as Starting with a volunteer,
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 PARTICIPATION
a. Gender Identity
b. Transgender
c. Sexual Orientation
d. Heterosexual
e. Bisexual
f. Homosexual
g. Males who have sex with males
2. Cover the headings.
3. Begin by asking for ideas about “sex” and
“gender.” Write their answers on a blank
Manila paper. Refer to them throughout the
session.
4. Distribute seven meta cards and a marker to
each participant.
5. Uncover the heading of one Manila paper.
6. Ask participants to think about one word that
they associate with the heading and to write
that word on a meta card. Give participants a
minute to think and write down their answer.
Ask them to stick their meta card on the
Manila paper.
7. Do the same for the other Manila papers.
8. Ask for volunteers to classify the meta cards
on the Manila papers.
9. Briefly give a general definition of each of the
word on the heading [see Resources for
Facilitator, pages 11-12]. Clarify that they will
talk more about the different concepts in
another module. For now, it is important for
them to know that part of one’s uniqueness is
her or his sex at birth, sexuality and gender.
They may or may not correspond to what
societal norms and expectations.
10. To further get to know one’s uniqueness,
inform that they will go through another
activity. Give each one a copy of the Gender
Matrix and have it filled up.
11. After everyone has finished, ask them to
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REFLECTION
yourself?
What new things did you find
about yourself? What did you
find as unique about you?
Is sexual orientation a unique
trait of a person?
Is gender identity also a unique
trait of a person?
What about gender expression,
is it also a unique trait of a
person?
What if one’s sexual orientation,
gender identity and expression
do not conform to society’s
norm of heterosexuality,
masculinity and femininity,
should that person feel sad or
bad about herself or himself?
GENERALIZATION APPLICATION
male or female. Society has defined that a ask him/her to hold the
baby born with a penis is a male while a hand of the next person
girl born with a vagina is a female. and tell that person,
Biological sex is a trait that identifies a “Whatever is your gender
person. [Tell them they will learn more identity and sexual
about this in Module 4.] orientation, I will respect
you for that.”
Society has also dictated that every
person born with a penis, or a male, Ask the next person to do
should behave in a “masculine” way. the same for the next
Those born with a vagina should behave in person. Continue until
a “feminine” way. These impositions and everyone in the circle is
expectations are called gender norms. covered.
Being a man or woman refers to gender
roles. Thank everyone for this
enthusiastic participation.
Moreover, society rules that males or men
should only take as sexual partners those
who are born females or women.
Similarly, women should only have sexual
relations with men. Those who do not
follow this rule are considered abnormal
or outcast, and are punished.
In this training, you will be recognized and
respected for who you are, regardless of
what your Gender Matrix has revealed for
you. Whatever your Gender Matrix says, it
is you and there is nothing wrong with it.
Dealing, however, with it is something you
will learn further in this training.
For now, your Gender Matrix is part of
who are you – a part of your uniqueness!
 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
reflect on their output. Ask for volunteers to
share their reflection.

*Adapted from “MODULE 1 Understanding Gender and

Sexuality,” Gender and Age-Sensitivity Mainstreaming
into HIV Programs: A Training Manual; ACHIEVE, 2011:
21-28.
1.b. Young people matters, they have sexual and reproductive rights!
Part 1 – Introduction to Human Rights What did you feel about the Every single human being is entitled to
1. Begin by asking: activity? basic rights and protections.
a. Do you think you can freely express your
uniqueness? Why or why not? Was it easy or hard matching These human rights are universal. This
b. Do you think you will be able to fulfill your your “needs” with the means they apply to all of us, regardless of
dreams and aspirations in life? Why or appropriate article in the UDHR? our sex, age, marital status, sexual identity
why not? Why? or behavior, gender identity, race,
2. Form small groups of 4-5 members. ethnicity, national or social origin, political
3. Ask members of each group to do the What are your reflections about beliefs, citizenship, religious beliefs, social
following: human rights? or economic status, where we live, our
a. To get their individual “palm” (output in physical and mental ability, or our health
Activity 1.a) and look at the things they status.
wrote on each finger.
b. To get their Gender Matrix and to note These rights are not conditional and
what they have realized for themselves. cannot be taken away.
c. Then think of what things they will need so
they will be able to express their Basic human rights have been agreed
uniqueness, fulfill their dreams or upon by the global community of states
aspirations in life, and lead a happy and (through the United Nations). They are
contented life. formalized in international agreements
d. Share them in the group and come up with and formally ratified by most
a “wish list.” governments.
4. Ask each group to share their output in the
big group. Children have human rights. Children’s
5. Summarize by identifying what the different rights have been established in
groups commonly “wish” so they can lead a international agreements, including the
happy and contented life. Convention on the Rights of the Child
6. Inform that many if not all of their wishes are (CRC). The rights in the CRC apply to all
actually guaranteed by the UDHR. Give a brief people under the age of 18.
explanation of what is the UDHR [see
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 PARTICIPATION
Resources for Facilitator, pages 13-14].
7. Then give each group a copy of the list of the
different articles in the UDHR. Read through
each article and explain when needed.
8. Ask the different groups to identify which
among the different articles say something
about fulfillment of what they need to enable
them to express their uniqueness and realize
their dreams, wishes and aspirations.
9. Ask each group to share their output.
10. Write on the board or on a flipchart paper
what each group has shared.
*Adapted from “introduction to human rights,” It’s All
One Curriculum: Guidelines and Activities for a Unified
Approach to Sexuality, Gender. HIV and Human Rights;
Population Council, 2009; 22-25.
Part 2 – Sexual and Reproductive Rights
1. Inform that human rights also extend to
economic rights and social rights. These
include the right to education and to health
care. They also include specific sexual and
reproductive rights. In this next activity, we
will learn about sexual rights and
reproductive rights.
2. In this activity, we will discuss stories about
sexual and reproductive rights. Ask for a
volunteer to read aloud Part 1 of Soledad’s
story.
3. After Part One has been read, ask students to
write responses to the following questions in
their notebooks. Read the following questions
aloud:
• How does this case make you feel?
• What sexual or reproductive rights relate
to this case?
• Do you think this represents a human
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REFLECTION
Do you know of similar cases
that have happened
here? Which rights were
violated?
Have you heard of any other
kinds of sexual rights
violations in our country or in
other places?
What must be done to stop such
violations?
What conclusion can we draw
about the
relationship between human
rights and our
intimate, romantic, and sexual
lives? [Ask for ideas, write the
conclusion on the board.]
GENERALIZATION APPLICATION
Although all of us should be able to enjoy
our human rights, we cannot always do
so.
Part of the responsibility for protecting,
respecting, and fulfilling human rights
rests on governments. In reality, however,
countries vary in the degree to which they
fulfil this responsibility.
Individuals’ social and economic status
also may limit their ability to enjoy their
rights.
Every single person has a responsibility to
respect the rights of every other person.
Sexual rights and sexual health are
associated with, yet distinct from,
reproductive rights and reproductive
health. They are different concepts of
equal importance.
REPRODUCTIVE RIGHTS are human rights
related to reproduction, parenthood,
reproductive health and fertility, including
the menopause.
• Most often associated with services
and supplies
• Enable individuals to realize their own
choices and ensure their health and
safety in reproductive matters.
SEXUAL RIGHTS are human rights related
to someone’s sexuality, including gender
identity, sexual orientation, sexual
behaviors, sexual health care and well-
 PARTICIPATION
rights violation? Why?
• Who is responsible? List everyone who
bears some responsibility for what
happened.
4. For each question, ask one or two volunteers
to read their answers and then ask for
comments.
5. Have the original reader read Part Two
(“What Happened?”). Then discuss:
 How do you feel about the outcome?
 What attitudes must be changed to
protect this
sexual right?
6. Repeat these steps for each case study in your
lesson. (Allow 10 minutes per case.)
REFLECTION GENERALIZATION APPLICATION
being.
Recognizing and respecting sexual rights
for all people are vital components for the
healthy development and well-being of
individuals and the societies in which they
live, and for development in general.
These rights include access to sexual
health information, services and supplies,
and suggest that everyone has the right to
live under conditions (including social,
cultural and political attitudes, behaviors
and institutions) that allow fulfilment and
expression of their sexuality, including
whether or not they choose to reproduce.

Fulfilment of sexual rights also offers

protection from sexual rights abuses,
including harassment, rape, female genital
*Adapted from “case studies concerning sexual and mutilation, and early and forced marriage,
reproductive rights,” It’s All One Curriculum: Guidelines and other situations in which individual
and Activities for a Unified Approach to Sexuality, consent is not respected.
Gender. HIV and Human Rights; Population Council,
2009; 28-31.
[for more information, see Resources for
Facilitators, pages 15-18]

Synthesis: 1 minute
At the end of this module,
trainees are able to:
1. Acknowledge that each
person is unique and
deserves recognition,
appreciation and respect;
2. Recognize that they matter in
this world because they have
human rights that include
sexual and reproductive
Young people, in general, are very diverse.
This is something we learned from this
module.
Each one of you is unique. You have
different traits, strengths, weaknesses,
dreams and aspirations. Part of your
uniqueness is your sexual orientation and
gender identity and expression.

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 PARTICIPATION REFLECTION
rights;
3. Realize that gender roles and
norms affect self-esteem and
self-concept; and
4. Recognize that they are
“change agents” and have an
important role to play in
promoting the sexual and
reproductive rights of young
people
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GENERALIZATION APPLICATION
Your individual uniqueness deserves
recognition, respect and celebration.
Regardless of who you are, you matter to
this world because you have human rights
which include sexual and reproductive
rights. However, because you are still
adolescents or young persons, your sexual
and reproductive are not being
acknowledged and fulfilled.
As peer educators, you have an added role
of promoting the sexual and reproductive
rights of all young people in your
community and in the country.
MATERIALS FOR TRAINING FACILITATOR

ACTIVITY 1.b. Part 2

Soledad’s Story
Part One: Soledad was 16 years old when she started having sex with her boyfriend who one year older than her. She found out that she was
pregnant. She was not sure how it happened. Her Biology teacher taught them that once a girl starts to have menstruation, she becomes capable of
getting pregnant. Her teacher did not teach them how to avoid getting pregnant. “When my boyfriend and I started having sex we didn’t know how
to protect ourselves. I did not understand why we need to protect. Sometimes friends would give us condoms but we didn’t know what to do with
them so we always throw them away,” says Soledad.

Part Two: What happened to Soledad? Soledad was forced to stop attending school because of the pregnancy. Her boyfriend, too, had to stop
schooling because he had to find work to support Soledad’s pregnancy. Their families had very little income to support them. After Soledad
delivered the baby, she told her husband that she would like to go back to school. But her husband told her that is no longer possible. She is a
mother now and she has to stay at home and take care of the baby.

Marissa’s Story
Part One: Seventeen year-old Marissa comes from a very poor family and has seven siblings. They live in one of the shanties in a crowded place in
the city. Her father’s income is not enough to feed them three times a day. Being the eldest, she felt obliged to help earn money for the family. Out-
of-school and does not know any kind of work that will give her income, she thought of joining a friend who earns money by selling sex. According
to her friend who is already in her early 20s, money is easy by selling sex. All she needs to do is to stand in one of the intersections and wait for a
car to stop in front. The friend, however, warned her to use protection against pregnancy and infection. She advised her that before she starts
doing sex work, she needs to get information on protection. She told her to visit a government clinic that provides information and services to
people who engage in sex work. Her friend could not accompany her because she works at night and has to sleep at daytime. Following her friend’s
advice, Marissa went to the clinic. There she told the health worker who greeted her that she needs contraception and condoms. When the health
worker learned she was only 15 years old, she told Marissa she cannot give her what she wants without a written consent from her parents. The
health worker explained that it is a requirement by the law. Marissa left the clinic feeling disappointed. She cannot tell her parents what she plans
to do.

Part Two: What happened to Marissa? In her desperation to help feed her family, she decided that night to start working. She went to the
intersection that her friend told her about, stood there and waited for a car to stop. That night she had her first income. Before sunrise she was
going home. Along the way, she passed by a bakery and bought some bread for her family. Her mother asked her where she came from. She just
stared at her, handed her the remaining money in her pocket and proceeded to sleep.

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Mathew’s Story
Part One: Mathew was gay. One night, two young men pretended to be gay and offered him a ride home from a bar. Renato went with them and
they took him to a remote area, robbed him, tied him to a fence, beat him brutally with a gun, and tortured him. They left him there to die. Mathew
was found 18 hours later, still tied to the fence, by a cyclist, who first thought that he was a scarecrow. Mathew was still alive, but in a coma.

Part Two: What Happened to Matthew? Matthew’s skull was shattered and his brain severely damaged. His injuries were too severe for doctors to
repair. He never regained consciousness and died five days later. The murderers were arrested, and each eventually received two consecutive life
sentences.

Roland’s Story
Part One: Roland is 17 years old. He found out that his girlfriend is pregnant. His reaction was, “What? Wow! Oh no!” His feelings were a mix of
shock, fear, worry and amazement. A small part of him even felt a little bit proud to know he was fertile. But eventually, he had to deal with the
question, “Now what — parenting, adoption, abortion?” He and his girlfriend are both in school, and are outstanding students. They know they are
too young to be good parents and they feel they cannot sacrifice a good future that lies ahead of them. They decided that the best decision for
them was an abortion. A friend recommended a clinic that provides safe abortion service. Together they went to the clinic. The nurse explained
exactly what was going to happen. Before they left, the nurse also told them about contraception and gave us a box of condoms. Ronald had to face
a lot of his own emotions, but he felt proud that he helped his girlfriend through this difficult decision.

Part Two: What happened to Roland? Roland and his girlfriend were able to finish school and earned a college degree. Both of them are now
working in a prestigious company and are earning well. In two years, they plan to get married and begin to raise children. By that time, they had
more than enough savings to build a house and start a family.

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RESOURCES FOR FACILITATORS:

Sex, Sexuality and Gender

Sex refers to a person’s biological status as male or female. It includes physiological attributes such as sex chromosomes (XX for female and XY for
male), gonads, sex hormones (testosterone for male and estrogen and progesterone for female), internal reproductive structures and external
genitalia.

Gender refers to the socially constructed roles, behaviors, activities and attributes that a given society expects or considers “appropriate” for men
and women. They reflect and influence the different roles, social status,
economic and political power of women and men in society. These gender categories, roles and statuses are learned through the following social
institutions: family; community; religion; school; media; and government.

Sexuality is a central aspect of being human that encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and
reproduction. It is experienced through thoughts, fantasies, beliefs, attitudes, values, behaviors, practices, roles and relationships.

Sexuality is a multidimensional and dynamic concept that may vary across cultures. Its meanings and expressions may change over time.

Gender Identity refers to a person’s individual experience of gender, which may or may not correspond with the sex assigned at birth. It includes
the personal sense of the body (which may involve, if freely chosen, modification of bodily appearance or function by medical, surgical or other
means), and other expressions of gender, including dress, speech and mannerisms.

Transgender is an umbrella term used to describe people whose gender identity (sense of self as male or female) or gender expression differs from
that is usually associated with their assigned sex at birth.

Sexual Orientation refers to a person’s capacity for sexual attraction to, and intimate sexual relations with, individuals of a different sex or gender;
the same sex or gender; or more than one sex or gender.

Heterosexual refers to a person who is attracted to people of a broadly different sex or gender.

Homosexual refers to a person who is attracted to people of a broadly similar sex or gender.

Bisexual refers to a person who is attracted to more than one sex or gender. A bisexual can be male or female.

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Males who have Sex with Males (MSMs) refer to males who engage in sexual activity with other males. This is recognized more as a behavior
rather than as an identity, to address the needs and concerns of males who have sex with males, but who do not identify themselves as gay or
bisexual, and may even be married to women.

SOURCE:
ACHIEVE, Inc. “Module 1: Understanding Gender and Sexuality,” Gender and Age-Sensitivity Mainstreaming into HIV Programs: A Training Manual. 2011: 22-26.

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What are “human rights”?

1. Every single human being is entitled to basic rights and protections. These rights include, but are not limited to:
• equal treatment under the law;
• food, water, shelter, and clothing;
• being treated with respect and dignity;
• freedom from torture;
• freedom of expression;
• freedom of thought, conscience, and religion;
• the right to assemble and to participate in society;
• the right to education; and
• the right to health, including access to health information and services.

2. These human rights are universal. This means they apply to all of us, regardless of our sex, age, marital status, sexual identity or behavior,
gender identity, race, ethnicity, national or social origin, political beliefs, citizenship, religious beliefs, social or economic status, where we live,
our physical and mental ability, or our health status. These rights are not conditional and cannot be taken away.

• Many people have heard about human rights in discussions concerning torture, for example.
• Human rights also extend to economic rights and social rights. These include the right to education and to health care. They also include
specific sexual and reproductive rights.

3. Basic human rights have been agreed upon by the global community of states (through the United Nations). They are formalized in
international agreements and formally ratified by most governments.

4. Children have human rights. Children’s rights have been established in international agreements, including the Convention on the Rights of the
Child (CRC). The rights in the CRC apply to all people under the age of 18.

5. Although all of us should be able to enjoy our human rights, we cannot always do so.

6. Part of the responsibility for protecting, respecting, and fulfilling human rights rests on governments. In reality, however, countries vary in the
degree to which they fulfil this responsibility. For example, some governments have passed laws that restrict the rights of certain people, for
example, by:
• outlawing political protest;
• prohibiting labor-union organizing;
• criminalizing same-sex sexual activity between consenting adults; and
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 • pardoning or treating lightly the murder of a woman or girl by her male partner or family member when he perceives his action as a
matter of “honor.”

7. Individuals’ social and economic status also may limit their ability to enjoy their rights. For example, their nationality, sex, race, religion, age,
class/caste, political view, sexual identity, HIV status, or physical or mental ability typically influences their opportunity to:
• obtain an education and earn a good living;
• receive equal and just treatment under the law;
• live free from violence;
• feel respected and be treated with dignity; and
• feel that they can pursue and achieve their dreams.

8. Every single person has a responsibility to respect the rights of every other person.
• When we grow up learning to respect every human being equally, we come to respect human rights.
• Often, when we grow up learning to hold negative attitudes toward certain groups of people, we may treat them unfairly and deny
them their rights.
• Sometimes people attach a set of characteristics to a certain group of human beings. This is called “stereotyping.” Common examples
of stereotyping include the attitudes that boys are naturally better than girls at math and that certain groups are lazy or unclean.
Stereotypes are typically inaccurate or highly distorted. Stereotyping makes us less able to see others as fully human. It makes us more
likely to condone unfair treatment of others.
• Some people may be subject to severe social disapproval because of their personal characteristics. This disapproval is called stigma. For
example, in some places people may be subject to stigma because of their weight, their sexual behavior, their religion, their health
status, or even their lack of ability in sports.
• When people are treated unfairly because of their presumed (or known) identity, such treatment is called “discrimination.” People
have a right to live free of discrimination. Discrimination occurs in families, at school, at work, in the community, and in society at large.
• Discrimination is not only an individual matter. Governments and whole social systems (such as schools, religions, or the job market)
also discriminate.
• Regardless of our personal attitudes, we all have a responsibility to respect people’s human rights.

SOURCE:
The Population Council, Inc. “What are “human rights”? It’s All One Curriculum: Guidelines for a Unified Approach to Sexuality, Gender, HIV and Human Rights
Education. 2009: 24-26.

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Sexual and Reproductive Rights

1. People’s romantic and sexual experiences can become human rights issues. Only when our basic rights are honored (both by governments and
by other individuals) can we make optimal decisions about intimate relationships, sex, and childbearing. For example:

 Individuals can make decisions about if, when, and with whom they will form a romance, a long-term relationship, or a marriage. They
can avoid being married too young or against their will. Or they can have an intimate relationship with someone of the same sex.
 They can decide if, when, with whom, and under what circumstances to have sex (free from sexual abuse and coercion). They can
negotiate condom use to prevent infection. They are free to have sex with someone of the same sex.
 They can decide whether or when to become pregnant or have children. They can obtain contraceptive information and services. They
can have a safe abortion. They can adopt a child regardless of their marital status or sexual identity.

2. When human rights relate to people’s sexuality or reproduction, we call them “sexual rights” or “reproductive rights.”
 Sexual rights and reproductive rights sometimes overlap. However, sexual rights generally include individuals’ control over their sexual
activity and sexual health. Reproductive rights usually concern controlling the decisions related to fertility and reproduction.
• The principle of consent between adults is central to sexual and reproductive rights. Access to information and services is also critical.
• Many of these rights are acknowledged in international agreements.

3. Sexual and reproductive rights also apply to young people.

 Children have the right to develop a positive sense of their own bodies and sexuality. Children have the right to be free of abuse and
inappropriate touching.
 Younger children need help in making decisions. The direction and guidance provided by caring adults must take into account the best
interests of children. It must also consider the capacity of children to exercise rights on their own behalf.
 As children grow and develop their capacities, their rights and responsibilities continue to evolve.
 Young people have the right to obtain information to protect their health, including their sexual and reproductive health.

4. In the real world, people — male and female — face many barriers to exercising their sexual and reproductive rights. The consequences of
these barriers are often serious.
 Millions of people experience sexual violence (violence or assault that includes, but is not limited to, sex that is forced or that takes place
without consent or under threat of violence).
 Sexual violence affects people of all walks of life, and both sexes. Girls and women are disproportionately affected, however.
 People experience sexual violence in many environments. It occurs inside the home, as well as within such institutions as prisons,
refugee camps, houses of worship, brothels, and unsafe school environments.
 Poverty often increases young people’s (especially girls’) risk of experiencing sex that is unwanted, abusive, or unsafe.
 Young people living in poverty are more likely to need to exchange sex for favors or material goods in order to survive.
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Teresita Elegado, Consultant
  Girls living in poverty are more likely than other girls to suffer early or forced marriage, unwanted pregnancy, unsafe abortion, and sex
trafficking (coercive relocation of people for purposes of sexual exploitation).
 Some people’s sex partners (including some who pay for sex with cash or gifts) refuse to wear a condom.
 Some people suffer stigma, shame, fear, or violence because their sexual identity (or behavior) does not fit in with local social norms. For
example, individuals perceived as homosexual or people who adopt a different gender identity (transgender people) may be subject to
such treatment or feelings.
 Physical violence against pregnant women is particularly common in some settings.
 In some settings, many or most girls are forced to have their genitals cut.
 Many people face discrimination when they try to seek necessary sexual health information and services. This problem is particularly
severe among young people and among people living with HIV and AIDS.

5. Unfortunately, such economic and social barriers and violations are so common that they are typically excused, overlooked, or seen as
culturally “normal.” These barriers and violations take different forms around the world.

6. To control and protect our own bodies, we all need to be treated with dignity and respect. This is everyone’s right as a human being.

7. Everyone deserves the chance to learn about the issues that affect his or her sexual feelings, experiences, and health. Young people, especially,
benefit from having the chance to think about and discuss these issues in depth. They deserve to develop the ability to make informed choices.
Everyone deserves to play a role
in his or her own well-being. These issues include:

 gender norms and roles;

 human rights, especially sexual rights and reproductive rights;
 responsibilities of the state, and of every person, to honor these rights;
 the human body and sexuality (including puberty and reproduction, intimacy and pleasure, ways to prevent and end unintended
pregnancy, and information about HIV and AIDS);
 developing greater comfort with our own bodies and with our own evolving values; and
 strengthening our ability to act on behalf of ourselves, our families, and our communities.

8. Learning about our rights and being able to exercise them can have a profound effect on our sexual and reproductive health.

SOURCE:
The Population Council, Inc. “sexual and reproductive rights,” It’s All One Curriculum: Guidelines for a Unified Approach to Sexuality, Gender, HIV and Human Rights
Education. 2009: 28-30.

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Teresita Elegado, Consultant
Promoting Human Rights, including Sexual and Reproductive rights

1. Many people care about fairness and about the basic rights of human beings.

2. We can promote fairness and human rights in everyday life, including in sexual and reproductive life.
 We can stand up for a friend or classmate who is being treated unfairly. We can defend a classmate who is ridiculed because he is
perceived to be homosexual, or a girl expelled from school because she is pregnant, or a teacher who faces discrimination because he
or she is living with HIV or AIDS.
 We can help others realize that they have opportunities or choices in life other than the ones being presented to them. We can support
a classmate who feels pressured to marry or to join a gang.
 We can identify trusted individuals (or organizations) who can help respond to incidents of discrimination.

3. We can also promote fairness and human rights in our communities, including sexual and reproductive rights. Sometimes we can do this on our
own; other times we can do this within an organization.
 We can accompany a friend on a visit to a school official, the police, a health clinic, or another service.
 We can talk to people we know in the community about human rights and about the issues we care about.
 We can ask a local leader to speak out on an issue such as domestic violence.
 We can make sure that everyone in the community (including ourselves) knows about human rights and understands that everyone in
the community matters.

4. We can join organizations or groups that fiht for sexual and reproductive rights using various tactics.
Examples include:
• marching against hate crimes;
• adolescents’ theater projects focusing on living with HIV or AIDS;
• community-awareness campaigns about female genital mutilation; and
• community “watch groups” that monitor and intervene on such issues as domestic violence.

5. Organizations also advocate for laws to protect human rights, including sexual and reproductive rights — especially for the most marginalized
or vulnerable members of society. In virtually every country, people have formed groups that are working for such laws.
Examples of such laws (which in some settings also come under religious jurisdiction) include:
• ensuring every citizen’s right to vote;
• outlawing child labor and protecting workers’ safety;
• protecting community members against police brutality;
• criminalizing “hate crimes” (threats and violence based upon a person’s identity);
• ensuring physical access to public space, including for people with disabilities;

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Teresita Elegado, Consultant
 • outlawing violence against women (outside and within marriage);
• ensuring women’s rights within marriage;
• guaranteeing widows’ inheritance rights;
• outlawing child marriage;
• criminalizing sex traffiking; and
• protecting the rights of everyone to form a civil union, marriage, or family, whether with someone of the same or of the other sex.

6. Some organizations work to have an impact on human rights at the global level.
For example:
• They seek to expand the list of human rights recognized by the United Nations.
• They use the Internet for global petitions against human rights abuses.

7. Adolescents can, and do, help create change — including change in their own lives. Young people around the world can respond to issues they
care about in many ways. For example:
• They are educating others in their families and communities.
• They are helping promote the policies and practices that they believe are just.
• They are helping plan and implement programs.
• They are encouraging their friends to join campaigns.

SOURCE:
The Population Council, Inc. “promoting human rights, including sexual and reproductive rights,” It’s All One Curriculum: Guidelines for a Unified Approach to
Sexuality, Gender, HIV and Human Rights Education. 2009: 32-34.

Developed for Y-PEER Pilipinas May 2016

Teresita Elegado, Consultant