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IPPF Framework For Comprehensive Sexuality Education

IPPF Framework For Comprehensive Sexuality Education

IPPF’s Framework for Comprehensive Sexuality Education

includes the principles of good practice

complements existing CSE programmes and guidelines

describes theseven priority areas to cover in CSE

focuses on the rights and needs of young people

provides the basis of a new CSE curriculum

"A rights-based approach to Comprehensive Sexuality Education seeks to equip young people with the knowledge, skills, attitudes and values they need to determine and enjoy their sexuality – physically and emotionally, individually and in relationships. It views ‘sexuality’ holistically and within the context of emotional and social development. It recognizes that information alone is not enough. Young people need to be given the opportunity to acquire essential life skills and develop positive attitudes and values."

Young people’s emotional, social and health needs are not being met, putting them at risk of unintended pregnancy, HIV and STIs, unsafe abortion, maternal morbidity and mortality, violence, sexual abuse, mental health problems related to sexual violence and relationship breakdown. Young people receive conflicting messages about sex – for example that it is desirable and positive and that it is dangerous and negative. Lack of information, skills and awareness of their rights makes it hard for them to participate in discussions about those rights and about policy, and creates a reluctance to seek help.

Information on sex and sexuality should:

  • be easy to access and age-appropriate for children and young people of all ages
  • be available to all whether they are sexually active or not and whatever their sexual orientation
  • give them the skills to make decisions about, and discuss, their sexual choices and safer sex
  • must reach young people in and out of school and especially the most disadvantaged young people

CSE can be delivered by a wide range of people in the community, family and across organisations as long as they have the necessary motivation and intention, skills and knowledge, and qualities to engender trust.

This framework which complements existing guidelines and programmes includes vital elements of planning, delivery, assessment and evaluation including both structural elements and content, and can support the development of a new CSE curriculum.


  • principles of good practice
  • information on each of the seven essential components of CSE
  • a comprehensive resource list