growing up, sex, Sex education

On Growing Up

To find out how sex, sexuality and it’s education affects our lives, we mapped various factors affected by sex education against age. This showed us each factor’s cumulative presence in our lifetime – some factors are prevalent only for a certain time period; while others, once a part of our life, play a role right till the end. And in the bigger scheme of things we can clearly see the impact one’s sexuality education can have on them as well as the people around them.

universe map 2-01

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affinity diagram, Design mapping, Sex education, system thinking

Structure in Chaos

One of the milestones of our project, we added some structure to our thinking process.

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We defined our primary goal– informing the receiver about sex and sexuality; and listed down supplementary secondary goals.
We thought of methods that could be used to achieve our goal
We determined various tools that would make these methods more effective.
We listed down six different natures to help classify our ideas.

Via this affinity diagram, different combinations of goals, methods, tools and natures will lead to different kinds of solutions, for us to add to our existing set of ideas.

POSTITS-01

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catagorisation, sex, Sex education

What, Who, How, So?

We listed down several websites, blogs, campaigns, games and advertisements about various topics related to sex education, and looked at three factors-

Who: The target audience being catered to
How : The medium(s) being used to disseminate information
So : The resultant impact on the audience

We wanted to see if any pattern exists; if a number of these channels targeted a certain kind of audience, or used a certain kind of medium to provide information.

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about sex, map, Sex education

Around the World

We found out what the rest of the world is doing, regarding sexuality education.

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So to put it concisely:

  • The first world countries seem to be letting parents decide whether their children should receive sex education or not.
  • Puberty and adolescence, contraception, STIs, menstruation and the anatomical aspects of reproduction are prevalent in most sex education modules. Everything else varies from being non-existent to unnecessary.
  • Governments with strong ties with religious institutions have implemented and actively supported pro-abstinence sex education.
  • Oceania – Strong age-appropriate frameworks prevalent, has teacher and parent specific guidelines too.
  • The Indian Sub-Continent – Very superficial; influenced by various religions, pro-abstinence, only based on biological aspects of reproduction and STI prevention.
  • South-East Asia – Modern and unorthodox, undergoing periodic curriculum revisions, age-appropriate topics.
  • Africa – Mostly about AIDS prevention, educational institutions and NGOs have formed partnerships.
  • Eastern Europe – Lacking, very basic; heavily influenced by the church.
  • Central Europe – Comprehensive, well structured and supportive; empowering for the students.
  • United Kingdom – Not structured at all, several important topics are considered ‘unnecessary’ for discussion.
  • North America – Varies according to state/province, influenced by the church, has two modules (abstinence only and abstinence plus).
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