Title:	Sexual Health and Rights: Policy and Programming in Practice (SHRPPP)
Keywords:	Sexual & reproductive health International/Global Health Human rights Health Policy Gender & health
Country:	United Kingdom
Institution:	UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh
Course coordinator:	Georgina Pearson
Date start:	2024-04-01
Date end:	2024-04-12
About duration and dates:	2 intensive weeks
Classification:	advanced optional
Mode of delivery:	Face to face
Course location: Queen Margaret University, Edinburgh.
ECTS credit points:	5 ECTS credits
SIT: 150 hours SIT, of which 15 hours online content delivery, 15 hours practical online exercises, 15 hours project-based learning, including face to face Sexual and Reproductive Health organisation meetings, reflective practice and mentor meetings, 55 hours self-directed study, 50 hours assignment preparation.
Language:	English
Description: At the end of the module the student should be able to: - Develop and present policy and programmatic responses which address contemporary issues concerning sexuality, sexual health and rights; - Synthesise evidence from a range of settings globally (including low, middle and high income settings) on sexuality and protecting sexual rights as central to human health and well-being; - Critically evaluate and apply selected relevant theoretical frameworks from a range of disciplines to current programmatic/policy issues in sexuality, sexual health and rights; - Draw links between social and legal protections and health outcomes with particular reference to vulnerable populations and gender based and/or sexual violence; - Analyse the impact of the intersections of sexuality and sexual well-being with race, ethnicity, economic status, disability, gender identity and conflict; - Critically engage with contemporary political debates on sexuality, sexual health and rights.
Assessment Procedures: There are two summative assignments: an individual presentation pitch (20%), and a group policy/programme report (80%). 1. For the individual presentation, students will present a 5 minute pitch for a rights based intervention/programme/policy on a rights-based issue related to sexuality and/or sexual health. 2. For the policy/programme report (4,000-6,000 words), groups of 2-3 students will take a current contested issue related to manifestations of global rights, sexual health and/or sexuality and construct an assessment of the situation, with a proposed policy/programmatic response based on a review of evidence and best practice. In addition, students are required to complete and submit two individual formative mini-assignments in preparation for the summative written assignment. This will include a reflective report based on their learning experiences through the module. Written feedback is given for the formative mini-assignments, and both elements of the summative assignments (individual presentation and group report). For the summative assignments, if students fail their first attempt they can resubmit their assignment for a second assessment. For the group assignment, if the group fails the first assignment, the group will resubmit the assignment for second assessment. Individual student contribution will be declared on submission of the final report, with individual students confirming their contributions. If an individual student did not contribute to the final report, adjustments will be made to their individual final mark. If an adjusted individual mark does not achieve the pass mark, then the individual student can resubmit an individual assignment related to the report for second assessment. Groups are encouraged to raise concerns on parity of individual contributions early on with the module co-ordinator to address any issues that might arise before final submission. Note: In order to pass the module, students must achieve a pass mark of 50% on all assignments. If a component is failed, resubmission is possible but the mark will be capped at 50%.
Content: Through this module, students will critically evaluate the importance of sexual health and sexual rights for global health. Through practice-based learning, this module aims to equip students with knowledge and practical skills in the interpretation and response to current contested issues in sexual health and rights programming and policy, enabling learners to critically engage with both theory and practice. Inequities related to sexual health (including sexuality) will be identified, and the impact of lack of social and legal protections on dignity, stigma, violence and poor sexual health will be assessed. Analysis of agency, power, inequity and relevant social theories will provide a framework for the interpretation and response to current contested issues, enabling learners to critically engage with both theory and practice. Taught content will include: • Context and history of approaches to sexual health prioritisation, programming and policies. • Relevant theoretical perspectives e.g. power and agency, intersectionality, masculinities, feminist and queer theory. • Links between sexuality, sexual health and rights (including intersection between sexuality and reproductive issues- gay marriage, transgender, surrogacy etc.) • Sexual health priorities in different populations, including marginalised groups. • Rights-based approaches to sexual health issues - realisations and limitations. • Contestations and campaigns for sexual health rights and justice, and policy/programmatic responses. Experiential learning content: • Practical skills for sexual health policy and programming, e.g. making an effective ‘pitch’, reviewing and synthesising evidence and best practice in sexual health policy and programming, core project management skills including time management, writing for sexual health policy, effective team working, and reflective practice.
Methods: Through practice-based learning, in this module students will apply academic skills and theory to contemporary sexual health and rights issues. Through a group project (2-3 students), students will produce a programme/policy response report for an organisation providing sexual health services, enabling students to ‘put theory into practice’ and apply academic skills to ‘real-life’ issues. To do so, this module offers the possibility of a placement with an organisation in Edinburgh/ Scotland working in the area of sexual health. As part of this, groups can expect two visits to the organisation (face to face if ongoing regulations allow, otherwise virtual meetings will be arranged). Where this is not possible, students will be assigned a group project by the module coordinator. The module will engage the student through a blended-learning format (2 weeks online – 2 weeks face to face ‘in practice’ with mentorship - 1 week online to complete report), encouraging experiential learning. The following types of learning experiences will be used: • Online content delivery (e.g. annotated and narrated PowerPoints, recorded mini-lectures, online resources such as films, documentaries and websites; • Practical online exercises, including online reflection and discussion and synchronous group work; • Project-based learning, including reflective practice and mentor meetings with module team; • Self-directed study; • Assignment preparation. Please note: If COVID-related measures change and face-to-face interaction will not be possible, all interactions will be facilitated through online/virtual means Students will be encouraged to provide critical peer support through group work, will obtain feedback from tutors on personal reflective diaries, discussion posts, homework tasks and formative mini-assignments.
Prerequisites: ● General admission requirements for entry onto MSc courses run at IGHD include IELTS level of an overall score of 6.0 with no component less than 5.5; ● Regular access to a computer and the internet (broadband) for the duration of the module as well as the ability to watch videos. ● Basic computer skills, including using the world-wide web. ● Studied an advanced module in Gender and health and/or Sexual and reproductive health.
Attendance: Maximum number of students is 30 (no limit on number of TropEd students).
Selection: No specific selection criteria apply – first come first served principle.
Fees: Scot/UK/ROI: £720 International: £1,660
Scholarships: None
Major changes since initial accreditation: N/A
Student evaluation: N/A
Lessons learned: N/A
tropEd accreditation: Handed in at June GA 2020, accredited EC Telephoneconference Nov 2020. Valid until Nov 2025
Remarks: Key reading: Parker, R., & Aggleton, P. (2012). From research to policy and practice. Understanding Global Sexualities: New Frontiers, 232-246. Aggleton, P., & Parker, R. (Eds.). (2010). Routledge handbook of sexuality, health and rights. Routledge. Teunis, N., Herdt, G. H., & Parker, R. (Eds.). (2007). Sexual inequalities and social justice. Univ of California Press. Starrs, A. M., Ezeh, A. C., Barker, G., Basu, A., Bertrand, J. T., Blum, R., ... & Sathar, Z. A. (2018). Accelerate progress—sexual and reproductive health and rights for all: report of the Guttmacher–Lancet Commission. The Lancet, 391(10140), 2642-2692. Unnithan, M., & de Zordo, S. (2018). Re-situating abortion: bio-politics, global health and rights in neo-liberal times. Global public health, 13(6), 657-661.s Unnithan, M. (2015). What constitutes evidence in human rights-based approaches to health? Learning from lived experiences of maternal and sexual reproductive health. Health and human rights, 17(2), 45-56. World Health Organization. (2010). Developing sexual health programmes: A framework for action (No. WHO/RHR/HRP/10.22). World Health Organization. Zordo, S. D. (2016). The biomedicalisation of illegal abortion: the double life of misoprostol in Brazil. História, Ciências, Saúde-Manguinhos, 23(1), 19-36.
Email Address:	PKadetz@qmu.ac.uk
Date Of Record Creation:	2012-01-14 08:23:46 (W3C-DTF)
Date Of Record Release:	2012-01-14 14:33:52 (W3C-DTF)
Date Record Checked:	2021-09-09 (W3C-DTF)
Date Last Modified:	2024-01-02 11:42:44 (W3C-DTF)