The Human Rights Committee of Senegal is involved in a project to address the
reproductive health of adolescents, including the scourge of sexual violence in schools. This project is managed by the Ministry of Education with the Human Rights Committee being responsible for the human rights aspects, including issues of reproductive rights. As part of this project, separate guides/manuals have been prepared for trainers, teachers and pupils, and so far the administrative staff of 14 schools has been trained. As part of the project, a group of teachers and pupils will be trained to sensitize all the pupils at the said schools and to prevent and manage eventual cases of sexual violence and abuse. The overall
purpose is to promote gender equality and make the new generation aware of the issues of sexual health, gender, human rights and the negative consequences of sexual violence and abuse.
According to the Paris Principles, NHRIs should assist in formulating programmes for the teaching of, and research into human rights, and take part in the execution of such programmes in schools, universities and professional circles. Adolescents are among the most vulnerable groups with regard to reproductive rights and the behavioural changes that are necessary to secure repro-ductive rights for all must start with children and adolescents. Many other groups are also important for the protection and pro-motion of reproductive rights. Consequently, a NHRI has several opportunities within teaching and research to further
reproduc-reproductive rights. It should not only focus on the entitlements to health services but also on the responsibil-ities of each person, irrespective of gender, to respect the reproductive rights of others. With its connection to sexuality and the familiar conflict with certain cultural and traditional prac-tices, reproductive rights are among the more controversial human rights to teach but that does not mean that NHRIs should refrain from pushing for the inclusion of reproductive rights in human rights education in schools. A NHRI involved in providing
reproduc-2. In some countries human rights clubs have been established at schools; this is for example the case in Uganda. This can be a good way to encourage open discussions on human rights among chil-dren and adolescents. Especially within a culturally sensitive area like reproductive rights it is important to provide a safe environment for discussions.
3. Human rights should be taught at uni-versities, in particular as part of the curriculum for law students. NHRIs should work with law faculties to ensure that reproductive rights are among the rights being taught as part of the human rights education of law and health care students.
4. To secure the full enjoyment of repro-ductive rights by all, it is necessary that certain professional groups have a sufficient understanding of reproduc-tive rights, including the importance of treating women, adolescents and other groups with dignity, respect and con-fidentiality and in an age appropriate manner. Key among such groups are health professionals and social workers.
Hence, NHRIs should work with the relevant authorities to make sure that reproductive rights are part of the curric-ulum for doctors, nurses, midwives and social workers. NHRIs should also try to develop short courses and teaching material to ensure health professionals and social workers who did not receive
ant that law enforcement professionals and judges have received the necessary training within these areas. These pro-fessionals should receive training on vio-lation of reproductive rights and access to justice. NHRIs can be instrumental in promoting and providing this type of training.
5. The Paris Principles also mention the participation in programmes for research in human rights matters.
Proper and in-depth knowledge in reproductive rights is an important steppingstone for all other activities such as evidence-based advocacy and policy reform. If it has the necessary resources, a NHRI can carry out its own research into matters relating to reproductive rights. If not, it can work with universities and other research institutions. Whenever reproductive rights, or certain aspects of reproduc-tive rights, such as for instance the rights of LGBT groups, are considered too controversial to commence very visible public activities, research can be a good way to start work and get a clearer picture as to what are the real issues and how they might be addressed. It is important that NHRIs do not shy away from dealing with con-troversial issues but this does not mean that controversial issues cannot be dealt with in a low-key manner if this is considered most efficient.
The ICPD Programme of Action stresses the need for sustainable and appropriate information and education on sexual and reproductive health and reproductive rights.16 The Special Rap-porteur on the Right to Education in his 2010 report to the United Nations General Assem-bly17 interprets ICPD to mean, “states must ensure that they do not restrict individuals’ access to appropriate services and necessary information and must remove social and regulatory barriers to information on sexual and reproductive health and health care”. It is through education that pop-ulations can learn more about their rights and how to access them; this includes reproductive rights.
As set out in the Report of the Special Rapporteur on the Right to Education, sexuality is an aspect inherent in all human beings and includes various personal and social factors.
Nonetheless, sexuality is many times kept hidden due to religion, ideology or culture. These reasons are often connected to patriarchy, which is a system of social order imposing the supremacy of men over women and determining strict roles for men and women. This system causes and perpetuates serious and systematic human rights violations, such as violence and discrimination against women. Education is a main tool in combating patriarchy, promoting equality between individuals and advancing reproductive rights.
States must guarantee that all persons receive sufficient education to prepare them to claim their rights, including reproductive rights, and support gender equality; this kind of education acts as a guarantor of a democratic and pluralistic environment. A comprehensive sexuality education from the outset of schooling and through the educational process will enable indi-viduals to look after their own health responsibly and respectfully, allowing men and women to claim their reproductive rights and respect other persons’ reproductive rights. A compre-hensive sexuality education will also consider and challenge stereotypical gender roles. It will not only look into women’s issues, but will also involve men, who can benefit from less rigid roles and more egalitarian relationships.
Sexuality education must be adapted to different age groups and cultures.18 Furthermore, teaching methodologies must take the differences between boys and girls into account.
Sexuality education is extremely important in the view of the threat of HIV/AIDS and sexually transmitted infections, especially for vulnerable groups, such as women and girls exposed to sexual violence and children living on the street. Enjoyment of the right to sexuality education plays a crucial preventive role and may be a question of life or death.
Sexuality education is especially important in ensuring the enjoyment of women’s right to live free of violence and gender discrimination, given the historically unequal relations between men and women. The Committee on the Elimination of Discrimination Against Women has called upon state parties to implement sexuality education programmes and has recom-mended the expansion of sexual and reproductive health programmes as a necessary means for preventing high abortion and maternal mortality rates.
Additionally, comprehensive sexuality education is a basic tool for achieving many of the Millennium Development Goals, such as promoting gender equality and empowering women (Goal 3), reducing child mortality (Goal 4), improving maternal health (Goal 5), and combat-ing HIV/AIDS (Goal 6).