By Ernest Bako WUBONTO
The Centre for Global Development (CGD) has in a new report revealed that over 50 percent of education sector policymakers still disagree with teaching girls about contraception before senior high school.
While reproductive anatomy remains a particularly controversial aspect of gender equity – with about 13 percent of girls giving birth before reaching the age of 18 globally, many policymakers and general populations still disagree with teaching girls about contraception at the basic level.
The report by CGD indicates that policymakers in Ghana only came second to Pakistan, which scored 96 percent, with the view that girls should not be taught about contraception.
About 52 percent of Ghanaians disagreed with sex education and teaching contraceptives’ importance and usage at the junior high school level – mostly based on religious grounds and the belief that sex education will encourage early sexual activity.
Ghana is closely followed by Democratic Republic of Congo (DRC), also with approximately 52 percent, while Nigeria came third with 38 percent disagreeing with sex education at the basic level.
The research revealed that even though in many developing countries discussing sex remains taboo and is considered an adult issue with the thinking that sex education promotes sexual activity among young people, this view contradicts current evidence that education programmes don’t increase sexual behavior but can delay or reduce it while also promoting condom or contraceptive use.
“The right sex education can reduce teenage pregnancies and sexually transmitted infections. Without access to quality sex education, girls’ education and future opportunities can be at risk,” stated the report.
To truly support girls’ education, policymakers must go beyond rhetoric because real gender equity in education can only be attained via a concerted effort to shift not only policy frameworks but also cultural attitudes.
Religious and cultural beliefs influenced by ideologies contradict empirical scientific evidence on sex education. This is a reflection of broader societal challenges that prevent girls from achieving their full potential.
Achieving true gender equity and equality demands challenging biases, promoting reproductive autonomy and ensuring that girls are equipped with the knowledge and tools they need to succeed in life, regardless of where they live.
Sexual violence as a real problem
Generally, policymakers perceive sexual violence as a real problem to universal education. On average, 32 percent of girls and 24 percent of boys experience sexual violence by age 18.
About 97 percent of respondents agree that teachers found to have a sexual relationship with a secondary school student should be suspended.
Globally, school violence is a challenge – with prevalence highest in low- and middle-income countries, where nearly a third of children suffer physical or sexual violence at school.
While policymakers have a strong conviction that schools should provide a safe and nurturing environment where children are able to learn and thrive, children are often harmed in schools by teachers, other school staff and fellow students.
The report, titled ‘How to Fix Global Education; A Survey of National Policymakers in Developing Countries’ and released in January 2025, summarised a survey of 601 legislators and senior officials at ministries of education and finance in 12 low- and middle-income countries: Bangladesh, Democratic Republic of Congo (DRC), Ghana, Indonesia, Laos, Mongolia, Nigeria, Pakistan, Peru, the Philippines, Uganda and Vietnam.
