Sex education, also known as sexual education, sexualityeducation or sex ed, is the instruction of issues relating to human sexuality, including human sexual anatomy, sexual activity, sexual reproduction, safe sex and birth control, sexual health, reproductive health, emotional relations and responsibilities, age of consent, and reproductive rights. Sex education which includes all of these issues is known as comprehensive sex education, and is often opposed to abstinence-only sex education, which only focuses on sexual abstinence. Sex education may be provided as part of school programs, public health campaigns, or by parents or caregivers. In some countries it is known as "Relationships and Sexual Health Education".
Teenage pregnancy, also known as adolescent pregnancy, is pregnancy in a female adolescent under the age of 20. This includes those who are legally considered adults in their country. The WHO defines adolescence as the period between the ages of 10 and 19 years. Pregnancy can occur with sexual intercourse after the start of ovulation, which can be before the first menstrual period (menarche) but usually occurs after the onset of periods. In healthy, well-nourished girls, the first period usually takes place around the age of 12.
Gender equality, also known as sexual equality or equality of the sexes, is the state of equal ease of access to resources and opportunities regardless of gender, including economic participation and decision-making; and the state of valuing different behaviors, aspirations and needs equally, regardless of gender.
Comprehensive sexuality education (CSE) is a sex education instruction method based on a curriculum that aims to give students the knowledge, attitudes, skills, and values to make appropriate and healthy choices in their sexual lives. The intention is that this understanding will prevent students from contracting sexually transmitted infections, such as HIV and HPV. CSE is also designed with the intention of reducing unplanned and unwanted pregnancies, as well as lowering rates of domestic and sexual violence, thus contributing to a healthier society, both physically and mentally.
Adolescent sexuality is a stage of human development in which adolescents experience and explore sexual feelings. Interest in sexuality intensifies during the onset of puberty, and sexuality is often a vital aspect of teenagers' lives. Sexual interest may be expressed in a number of ways, such as flirting, kissing, masturbation, or having sex with a partner. Sexual interest among adolescents, as among adults, can vary greatly, and is influenced by cultural norms and mores, sex education, as well as comprehensive sexuality education provided, sexual orientation, and social controls such as age-of-consent laws.
The sexuality of US adolescents includes their feelings, behaviors and development, and the place adolescent sexuality has in American society, including the response of the government, educators, parents, and other interested groups.
Teen dating violence is the physical, sexual, or psychological / emotional abuse within a dating relationship among adolescents. Intimate partner violence (IPV) has been a well examined and documented phenomenon in adults; however, there has not been nearly as much study on violence in adolescent dating relationships, and it is therefore not as well understood. The research has mainly focused on Caucasian youth, and, as of 2013, there are no studies which focus specifically on IPV in adolescent same-sex relationships.
The status of women in Ghana and their roles in Ghanaian society has changed over the past few decades. There has been a slow increase in the political participation of Ghanaian women throughout history. Women are given equal rights under the Constitution of Ghana, yet disparities in education, employment, and health for women remain prevalent. Additionally, women have much less access to resources than men in Ghana do. Ghanaian women in rural and urban areas face slightly different challenges. Throughout Ghana, female-headed households are increasing.
There have been several studies concerning women in Ethiopia. Historically, elite women in Ethiopia have been visible as administrators and warriors. This never translated into any benefit to improve the rights of women, but it had meant that women could inherit and own property and act as advisors on important communal matters. As late as the first part of the 20th century, Queen Menen, consort of Emperor Iyasu IV, had a decisive role in running the Ethiopian Empire. Workit and Mestayit regents to their minor sons have been held responsible for their provinces. They owed their rights to landed property because of a special type of land tenure that expected tenants to serve as militia to overlords, irrespective of gender. In 1896, Empress Tayetu Betul, wife of Emperor Menelik II, actively advised the government and participated in defending the country from Italian invasion. Prominent and other landowning women fought against the second invasion in 1935–41. With the assistance of European advisors, women in the ensuing period were kept out of the army and politics, even as advisors. Instead, they were restricted to family and household work of raising children and cooking. With a steady increase in female representation in education, they have started to undertake nursing, teaching, and other similarly supportive roles. Over the 2018–2019 period, their gradual participation in state politics has been increasing at a steady pace.
The roles of women in Lebanon have evolved throughout history. The legal status of women improved over the 20th century, but patriarchal norms and conservative versions of Islamic law still limit women's rights in Lebanon.
Domestic violence is prominent in Nigeria as in other parts of Africa. There is a deep cultural belief in Nigeria that it is socially acceptable to hit a woman as a disciplinary measure. Cases of Domestic violence are on the high and show no signs of reduction in Nigeria, regardless of the age, tribe, religion or even social status. The CLEEN Foundation reports 1 in every 3 respondents admitting to being a victim of domestic violence. The survey also found a nationwide increase in domestic violence in the past 3 years from 21% in 2011 to 30% in 2013. A CLEEN Foundation's 2012 National Crime and Safety Survey demonstrated that 31% of the national sample confessed to being victims of domestic violence.
Gender inequality in Nepal refers to disparities and inequalities between men and women in Nepal, a landlocked country in South Asia. Gender inequality is defined as unequal treatment and opportunities due to perceived differences based solely on issues of gender. Gender inequality is a major barrier for human development worldwide as gender is a determinant for the basis of discrimination in various spheres such as health, education, political representation, and labor markets. Although Nepal is modernizing and gender roles are changing, the traditionally patriarchal society creates systematic barriers to gender equality.
Gender inequality in curriculum exposes indications that female and male learners are not treated equally in various types of curriculum. There are two types of curricula: formal and informal. Formal curricula are introduced by a government or an educational institution. Moreover they are defined as sets of objectives, content, resources and assessment. Informal curricula, also defined as hidden or unofficial, refer to attitudes, values, beliefs, assumptions, behaviours and undeclared agendas underlying the learning process. These are formulated by individuals, families, societies, religions, cultures and traditions.
School-related gender-based violence in Viet Nam refers to physical, sexual, psychosocial and verbal violence that takes place in the Vietnamese education system. Different forms of School-related gender-based violence (SRGBV) interact and overlap. Bullying, for instance, occurs when there is an imbalance of power between the “bully” and the “bullied” and can happen through physical contact, verbal attacks, social exclusion, and psychological manipulation. Students are bullied when they are repeatedly and intentionally exposed to harmful and/or aggressive behaviour that results in injury or discomfort.
The COVID-19 pandemic affected educational systems across the world. The number of cases of COVID-19 started to rise in March 2020 and many educational institutions and universities closed. Most countries decided to temporarily close educational institutions in order to reduce the spread of COVID-19. UNESCO estimates that at the height of the closures in April 2020, national educational shutdowns affected nearly 1.6 billion students in 200 countries: 94% of the student population and one-fifth of the global population. Closures are estimated to have lasted for an average of 41 weeks. They have had significant negative effects on student learning, which are predicted to have substantial long-term implications for both education and earnings. During the pandemic, education budgets and official aid program budgets for education have decreased.
COVID-19 affects men and women differently both in terms of the outcome of infection and the effect of the disease upon society. The mortality due to COVID-19 is higher in men. Slightly more men than women contract COVID with a ratio of 10:9.
Amid the COVID-19 pandemic many countries have reported an increase in domestic violence and intimate partner violence. United Nations Secretary-General António Guterres, noting the "horrifying global surge", has called for a domestic violence "ceasefire". UN Women stated that COVID-19 created "conditions for abuse that are ideal for abusers because it forced people into lockdown" thus causing a "shadow pandemic" that exacerbated preexisting issues with domestic violence globally.
A systematic review notes that children with COVID-19 have milder effects and better prognoses than adults. However, children are susceptible to "multisystem inflammatory syndrome in children" (MIS-C), a rare but life-threatening systemic illness involving persistent fever and extreme inflammation following exposure to the SARS-CoV-2 virus.
Sustainable Development Goal 5 concerns gender equality and is fifth of the 17 Sustainable Development Goals established by United Nations in 2015. The 17 SDGs recognize that action in one area will affect outcomes in others, and that development must balance social, economic and environmental sustainability.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
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