Equality of Opportunity for Sexual and Gender Minorities

Page 68

Equality of Opportunity for Sexual and Gender Minorities

be provided with equity and excellence; it includes measures addressing minority groups, including students discriminated against based on their sexual orientation.40

It is advised that countries adopt the following good practice policy actions: ■■ Introduce laws or regulations that mandate training of primary and secondary school teachers and staff on antidiscrimination related to students who are sexual and gender minorities or those perceived as such. ■■ Raise awareness of the importance of equal access to education by training teachers and other school staff to identify, prevent, and address homophobic and transphobic violence, bullying, and cyberbullying in educational settings. ■■ Provide pre-services and in-services, as well as continuous professional training and development, to equip educational staff with the right tools to create a discrimination-free environment and establish mechanisms for students to report homophobic and transphobic incidents (UNESCO 2012).

Sex Education about Sexual Orientation and Gender Identity in Schools Sex education is an important factor in protecting the health and well-being of young people. However, sex education courses often lack information or materials on SOGI issues.41 Instead, sex education literature usually uses a binary approach to discuss sexual orientation and gender identity, thereby inadequately representing students who are gender minorities. Creating sex education courses that show a nonbinary approach to sexual orientation and gender identity would ensure the inclusion and equality of all students (Slater 2013). Inclusive sex education in schools can also reduce uneducated, risky behaviors and support positive sexual health outcomes, such as reducing the rate of teen pregnancy and sexually transmitted infections (Advocates for Youth, Answer, GLSEN, Human Rights Campaign, Planned Parenthood 2015). Despite the importance of inclusive sex education for sexual and gender minorities, only Costa Rica and Uruguay have laws or regulations that mandate inclusive sex education courses in secondary and tertiary education (figure 2.5). For example, Costa Rica introduced SOGIinclusive courses and good practices as part of its integral sexuality protocol. The protocol provides guidance on educating students on SOGI issues in primary and secondary educational institutions (Costa Rica, Ministry of Public Education 2017). The Education Law (Ley General de Educación) in Uruguay also mandates that sex education include teaching on sexual orientation,42 while the country’s Law for Transgender People (Ley Integral Para Personas Trans) mandates the inclusion of gender identity teaching in educational settings.43

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B.18 Data Points for the Access to Inclusive Education Indicator Set

1min
page 173

References

19min
pages 154-166

Notes

15min
pages 149-153

and Support Services to Victims, 2021

1min
page 148

Training Professionals in Law Enforcement and Victim Assistance to Recognize and Identify Hate Crimes and Provide Support Services to Hate Crime Victims

1min
page 147

Importance of the Protection against Hate Crimes Indicator Set

5min
pages 140-141

6.1 Links between Data on Protection from Hate Crimes and COVID-19

1min
page 142

Notes

31min
pages 127-136

Sexual and Gender Minority Asylum Seekers

1min
page 126

References

5min
pages 137-139

Conversion Therapy

2min
page 125

Partnership and Parental Rights

1min
page 123

Gender in Official Certifications and Documents

7min
pages 118-120

SOGI-Based Discrimination in Public Services, 2021

1min
page 117

Equality Bodies, Including National Human Rights Institutions

2min
page 114

or Association Related to SOGI, 2021

1min
page 113

Political Representation and National Action Plans

2min
page 111

Notes

9min
pages 103-105

References

4min
pages 106-109

Importance of the Civil and Political Inclusion Indicator Set

2min
page 110

Civil Society Approach to SOGI-Based Discrimination

3min
pages 101-102

Importance of the Access to Public Services and Social Protection Indicator Set

2min
page 98

References

4min
pages 94-97

Notes

15min
pages 89-93

and Different-Sex Spouses, 2021

1min
page 86

Additional Readings

1min
pages 76-77

References

4min
pages 74-75

Public and Private Sectors, 2021

4min
pages 81-82

Importance of the Access to the Labor Market Indicator Set

4min
pages 78-79

Notes

12min
pages 70-73

and Gender Minorities: Costa Rica and Uruguay, 2021

1min
page 69

Homophobic and Transphobic Textbooks and Curricula

1min
page 64

Education, 2021

1min
page 67

Sex Education about Sexual Orientation and Gender Identity in Schools

1min
page 68

Textbooks/Curricula to Exclude Discriminatory Language, 2021

1min
page 65

Training Educators to Recognize Discrimination in Schools

1min
page 66

Discrimination in Education and Lack of Reporting Mechanisms

4min
pages 61-62

2.1 Links between Access to Inclusive Education Data and COVID-19

2min
page 60

Importance of the Access to Inclusive Education Indicator Set

3min
pages 58-59

Criminalization and Age of Consent

2min
page 48

References

3min
pages 55-57

Importance of the Decriminalization of Same-Sex Behavior Indicator Set

3min
pages 46-47

Notes

9min
pages 52-54

Gender Minorities in Seven of the Analyzed Countries, 2021

2min
page 51

Indicator Sets

2min
page 28

Additional Readings

2min
pages 43-45

Vagrancy, Public Nuisance, or Public Morals Laws

1min
page 50
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