presentation:
Sex education is one of the most pressing and complex educational issues, especially in Arab and Islamic societies, which often treat sex as a social, religious, and cultural minefield.
However, the rapid changes the world is witnessing, from unprecedented digital openness to shifts in values and social norms, necessitate that educational systems reconsider their methodologies and foundations.
In this context, this article offers an objective, scholarly analysis of the reality of sex education in Syrian education, reviewing its importance and necessity, its advantages and disadvantages, and leading international experiences. It concludes with a national, ethical, and value-based vision for the future of this issue, stemming from the responsibility of the Syrian Future Movement to build a conscious generation capable of protecting itself and its society.
First, the concept of sex education: A necessary clarification:
Before delving into the analysis, it is essential to clarify the concept.
Sex education is not simply “sex education” in the vulgar or propagandistic sense. Rather, it is a comprehensive educational process that aims to equip children and adolescents with the knowledge, skills, attitudes, and values that enable them to understand their bodies, build healthy and respectful relationships, and protect themselves from exploitation and violence.
The World Health Organization (WHO) emphasizes that sex education should be integrated into school curricula and reinforced by key messages from parents and communities.
UNESCO defines comprehensive sex education as a systematic educational process that addresses the cognitive, emotional, physical, and social dimensions of sexuality, with the goal of empowering children and young people with the knowledge and skills to achieve their health, well-being, and dignity.
A 2024 UNESCO report confirmed that comprehensive sex education improves young people’s knowledge, attitudes, and healthy behaviors without leading to increased sexual activity or risky behaviors.
Second, the reality of sex education in Syria:
Near-total absence from the curriculum:
Available data reveals a disturbing reality: sex education is absent or virtually nonexistent in the Syrian school curriculum.
According to statistics previously conducted by the Family Affairs Office of the Syrian Future Movement, there is no systematic, scientific, and well-planned teaching of sex education in the liberated areas of northern Syria, from primary to secondary schools.
Furthermore, only 60% of primary and preparatory schools teach sex education, and even then, it is not a dedicated component, but rather part of religious or science classes, or simply a matter of students asking questions of some teachers.
A report issued by UNICEF confirms that a third of the country’s schools remain unfit to receive students, due to the destruction, damage, or conversion of schools into shelters, which exacerbates the lack of any organized awareness programs.
Limited and Unsystematic Efforts:
Despite the significant absence of such initiatives, there have been some modest attempts. In December 2022, Ilham Muhammad, head of research at the Damascus Education Directorate, revealed a plan to introduce content related to sexual concepts into schools, asking, “Why do we focus on all other areas of knowledge and neglect the body?”
She explained that part of the educational plan would focus on raising awareness about sexual harassment by teaching about body parts and how to protect them.
However, these efforts remain limited and unsystematic, lacking comprehensive coverage of all age groups and geographical areas, especially since the Assad regime was still in power at the time.
The research director’s statements sparked public debate, dividing opinion between those who supported the regime conditionally and those who strongly opposed it, despite the prevailing political differences at the time.
The Impact of War and the Multiplicity of Curricula:
The years of war have fragmented the Syrian education system, with each side in the conflict issuing its own curriculum. Amidst this political fervor, curricula that provide students with scientific and social benefits, especially during sensitive age groups, are neglected.
Third, why is sex education a national necessity?
Protecting children from exploitation and violence:
Human rights reports indicate a growing phenomenon of child sexual abuse in Syria, fueled by a lack of awareness and preventative education.
Confronting the open digital space:
Undoubtedly, the internet has become an unstoppable source of attraction and education for students.
This digital openness, in the absence of systematic awareness campaigns, creates significant confusion regarding concepts and boundaries, leaving students to grapple with a stark contradiction between societal traditions and what they encounter on social media.
Promoting mental and physical health:
Sex education helps build a healthy relationship with one’s body, free from excessive shame or guilt.
Given the high rates of anxiety and psychological trauma among Syrian students, sex education becomes an integral part of overall mental well-being.
Preparing for Adolescence and Protection Against Diseases:
The World Health Organization estimates that high-quality sex education programs contribute to delaying the onset of sexual activity and reducing sexual risks.
They also contribute to the prevention of sexually transmitted infections (STIs) by providing accurate scientific information about their transmission and methods of prevention.
Fourth, Advantages and Disadvantages of Sex Education – A Balanced Perspective:
Advantages:
- Prevention of sexual exploitation and violence by equipping children with the knowledge and skills to protect themselves.
- Promoting mental health by fostering a balanced relationship with the body and sexuality.
- Reducing risky behaviors by delaying the onset of sexual activity and minimizing associated risks, as confirmed by international studies.
- Promoting equality and respect by teaching the values of mutual respect and gender equality.
- Bridging the knowledge gap resulting from unguided digital exposure.
Disadvantages and Challenges:
- Religious and social reservations, as some believe that sex education conflicts with religious values.
- The risk of unprofessional implementation, as teaching the subject by unqualified individuals may lead to counterproductive results. Family concerns, as expressed by a percentage of families
- Regarding their reservations.
A field study conducted by the Family Affairs Office of the Syrian Future Movement found that 30% of parents were hesitant, while 45% were in favor of teaching sex education. - The absence of a unified legal and methodological framework may lead to a multiplicity of perspectives and mechanisms.
Fifth, leading international experiences:
Tunisia, the first in the Arab world:
Tunisia is the first Arab country to begin teaching sex education within its school curriculum.
In 2020, the Tunisian Ministry of Education decided to include sex education in the school curriculum, targeting children between the ages of 5 and 15.
This was done with the assistance of Tunisian experts in psychology, sociology, and sexuality, with the aim of combating sexual harassment and promoting awareness of sexual culture.
Lebanon:
Lebanon witnessed a debate about introducing sex education into the curriculum, with school principals expressing their concerns about the challenges, especially from parents.
Studies indicate that the absence of sex education in Lebanon leads to numerous social and psychological problems, as young people lack reliable guidance on gender, reproductive health, and bodily autonomy.
Despite this, there are individual initiatives, such as the comprehensive sex education program specifically designed for Lebanese schools.
European and Global Experiences:
In most Western European countries, sex education has become an integral part of the school curriculum.
Studies indicate that it contributes to building positive relationships, increasing self-confidence, and fostering a sense of inclusion.
A UNESCO report showed that two-thirds of the countries surveyed reported that between 76% and 100% of their schools offer some form of sex education.
The organization recommends that comprehensive sex education be mandatory in primary and secondary education as a fundamental right of the child.
Sixth, Sex Education from an Islamic Perspective:
It is important to emphasize that Islam does not prohibit discussing natural matters; rather, it regulates, guides, and governs them.
The Holy Quran and the Sunnah (Prophetic traditions) addressed sexual matters with utmost frankness and clarity, presenting them in the purest form.
Islamic law (Sharia) has focused on the holistic development of the individual, encompassing spiritual, moral, social, and sexual aspects.
The Islamic perspective emphasizes that sex education does not equate to teaching sex itself, but rather to educating and guiding children in these matters in a religious and ethical manner that aligns with the rulings of Sharia. This protects children from deviance.
This education is based on scientific and objective principles, aiming to achieve psychological balance and healthy sexual development for the individual.
It is worth noting that over 80% of the teachers surveyed by the Syrian Future Movement in the formerly liberated areas supported teaching sex education in a well-considered manner, adhering to religious and social standards. This reflects a professional awareness of the importance of this sensitive issue.
Seventh, Recommendations and a Future Vision:
Based on the Syrian Future Movement’s vision of building a state of law and institutions, and in light of the above, we recommend the following:
First, Adopting a Comprehensive Scientific Approach to Sex Education:
The necessity of developing a unified national curriculum for sex education, appropriate for different age groups and respectful of Syrian cultural and religious specificities, while adhering to international standards in this field.
The curriculum should cover four main areas, as identified by the Family Affairs Office of the Syrian Future Movement:
- The Medical Aspect: Physical and physiological changes, and reproductive health.
- The Psychological Aspect: Individual self-perception, body composition, and gender differences.
- The Ethical and Religious Aspect: Values and Sharia principles.
- The Social Aspect: Human relationships, responsibility, and mutual respect.
Second, Training Educational Staff:
Training teachers, psychological counselors, and social workers on how to deliver sex education in a professional and scientific manner that is appropriate to the sensitivity of the subject and respectful of the feelings of students and parents. The World Health Organization (WHO) has emphasized the need for sex education to be integrated into school curricula and reinforced by messages from parents and communities.
Third, Family and Community Engagement:
Sex education is a shared responsibility between schools and families. Parents must be involved in the planning and implementation process through awareness workshops and introductory meetings to ensure community acceptance of the subject and understanding of its noble goals.
UNESCO has highlighted the importance of connections with families and communities to increase the effectiveness of programs.
Fourth, Linking School Awareness with Health Services:
Coordination between the Ministries of Education and Health is essential to provide counseling and health services to students in schools, ensuring the sustainability of awareness campaigns and their connection to actual healthcare.
Fifth, Keeping Pace with Digital Developments:
Designing interactive digital content for sex education that is relevant to the internet age and provides reliable information to students, rather than leaving them vulnerable to random and unreliable content.
Sixth, Establishing a Clear Legal Framework:
Enacting legislation to regulate sex education in schools, defining objectives, controls, and references, and protecting students and teachers from any unprofessional practices. Seventh, benefiting from successful regional experiences:
Studying Tunisia’s pioneering experience in this field, learning from its lessons and challenges, while taking into account the specific context of Syria.
It is also possible to benefit from European and international expertise in designing curricula that are appropriate for different age groups.
Conclusion:
The omission of sex education in the Syrian school curriculum is a neglect of a fundamental right of the child, leaving students vulnerable to the open digital world and misinformation.
While studies indicate a pressing need in this area, and more than 80% of teachers surveyed emphasize the necessity of teaching sex education in a well-considered manner, the need for serious and systematic action remains critical.
Sex education in the new Syria is a national, ethical, and preventative necessity, aiming to build a conscious generation capable of protecting itself, building healthy relationships, and contributing to society.
In building a healthy and stable society.
It is, in essence, an extension of authentic Islamic values that have regulated the natural inclinations of humankind and guided them in a manner befitting human dignity and purpose in life.
Therefore, sex education is not a departure from values, but rather a protection and reinforcement of them.
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