Uw browser (Internet Explorer 11) is verouderd en wordt niet meer ondersteund. Hierdoor werkt deze website mogelijk niet juist. Installeer Google Chrome of update uw browser voor meer internetveiligheid en een beter weergave.
Teachers are socialized in an environment with specific norms around gender and sexuality. This influences the way they teach Comprehensive Sexuality Education (CSE). Evidence shows that a gender transformative approach (GTA) engages teachers in critically examining these norms and strengthens their CSE teaching.
This report examines the effects of a capacity strengthening trajectory with comprehensive sexuality education (CSE) teachers in Eastern Province, Zambia. This region was chosen to pilot the Rutgers’ GTA Toolkit, Module 2: Gender Transformative Approach and Comprehensive Sexuality Education.1 The capacity strengthening for teachers was part of a larger programme, called Yes I Do (YID), that addresses child marriage, teenage pregnancy and female genital mutilation, on various levels of the socio-ecological model in seven countries around the world, including Zambia.