Abstract
The purpose of this article is to present an analysis of the philosophical, historical, sociological, political, and economic perspectives reflected in the public policies about lifespan sexuality education of Germany and The Netherlands. A new conceptual framework for analysis and evaluation of sexuality education policies that integrates the Conceptual Model of Nursing and Health Policy and the Neuman Systems Model guided the analysis. Semi-structured interviews were conducted with 27 informants from the two countries during the summers of 2012 and 2013. A short discussion of sexuality education in the United States is presented with implications focused on how the results of the analyses of sexuality education policies in Germany and The Netherlands could influence development of sexuality education policies in the United States.
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