The “CSE International Online Forum 2024” focuses on the theme of “Designing Sex Ed for Children” and will feature professional sex educators from Taiwan, the United States, Japan, and Hong Kong, who will share their methods and outcomes in the design of CSE curriculum.
Comprehensive Sexual Education (CSE) is a model of sex education strongly advocated by the United Nations in recent years. It aims to provide minors with comprehensive, non-discriminatory, evidence-based, scientifically accurate, and age-appropriate sexual education to promote sexual and reproductive health rights, ultimately contributing to the achievement of the United Nations’ Sustainable Development Goals (SDGs). Currently, only 20 states require both medically and technically accurate sex education to be taught in schools. Therefore, CSE professionals are working hard to find alternative routes to teach guardians and their youth.
When?
Tuesday, November 12th from 7 am to 9 am (EST)
Where?
Register online and join us on Zoom!
Who?
This is a unique opportunity for educators and anyone interested in CSE worldwide. Join for free and expand your understanding of CSE, engage in international cooperation, and help promote CSE worldwide.
Meet the Speakers!
Ang Le Siok
Board Member, TGEEA (Taiwan)
The TGEEA is a group of teachers dedicated to promoting gender equity education in schools. Our goal is to develop teaching materials that meet the needs of students and to empower teachers at all levels to focus on gender equity education. We strive to create a gender-friendly and just environment. The spirit and specific content of CSE align with TGEEA’s advocacy. This summer, through the collaborative efforts of a group of teachers, we held the first “Growing Up Well: CSE Camp” for 5th to 7th Grade Students. For the course of three full days, we developed a curriculum that covered topics such as body development, relationships, and public participation.
I would like to share one of the lessons from this camp: “Restrooms and Life.” In this session, students role-played different life experiences to understand diverse restroom needs. They learned about various gender groups and developed friendly restrooms that cater to different communities. By evaluating their school’s restrooms, the students also demonstrated how they can contribute to making environments more friendly.
Carey CHOI
Education Manager, Teen’s Key (Hong Kong)
Teen’s Key Hong Kong is committed to providing CSE with a focus on safety and gender perspectives. We aim to create a safe environment where young people can openly discuss topics related to sex and gender, empowering them to make respectful and responsible decisions. In this forum, we will share an overview of the current state and limitations of sex education in Hong Kong schools, the concept and application of the sex education board game “Run for Consent,” and creating a safe, interactive, and respectful discussion space led by teachers and social workers.
Leah Loveday and Rebecca Pearson
PEER-iod Educators & Stellar Sex Education Facilitators,
RISE: Healthy for Life (United States)
Adolescent menstrual health literacy is uncommon as stigma permeates education opportunities both at home and school in the United States. RISE: Healthy for Life’s PEER-iod educators combat this stigma by facilitating comprehensive menstrual health education to adolescents of all genders. We seek to increase bodily autonomy through education and positively change the menstrual narrative for menstruators, their support systems, and the Appalachian region. We will be sharing the history, policies, and data surrounding United States menstrual education and our experiences designing & facilitating co-ed menstrual education in our region.
Noriko HIGAMI
Part-time Lecturer & Former Junior High School Teacher (Tokyo)
The content of “sex education” in Japanese junior high schools is centered on the development of physical sexual function, fertilization and pregnancy, and prevention of STI including HIV/AIDS, and the conservative government does not promote CSE.
We, mainly health and physical education teachers, have worked with university researchers to create a curriculum approaching CSE in a public junior high school in Tokyo that is not limited to those contents, but also includes learning about gender equality, respect for diversity, contraception and abortion, and dating violence, and have been practicing it for 14 years.
In addition, we conducted a survey before the class and collected feedback after the class. These results were used to create classes and teaching materials. With the cooperation of the principal and teachers of other subjects, we have continued this curriculum as a school-wide initiative. However, it was difficult to establish this in the school curriculum.