Readiness assessment and analysis

Steps needed for introducing a new, or reviewing an existing, sexuality education programme at the national level

  1. Engage stakeholder groups by holding multiple national and regional consultations (this is an ongoing process).
  2. Create a national steering committee supported by national and international organizations e.g. Family Planning Association, UNFPA.
  3. Conduct or update a national assessment of children and young people’s needs.
  4. Conduct a national inventory of pre-existing educational activities.
  5. Determine your programme goal(s) like to reduce the number of pregnancies among teenagers.
  6. Determine the reference values and norms of your programme e.g. mutual respect, tolerance, equality and diversity.
  7. Develop or revise national and local policies.
  8. Develop the curriculum framework, as well as teaching and learning materials, and train teachers.
  9. Pilot test, then launch the new programme.
  10. Monitor and evaluate (ongoing), measure impact and scale-up.

[Source: UNFPA; BZGgA. 2017. Introducing sexuality education: key steps for advocates in Europe and Central Asia. Sexuality education policy brief number 3.]


How ready is the community to implement CSE?

Levels of readiness for CSE can increase and decrease. The amount of time it takes to reach a higher readiness level can vary by the topic, by the intensity and appropriateness of community efforts, and by external events (e.g. an incident that puts focus on the issue, such as an increase in teen pregnancy rates or a sexual assault in a community).

Given this variability, it can be useful to contextualize a community’s readiness by stages. Understanding the stage a community’s leadership and members are in provides valuable information to support programme design, management, and sustainability.


Stage 1: No awareness

Leadership believes CSE is not important.

The community believes there are more important topics to focus on than CSE.

Community members have no knowledge about what CSE is and how it supports the overall health and well-being of young people.

Stage 2: Denial/Resistance

Leadership and community members do not believe young people in their community need sexuality-related information, or think it is inappropriate to provide it.

Only a few community members have knowledge about CSE, and there are misconceptions among community members about CSE.

Stage 3: Vague awareness

Leadership and community members believe that CSE may be important to a community, but show no immediate intention to act.

Leadership and community members may agree that something should be done to address young people’s need for sexuality information, but do not know what to do.

Stage 4: Preplanning

Leadership and community members are open to partnering with outside experts on CSE to create a plan of action.

Community members acknowledge the importance of CSE and are open to hearing about and playing a role in an intervention.

Stage 5: Preparation

Leadership and community members are actively supportive of continuing or improving efforts to provide CSE.

Plans are put into place to move forward, such as funding, programme parameters, and timing.

Stage 6: Initiation

Programming begins. The leadership and community feel a sense of connection and responsibility towards the programme, and will be involved in it.

Stage 7: Stabilization

Leadership is actively involved in the long-term sustainability of CSE efforts.

The attitude in the community is ‘We have taken responsibility’.

There is ongoing community involvement in supporting and delivering CSE.

Stage 8: Confirmation/Expansion

Leadership plays a key role in expanding and improving efforts, including, but not limited to, scale-up efforts.

The majority of the community strongly supports CSE efforts. Youth participation and donor and family investment in the programme is high.

Stage 9: High level of community ownership

Leadership continually reviews programme evaluation results and modifies financial support accordingly.

Most major segments of the community are highly supportive and actively involved.

Community members see CSE as an important part of the fabric of the community.

                    [Source: Tri-Ethic Center for Prevention Research, Colorado State University. 2014. Community readiness for community change.]