Nuevos Cdices Compata, A.C.

DOING NORMAL
THE SEXUAL
EDUCATION

Final Report

Grant No: 103057

INTRODUCTION

Faced with the need to implement concrete and effective strategies to include
Integral Sexual Education (ISE) in school curricula, we designed the project
"Doing Normal Sex Education". This projects objective is to contribute to the
implementation of sexual education during the training of indigenous educators
as well as in secondary schools in the state of Chiapas. Its actions focus to
indigenous youth who are currently in their training as bilingual teachers at the
Intercultural, Bilingual and Indigenous Teachers School (IBITS) "Jacinto
Canek" located in the Municipality of Zinacantn, Chiapas.

The project also impulses actions to promote the implementation of the

State Subject Equity: Towards a Responsible Sexuality in secondary schools
of Chiapas. This responds to the fact that the Subject was granted to the State
since 2010. From 2012 it is an established program though it is not promoted
due to the lack of teacher's guide and textbook required to reach the
classrooms.

A third component of this this project is the creation of materials for

Information, Education and Communication which are needed as support tools
for teachers in the classroom. The materials developed in this project respond
to the needs that the young people of Jacinto Canek IBITS expressed during
the development of this program, working directly in their creation.

Finally, the outcome of this project leads to the proposal of an

Intervention Program for Sexual Educators, which is part of a broader
intervention model. Such Intervention Program has been constructed from an
analysis of the situation of young students in the ISE at the IBITS Jacinto
Canek. The design of this Intervention Program was accompanied by the
continuous planning process of Nuevos Cdices Compata. The Program
contains the organizations strategic axis followed in the implementation of the
ISE as a common practice in the schools of Chiapas.

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 This document contains the most significant achievements for each
objective and activity that make up the project as well as the difficulties
encountered and the actions taken to overcome them.

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CONTEXT

Government of Chiapas: weak management and administration.

The present Governor of Chiapas, self- proclaimed as the youngest Governor "
of the state and the rest of the country, began his first year in office without a
strong cabinet nor a clear direction. Throughout the year 2013 he appointed
new Ministers paralyzing previous decisions and activities. Chiapas was one of
the first States to announce the Pact for Mexico and the Crusade against the
Hunger which started without new resources for the promised activities. These
actions were reported as successful, but those are actions that Government
does regularly. A shocking fact is that despite the complaints of poor
administration and the States debt by the previous Government, nothing has
been done to clarify these situations. They have not established responsibilities
and instead they accepted the handover of the previous administration. We
have observed little management capacity both at the Municipal and State
levels. Proof of this is the withdrawal of funds offered by Oxfam for the Social
Participation Trust Chiapas (FOPASCH) because the State Government did not
fulfill its commitment to provide funds in 2013. Despite Oxfam and the Civil
Society waited enough, the Ministry of Social Development and Participation
(MSDP) did not fulfill its commitment even though the resources were already
approved by the Ministry of Finance. This demonstrates the ineptitude of the
Minister of MSDP. Along with this, it is outrageous the self-advertising of the
Governor with public funds. The Governors first annual report was publicized
nationally when it was not presented in time and correct manner to the citizens
of Chiapas. The report really shows his poor administration.

Teachers' and other social movements.

The disagreement of the teachers' organizations in the State with the so called
Educational Reform, lead to complete strike that lasted from late August to early
December 2013. This movement had the support of students, parents and
mothers of all educational levels. It had an impact on the economy of various
regions of the State, including the Highlands, since the salaries of teachers are

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one of the main income of the State. The transit on different roads, especially
which pass by the State Capital, was hindered and often suspended due to
blockades done by groups of teachers and students, carriers, demonstrations of
citizen groups and social organizations. All these protests were due to the
unfulfilled promises, agreements or late payment of social programs by the
Municipal or State authorities. The impact during these months was of total
chaos, Governmental void and economic paralysis Statewide.

Ministry of Health and State Council for the Care of HIV and
AIDS (COESIDA)
The new head of the Ministry of Health in Chiapas has made some changes in
the Jurisdictional Headquarters and Directorates including the Directorate of
Public Health. The complaint was made by the journalist Carmen Aristegui on
the alleged purchase of more than 100 million pesos in rapid HIV tests was a
National news. Social organizations working with HIV / AIDS in the State,
repeatedly demanded clarification of this alleged purchase, because the fact is
that there are not enough rapid tests in the State as reported by the State
Program on HIV / AIDS / STI of the Ministry of Health. The former Minister
denied such a purchase and even told to the organizations that such money
never entered the Ministry. Meanwhile, the new Head of the Ministry and his
team said that they were doing an audit and offered to clarify this situation. Till
today this is not being resolved. On the other hand, the head of COESIDA said
in a national meeting of organizations that the issue had already been cleared.
Over two years there was no meeting with COESIDA while the epidemic is
growing in the State. Last year the cases of people with HIV tripled among
indigenous population, mainly in the Highlands. Many women with HIV have
expressed their dissatisfaction because they are still being discriminated. There
is no offer of HIV testing for pregnant women, nor training for empirical
midwives. They are even denied cesarean section in some hospitals in San
Cristobal de las Casas. The attention is far from being integral in the Integrated
Care Services for people living with HIV and AIDS (SAIs). We have repeatedly
asked the new head of Public Health Directorate to promote the Municipal

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Committees for Care of HIV and Aids (COMUSIDAS) in all the Municipalities in
the State, but until now there is no positive response.

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GENERAL REPORT BY SPECIFIC OBJECTIVES AND
ACTIVITIES

The project "Doing Normal the Sexual Education" is structured by a general

objective and three specific ones, which are divided into specific activities. We
will describe the development of each activity highlighting achievements,
obstacles, vulnerabilities and significant learning.

Specific Objective 1: Strengthen the training in Sexual Education of

indigenous youngsters of the Intercultural, Bilingual and Indigenous
Teachers School Jacinto Canek.
The fulfillment of this objective consists of three stages: 1) establish a baseline
on the knowledge and skills of young beneficiaries 2) develop an appropriate
methodology to strengthen their knowledge and skills in Sexual Education 3)
intervention based on the methodology created to strengthen the knowledge
and skills of the young trainers on Sexual Education.

1.1. By diagnosis we will establish a baseline for the development of an

intervention model with the students of the Intercultural, Bilingual
and Indigenous Teachers School (IBITS) Jacinto Canek in order
to have relevant indicators for the intervention and its evaluation.
With the support of the Kellogg Foundation, in August 2013, Nuevos
Cdices Compata team had a workshop called "Making Measurement
Instruments". The workshop was led by Rolando Tinoco and Angelica
Evangelista from the Health Research Center of Comitn. They had
already presented an attractive proposition that fitted our budget.
As a result of the workshop we developed a written questionnaire
to be applied to the youth trainers of the IBITS Jacinto Canek. This
questionnaire has not only been used for the IBITS but also applied it at
the beginning of other interventions with other young people. We
consider that it has been a success and an achievement. Later we will be
able to make a comparison between different youth and, without being

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too ambitious we will be able to contribute to a diagnosis of the situation
of Integral Sexual Education (ISE) in the youth of Chiapas.
The process of applying the questionnaire was complicated due to
the teachers work stoppage as a response to the Educational Reform.
This was one of the biggest hurdles during the implementation of this
project.
According to the plan, the questionnaire should be applied in late
September 2013 to have a baseline in October of the same year. When
we realized that this was not possible, we tried to apply it in other schools
that were not affected by the teachers' strike. We first applied it at the
Intercultural University of Chiapas and later in the Mesoamerican
University both situated in San Cristobal de Las Casas.
Finally, in December 2013 we applied the pilot test and validated
the questionnaire, but the teachers' strike continued hampering the
optimal development of the project activities. However, our
communication and closeness to the Academic Coordinator and to the
young students of IBITS Jacinto Canek were continuous and constant.
The realization of the questionnaire with the students of the IBITS
Jacinto Canek was possible until February 2014. On the 12th and 13th we
gave it to the undergraduates of Primary Education of the sixth
semester, groups "A" and "B" consisting 60 youngsters.
The answers were sent to Rolando Tinoco and Angelica
Evangelista so they could systematize and concentrate the database. A
staff person from Compata -Magdalena Villatoro- accompanied the
systematization process. She also learned to use the database, which is
very useful for other interventions.
The data analysis was given back and presented in March 2014,
which led to the following stage.

A 1.2. From the baseline, we will develop an appropriate

methodology with an intercultural approach- to initiate the
intervention in the IBITS Jacinto Canek.
To continue the project while the students and teachers from the IBITS
were on the stoppage, we looked for information that could be useful for
the intervention. These contents were based on the axis that were
established for the baseline:

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 1. Sexual Citizenship: Public Policy and Legal Framework
2. Sexuality: Sexual and Reproductive Health, Contraception
Methods, Pregnancy, Pregnancy Interruption, STDs and
HIV-AIDS.
3. Social Constructions: Gender and Sexual Diversity
4. Sexual Education in the Classroom: skills and abilities of
teachers, technics in popular education and the role of the
teacher in education of Rights.

Compatas team had the concern of creating the methodology from an

intercultural approach, since the Intercultural paradigm is broad and
diverse. Given this, we looked for someone who could guide us in this
topic. We found Maestra Tania Avalos, who advised us on the
implementation of the intercultural approach. While the IBITS was still on
strike she allowed us to work with some indigenous university students
she knows .
This experience guided us in the creation of the intervention
methodology. Once we had the baseline and the young people of IBITS
returned to class, we began the process of intervention makes the
students aware of their role as sexual educators.
During the creation of the methodology we gave importance to
what the young people detected as weaknesses. These were the same
at the baseline: specifically, the lack of skills to address these issues in
the classroom, and in general, lack of skills to develop better
methodology and technics with the children.
Given the above we thought about the possibility to create an
Intervention Program based on the axis of the baseline and focus it on
the development of the topics required by the teachers for a successful
intervention in the classroom.

A 1.3. Implement the intervention methodology based on three

components: 1) Course in Sexual Education, 2) Produce culturally
sensitive materials of Information, Education and Communication 3)
Accompany the replica of the content of the course in teaching practices.

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Course in Sexual Education
The course presents the themes grouped in the axis that were established by
the baseline:
1. Sexual Citizenship: Public Policy and Legal Framework
2. Sexuality: Sexual and Reproductive Health, Contraceptive Methods,
Pregnancy, Pregnancy Interruption, STDs and HIV-AIDS.
3. Social Constructions: Gender and Sexual Diversity
4. Sexual Education in the Classroom: skills and abilities of teachers,
technics in popular education and the role of the teacher in education of
Rights.

The course allowed us to review specific topics and the presentation and
implementation of an educational model that will support the teachers in the
classroom. It may also support other organizations or individuals intending to
carry out an intervention with this population.
Overall, the course was received openly by the youngsters, finding some
difficulties but it was necessary to stop during the process to consider certain
circumstances. We noticed the difficulty of the young people to integrate the
contents and information in everyday attitudes and behaviors. For example, the
issue of gender and equity gives the young men a lot of resistance, they think
that "it is okay to talk about gender but it is not all right that women want to be
more than men". This type of feedback lets us know how the young people are
integrating the information, realizing that prejudice and lack of awareness make
very difficult the implementation of the information they receive. It also reveals
how the traditional education they receive from the early years of schooling until
now, blocks the reflection and the analysis of the topics reviewed. Most of them
have been accustomed to memorize and repeat information. They call "poor
student" to those having different views. Therefore, in an assessment of the
project held in May 2014, we decided to change the intervention, provoking
reflection, analysis and criticism in the classroom. This situation was interesting,
but also caused a lot of resistance from some students, however they ended up
getting involved in a different and more personal way.

Production of culturally sensitive Information, Education and

Communication materials

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The production of IEC materials was also delayed by the magisterial
contingency mentioned above. The planning we made indicated that in
November 2013 we would have proposals for materials and identify key
students in the making of these materials. For this we planned workshops that
could indicate which youngsters had more skills for the translation and wanted
to be part of the creation process. However we had to postpone the process,
adjust the time and working method for 2014.
It was until May 2014 that we were able to have concrete ideas about the
type of materials that the youngsters required. Due to a new labor stoppage at
the IBITS and the summer holidays, we could start realizing them until August.
However, we took advantage of that time to review the rapporteurs of the
workshops and the students needs of the materials. With this we noticed the
huge demand for materials. They were focused in materials that would be
helpful in the classroom when having to develop topics on Sexual Education. At
the beginning of the intervention, Compata had thought to develop materials
that would facilitate the process between them and the students. These
materials would also be useful to other organizations that work with the same
subject.
Once we noticed that the situation demanded a change in plans, we took
on the task of making proposals for materials that the students considered
useful as teaching aids in the classrooms. The material should be aimed at
children, since the youngsters are being trained as teachers of primary school.
Returning to school in August 2014 the proposal was carried out and we
asked the cooperation from the young people. They were excited and decided
which materials could be more adequate for their needs in the classroom.

Two materials have been developed :

1) Giant board game: It consists of a large board made on canvas so that the
youngsters can fold it and carry with them. The children stand on the board.
According to how many they are, different groups are formed or it can be played
individually. The teacher shows postcards with images related to scenes of
everyday life in rural and indigenous contexts. Then they develop short stories
that trigger questions. The idea is that children reflect on the stories and on the
questions and move on the board according to their answers. The teacher takes

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advantage of the questions to explain issues like rights, changes in the body,
gender, diversity, violence.
2) Audio-story: two stories were performed about everyday situations where
children are going through changes or circumstances of violence and
discrimination. It was necessary to make the stories with the support of the
students, write a script to be recorded on audio in Spanish, Tzotzil and Tzeltal,
borrow a studio for recording and editing the audio. The studio was lended by
the Intercultural University of Chiapas, who gave us permission until October
2014. We finished the recordings by the same month. It was complicated
because not all the students wanted to record. The audio edition concluded in
January and the story was presented to the students in February 2015. We
want to highlight the methodology "Philosophy for Children" used for the
realization of the story by seeking advice of experts in the field.
Both materials are still incomplete because they need a lot of time. This
situation showed us another area of opportunity for the organization since we
do not plan the time span required for the production of this type of material. We
used to make materials according to what we think necessary in different
settings and populations. When we have to include different opinions in the
process and take them to account while making decisions about the images,
characters used, questions asked, etc., the process becomes complicated and
it needs more time. We do not believe this is an obstacle or mistake in the
project. On the contrary, we believe that it was an opportunity to be closer to the
lives of the young students. Although time has overtaken, the materials will
reach their destinations as culturally sensitive teaching aids according to the
need of the schools of Chiapas.

Support during the replica of the Course in the school practices

The support during the replica of the contents started in October 2014. Until
today we have accompanied five students during their practices in the
municipalities of Zinacantn and San Juan Cancuc. Other replicas were
postponed because the IBITS was again in a work stoppage in solidarity with
the Ayotzinapa case.

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 Classes resumed in November, but the students will not go to practice,
so we will have to wait until February 2015, when they return to school after
December holidays and the end of the semester recess.
During the replicas that we accompanied, we still noticed certain
insecurities from the students. Not only talking about gender as it was the issue
they chose to give, but also their performance in the classroom. This reflects the
need to further strengthen their social skills and working with groups of
youngsters.

A.1.4. Conduct a workshop for staff members on strategies and evaluation

mechanisms in order to have tools for the assessment of the intervention.

In order to strengthen the knowledge and skills regarding the evaluation of

interventions, we planned a workshop for staff members, scheduled for May
2014. Because we detected vulnerabilities during the development of this
project, we will ask the Foundation the possibility to change the theme of the
workshop. The staff detected the need to be trained on new tools and
strengthening their skills in relation to Sexual Education and intervention
techniques with young people.
Thus, in February 2014, Compatas team held a workshop to strengthen
that area. The workshop had a central axis based on the technics of the Theatre
of the Oppressed. A youth organization from Mexico City called "Nenemih AC"
was in charge of guiding the workshop. They developed this methodology with
young indigenous people in Mexicos City. They produced plays with sensitive
issues to the young people about their daily life.
The application of some of these techniques during the work with
students was enriching because we could raise awareness. We also used this
methodology to promote reflection and analysis of information, especially
related to Gender and Sexual Diversity which are difficult issues to deal with the
group.
Since this project shares components with another we have with the
Kellogg Foundation, we decided that the funding needed for the evaluation
should come out from that project. So we hope that in early January 2015 we
can start evaluating the project, complete all the interventions and materials we

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made as well as the systematization of the workshops.

Specific Objective 2: Promote the implementation of the State Subject on

Sexual Education in three secondary schools of Chiapas.
This objective focuses exclusively on the State Subject on Sexual Education
with the intention of promoting its implementation in secondary schools. At the
beginning of the project, the Subject was detained because the Ministry of
Education requires three resources to launch a subject: the course syllabus, the
teacher's guide and the textbook for the students. There was only the syllabus
available.

2.1. Negotiate with the people in charge of the State Subject: Towards a
responsible sexuality, a collaborative agreement to implement the course
in three secondary schools in the Highlands.
During September and October 2013 we held several meetings with Teacher
Josefa Lpez Jimnez, from the Technical Education Directorate of the Ministry
of Education who is in charge of the State Subject "Towards a responsible
sexuality (the concept responsible sexuality was changed to "integral
sexuality"). With her we have created an important working bond. At the first
meeting we presented her Compatas project and received the comments of
the Ministry team. Teacher Josefa Lopez expressed her full agreement to
promote the Subject, which allows us to proceed to a working agreement.
During the second meeting we reviewed the contents of the Subject and
some working material that the team had made to promote its implementation.
At the end of the meeting, Teacher Josefa informed us that we could not
continue working as planned because the interests of the current government
were no longer directed to the Sexuality Course, but to Environment. This
complicated things for the execution of the project since we already had one
with the teachers strike. Given this, we designed a new way to continue with the
project. One of the possibilities was opened by the Demysex Network, where
Nuevos Cdices Compata belongs. The opportunity was seen through a
project that the Network was executing at that time: evaluating the guidelines of
the Ministerial Declaration in some states, including Chiapas. As
representatives of the Network in Chiapas, we took on the task of conducting

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interviews and relevant meetings as well as the state assessment. This way we
could approach other personnel interested in the implementation of contents on
sexuality in the education of secondary students.
The most important opportunity was the establishment of an Inter
Institutional Board Preventing through Education", with more than 20
representatives of institutions and organizations working in the state in
education and health areas. This gave us the facility to approach strategic
personnel to negotiate the possibility to work with teachers of secondary
schools in the Highlands.
One of the most important people in the Inter Institutional Board is
Teacher Candelaria Rodriguez, who is responsible for Gender Mainstreaming in
the educational contents of the Ministry of Education. She showed great interest
in Compatas project. We could make a strategic alliance with her and her
team.
The relationship with Teacher Josefa well as with Teacher Candelaria has
allowed us to progress on the project objectives and our goal of implementing
the Course of Sexuality in Secondary Schools. A major achievement has been a
working agreement between the Ministry of Education, the Ministry of Health
and organizations that promote Sexual and Reproductive Rights in the state
instead of only reaching to a collaborative agreement between the head of the
Subject and Compata.
This agreement was signed in November 2014. As Compata was the
promoter of the organization of this event, we signed representing the Civil
Society. This represents an achievement for the organization since we have
been following this for several years without a clear and specific response from
government institutions. With this agreement, we have greater certainty that the
progress achieved during these two years of work (2013-2014) is going well,
despite the difficulties we had.
In 2014 the Inter Institutional Board started a strategic planning process
that is not completed so far. Further meetings will continue in early 2015. We
will continue with our commitment and actions that the agreement demands us.

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A 2.2. Strengthen the skills of state teachers of secondary schools
through workshops on Sexual Education, addressing the contents of the
State Subject.
According to the agreements with Teacher Josefa Lopez we had to conduct
workshops with secondary school teachers in March and May 2014. However,
this activity was also delayed because of the teachers' strike and the lack of
interest of the authorities and officers from the Ministry of Education.
In this circumstance that hinders the activities, we searched for
alternatives. In February 2014 we visited secondary schools in the Highlands
proposing the training directly to the principals and teachers. We did not
abandon the agreements with Teacher Josefa Lpez who was still interested
but had to take decisions according to her superiors.
We visited secondary schools in five municipalities in the Highlands: San
Cristbal de las Casas, Chamula, Zinacantn, Chenalh and Oxchuc, and had
a favorable answer only from one: the Technical High School of Zinacantn. In
early June 2014 we held the first meeting with six teachers of that school. They
showed interest and expressed the need to strengthen the information and skills
to better guide their students. We
reviewed with them some contents This point is relevant to the organization
of the subject and we provided because long ago we found that the
materials that might be useful. We technological gap between youngsters
also had a session to identify the and adults block communication
main problems they met with the channels. In response, one of the tasks
teaching on the subject of that the organization has set for 2015 is
sexuality. The teachers indicated to incorporate the use of ITs in the
that the main obstacle is the lack of training
information and self-training
because they are afraid to touch the issues and dont know how to proceed.
They feel that students or parents might misunderstand the situation. Teachers
realized the importance to understand of the use of Information Technologies
(ITs), because the young students use them on daily basis and sometimes they
feel displaced by the internet as formative and educational figure.
In early September 2014 there was a meeting of the Inter Institutional
Board. A proposal was brought forward to conduct workshops with teachers of

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secondary schools in order to implement the Sexuality Subject that was still
pending. The response was favorable, Teachers Josefa and Candelaria
Rodriguez took up the proposal and again raised it to the Ministry of Education.
Since there was an advance in the agreement, the response of the Ministry of
Education was favorable this time.
In early October 2014 we started planning and arranging the workshops
with teachers of secondary level in the Highlands of Chiapas. We coordinated
with Maestra Josefa who is in chrage of the Technical Education Directorate. In
late October we could train 20 teachers of the Highlands, including teachers of
the Municipality of Amatenango. They were the most enthusiastic and
requested a further training where other teachers of the High School could
integrate.
Later, the Technical Department asked us for a second training for
teachers from the Istmo-Costa zone. They expressed a particular interest in this
area because, among other things, it is the area with the highest incidence of
people living with HIV.
Thus, in November 2014 we trained teachers of the Istmo-Costa area in
the town of Tonal, Chiapas. 15 teachers participated. The response of these
teachers was very supportive and motivating, they asked us to be the group
responsible for piloting the textbook of the Subject of Sexuality that we were
creating at that time.
With these activities we surpassed the goal of training 20 teachers from
three high schools in the Highlands, as we trained 10 teachers from five
municipalities of the Highlands, and 15 in the region Istmo-Costa.
Our commitment with them continues, so in 2015 we will continue with the
training and support to teachers who require further. We want to mention a
change that came from the Educational Reform: teachers cannot be moved
from their schools on weekdays for training, courses, workshops, etc. From
2015 the activities carried with them will be held in the schools where each one
of them work, representing more effort but not an insurmountable obstacle.

A 2.3. Elaborate an Activity Manual that enables the operability of the

Subject, facilitating the process for secondary teachers in the State.

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We had programmed to begin with the implementation of the Manual for
Teachers in June 2014, but we had to change the date to improve the plan. We
wanted the support of the Ministry of Education so the Manual would be
validated by them and could be integrated as part of the material that the
teachers receive. In other occasions (it has also happened to other
organizations), we produced materials that are not used by the target
population. We did not want to work only to accomplish our goal and finally it
would remain useless.
As of this assignment, in August 2014 we presented the proposal to the
Technical Department of Education and to Teacher Candelaria Rodriguez. They
received it with interest and invited us to implement the textbook of the Subject
so that it can be operable in secondary schools. Compata happily received the
proposal and decided that instead of working for the Manual for Teachers, we
preferred to be part of the team that would make the textbook. Later in 2015,
with other funds we would make a Manual that will be useful for teachers but it
should stick to the students textbook.
In September 2014 we began elaborating the book, with a team of
Educators of the Autonomous University of Chiapas (UNACH), the Technical
Education Directorate and the Gender Mainstreaming Directorate of the Ministry
of Education of Chiapas.
The process was arduous since we had about ten follow-up meetings.
Compatas responsibility was to propose and revise contents as well as the
editorial and graphic design of the book. We worked closely with the UNACH
team.
We hoped to have the book to sign the agreement in November 2014,
but it wasnt possible. However, at the event we presented a draft and
continued working. The book will be ready to be piloted in February 2015.
With this activity we believe that we could go further than we expected.
Instead of a manual, we could influence the elaboration of a material that will be
mandatory for the youngsters. The signing of the agreement, the training with
the teachers and this book gives us a sign that we are having an impact in the
implementation of the state Subject of Sexuality, although the current
Government's interest focuses on environmental issues.

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Specific Objective 3: Create a Model of Intervention for the
implementation of Sexual Education in school that serves as a reference
and replication in other areas of incidence.
This objective depended on the progress, achievements and limitations of the
above. We already explained the obstacles and the achievements. We can
explain the process of making the Model which is currently a draft, awaiting
validation by early 2015 when classes begin. The Model consists of the
Intervention program developed mainly from the experience with the students of
the IBITS Jacinto Canek.

A 3.1. Create an Assessment Plan with process indicators, outcome and

impact to evaluate the intervention from the three components in the
IBITS Jacinto Canek and the State Subject Equity: Towards a responsible
sexuality.
From the baseline we established four basic components for the intervention
which are the variables of the Evaluation Plan (we are attaching the details of
the components)
1. Sexual Citizenship: Public Policy and Legal Framework
2. Sexuality: Sexual and Reproductive Health, Contraceptive Methods,
Pregnancy, Pregnancy Interruption, STDs and HIV-AIDS.
3. Social Constructions: Gender and Sexual Diversity
4. Sexual Education in the Classroom: skills and abilities of teachers,
technics in popular education and the role of the teacher in education of
Rights.

3.2. Systematize and analyze the whole experience of intervention based

on the established indicators to give structure to the Intervention Model.
This activity began at the same time as the workshops with youngsters from the
IBITS. This situation helped us to reflect on the process we were carrying out,
detecting weaknesses, planning strategies and analyzing better the situation
that the young students face.
Changes made to the strategy, as well as throughout the Intervention,
are a consequence of the review of the activities and of the systematization
process. We believe this is a crucial point to the team because at other times
we do not stop to review about what we are doing and only focus to move

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forward to accomplish our goals. However, making a pause to assess how the
youngsters and the working team are progressing on each component has
helped us to improve our practice.
The Model is presented as a guide for training that contributes to the
acquisition of skills in rights and sexual education. It is aimed at students of
Teachers Schools. As teachers and educators, they should guide their
students in an objective and informed basis on issues of sexuality. Also how to
address, individual and collectively, situations and challenges they encounter in
the classroom and within the educative community. The objective of this model
is that the students acquire and consolidate knowledge on basic aspects of
sexuality, manage models and educational intervention strategies, develop
personal and professional skills and mobilize attitudes and values.

Besides the Intervention program, which will be presented in

February 2015, we are interested in spreading the full experience. So we have
requested that an expert should carry out the projects memory and
assessment.

A 3.3. Present the Intervention Model before teachers and students of the
IBITS Jacinto Canek and the responsible of the State Subject for a
feedback process, detecting failures and strengthening successes in the
construction of the Model, towards its validation.

The presentation of the model will be held in February 2015 due to set
back that we have experienced throughout the project. The presentation will
consist of the Model, the memory of the process, the IEC materials and the text
book.
For the presentation we prefer to wait for the people that have
collaborated in this process. We believe that the project has been possible due
to the participation and involvement of young students from the IBITS Jacinto
Canek, the staff of the Technical Education Directorate, especially Teachers
Josefa Lopez and Candelaria Rodriguez.

20
OUR RELATIONSHIPS
The organizations and institutions with whom we have created alliances,
synergies, working groups and linking in general are:
GOVERNMENT INSTITUTIONS
Ministry of Education of the State of Chiapas
Intercultural Indigenous School for Teachers " Jacinto Canek " (IIST)
Chiapas Health Institute - Sanitary District II Highlands/ and Istmo-Costa
State Coordination for the Prevention of HIV / AIDS and STIs
Ministry of Indigenous Peoples and Cultures

National Commission for the Development of Indigenous Peoples (CDI )

STATE ORGANIZATIONS
Collective for Comprehensive Family Care (CIFAM AC)
Jlumaltik South Equity AC.
A Friendly Hand for the Fight Against AIDS, AC
Health Research Center, Comitn (CISC AC)
Consultancy, Training and Support (ACAS, AC)
Suenios/Suekun

NATIONAL / INTERNATIONAL ORGANIZATIONS

United Nations Population Fund (UNPF)

National Network for Democracy and Sexuality (DEMYSEX)

UNIVERSITIES AND RESEARCH CENTERS

South Border College: El Colegio de la Frontera Sur (ECOSUR)
Autonomous University of Chiapas (UNACH)
Intercultural University of Chiapas (UNICH)
Center for Research and Higher Studies on Social Anthropology (CIESAS-
Sureste)

Component Subcomponent Indicato

21
Public Policy and Legal
Framework
Sexuality Sexual and Reproductive Health
Contraceptive technology
Sexually Transmitted Infections
Pregnancy interruption
Body care
Reproductivity
Interpersonal relationships
Social constructions Gender
Diversity
Sexuality education in the
classrooms
1. Recognizes the role of UN inte
and Reproductive Rights)
2. Knows the Ministerial Declarati
3. Recognize any of the targets o
4. Knows the Booklet of Sexual R
5. Identify one or more of the SRR
6. Knows the Law on Access of W
Chiapas
7. Considers that the Governmen
beats his wife
8. Affirms that girls and boys shou
9. Recognize that sexuality is a hu
10. Considers that the HR (Huma
excessive autonomy
11. Knows that pregnancy interrup
1. Affirms that sexuality during ad
and pleasure. Sexual and reprodu
2. Knows when it is more likely th
3. Relates condom use with low r
1. Knows modern contraceptive m
2. Knows doses of birth control pi
3. Knows the indication rhythm
4. Knows what is intercourse with
5. Knows indications doses of birt
6.Knows indications dose of cont
7. Knows the use of contraceptiv
8. Recognizes pregnancy risk in
1. Identifies general population ris
2. Recognizes correctly STI group
3. Knows HIV transmission mech
4. Affirms that AIDS is incurable
5. Denies that HIV only happens a
6. Identifies condoms as protectio
7. Considers the youngsters grou
1. Considers abortion a crime or i
2. Accepts abortion as a womens
1. Considers that sexual responsi
consequences
importance of teaching of the bod
1. Supports the idea that both par
children
2. Agrees with the idea that gay c
3. Agrees with the choice of giving
1. Disagree with jealousy as an e
2. Considers dialogue as the best
3. Justify partner violence
1. Believes in democratic decision
2. Believe in equal economic part
3. Understands that gender is a s
4. Promote equitable spaces in th
1. Recognizes the right of homose
2. Knows what homophobia is an
3. Intervenes to stop homophobia
1. Has received training on sexua
2. Feels fully prepared in skills an
3. Feels fully prepared to advise s
4. Feels fully prepared to identify
5. Feels fully prepared to understa
6. Feels fully prepared to demons
7. Feels fully prepared to talk with
22
8. Feels fully prepared to talk abo
9. Feels fully prepared to talk with
10. Considers that sexuality shou

23
Av. Ecuador No. 3 D, Barrio de Mexicanos
San Cristbal de Las Casas, Chiapas.

Final Report

24