Contraception in adolescence
Contraception in adolescence Pan American Health Organization
sdgtalks
September 21, 2024 | 10:00 am. EDT
Sustainable Development Goals and Adolescent Sexual and Reproductive Health
This report is presented within the framework of the Week for the Prevention of Unintended Pregnancy in Adolescence and the International Contraception Day. Its purpose is to reaffirm international commitments to improve adolescents’ access to sexual and reproductive health services, aligning with the Sustainable Development Goals (SDGs).
The webinar aims to provide health professionals working with adolescents with updated information and practical tools to address the challenges in this field.
Topics to be addressed:
- Sexual and Reproductive Rights as part of Human Rights.
- Comprehensive Sexuality Education.
- Modern Contraception and Counseling.
Tentative agenda:
- Opening remarks – Dra. Sonja Caffe
- Tools for preventing unintended adolescent pregnancy – Dr. Rodolfo Gómez Ponce de León.
- Where are we on Comprehensive Sexuality Education 30 years since the International Conference on Population and Development? – Dr. Venkatraman Chandra-Mouli
- Practical management of long-term contraceptive adverse effects – Dr. Asha Kasliwal
The event is organized by the Pan American Health Organization (PAHO), through the Center for Leadership and Partnerships in Women’s Health and Gender Equity (CLP/WR), jointly with the International Federation of Gynecology and Obstetrics (FIGIJ), the European Society of Contraception (ESC), the International Federation of Gynecology and Obstetrics (FIGO), and the Latin American Network for Research on Sexual and Reproductive Health (REDISSER).
Simultaneous interpretation will be provided in Spanish and English.
If you have doubts about the time in your country, you can go to the following link https://www.timeanddate.com/time/map/
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SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs | Indicator 3.7.1: Proportion of women of reproductive age (15-49 years) who have their need for family planning satisfied with modern methods |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 3: Good Health and Well-being
The article discusses the importance of improving adolescents’ access to sexual and reproductive health services, which aligns with SDG 3’s goal of ensuring good health and well-being for all.
SDG 4: Quality Education
The article also mentions the topic of comprehensive sexuality education, which is related to SDG 4’s aim of providing quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs
The article emphasizes the need to improve adolescents’ access to sexual and reproductive health services, which aligns with Target 3.7 under SDG 3.
Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development
The article highlights the importance of comprehensive sexuality education, which is connected to Target 4.7 under SDG 4.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Indicator 3.7.1: Proportion of women of reproductive age (15-49 years) who have their need for family planning satisfied with modern methods
The article emphasizes the need to improve access to modern contraception and counseling for adolescents, which can be measured using Indicator 3.7.1 under SDG 3.
Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
The article mentions the importance of comprehensive sexuality education, which can be measured using Indicator 4.7.1 under SDG 4.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs | Indicator 3.7.1: Proportion of women of reproductive age (15-49 years) who have their need for family planning satisfied with modern methods |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment |
Source: paho.org
