Strengthening adolescent girls’ agency for sexual and reproductive health rights in and through school education in Nepal – Brookings

Inclusive and Rights-Based Sexual and Reproductive Health Education for Adolescent Girls in Nepal

In the past three decades, a variety of policies and programs have been created and implemented globally to promote Sexual and Reproductive Health Rights (SRHR). However, millions of adolescent girls in low- and middle-income countries (LMICs) are unable to fully exercise their SRHR, becoming victims of early marriage, teenage pregnancy, and maternal mortality. Education can serve as a key solution to addressing this issue by strengthening adolescent girls’ agency to make informed decisions about their bodies and access their rights.

Findings from Participatory Action Research (PAR) Study on SRHR in Nepal

1. Barriers to SRHR access:

• Pervasive misinformation about menstruation, contraception, and abortion
• Sociocultural stigma that discourages open discussion of sexual and reproductive health
• Teacher-centered pedagogies that limit critical engagement with SRHR topics and reinforce misconceptions
• Absence of safe spaces within educational, community, and family settings

• Art, poetry, and storytelling activities helped girls find their voices and strengthen their agency
• Participatory activities fostered awareness, dialogue, and collective advocacy
• Girls became change agents for their SRHR, campaigning actively within their schools and communities

Recommendations for Effective Integration of SRHR in Education

1. Integrate SRHR into school curricula:

• Ensure comprehensive and accurate information about menstruation, contraception, and abortion
• Promote open and inclusive discussions on sexual and reproductive health

• Encourage creative activities such as art, poetry, and storytelling to engage students
• Facilitate dialogue and critical thinking on SRHR topics

• Recognize girls as key agents of change in promoting SRHR
• Create supportive and safe learning environments to discuss SRHR issues

By implementing these recommendations, policymakers, educators, and communities can work together to build an inclusive and rights-based SRHR education system in Nepal, aligned with the Sustainable Development Goals (SDGs).

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 5: Gender Equality

The article discusses the barriers to Sexual and Reproductive Health Rights (SRHR) faced by adolescent girls in low- and middle-income countries (LMICs). These barriers include early marriage, teenage pregnancy, maternal mortality, misinformation, sociocultural stigma, and limited access to reliable information and support. The SDGs connected to these issues are SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 5 (Gender Equality).

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
• 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
• Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences

The article emphasizes the need for universal access to sexual and reproductive health-care services, education for sustainable development, gender equality, and reproductive rights. The specific targets identified are Target 3.7, Target 4.7, and Target 5.6.

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 (aged 15-49 years) who have their need for family planning satisfied with modern methods
• Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
• Indicator 5.6.1: Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use, and reproductive health care

The article does not explicitly mention indicators, but based on the identified targets, the following indicators can be used to measure progress: Indicator 3.7.1, Indicator 4.7.1, and Indicator 5.6.1.

4. SDGs, Targets, and Indicators

Source: brookings.edu