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Sexual Education in Schools in the Republic of Moldova

Laura Vition

My name is Laura.  I am 15 years old and I am from the Republic of Moldova. I am a sociable person and passionate about different things such as traveling, reading, psychology, photos and blogging, film and social justice. This is my first post for Advocates for Human Rights blog and I want to share some of  my experience and thoughts about human rights and related issues specific to teenagers, such as cyberbullying, harassment and discrimination.

I have been volunteering for different organizations since I was 13.  My first volunteer experience was for one of the largest youth-led networks in Moldova which works with and for young people between the ages of 13 and 24 to advance and promote sexual and reproductive health and rights (SRHR) of adolescents and youth. I was 14 years old when I finished the training and became one of the Y – peer trainers. The trainers have to organize several public discussions on sexual and reproductive health and rights for their peers in their lyceums.

I have to say that education about sexual and reproductive health and rights is almost absent in Moldova. Moldova is a traditional country, where the influence of the church is very large. We do not talk freely about sex, sexuality, reproductive health, menstruation, contraception, mutual consent, etc. These topics are still considered taboo, and even indecent and dirty, especially if this interest or questions are coming from teenagers. We cannot discuss these subjects with teachers and parents because we are concerned about their reactions, which are usually negative. As my mother says, the same was true 25 years ago and nothing has changed. I thought that teachers who cannot talk about sexual and reproductive health and rights would welcome an organization with relevant experience in the field, so I decided to organize four informative lessons in my school.

The experience of talking in public about things which girls should not say was great and challenging at the same time. Some boys tried to intimidate me, telling jokes, ignoring, giggling or interrupting me, while others tried to encourage me to continue. The worst thing was the pressure from my teacher who was present for the last lesson. She did not interfere while several boys were laughing and asked the boys to leave the class when I was talking about menstruation. Furthermore, she said that the subjects were inappropriate, and talking about contraception at this age is a sign of immorality and indicates that you have already had sex. When this insinuation is coming from an adult who has power and authority is even worse. It sounds like permission for pupils to stalk somebody. Honestly, I felt so bad that after finishing the lesson that, when nobody could see me, I cried. The next day the teacher was called by one angry parent of a boy who said that these topics should not be discussed in the school. Even now, after several years, I am wondering why the adults are so afraid of talking about normal things, even more so than their children. In actuality, we view these things as normal, and even joke that we could provide some new information to our parents.

Nothing has changed since then except the increasing number of rapes, sexual harassment and pregnant teenagers. Of course, when something like this is happening the girl is the one to be blamed and the one whose life is changing dramatically. I know some of the politicians in our country have started to talk about the importance of  sexual and reproductive education, but they are still very reserved. I hope, however, that my generation will manage to push these challenging issues forward on the political agenda and get rid of the traditional influence.

By youth blogger Laura Vition. Laura is a high school student in Chisinau, Moldova. 

Human Rights Education in the U.S. is About to Get a Boost

FeaturedHuman Rights Education in the U.S. is About to Get a Boost

Within the next two years, Massachusetts K-12 students will delve more deeply into the ins-and-outs of international human rights in their history and social studies classrooms. New readings and lesson plans will focus on international human rights treaties, cover a variety of human rights movements both inside and outside the United States, and include more comprehensive discussions on the topic of discrimination. Students will be exposed to human rights concepts from the earliest grades, with the material gradually increasing in complexity through high school.

This is thanks in part to a new initiative on the part of The Advocates for Human Rights and our partner Human Rights Educators USA (HRE USA) that seeks to improve human rights education in schools across the country. To this end, with the help of a team of dedicated volunteers, we evaluated how each state’s social studies standards handle the subject of human rights. Alongside this, we gathered information on when those standards will be updated and how the public can provide input on changes, so that we could act on our findings. First up was Massachusetts. We reviewed their proposed social studies standards and submitted our feedback. Happily, the Massachusetts Department of Elementary and Secondary Education took our comments to heart. The end result is a curriculum that invests additional time and energy into teaching human rights.

These changes are about much more than facts and figures. Human rights education significantly impacts the life of each individual child. When they understand what their and others’ rights are, children can more easily identify human rights violations and take action accordingly. Even at a young age, they can begin to tackle issues like prejudice and inequality and become more aware of what’s going on around them. Research confirms this. In schools that instituted human rights programming, students developed an ability to analyze their lives through the prism of human rights, were more motivated toward action, and had a deeper appreciation of diversity and inclusion. [1] [2]

Introducing this type of material during these formative years may also increase children’s social awareness. Schools that incorporated human rights education reported that students showed an increase in tolerance, empathy, and respect. Bullying decreased and students exhibited more respectful behavior toward both their teachers and other students. Additionally, students became more engaged in their schoolwork and felt increased confidence in their academic ability. [3] [4]

Equally as important is the impact human rights education at the K-12 level can have on our country’s future. Imbuing our children with a meaningful and deep understanding of these topics is essential if we want to build a culture where human rights are respected. Imagine a world where all of the refugees at our border were treated with dignity, where everyone had access to sufficient food and housing, where racial and gender equality gaps had closed, and where the prison population was small and treated with dignity. This may sound utopian but the more we teach today’s children to see human rights as vital, the more such a world becomes a possible future, since tomorrow’s leaders will be more likely to prioritize human rights.

Unfortunately, in spite of these many benefits, our review process of existing state social studies standards revealed that most states provide little human rights education and eight states do not cover the subject at all. This means that even when teachers see the value of human rights education, there’s little they can do since they must cover state guidelines and standards before adding optional content like human rights. In Massachusetts, those very standards now give more weight to human rights education, ensuring that children will engage with this powerful topic. States with upcoming review periods include North Dakota, Oklahoma, South Carolina, and Texas. We look forward to achieving similar results in these states and others as we continue to engage in this process.

A huge thank you to all of the talented volunteers who helped to make this a reality. We couldn’t accomplish this without you!

By Rachel Adler, Research, Education, and Advocacy Intern at The Advocates for Human Rights

[1] Bajaj, M. (2011) Teaching to Transform, Transforming to Teach: Exploring the Role of Teachers in Human Rights Education in India, Educational Research, 53 (2), 207-221,

[2] Sebba, J. and Robinson, C. (2010) Evaluation of UNICEF UK’s Rights Respecting School Award. London: UNICEF UK.

[3] Covell, K. (2010) School Engagement and Rights-Respecting Schools, Cambridge Journal of Education, 40 (1) 39-51

[4] Tibbits, F. (2010) Impact Assessment of the Rights Education Action Programme (REAP). Final Report Submitted to Amnesty International Norway. HREA.