Analysis of Public Policies for Sexuality Education in Germany and The Netherlands

Abstract

The purpose of this article is to present an analysis of the philosophical, historical, sociological, political, and economic perspectives reflected in the public policies about lifespan sexuality education of Germany and The Netherlands. A new conceptual framework for analysis and evaluation of sexuality education policies that integrates the Conceptual Model of Nursing and Health Policy and the Neuman Systems Model guided the analysis. Semi-structured interviews were conducted with 27 informants from the two countries during the summers of 2012 and 2013. A short discussion of sexuality education in the United States is presented with implications focused on how the results of the analyses of sexuality education policies in Germany andThe Netherlands could influence development of sexuality education policies in the United States.

Trends in Early Sexual Initiation and Its Association with Socio-Environmental Factors among Korean Adolescents

“…One of the reasons that schools cannot put sex education into the regular curriculum is that parents do not have open-minded attitudes about sex due to the cultural and social characteristics of the country [ 17 , 18 , 29 , 30 ]. In Germany and the Netherlands, systematic and practical sex education is provided based on public policies [ 37 ]. Considering the cases of other countries and the results of this study, it is necessary to prepare the basis for the systematization of mandatory sex education in Korea.…”

Isolated Voices: Perspectives of Teachers, School Nurses, and Administrators Regarding Implementation of Sexual Health Education Policy

“…State legislatures often mandate health priorities in educational policy, but may be ambivalent about providing adequate administrative or financial support, such as requiring formal training as a precursor to teach SHE. As a result, state officials and district administrators are often constrained by budgetary pressures that limit time and resources devoted to SHE policy implementation, 37,40,44,51 often leaving the responsibility for policy implementation to personnel at the local level who may not be familiar with what the policy requires. 52 The data regarding topics least commonly covered in both middle and high school (gender identity/roles, sexual orientation, emergency contraception, success rates of contraception) add important information to what has been reported previously as educational gaps.…”