Abstract
BackgroundProponents have promoted sexuality education as a means of empowering adolescents, yet it has been thwarted in many low and middle-income countries. Nigeria represents an exception. Despite social opposition, the government in 1999 unexpectedly approved sexuality education policy. Since then, implementation has advanced, although efficacy has differed across states. We draw on theory concerning international norm diffusion to understand Nigerian policy development.ResultsWe find that a confluence of international and national norms and interests shaped policy outcomes, including concern over HIV/AIDS. A central dynamic was an alliance of domestic NGOs and international donors pressing the Nigerian government to act.ConclusionsWe argue that theory on international norms can be applied to understand policy dynamics across a variety of health and population areas, finding value in approaches that integrate rather than juxtapose consideration of (1) international and national influences; (2) long and short-term perspectives on policy change; and (3) norms and interests.
Highlights
Proponents have promoted sexuality education as a means of empowering adolescents, yet it has been thwarted in many low and middle-income countries
Thereafter we present a historical narrative on the political dynamics of adoption and implementation of sexuality education policy in Nigeria
We identify the factors that have shaped the Nigerian policy trajectory, drawing on theory pertaining to international norm diffusion and adoption
Summary
Proponents have promoted sexuality education as a means of empowering adolescents, yet it has been thwarted in many low and middle-income countries. Fourteen percent of new HIV infections to people 15 and over occurred among adolescent boys and young men aged 15 to 24 [2]. Nigeria is a revealing case for several reasons It has one of the largest populations of at-risk adolescents in the world [9]. It stands as one of the few low-income countries outside Latin America that has managed to make sexuality education available to a sizeable proportion of in-school adolescents [10] and has done so despite social norms that mitigate against school-based delivery. Factors that led to prioritization may be present in other countries, so Shiffman et al Globalization and Health (2018) 14:63 understanding Nigeria may help us understand how to promote sexuality education elsewhere
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