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(English version below)  在来自中国6个省市的30所初级中学中，只有半数学生对于“对于和谁结婚以及什么时候结婚，女孩应该有发言权”这一说法明确表示“同意”，而不到半数的学生对于“女性不能拒绝与丈夫发生性行为”这一说法明确表示“不同意”。这是联合国教科文组织和联合国人口基金2015年支持开展的一项研究的发现。 同年，中国计划生育协会和北京大学公共卫生学院开展的一项研究结果显示，在接受调查的近2万名大学生中，仅有10%曾经在小学接受过性教育。其他几项研究也表明，年轻学生对性别、暴力、避孕、早孕和意外怀孕等问题缺乏了解，关于艾滋病的知识水平较低，农村学生尤其如此。 这些挑战在中国政府新近推出的健康中国行动（2019-2030）中得到一定程度的回应，其中的某些行动要求与全面性教育有一定的相关性。联合国对于全面性教育的定义是：“基于课程，探讨性的认知、情感、身体和社会层面的意义的教学过程。其目的是使儿童和年轻人具备一定的知识、技能、态度和价值观，从而确保其健康、福祉和尊严。全面性教育培养相互尊重的社会关系和性关系，帮助儿童和年轻人学会思考他们的选择如何影响自身和他人的福祉，并终其一生懂得维护自身权益。” 为此，联合国教科文组织于8月21日在北京组织政策对话会议，邀请来自联合国机构、卫生和教育领域的政府代表、社会服务组织人员以及媒体人士，针对2019年《全球教育监测报告》的政策文件《直面事实：开展全面性教育的理由》开展讨论。 © UNESCO 性教育这个话题在中国很容易产生共鸣。参与嘉宾座谈的中国青年网络的活跃成员、21岁的女大学生郭跃萍说：“我在中学接受的性教育，基本局限于生物课上讲的关于生殖系统的一些基本知识，还有一次学校专门为我们女生组织了关于月经的讲座。”她接着又补充道：“我还记得两名学生因为意外怀孕而被学校开除了。”
© UNESCO 中国计划生育协会正在通过年轻人之间的同伴教育来解决这一问题。中国计划生育协会巡视员洪苹女士表示：“为了避免不必要的反对，我们一开始把它叫做青春健康项目，但是其实就是性教育，包含生理、心理、道德和法理方面的内容。现在，青春健康项目已成为国家机关工委服务基层的十大品牌项目之一。” 性教育不仅仅是关于性，性别平等也是性教育的重要内容。联合国人口基金的青年顾问约瑟芬· 索瓦林（Josephine Sauvarin）说：“对性别平等、同意和权利等缺乏了解，会导致基于性别的歧视和暴力，以及早期和意外怀孕、不安全堕胎、艾滋病毒和性传播感染等。” 正如该政策文件所强调的那样，尽管有越来越多的证据表明性教育所产生的积极影响，但是由于人们错误地认为性教育可能与文化传统相悖，以及性教育在执行层面的障碍，如对教师的支持不足以及缺乏适当课程和资源等，性教育的实施面临挑战。
© UNESCO “现在很难进行全面性教育，既有观念的问题，也有方法的问题。性教育不仅仅是关于性行为，而是包含更广泛的主题。”国家教育咨询委员会委员资深教授顾明远说。
© UNESCO 深圳是全国为数不多的开展学校性教育的城市之一。然而，即使在深圳，情况也不容乐观。深圳市教育局德体卫艺处副处长张玲女士解释说：“自2008年以来，由于义务教育改革，大多数学校取消了健康教育课程。现在可能仅有10％的学校仍在维持健康教育课程。有些地方，即使有些教师有教课的积极性，学校也拿不出课时。 有效的变革需要积极倾听父母的担忧。郭跃萍认为，在她十几岁的时候，和同龄的许多年轻人一样，她宁愿去找同伴谈论有关性的事情。她也很想去跟父母谈论这些话题，但最终还是没有，因为打破禁忌并不容易。 洪苹引用中国计划生育协会2014年的一项调查说，80%的家长感到无法与孩子谈论性与生殖健康的问题。为此协会与联合国教科文组织合作了一个项目，目的就是提高父母的性与生殖健康知识水平，增强他们与孩子就性、性别和生殖健康等话题进行沟通的信心和技能。洪苹说：“现在这个项目在几乎所有省份都得到复制，非常受家长欢迎，在一些地方，往往培训的报名信息一发出就会出现秒杀的现象。” 2018年联合国发布《国际性教育技术指导纲要：采用循证方式》（修订版），在同年底的世界艾滋病日，UNESCO在全球发起“全面性教育：生命与爱的基石”宣传活动，采访了来自世界各地包括中国在内的家庭，了解他们接受性教育的经历，倾听他们对于性教育的理解。 2019年《全球教育监测报告》与联合国教科文组织联合发布的性教育政策文件，针对教育系统如果推动性教育的开展，提出了六项建议：
《直面事实：开展全面性教育的理由》文件（中英文）： https://zh./gem-report/node/2791 《国际性教育技术指导纲要》（修订版）中文： https://unesdoc./ark:/48223/pf0000260770_chi Face the facts: Young people in China need more from sexuality education
In 30 secondary schools across six provinces and municipalities in China, only half of students surveyed agreed that “girls should have a say as to who and when to marry”. Less than half disagreed that “a woman cannot refuse to have sex with her husband”, according to a study supported by UNESCO and UNFPA in 2015. Likewise, only 10% of nearly 20,000 university students had received any sexuality education in primary school, according to a China Family Planning Association and the Public Health School of Peking University study in 2015. Several other studies have shown that young students, especially in rural communities, lack understanding about gender, violence, contraception, and early and unintended pregnancy, as well as low levels of knowledge about HIV. The “Healthy China Initiatives (2019-2030)” recently launched by the Chinese government responds to such challenges and has incorporated new elements relevant to comprehensive sexuality education (CSE). The United Nations defines CSE as: “A curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to: realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and, understand and ensure the protection of their rights throughout their lives.” Complementing the launch, UNESCO recently hosted a policy dialogue in Beijing inviting UN agencies as well as health, education, civil society and government representatives as well as the media to discuss the new Global Education Monitoring report “Facing the facts: the case for comprehensive sexuality education”. The topic resonates in the country. “Sexuality education that I received in middle school was limited to some basic knowledge about reproductive system covered in biology class and a brief, girls-only class meeting about menstruation,” said Ms Guo Yueping, a 21-year-old university student and active member of China Youth Network. “I remember two students who experienced unintended pregnancies who were expelled from school.” The China Family Planning Association (CFPA) is helping address this gap by promoting peer education among young people. “In the beginning, we called it an adolescent health programme to avoid unnecessary opposition, but it is essentially sexuality education encompassing physiological, psychological, ethical and legal aspects,” said Ms Hong Ping, CFPA Commissioner. “Now it has become one of the top-10 branded government programmes that serve the grassroots communities.” CSE is about more than just sex, said Ms Josephine Sauvarin, youth adviser for UNFPA. “A lack of understanding about gender equality, consent and rights leads to gender-based discrimination and violence, as well as early and unintended pregnancy, unsafe abortions, HIV and sexually transmitted infections, etc,” she added. As the policy paper highlights, the implementation of CSE is hindered by social opposition because of misconceptions that it might be at odds with culture and operational barriers such as insufficient support for teachers and a lack of appropriate curricula and resources. This challenge remains despite a growing body of evidence about the positive effects of CSE. “The slow progress in its implementation is due to both social perceptions and methodologies. Sexuality education is not just about sexual behaviour, but contains a broad range of topics,” said Senior Professor Gu Mingyuan, a member of National Education Consultative Committee. Shenzhen is known as one of the few cities in China providing school-based sexuality education. Yet even there, “since 2008, due to the reform of compulsory education, most schools abolished their health education classes,” said Ms Zhang Ling, Deputy Head of Moral, Physical, Health and Arts Education of Shenzhen Education Bureau. “Now probably only 10% of schools are still maintaining that practice. Schools cannot afford class hours for this topic anymore, even though there are teachers who are self-motivated to do it.” Effective change requires listening actively to parents’ concerns. Like many young people, Ms Guo said, she would have liked to discuss sexuality education with her parents when she was a teenager, but ended up talking to her peers instead because of the difficulty in breaking taboos about the subject. On a relevant point, Ms Hong cited a CFPA survey from 2014 showing that 80% of parents felt unable to talk to children about sexual and reproductive health. With initial support from UNESCO, the CFPA conducts a programme to increase parents’ knowledge and boost their confidence and skills in communicating with their children about sexuality, gender and reproductive health. “Now this programme is being implemented in almost all provinces,” Ms Hong said. “It is so popular that in some places, parents have to wait in que for a training slot to be available.” The International Technical Guidance on Sexuality Education (revised edition) was launched by the United Nations in 2018. Following that UNESCO launched the global campaign “Comprehensive sexuality education: A foundation for life and love” on World Aids Day 2018, with interviews featuring families from across the world, including China, about their experience and understandings of sexuality education. The new GEM Report and UNESCO policy paper has six recommendations:
The CSE policy paper: https://en./gem-report/node/2791 The international Technical Guidance on Sexuality Education (revised edition) : https://unesdoc./ark:/48223/pf0000260770 |
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